To all our Recognised Centres,

The success of an ABMA learner is dependent on a number of factors.

The dedication of the learner to their studies, the devotion of the
teaching staff to deliver the knowledge and skills effectively and the
commitment of the Awarding Organisation to continually ensure that
the skills obtained by the learner throughout their studies are relevant,
in demand and extremely valuable.

This syllabus has been created with the support of industry and
education experts and, coupled with the teaching expertise of your
staff, will ensure that ABMA learners continue to demonstrate talent,
capability and experience in their chosen industry.

The structure of this syllabus has been created specifically to ensure

ease of delivery for lecturers, helping learners progress their
knowledge at each level while at the same time gaining exciting skills
that far surpass not only the competition but also the expectations of
well established industry employers.

I wish your learners good luck in their studies and look forward to
hearing about the achievements of ABMA learners in the near future.

Kind regards,

Alan Hodson
ABMA Senior Executive

Vocational Qualifications,
our Strength, your Future
Computer Engineering - Level 4 Diploma

Assessment and Grading Criteria

The units for this qualification are assessed via examination.

In order to pass each of the units, learners are required to demonstrate that they can meet the stated
learning outcomes outlined in the syllabus. Learners must study and understand the full unit content as any
part of this could be tested during the examination.

Each question in an examination is weighted at 20% of the total marks. It is the accumulated total of marks
for each question which will determine if a learner has achieved a Pass, Merit or Distinction for the unit.
Marks of 39% or less will be graded as a Fail. A learner must achieve a minimum mark of:

 40% to achieve a Pass

 60% to achieve a Merit
 75% to achieve a Distinction

The following grading criteria indicate the general expectations placed on a learner at each of the
grading bands of this Level:

Level 4

Fail Pass Merit Distinction

39% or less 40% - 59% 60% - 74% 75%+
Category

The learner will have... The learner will have... The learner will have... The learner will have...

Provided an answer Provided an answer Provided an answer

that is clearly related that is clearly related that is clearly related
Provided an answer
Relation to the to, and/or has directly to, and/or has directly to, and/or has directly
that is related to the
Question answered the answered the answered the
question
problem posed by problem posed by problem posed by
the question the question the question
A few ideas without Relevant, though
Ideas necessarily going into sometimes sporadic, Relevant ideas Clear ideas
depth ideas
Demonstrated that
Demonstrated that Demonstrated that Demonstrated that
they have an
they have a basic but they have a good they have a very
Knowledge and underlying
evident knowledge knowledge and good knowledge and
Understanding knowledge and
and understanding of understanding of the understanding of the
understanding of the
the subject subject subject
subject
Made or cited some Made or cited
Made or cited
Factors, Points Made or cited a few factors/points/charac relevant
relevant
and/or factors/points/charac teristics not factors/points/charac
factors/points/charac
Characteristics teristics necessarily all teristics going into
teristics
relevant depth
Provided a basic
Provided a basic but Provided and
and/or Provided a good
Argument slightly developed developed a basic
underdeveloped argument throughout
argument argument
argument
Attempted to make a Made and reached a
Made a reasonable Made and reached a
Conclusion reasonable convincing
conclusion conclusion
conclusion conclusion

6
 Provided an answer
that will not Provided an answer Provided a logically Provided a well
Structure
necessarily be well that is structured structured answer structured answer
structured

Please note that the table above provides a general overview of the grading criteria for each level. Each
of the different command verbs that are used in examinations will have a different set of criteria
expectations ascribed to them, for example, if a learner were asked to ‘illustrate’, they would be expected
to support their illustrations with examples or diagrams.

All of our learning outcomes are set at the highest skill level and have been developed using Bloom’s
Taxonomy. Learners are required to either:

 ‘Analyse’,
 ‘Apply’, or
 ‘Evaluate’.

The command verbs that will be used in examinations are grouped under these terms:

Analyse Apply Evaluate

Compare Illustrate Assess
Compare and Contrast Calculate Describe*
Describe* Write Discuss*
Differentiate Explain*
Discuss* Identify*
Distinguish Recommend
Explain* State*
Identify* Suggest
State*

*The command verbs that have an asterix (*) appear in both the Analytical and Evaluative columns. These
verbs can be used to test both ‘Analyse’ and ‘Evaluate’ learning outcomes. The questions posed using the
asterixed command verbs will be written to elicit an answer that would satisfy the learning outcome.

Therefore, it is important to note that when an examination question asks the learner to ‘explain’
something, a brief explanation will not suffice; the learner will be expected to provide a detailed
explanation in order to satisfy the learning outcome which that question is associated with.

When preparing for examinations, it is essential that learners refer to the ABMA ‘Never have to take a re-sit
again: A guide to examination success’ as this document provides relevant guidance in terms of how
learners should approach and answer examination questions.

7
Unit 1: Computer Systems

Unit Aim

This unit aims to enable learners to understand computer systems and apply theoretical knowledge to
practical application when building, configuring and maintaining computer systems.

Unit Overview

This unit is designed for those seeking a career in computer engineering. It will equip learners with the
knowledge and skills to understand the role and types of computer systems, including their hardware,
software and peripheral components. It will enable them to design, build and configure a computer
system to meet a client’s needs and to perform routine maintenance and upgrading as required.

Learning Outcomes

After successfully completing this unit, the learner will:

1. Understand the function of computer systems

2. Be able to design computer systems
3. Be able to build and configure computer systems
4. Be able to undertake routine maintenance on computer systems

Unit Content

In order for the learner to meet each learning outcome, they need to be taught the following:

Learning Outcome 1: Understand the function of computer systems

1. Role of computer systems in different environments

a. Increasing complexity of computer technology and specialisation of knowledge
b. Computers used for different purposes e.g. for personal use, personal computers used in the home
(PC), laptops
c. Tablets, mobiles
d. Environments: home, business, computer gaming, networking
e. Real-time communication
f. Computer system functions: main components, control unit, memory, input and output devices
g. Connection e.g. busses: Central Processing Unit (CPU), memory (RAM) computer architecture
h. Health and safety practices
i. Computers as embedded controllers and the increasing sophistication of special-purpose devices

2. Hardware, software and peripheral components

a. Hardware platform, hardware architecture, operating systems, programming languages, compilers,
data structures, algorithms and software engineering
b. Central processing unit, motherboard, power supply unit, cooling unit
c. Backing storage e.g. hard drive, controllers, ports, main memory, memory types, battery
d. Specialised cards e.g. Peripheral Component Interconnect (PCI)
e. Accelerated Graphics Port (AGP)
f. Network, graphics, modem, sound, optical drives
g. Performance factors
h. Software hierarchy: operating systems, utility programs, libraries
i. Applications software including special purpose software, bespoke software, performance factors
j. Peripherals including printers, plotters, cameras, scanners
k. Keyboard and mouse

8
 l. Monitors, display adaptors
m. Multimedia devices
n. Storage media
o. Networking portable drives
p. Plug and play components
q. Performance factors

3. Different types of computer systems

a. Comparing the range of computer systems and models with different specifications
b. Computers used in business and industry including workstations, mainframes and networks of
computers
c. Supercomputers with high performance systems
d. Different models of computers
e. Multi-processing functions
f. Embedded computers and ‘system on a chip’ (SOC) devices

Learning Outcome 2: Be able to design computer systems

1. Design specification to meet client’s needs

a. Needs analysis including client and system requirements, problems/limitations with current system
b. Functionality, costs, timescales, resources, inquiry/analytical techniques e.g. interviews,
questionnaires
c. Selection criteria based on client requirements
d. Compatibility, outputs, performance (speed, power, efficiency, effectiveness, usability, alternative
solutions)
e. Maintenance requirements
f. System specification including components, configuration, time, tools and resources
g. Alternatives e.g. processor types, back-up options, security measures
h. Documenting requirements

2. Evaluate suitability of design specification

a. Identifying evaluation criteria against system performance, resilience and availability
b. Power and thermal analysis
c. Computer system security
d. Evaluating design against original specification of client’s requirements
e. Trialling/‘dry runs’
f. Seeking feedback from clients and users of the system
g. Amending and adapting design in line with feedback

Learning Outcome 3: Be able to build and configure computer systems

1. Build and configure computer system to meet design specification

a. Selecting appropriate model of computer system to meet design specification
b. Custom-built systems to meet specialised requirements
c. Undertaking system installation e.g. installing motherboard, processor, heat-sink and fan, memory,
power supply unit
d. Connecting to internal components
e. Installation of hard disc drive, optical drive, specialised cards (graphics, network, modem, audio)
f. Installation of software, operating system, application software, utility software
g. Installation of peripherals, printers, scanner, camera
h. Installation of communication devices, modem, router
i. System configuration including Basic Input Output System (BIOS), e.g. date/time, power
management, security
j. Installation of up-to-date anti-virus software, user profiles
k. Configure desktop, icon and font size, colour, background

9
 l. Customise menu
m. File management, files and folders, setting up sharing permissions
n. Interfacing with the physical world
o. Interaction devices

2. Test and document computer systems

a. Fault detection
b. BIOS Power-On Self-Test (POST), diagnostic, troubleshooting
c. Using technical support documentation e.g. reference manuals, online manufacturer support
d. Test hardware e.g. input/output devices, peripheral devices, test software
e. Documentation, test plan
f. Developing documentation of the computer set up and test procedures

Learning Outcome 4: Be able to undertake routine maintenance on computer systems

1. Perform routine maintenance tasks on a computer system

a. Set up and carry out routine maintenance of computer systems
b. Undertake software maintenance including virus definition files
c. Operating system and application patches/updates
d. Scheduling maintenance tasks
e. File management and back-up procedures
f. Inspect and service hardware, undertake preventative work
g. Inspect operating system and examine hardware logs to identify potential future issues

2. Upgrade the hardware and software of a computer system

a. Upgrade hardware
b. Install and configure new peripherals e.g. printers, scanners
c. Install and configure additional or replacement devices such as hard drive, memory, graphics,
sound, optical media, network
d. Cleaning equipment
e. Utility software e.g. clean-up, back-up, system profilers
f. Other third party utility software e.g. compression utilities, spyware/malware removal

Teaching Guidance

Delivery Guidance

It is recommended that the teaching/learning approach for this unit is participative and interactive. While
the teacher should provide an overview of the key elements of each part of the unit, the emphasis should
be on encouraging learners to explore different aspects of software development. Learners should be
encouraged to share ideas in order to discuss and analyse the key points before drawing their own
conclusions.

The activities recommended may include:

 Presenting outline information to learners regarding computer systems

 Guiding learners in terms of how and where to find relevant material
 Guiding learners in terms of how and where to find examples and models of computer systems
 Organising presentations and/or group discussions

For best results it is recommended that the teaching and learning activities are informed by the following:

 Guiding learners to investigate relevant information

 Critical discussions about a wide variety of computer systems, using on-line examples
 Practical opportunities to look at hardware, software and peripheral components
 Visits from guest speakers, professionals or those with relevant technical expertise

10
Textbooks

Hurson, A. and Science, E. (2016) Advances in Computers: Volume 101. Oxford: Elsevier Science. This
directed reading is for revision purposes only

Information Systems and Technology. Ipswich, Massachusetts: Salem Press. 2014. This directed reading is for
revision purposes only

Patterson, D.A. and Hennessy, J.L. (2011) Computer organization and design, revised fourth edition: The
hardware/software interface. 4th edn. Waltham, MA: Morgan Kaufmann Publishers In. This directed
reading is for revision purposes only

11
Computer Engineering - Level 4 Diploma

Unit 2: Computer Security

Unit Aim

The unit aims to help learners understand how programming practices can introduce vulnerabilities into
software, the different types of attacks on software and the factors that make passwords secure or
insecure.

Unit Overview

This unit is designed for learners seeking a career in computer engineering. It will equip learners with the
knowledge and skills needed to analyse the nature of the types of attack on software and their sources, as
well as the symptoms of and techniques available to defend against them. The unit will also enable them
to manage attacks based on social engineering, such as phishing and scams.

Learning Outcomes

After successfully completing this unit, the learner will:

1. Understand how programming practices can introduce vulnerabilities into software

2. Understand types of software used to mount attacks and defend against them
3. Understand attacks based on social engineering

Unit Content

In order for the learner to meet each learning outcome, they need to be taught the following:

Learning Outcome 1: Understand how programming practices can introduce vulnerabilities into software

1. Types of attack on program code/data in memory, network-aware programs, website software and
users’ privacy
a. Analysing security risks posed by software vulnerabilities
b. Software ‘bug’ may allow third party or program to gain unauthorised access, leak information,
attack other systems and do damage
c. Buffer overflow attacks
d. Attacks on network-using programs such as Denial of Service and Distributed Denial of Service
(DDoS), network sniffing/eavesdropping, password cracking, ‘man–in-the-middle’ attacks
e. Common attacks on website software including SQL injection, Cross-Site Scripting (XSS) flaws
f. Attacks on users’ privacy including tracking cookies and keystroke loggers

Learning Outcome 2: Understand types of software used to mount attacks and defend against them

1. Types of malware and differing attack vectors

a. Comparing different types of ‘malware’ including viruses, worms, trojans and spyware
b. Different motivations of authors of malware
c. Compare different attack vectors, the reasons why email is a popular vector
d. Typical symptoms of attack
e. Consequences of successful attack

2. Symptoms of attack and consequences of successful attack

a. Symptoms of attack can include heavy CPU processing, too much RAM being consumed, high
network activity, system running more slowly/performance degradation, unable to enter standby
mode, programs taking longer than usual to open

12
 b. Sudden pop-up error messages, home of browser changed, email account sending message with
virus to contacts, antivirus no longer updating
c. Consequences include malicious codes attacks
d. Unauthorised intrusions networks and computer systems and Denial of Service attacks, theft of
information
e. Impact on e-commerce including theft of credit card details and loss of consumer trust/willingness
to engage in e-commerce

3. Different techniques used to protect against attacks

a. Evaluating different security risks present in a given situation
b. Recommending a range of techniques used to protect against attacks, including deployment of
anti-virus software
c. Several counter measures that may help e.g. virus scan software with full weekly scan and frequent
updates
d. Automatic updates of virus scans
e. System update server (SUS)
f. Allowing only approved software to run on computer systems, removing authorisations from user
accounts, (so that, for example, they are unable to install software not approved)
g. Running vulnerability scanners inside and outside the network
h. Common myths about malware
i. Firewalls and, boundary devices
j. Intrusion detection systems
k. Network security

Learning Outcome 3: Understand attacks based on social engineering

1. Phishing, spam and other scam email content

a. Comparing phishing, spam and other scam email content
b. Types of phishing attacks e.g. deceptive phishing through a misleading email, malware-based
phishing using malicious software on user’s PC, key loggers or screen loggers, session hijacking, web
Trojans, hosts file poisoning
c. System configuration attacks, data theft, DNS-based phishing (‘pharming’), content injection, ‘man-
in-the-middle’ phishing, search engine phishing
d. Use of social engineering to target specific individuals or roles compared to ’broadcast’ attacks

2. How to make password security strong and factors that make it weak
a. Key problem is selecting a password that is easy to remember
b. Factors contributing to weak passwords include use of personal information, use of real words, using
same name/word for different sites
c. Same character types
d. Techniques to strengthen passwords including use of passphrase, mixing character types, not using
real words, changing password regularly, using different passwords for each website
e. Using a password management tool to store and remember passwords securely, e.g. a Password
Vault program, allows storage of site address, logon IDs, and passwords using one master password
(that must be remembered)

Teaching Guidance

Delivery Guidance

It is recommended that the teaching/learning approach for this unit is primarily participative and
interactive. The tutor should ensure that the fundamental concepts are understood and that the learning
at this level should be substantially based upon applying such concepts in real or simulated settings.
Emphasis should be on equipping learners to conduct their own research to extend and deepen their
knowledge and understanding of computer security and related issues. The practical focus should also

13
offer opportunities for learners to benefit from presenting their ideas, discussing them with their peers and
assessing what improvements can be made from this critical review.

The activities recommended may include:

 Presenting foundational material on computer security

 Giving direction to learners in terms of the practical aspects of applying their understanding to the
range of vulnerabilities and the techniques to defend against attacks
 Acting as a sounding board at different stages of the learning process
 Indicating the tools that could usefully considered
 Enabling learners to organise presentations and/or group discussions

For best results it is recommended that the teaching and learning activities are informed by the following:

 Independent research carried out to develop knowledge and understanding related to all aspects of
the unit
 Studies of real examples of computer security in different, relevant contexts in order to provide a variety
of learning opportunities for learners that reflect the situations they may encounter in the future
 Scenarios and case studies based on real examples that are current and topical. These can be
provided by either the learner or the tutor

Textbooks

Street, J.E. and Nabors, K. (2010). Dissecting the hack: The f0rb1dd3n network. Edited by Dustin L. Fritz.
United States: Syngress Media,U.S. This directed reading is for revision purposes only.

Schweitzer, J.A. (2014). Computer, Business & Security. The New Role for Security. Boston: Butterworth-
Heinemann. This directed reading is for revision purposes only.

Krieg, C., Dabrowski, A., Hobel, H., Krombholz, K. and Weippl, E. (2013) Hardware Malware. S.l.: Morgan &
Claypool. This directed reading is for revision purposes only.

14
Computer Engineering - Level 4 Diploma

Unit 3: Management of Projects

Unit Aim

This unit aims to help learners to develop an understanding of the principles of project management. It also
enables learners to plan and manage a project, taking account of organisational and human resource
requirements as well as project management processes and procedures.

Unit Overview

The unit is for those considering careers in computing and information systems and who wish to gain an
understanding of project management principles and skills. The unit will equip learners with the skills and
knowledge to examine the principles of project management. In particular it will enable learners to
develop the skills needed to plan and manage a project, its processes and procedures and review the
project outcomes.

Learning Outcomes

After successfully completing this unit, the learner will:

1. Understand the principles of project management

2. Be able to plan a project in terms of organisation and people
3. Be able to manage project processes and procedures

Unit Content

In order for the learner to meet each learning outcome, they need to be taught the following:

Learning Outcome 1: Understand the principles of project management

1. Principles of project management

a. Definition and role of project management
b. The variable nature of projects from the small/relatively straightforward to the extremely large and
highly complex
c. Main principles including the project lifecycle and its key stages, key goals and outcomes, the
significance of project planning
d. The team and project stakeholders
e. Potential funding and finance for project management
f. Key project management approaches including traditional approaches, agile approaches, critical
chain, event chain and process-driven approaches including PRINCE2

2. Viability of projects, including criteria for success/failure

a. The need to confirm and agree measures of success before the project is started and activities are
assigned
b. Recognising that project success is closely linked to opportunity and risk and that success criteria
can change with time
c. Measuring success in terms of key deliverables: scope, quality, relevance and in terms of internal
processes (time, cost and efficiency)
d. Wideman’s Key Success Indicators (KSI)
e. Recognising that failing to achieve certain objectives does not necessarily mean the project was a
failure

3. Principles behind project management systems and processes

15
 a. Budget management systems
b. Methods of monitoring income, expenditure and cash flow
c. Risk management methodologies
d. Contingency planning approaches and processes
e. Processes for monitoring quality
f. Methods of monitoring project timescales and tracking progress
g. Systems for measuring and reviewing performance
h. Tools for managing the project management process including fishbone diagrams, critical path
analysis flow diagrams and Gantt charts
i. Software applications which facilitate project management systems and processes

4. Terminating projects and conducting post-project appraisals

a. Recognising when project termination takes place (project termination as the final stage of the
project lifecycle, starting when the project work has been completed and accepted by the
customer)
b. Why actions relating to terminating the project should be identified and included in the next
project’s starting out plan
c. Key elements involved in terminating projects and conducting post-project appraisals
d. How post-project appraisals may benefit future projects

Learning Outcome 2: Be able to plan a project in terms of organisation and people

1. Planning appropriate organisational structures

a. Recognising that an organisational structure can help or hamper project success, some structures
may also impede the ability to share resources and impair workers’ ability to deliver projects
b. The three primary project management organisational structures: functional, matrix and pure project
c. The types of organisational structures that are common to particular types of projects
d. The importance of comparing and contrasting the strengths and weaknesses of these different types
of structure to identify which one will best benefit an organisation, taking account of the
organisation’s wishes, requirements and environment

2. Roles and responsibilities of project participants

a. Types of roles and responsibilities of different participants/stakeholders of a project
b. Typical tasks required of participants at different stages of the project lifecycle
c. The importance of specifying named individuals to lead on/undertake specific tasks
d. Why it is important to negotiate, agree and document project management roles with the
individuals concerned

3. Project co-ordination and control

a. Establishing the scope and parameters of the project
b. The importance of regularly checking the progress of activities against the project plan
c. Adopting clear communication strategies to inform team members and those in authority about
developments
d. Planning team review meetings
e. Probing apparent situations to gain true facts and figures

4. Project leadership requirements and qualities

a. The importance of preparation within project management
b. How to balance project management constraints (cost, time, scope and quality) effectively
c. Being able to envision the entire project from start to finish
d. Documenting essential project leadership requirements and qualities including adopting an
approachable and accessible management style, maintaining a positive attitude throughout the
project management process, encouraging, supporting and helping members of project team,
using effective delegation techniques and making appropriate judgements about how much

16
 freedom to give individual team members, recognising that the project managers should be
accountable for things that go wrong and avoid passing on problems to individuals within their team
e. The importance of communicating progress and successes regularly to everyone involved
f. Managing differences in personality and working styles of team members
g. Effective use of empathy and conflict handling techniques

5. Human resources and requirements for a project

a. How to plan human resources and requirements for estimating/forecasting numbers of people
required, types of knowledge, skills and effort needed and for the length of time this is required,
identifying potential training, development and support needs
b. Estimating resource availability
c. Ensuring that the most effective use is made of the people involved in the project (from the
organisation and externally)
d. How to ensure commitment from human resources
e. Potential risks of shortfalls in human resources (shortages of people on project team, skills gaps)

Learning Outcome 3: Be able to manage project processes and procedures

1. Designing the project organisation with reference to project plans

a. Defining the concept of ‘the design organisation’
b. Recognising that every project must have its own management structure defined at the start and
dismantled at the end
c. Defining management roles, responsibilities, relationships, accountabilities and authorities
d. Recognising that the existing line management structure of an organisation may be unlikely be
suitable to use as a project management organisation, except when a small task is being run within
a single business unit
e. Recognising that the project organisation must be designed to suit factors such as a project’s
criticality to the business, its size and complexity, the degree of impact within parent and external
bodies, the costs and staff resources required and the types and levels of interested parties
f. The importance of closely following project plans when designing the project organisation

2. Using project scheduling and cost control techniques

a. Defining schedule and cost control
b. Recognising that 80% of all projects start with underestimated schedules and costs
c. Why schedule and cost control elements are the key elements of successful project management:
(important in directing progress, directing actions, controlling results and conserving resources)
d. Producing a schedule with realistic time and cost estimates for project completion
e. Mapping capabilities against customer requirements
f. Controlling schedules and costs so that the project stays in the baseline guidelines
g. Assessing and recovering projects that are outside established control parameters

3. Methods of measuring project performance

a. Reasons for measuring project performance (assessing current performance, setting goals for
improvement, anticipating any potential deviation)
b. The need to agree and create performance measurements for each project, based on the project
scope and the goals and objectives of the stakeholders
c. Reviewing performance regularly and at stipulated review points
d. Different measures including qualitative versus quantitative measures, output versus outcome
measures, quality measures
e. Key milestones
f. Benchmarking, target costs
g. Financial performance measures and measures pertaining to speed, accuracy and volume
h. Strengths and weaknesses of different performance measurements

4. Reporting project change control procedures

17
 a. Recognising that contemporary projects may be subject to many changes throughout the
development process and inevitability of the need for change before and during the
implementation
b. Why a project plan may need to be adjusted in light of internal and external changes, including
performance, new information and changing circumstance (such as unforeseen changes to
suppliers and other stakeholder organisations due to financial constraints)
c. How to report project control procedures in a clear and concise way to ensure understanding of all
members of the project team
d. Identifying, agreeing and delegating new actions as appropriate

5. Project outcomes and recommendations

a. The purpose of formal evaluations of the project
b. Methods of gaining and collating feedback from project stakeholders and sponsors throughout and
at the end of the project
c. Key considerations for evaluation including whether the project objectives were achieved, whether
it was completed on time, whether it was completed within budget, whether it was completed with
the required resources
d. Promoting the benefits of the project
e. Making recommendations for improvements and for possible extension to the project or for work in
other related projects

Teaching Guidance

Delivery Guidance

It is recommended that the teaching/learning approach for this unit is participative and interactive. While
the teacher should provide an overview of the key elements of each part of the unit, the emphasis should
be on encouraging learners to investigate project management principles, skills and techniques. Learners
should be encouraged to share ideas in order to discuss and analyse the key points before drawing their
own conclusions.

The activities recommended may include:

 Presenting outline information to learners regarding the subject content

 Guiding learners in terms of how and where to find relevant websites
 Guiding learners in terms of how and where to find examples of project management within
information technology (IT)
 Guiding learners in terms of how and where to find examples of different organisational structures for IT
project management
 Guiding learners in terms of how and where to find examples of the types of project leadership skills and
requirements that have underpinned successful projects in IT
 Organising presentations and/or group discussions

For best results it is recommended that the teaching and learning activities are informed by the following:

 Guiding learners to investigate relevant information

 Where possible, visits to different types and sizes of organisations with different experiences of managing
IT projects
 Examples of different structures and approaches for managing IT projects favoured by organisations of
different type, size and sector in order to provide a variety of learning opportunities
 Visits from guest speakers, professionals or those with relevant expertise

18
Textbooks

 Avison, David E.; Torkzadeh, Gholamreza. Information Systems Project Management. Thousand Oaks :
SAGE Publications, Inc. 2008. This directed reading is for revision purposes only

19
Computer Engineering - Level 4 Diploma

Unit 4: Networking Technology

Unit Aim

This unit aims to enable learners to understand the layers of OSI 7-layer network model, confirm correct
network functioning and be able to configure common network security features.

Unit Overview

This unit is designed for learners seeking a career in computer engineering. The learner will understand the
OSI 7-layer network model and the protocols associated with these layers and how their scope may vary
from the OSI model. Upon completion of this unit, learners will know how to configure a firewall and NAT
security features, as well as testing the functioning of a network.

Learning Outcomes

After successfully completing this unit, the learner will:

1. Understand layers 1 and 2 of the OSI 7-layer network model

2. Understand layer 3 of the OSI 7-layer network model
3. Understand layer 4 of the OSI 7-layer model
4. Understand layer 5 of the OSI 7-layer model
5. Understand layer 6 of the OSI 7-layer model
6. Be able to confirm correct network functioning
7. Be able to configure common network security features

Unit Content

In order for the learner to meet each learning outcome, they need to be taught the following:

Learning Outcome 1: Understand layers 1 and 2 of the OSI 7-layer network model

1. Purpose of physical and data link layers

a. Definition and purpose of the physical layer in terms of electrical and physical specification of
devices
b. Establishing/terminating a connection to a communications medium
c. Sharing communication resources and resolving access conflicts
d. Modulation/conversion of digital data to signals and their operation over cables or radio links
e. Compare different signal modulation and encoding strategies
f. Definition of the data link layer in terms of network data transfer and error corrections from layer 1
g. ITU-T G.hn standard
h. Functions of data link layer, including framing, physical addressing, flow control, error control, access
control, media access control
i. WAN and LAN architecture
j. Incorporation of both layers in Ethernet and LANs
k. Format of frames used in IEEE 802.3 ethernet and IEEE 802.11 WiFi networks
l. Address Resolution Protocol (ARP)

2. Detecting and remedying errors and packet collisions

a. Ethernet Carrier Sense Multiple Access/Collision Detect in half duplex environments
b. Collision avoidance in full duplex switched environments
c. Collision detection using a protocol analyser/network analyser/packet sniffer
d. Reducing network traffic by reducing the number of protocols used on the network

20
3. Comparison of bridging and switching topologies
a. Switching in software compared to switching in hardware
b. Frame rates
c. How bridges and switches switch frames
d. Learning, forwarding and removing layer 2 loops
e. Use of device MAC address

Learning Outcome 2: Understand layer 3 of the OSI 7-layer network model

1. Purpose of the network layer

a. Functional and procedural means for transferring data sequences between networks
b. Routing, fragmentation, reassembly and reporting delivery errors
c. Sub layers of sub network access, dependent convergence and independent convergence
d. Layer management protocols

2. Features and design of IP

a. Function of an IP address
b. How IP packets are transmitted via the data link layer
c. How routing tables can be used to extend or link networks
d. IPv4 and IPv6
e. Static and dynamic IP addressing
f. Common conventions adopted in public and private IP networks (such as RFC1918-compliant
private network addressing)

3. Role of ICMP protocol packets

a. Sending error messages from operating systems of networked computers to report problems with the
delivery of IP datagrams
b. ICMPv4 and ICMPv6
c. Ping and traceroute applications to verify Internet paths are operational
d. Error reporting, flow control and first-hop gateway redirection
e. Common error messages

Learning Outcome 3: Understand layer 4 of the OSI 7-layer model

1. Purpose of the transport layer

a. Transfer of data between end users
b. Link reliability through flow control, segmentation/desegmentation and error control
c. Multiplexing
d. Acknowledgement and subsequent action
e. Five classes of connection-mode transport protocols
2. TCP and UDP protocols
a. The Transmission Control Protocol and User Datagram Protocol
b. Non-conformance with the OSI definition of the transport layer
c. Common application layer protocols such as HTTP and DNS
d. Relationship between DNS and IP addressing
e. Comparison of transport-layer protocols
f. Reliability versus reduced latency

Learning Outcome 4: Understand layer 5 of the OSI 7-layer model

1. Purpose of the session layer

a. Control of the connections between computers
b. Establishment, management and termination of connections between local and remote
applications
c. Authentication and authorisation

21
 d. Closure of sessions, session check-pointing and recovery
e. Remote procedure calls
f. Why media streaming is handled at this layer

2. Comparison of the features of the OSI model and TCP/IP

a. Commonality of closure of sessions with Transmission Control Protocol
b. Absence of session check-pointing and recovery on Internet Protocol suite
c. Descriptions of operating scopes rather than prescriptions of operating procedures
d. Authentication and dialogues control features of the OSI model compared to features present in
TCP/IP

Learning Outcome 5: Understand layer 6 of the OSI 7-layer model

1. Purpose of the presentation layer

a. Connecting entities and delivery and formatting of information across the application layers
b. Mapping between layers and conversion
c. Encryption, decryption and translation between application and network formats
d. Role and design of PKI encryption systems such as SSL and TLS
e. Serialisation of complex data structures
f. Common application service element and specific application service element sub-layers
g. Compression features of the OSI model compared to features present in TCP/IP
h. Comparison of features of this layer with similar features built into layer 7 (application layer) protocols

Learning Outcome 6: Be able to confirm correct networking function

1. Examining network packets using a packet sniffer

a. Sniffers on Ethernet and WiFi networks
b. Promiscuous mode network cards
c. Using sniffers to identify computers using too much bandwidth, having the wrong network settings or
running malware
d. ARP spoofing and poisoning and mitigating sniffing attacks
e. Common general purpose sniffers such as Wireshark (Ethereal), NAI Sniffer and TCP Dump
f. Dealing with networks security by encryption (such as certain WiFi configurations)

2. Using software tools to confirm packets are correctly routed

a. Check network nodes are online
b. Configure a router to direct packets according to a network design
c. Confirm packets are correctly routed
d. Checking the routing in both directions

22
Learning Outcome 7: Be able to configure common network security features

1. Configure a firewall according to a network design

a. Permit/deny network traffic according to a network design
b. Relative merits of filtering by IP address, domain name, protocols, ports and specific words and
phrases
c. Difference between stateful and stateless packet inspection
d. Packet rewriting to implement network address translation (NAT)
e. Advantages and disadvantages of using layer 3 firewalls versus layer 7 proxies

2. Security benefits of NAT

a. Relative merits of enterprise and consumer NAT solutions and the importance of attack prevention
and correct application functioning
b. Symmetric NAT and stateful firewall protection comparison
c. Problems with NAT where the IP address is embedded within the packet
d. Problems with traceability
e. Use of NAT on IPv6 networks and the relative benefits and problems compared to IPv4 deployment

Teaching Guidance

Delivery Guidance

It is recommended that the teaching/learning approach for this unit is primarily participative and
interactive. The tutor should ensure that the fundamental concepts are understood and that the learning
at this level should be substantially based upon applying such concepts in real or simulated settings.
Emphasis should be on equipping learners to conduct their own research to extend and deepen their
knowledge and understanding of the OSI model and related issues. The practical focus should also offer
opportunities for learners to benefit from presenting their ideas, discussing them with their peers and
assessing what improvements can be made from this critical review.

The activities recommended may include:

 Presenting foundational material on the OSI 7-layer model and related protocols
 Giving direction to learners in terms of the practical aspects of applying their understanding of the OSI
7-layer model and related protocols
 Acting as a sounding board at different stages of the learning process
 Indicating the tools that could usefully considered
 Enabling learners to organise presentations and/or group discussions

For best results it is recommended that the teaching and learning activities are informed by the following:

 Independent research carried out to develop knowledge and understanding related to all aspects of
the unit
 Studies of real examples of operations in different layers within the OSI model and in different, relevant
contexts in order to provide a variety of learning opportunities for learners that reflect the situations they
may encounter in the future
 Scenarios and case studies based on real examples that are current and topical. These can be
provided by either the learner or the tutor

Textbooks

Dostálek, L., Kabelová, A., Dostalek, L., Kabelova, A., Dostalek, L., Kabelova, A. and Dostlek, L.
(2006) Understanding TCP/IP: A clear and comprehensive guide to TCP/IP protocols. Birmingham: Packt
Publishing. This directed reading is for revision purposes only.

23
Computer Engineering - Level 4 Diploma

Unit 5: Personal Computer Software Support

Unit Aim

This unit aims to help learners to compare operating systems, understand Windows OS interfaces and
installations, troubleshoot and work in a professional support environment.

Unit Overview

This unit is designed for learners seeking a career in computer engineering. The unit will equip learners with
the knowledge and skills related to installation, maintenance and use of Windows operating systems. It will
also enable them to ensure compatibility with hardware, install applications, troubleshoot and take
remedial actions as well as be able to use different interfaces. This unit will give learners an appreciation of
professional practice relating to safety and environmental issues. They will develop an understanding of the
role of operating systems and the relative merits of different systems for different contexts.

Learning Outcomes

After successfully completing this unit, the learner will:

1. Be able to identify and compare common Operating Systems (OS)

2. Be familiar with the Windows OS interfaces
3. Be able to set up a new Windows OS installation
4. Troubleshoot a Windows OS installation
5. Be able to install additional Windows OS applications
6. Be able to work in a professional support environment

Unit Content

In order for the learner to meet each learning outcome, they need to be taught the following:

Learning Outcome 1: Be able to identify and compare common Operating Systems (OS)

1. Role of concurrent processes

a. Definition and examples of concurrency in the context of a personal computer operating system
b. Identifying the implementations of concurrency via e.g. processes and threads, communication
through message passing and shared variables
c. Contrasting the different capabilities of operating systems based on their concurrent capabilities
d. Contrast of real-time and non-real-time systems
e. Operating systems offering hard real-time guarantees

2. Distinguishing Microsoft Windows and Linux releases

a. Common versions of Windows produced by Microsoft (such as Windows 8, Windows 7, Windows XP,
Windows Vista, Windows 95)
b. Distinguish between major distributions having Linux as an operating system kernel and a UNIX-like
userland (such as Red Hat, SuSE, Ubuntu), and versions of operating systems having Linux as a kernel
and a non-UNIX-like userland (such as Android)

3. Comparing OS features in common deployments

a. Comparing operating systems in terms of broad feature set and common deployment scenarios
b. Relative cost and ease of installation
c. Customisation and configurability
d. Availability of applications
e. Security and virus protection

24
 f. Describing facilities of different types of user account

Learning Outcome 2: Be familiar with the Windows OS interfaces

1. Locating files, folders and devices using the graphical explorer

a. Locate local and remote files, folders and network devices through the graphical explorer
b. File Manager, Windows Explorer and File Explorer across versions of Windows
c. Find and access files, folders and devices in the Manager/Explorer interface

2. Locating configuration panels and administration tools

a. Perform common configurations to operating system
b. Start graphical applications
c. Accessing the Windows Control Panel and Administrative Tools by opening a command shell and
issuing command line interface (CLI) commands
d. Tools and components displayed in the Windows Control Panel
e. Standard applets in the Windows control panel

3. Running common text mode applications using the command shell

a. Identification of different versions of shell (such as PowerShell)
b. Use the command shell to run common text mode applications
c. Manage running applications and processes
d. Write scripts and batch files to execute series of commands

Learning Outcome 3: Be able to set up a new Windows OS installation

1. Hardware requirements and compatibility

a. Ensure system hardware is compatible and meets minimum requirements
b. Familiarity with the Windows Hardware Compatibility Lists
c. Identify hardware requirements for the operating system
d. Check that available hardware meets requirements
e. Locate drivers for hardware

2. OS configuration for hardware

a. Installing operating systems, booting new installation, installing or updating additional drivers as
require to support system hardware and/or additional peripheral devices
b. Configuring operating systems appropriately for the hardware
c. Automatic configuration for plug and play devices
d. Resources that can be shared by different devices
e. Using the Add Hardware Wizard
f. Using Device Manager to update device drivers and modify hardware settings
g. Creating system checkpoints, backups and booting to them
h. Migrating user data onto a new system, to the same or different versions of the operating system
i. Use of network-delivered installation media and systems

Learning Outcome 4: Troubleshoot a Windows OS installation

1. Procedure for identifying system faults

a. Following a thorough procedure to pinpoint a system fault
b. Using online and offline sources of documentation
c. Critically evaluating the quality of online ‘solutions’ and guidance from forums and other discussion
groups
d. Identifying problems caused by hardware or inadequate driver support for hardware
e. Troubleshooting using the Add Hardware Wizard
f. Troubleshooting with the Device Manager

2. Software tools for dealing with faults

25
 a. Using software tools to identify and remedy problems
b. Using system utilities (such as chkdsk, Safe Mode, System Restore Utility, Windows Task Manager),
popular third-party utilities (such as Disk Cleanup, HD Tune, Shell Extensions, Memtest, Winsock Reset,
Unlocker, Spybot Search and Destroy) through to complete reinstallation

Learning Outcome 5: Be able to install additional Windows OS applications

1. Installation requirements for an application

a. Identify the requirements before installing a new application
b. Identify and verify the installation requirements for an application are met by existing hardware and
software
c. Identify any possible incompatibilities or conflict with installed applications

2. Installation procedures for common Windows OS applications

a. Follow installation procedure for common Windows OS applications
b. Properly configure a newly installed application
c. Individual standard installations for common applications
d. Alternatives to individual standard installations such as Ninite
e. Troubleshoot problems when installing applications

Learning Outcome 6: Be able to work in a professional support environment

1. Applying appropriate safety and environmental procedures

a. Understand health and safety policy and procedures in a professional IT support environment
b. Understand environmental policy and procedures in a professional IT support environment
c. Outline the purpose of appropriate safety and environmental procedures relevant to different
scenarios
d. Demonstrate appropriate use of communication skills and professionalism in the workplace

Teaching Guidance

Delivery Guidance

It is recommended that the teaching/learning approach for this unit is primarily participative and
interactive. The tutor should ensure that the fundamental concepts related to operating systems and their
installation, maintenance and remedies are understood and that the learning at this level should be
substantially based upon applying such understanding in real or simulated settings. Emphasis should be on
equipping learners to carry out the practical tasks associated with installing, using and maintaining an
operating system. The practical focus should also offer opportunities for learners to benefit from presenting
their ideas, discussing them with their peers and assessing what improvements can be made from this
critical review.

The activities recommended may include:

 Presenting foundational material on the installation, maintenance and use of operating systems
 Giving direction to learners in terms of the practical aspects of operating system operations
 Acting as a sounding board at different stages of the learning process
 Indicating the tools that could usefully considered
 Enabling learners to organise presentations and/or group discussions

For best results it is recommended that the teaching and learning activities are informed by the following:

 Independent research carried out to develop knowledge and skills related to operating systems
 Studies of real examples of operating system installation, maintenance and use in different, relevant
contexts in order to provide a variety of learning opportunities for learners that reflect the situations they
may encounter in the future

26
 Scenarios and case studies based on real examples that are current and topical. These can be
provided by either the learner or the tutor

Resources

All resources for this unit can be found in the ABMA Education Schemes of Work and Lesson Plans

27
28
29
To all our Recognised Centres,

The success of an ABMA learner is dependent on a number of factors.

The dedication of the learner to their studies, the devotion of the
teaching staff to deliver the knowledge and skills effectively and the
commitment of the Awarding Organisation to continually ensure that
the skills obtained by the learner throughout their studies are relevant,
in demand and extremely valuable.

This syllabus has been created with the support of industry and
education experts and, coupled with the teaching expertise of your
staff, will ensure that ABMA learners continue to demonstrate talent,
capability and experience in their chosen industry.

The structure of this syllabus has been created specifically to ensure

ease of delivery for lecturers, helping learners progress their
knowledge at each level while at the same time gaining exciting skills
that far surpass not only the competition but also the expectations of
well established industry employers.

I wish your learners good luck in their studies and look forward to
hearing about the achievements of ABMA learners in the near future.

Kind regards,

Alan Hodson
ABMA Senior Executive

Vocational Qualifications,
our Strength, your Future

30
Computer Engineering - Level 5 Diploma

Assessment and Grading Criteria

The units for this qualification are assessed via examination.

In order to pass each of the units, learners are required to demonstrate that they can meet the stated
learning outcomes outlined in the syllabus. Learners must study and understand the full unit content as any
part of this could be tested during the examination.

Each question in an examination is weighted at 20% of the total marks. It is the accumulated total of marks
for each question which will determine if a learner has achieved a Pass, Merit or Distinction for the unit.
Marks of 39% or less will be graded as a Fail. A learner must achieve a minimum mark of:

 40% to achieve a Pass

 60% to achieve a Merit
 75% to achieve a Distinction

The following grading criteria indicate the general expectations placed on a learner at each of the
grading bands of this Level:

Level 5

Fail Pass Merit Distinction

39% or less 40% - 59% 60% - 74% 75%+
Category

The learner will have... The learner will have... The learner will have... The learner will have...

Provided an answer Provided an answer Provided an answer Provided an answer

that is clearly related that is clearly related that is clearly related that is clearly related
Relation to the to, and/or has directly to, and/or has directly to, and/or has directly to, and/or has directly
Question answered the answered the answered the answered the
problem posed by problem posed by problem posed by problem posed by
the question the question the question the question
Relevant, though
Clear and defined
Ideas sometimes sporadic, Relevant ideas Clear ideas
ideas
ideas
Demonstrated that
Demonstrated that Demonstrated that Demonstrated that
they have an
they have a good they have a very they have a well
Knowledge and underlying
knowledge and good knowledge and rounded knowledge
Understanding knowledge and
understanding of the understanding of the and understanding of
understanding of the
subject subject the subject
subject
Made or cited
Made or cited some Made or cited
Made or cited relevant and
Factors, Points factors/points/charac relevant
relevant evaluated or
and/or teristics not factors/points/charac
factors/points/charac analysed
Characteristics necessarily all teristics going into
teristics factors/points/charac
relevant depth
teristics
Provided a basic but Provided and Provided a sound,
Provided a good
Argument slightly developed developed a basic focussed argument
argument throughout
argument argument throughout
Made and reached a
Made a reasonable Made and reached a Made and reached a
Conclusion convincing
conclusion conclusion logical conclusion
conclusion

31
 Provided an answer Provided a logically Provided a well Provided a well
Structure
that is structured structured answer structured answer structured answer

Please note that the table above provides a general overview of the grading criteria for each level. Each
of the different command verbs that are used in examinations will have a different set of criteria
expectations ascribed to them, for example, if a learner were asked to ‘illustrate’, they would be expected
to support their illustrations with examples or diagrams.

All of our learning outcomes are set at the highest skill level and have been developed using Bloom’s
Taxonomy. Learners are required to either:

 ‘Analyse’,
 ‘Apply’, or
 ‘Evaluate’.

The command verbs that will be used in examinations are grouped under these terms:

Analyse Apply Evaluate

Compare Illustrate Assess
Compare and Contrast Calculate Describe*
Describe* Write Discuss*
Differentiate Explain*
Discuss* Identify*
Distinguish Recommend
Explain* State*
Identify* Suggest
State*

*The command verbs that have an asterix (*) appear in both the Analytical and Evaluative columns. These
verbs can be used to test both ‘Analyse’ and ‘Evaluate’ learning outcomes. The questions posed using the
asterixed command verbs will be written to elicit an answer that would satisfy the learning outcome.

Therefore, it is important to note that when an examination question asks the learner to ‘explain’
something, a brief explanation will not suffice; the learner will be expected to provide a detailed
explanation in order to satisfy the learning outcome which that question is associated with.

When preparing for examinations, it is essential that learners refer to the ABMA ‘Never have to take a re-sit
again: A guide to examination success’ as this document provides relevant guidance in terms of how
learners should approach and answer examination questions.

32
Unit 1: Human Computer Interaction

Unit Aim

This unit aims to help learners to understand the principles of interaction, including the physical attributes
that influence human computer interaction. The unit also enables learners to design user interfaces and
evaluate user interface designs.

Unit Overview

The unit is for learners considering a career in computing and information systems and who wish to gain an
understanding of human computer interaction. The unit will equip learners with the skills and knowledge to
review the principles of interaction, to examine the physical attributes that influence human computer
interaction and to develop models of interaction for an application. It will also enable learners to design
user interfaces and evaluate user interface design.

Learning Outcomes

After successfully completing this unit, the learner will:

1. Understand physical attributes that influence human computer interaction

2. Understand principles of interaction
3. Be able to design user interfaces
4. Be able to evaluate user interface designs

Unit Content

In order for the learner to meet each learning outcome, they need to be taught the following:

Learning Outcome 1: Understand physical attributes that influence human computer interaction

1. Primary modes of response for inputting information

a. Modes of input for human computer interaction (HCI) including keyboard, mouse, speech, gesture,
touch, facial expressions and other non-conventional modes of input
b. Multimodal HCI systems which incorporate different combinations of communication channels,
recognising that one of the most commonly supported combinations of input methods is gesture
and speech
c. The different modes of response for inputting information
d. Input flow
e. Mode confusion
f. Importance of haptic interaction for mobile devices

2. Human thinking processes for computer-based tasks

a. Modes of thinking including abstract, analytic, conceptual, concrete, convergent, creative, critical,
deductive, divergent, strategic, synthetic, tactical, computational and procedural
b. The different processes by which humans think of computer-based tasks
c. Cognitive psychology view of the human mind as a specific type of information processing unit,
levels of processing, low level information processing (input and output of ‘raw’ data) and higher-
level processing (identification and classification of data, understanding, analysis, decision-making)
d. The influence of human thinking processes on HCI
e. Computer programmers thinking in terms of solving problems and accomplishing tasks through the
use of procedures which may be algorithmic, heuristic or a combination of these two approaches

33
Learning Outcome 2: Understand principles of interaction

1. Developing models of interaction for an application

a. Examples of HCI, HCI principles, theoretical frameworks and methodologies including Norman’s
Model of Interaction, Abowd and Beale’s Interaction Framework, Nemirovsky’s Audience
Participation Model, HCI analysis methodology including Lindgaard et al’s User Needs Analysis,
Neilsen’s usability Assessment
b. Cooper’s Persona System
c. The significant models of interaction (task models, cognitive models, user models, domain models,
context models, presentation models and dialogue models) and key features of these
d. How to develop a model of interaction for an application
e. Factors involved in selecting suitable models of interaction for an application
f. Translations between user and system

2. Interaction style for a given task

a. The difficulties inherent in interaction (errors, problems from the human perspective)
b. Recognising that devices dictate the styles of interaction that the system supports, i.e. if different
devices are used, then the interface will support a different style of interaction
c. The nature of user/system dialogue
d. Key features of interaction styles including command line interface, menus (e.g. OSD), natural
language, question/answer and query dialogue (e.g. SQL), form-fills and spreadsheets, windows,
icons, menus and pointers (WIMP), point and click and three-dimensional interfaces
e. How to select and evaluate an appropriate interaction style

Learning Outcome 3: Be able to design user interfaces

1. User interface requirements of a task

a. Principles and components (hardware and software components) of the user interface
b. Recognising that the goal of human machine interaction at the user interface is the effective
operation and control of the machine, feedback from the machine enabling operational decisions
c. Differentiating between the categories/main types of user interfaces
d. User interfaces and usability (computer interfaces as prime ingredient of computer user satisfaction)
e. Task analysis in terms of user interface requirements
f. User-centred design versus task-oriented design

2. User interface requirements based on data input and output requirements

a. How user interfaces provide a means of ‘input’ and ‘output’
b. Providing minimal input to achieve the desired output
c. Minimising undesired outputs
d. Identifying and explaining user interface requirements based on data input and output needs

3. Creating interface prototypes

a. Design considerations influenced by ergonomics and psychology
Techniques for rapidly prototyping and evaluating multiple interface alternatives rapid prototyping
and comparative evaluation in interaction design
b. Making paper prototypes and low-fidelity mock-ups that are interactive
c. Fieldwork with others for design ideas
d. Using designs to get feedback from other stakeholders such as colleagues, clients, and users
e. Consistency being critical to the design of user interfaces

4. Designing interfaces and components

a. Common design rules and patterns
b. Navigation considerations
c. Understanding UI widgets

34
 d. Principles of visual design for effective organisation and presentation of information with interfaces
(wording messages and labels effectively, appropriate use of colour and contrast, aligning fields
effectively, grouping items which are logically connected, avoiding busy interfaces with crowded
screens)
e. Principles of user interface design to aid ease of use, such as Fitt's Law
f. Identifying differences in human abilities which impact on user interface designs (taking into
account physical abilities such as correct recognition of colour, fine motor skills, and comprehension
abilities)
g. Principles of perception and cognition that inform effective interaction design, intuitive designs,
expectation that users will make mistakes
h. Using consistent design principles to make interfaces ’learnable’
i. Using design cues and other tactics to provide ’discoverability’
j. Controlled experiments online
k. Using web design as the anchoring domain
l. Human-centred design skills
m. The principles and methods to create interfaces with any technology
n. Explaining rules to interface users

Learning Outcome 4: Be able to evaluate user interface designs

1. Designing a review process for a user interface

a. Review of user interfaces
b. Iterative nature of process
c. Increased cost if changes needed further along the development process
d. Reputation costs
e. Design guidelines, rules and standards
f. Review process
g. Design of review process
h. Review of different aspects of interface e.g. clarity, consistency and conciseness of interface
communication, check of overall and design elements e.g. text elements, internationalisation,
suitability of error messages, link elements (navigational, page and external links) and mechanisms,
visual elements (graphics, colour, styles and display of web applications), user actions and
interactions, performance
i. The importance of documenting issues (bug tracking software, checklists, callouts and comments)
j. Accessibility tools and HTML validation tools
k. Using/developing style guides

2. Designing written instruments to gather user interface feedback

a. Challenges, risks and benefits of different types of written instruments for gathering interface
feedback
b. Designing written instruments for gathering interface feedback including experimental design,
survey methods, usability testing (cognitive walkthroughs, heuristic evaluation,
goals/operators/methods/selection rules (GOMS)), statistical analysis

Teaching Guidance

Delivery Guidance

It is recommended that the teaching/learning approach for this unit is participative and interactive. While
the teacher should provide an overview of the key elements of each part of the unit, the emphasis should
be on encouraging learners to investigate the principles and processes of human computer interaction.
Learners should be encouraged to share ideas in order to discuss and analyse the key points before
drawing their own conclusions.

The activities recommended may include:

35
 Presenting outline information to learners regarding the subject content
 Guiding learners in terms of how and where to find models and examples of human computer
interaction
 Guiding learners in terms of how and where to find examples of different user interfaces
 Organising presentations and/or group discussions

For best results it is recommended that the teaching and learning activities are informed by the following:

 Guiding learners to investigate relevant information

 Where possible, visits to different types and sizes of organisations with different experiences of human
computer interaction
 Examples of different models of interaction for applications and of different types of user interface,
favoured by organisations of different type, size and sector (public sector, private sector, voluntary and
community sector) in order to provide a variety of learning opportunities
 Visits from guest speakers, professionals or those with relevant expertise

Resources

All resources for this unit can be found in the ABMA Education Schemes of Work and Lesson Plans

36
Computer Engineering - Level 5 Diploma

Unit 2: Internet Server Management

Unit Aim

The aim of this unit is to enable learners to implement and manage secure Internet technologies for
networking systems.

Unit Overview

This unit is designed for learners seeking a career in computer engineering. It will equip learners with the
knowledge and skills to compare different Internet technologies, communication protocols, Internet
services and internetworking servers. It will enable learners to produce a system specification and build and
configure an Internet server to meet a given requirement. In addition learners will be able to install and
manage websites and services with secure network access as well as troubleshoot and evaluate the
performance of an Internet server.

Learning Outcomes

After successfully completing this unit, the learner will:

1. Understand Internet technologies

2. Understand Internet server architectures
3. Be able to implement Internet server and services
4. Be able to manage Internet server and services

Unit Content

In order for the learner to meet each learning outcome, they need to be taught the following:

Learning Outcome 1: Understand Internet technologies

1. Internet technologies and communications protocols

a. Communications protocols regarding ways in which information on the Internet is exchanged
between different servers and client
b. TCP/IP (Transmission Control Protocol/Internet Protocol), DNS (Domain Name System), Border
Gateway Protocol (BGP), Internet Group Management Protocol (IGMP), Internet Control Message
Protocol (ICMP) and Explicit Congestion Notification (ECN)
c. Routing and remote access
d. Telnet, secure shell (SSH)
e. Ports and addresses, well-known services
f. Internet organisations e.g. ICANN (Internet Corporation for Assigned Names and Numbers), InterNIC
(Internet Network Information Center), IEEE (Institute of Electric and Electronic Engineers)

2. Internet services and Internetworking servers

a. Two types of networking: Local Area Network (LAN) within small geographical span
b. Wider Area Network (WAN) widely dispersed e.g. countries and cities
c. LAN under control of single organisation
d. WAN mediated through several providers/owners
e. Types of servers: web servers (accepts HTTP), multimedia servers (streaming audio and visual files
over Internet), Real Time Communication Servers (chat, instant messaging/video), Mail servers
(email), FTP servers (transfer of files over Internet)
f. Internet services including email, e-Commerce, instant messaging, wikis, blogs, provider, database
servers, e-Commerce servers, news servers, email servers, proxy servers, directory servers
g. Peering and network sharing arrangements

37
 h. Network neutrality issues

3. Network management concerns and recommendations to sustain network security and performance:
a. Monitoring the use of network resources to ensure bandwidth and latency requirements are being
met
b. Monitoring the network for faults
c. Analysing the network for points of failure and potential failure modes
d. Making recommendations for the improvement of network infrastructure to increase performance or
resilience
e. Monitoring the security of the network
f. Responding to security issues

Learning Outcome 2: Understand Internet server architectures

1. Different Internet server technologies and their performance

a. Common designs of server technologies: text-based protocols, re-use of underlying protocols
b. Different methods of dealing with network client requests: on-demand model, pre-forked worker
model, threaded model, event-driven/reactor model
c. Performance and resource requirements of different client request models
d. Scaling concerns with servers
e. Making recommendations to improve performance to scale further
f. Vertical scaling involving upgrading the hardware platform, horizontal scaling involving adding
additional nodes
g. Comparison of different methods of improving performance and the limitations of each

2. Hardware and software components of an Internet server

a. Central processing unit (CPU), memory, storage devices, network connectivity
b. Choice of operating system and ability for the underlying hardware to present a ‘virtual’ platform
c. Cost of running an Internet server in a data centre (band width usage, power consumption)
d. Use and benefits of fault-tolerant hardware: ECC RAM, multiple hard drives, multiple PSUs, hot-swap
technologies
e. Ability of the operating system to detect and compensate for failures
f. Hands-on and hands-off management

Learning Outcome 3: Be able to implement Internet server and services

1. System specification to meet a given requirement

a. Preparation for implementation including analysis of network infrastructure, selecting suitable server
or hardware platform, extracting files, preparing scripts, configuring network server and operating
system for connection to the Internet
b. Plan server required information e.g. domain names, domain name service (DNS) records
c. Customising to meet given specification

2. Evaluating suitability of Internet server components

a. Identifying Internet ready server
b. Using Transmission Control Protocol/Internet Protocol (TCP/IP)
c. Verifying that system has necessary server software capable of performing Internet functions
specified
d. Ensuring server’s IP address(es) is/are ‘static’
e. Verify ISP will allow the provision of service required (e.g. allow outgoing SMTP traffic)
f. Ensure DNS records resolve properly for the server
g. Ensure the firewall rules and other traffic management measures allow the ingress and egress of
valid traffic
h. Verify the management and monitoring systems are in place and functioning
i. Ensuring the server is set up to receive security and other updates on an ongoing basis

38
3. Building and configuring an Internet server including services to meet a given requirement
a. Identifying installation tools including GUI (Graphical User Interface) and command line
b. Selecting and installing a web server
c. Configuring the web server, virtual hosts, file serving locations, and any additional modules required
d. Configuring a secure web host: creating certificates, creating a certificate signing request (CSR),
having a CSR signed by an authority, installing a valid certificate

4. Reviewing and testing an internet server

a. Evaluating original deployment documentation and checking for variations in configuration,
updating documentation as required
b. Analysing software deployed on the server (whether updates are applied, licenses are still valid,
software still supported for security updates)
c. Checking login account validity (e.g. are accounts still needed, are any passwords guessable using
‘door knocking’ tools?)
d. Performing penetration testing against the server
e. Verifying the need for the server and developing a decommissioning plan where required
f. Using test harness and mock clients to simulate varying levels of traffic and server usage
g. Using recorded sessions/mock clients (e.g. Selenium) to perform functional testing

Learning Outcome 4: Be able to manage Internet server and services

1. Installing and managing websites and services to meet a given requirement

a. Web applications protocols such as common gateway Interface (CGI), web server gateway
interface (WSGI)
b. Server-side scripts including Active Server Pages (ASP), PHP
c. Configuring SMTP and other required services, implement and secure network access

2. Implementing secure network access to meet a given requirement

a. Configuring website security
b. Configuring IP address and domain name restrictions, enabling and configuring authentication
methods, configuring anonymous access, using HTTP authentication systems, using operating system
authentication (such as Kerberos), enabling forms authentication, creating URL authorisation rules,
using access control and file permissions, enabling and implementing certificate authentication and
creating certificates using VPN (Virtual Private Network) and secure sockets layer to protect integrity
and authenticity and data exchange

3. Monitoring and trouble-shooting an Internet server and services

a. Configuring sites and applications logging, configuring centralised and remote logging, identifying
log file and format, analysing log file
b. Trace and diagnose problems
c. Troubleshoot and solve common problems
d. Analyse logs for common security problems or attempts to breach the server security
e. Monitoring the consumption of bandwidth and ensuring that the costs fall in line with estimates
f. Relating the ingress/egress traffic to applications
g. Using unusual patterns of activity or usage as a sign of security issues or indicative of systems
problems

4. Evaluating the performance of an Internet server

a. Monitoring server performance
b. Using server tools to measure and enhance Internet server resource performance
c. Documenting Internet servers and services configurations and usage
d. Relating the resource usage of applications to the underlying hardware resource
e. Determining the performance of applications on the server as measured by the end-user

39
Teaching Guidance

Delivery Guidance

It is recommended that the teaching/learning approach for this unit is participative and interactive. While
the teacher should provide an overview of the key elements of each part of the unit, the emphasis should
be on encouraging learners to explore different aspects of Internet and server management. Learners
should be encouraged to share ideas in order to discuss and analyse the key points before drawing their
own conclusions.

The activities recommended may include:

 Presenting outline information to learners regarding Internet and server management

 Guiding learners in terms of how and where to find relevant material
 Guiding learners in terms of how and where to find examples and models of Internet technologies
including their hardware and software components
 Organising presentations and/or group discussions

For best results it is recommended that the teaching and learning activities are informed by the following:

 Guiding learners to investigate relevant information

 Critical discussions about a wide variety of Internet server technologies, their hardware and software
components, using online examples
 Practical opportunities to use Internet servers and services
 Visits from guest speakers, professionals or those with relevant technical expertise

Resources

All resources for this unit can be found in the ABMA Education Schemes of Work and Lesson Plans

40
Computer Engineering - Level 5 Diploma

Unit 3: IT Security Management

Unit Aim

The aim of this unit is to enable learners to understand risks to IT security and evaluate the mechanisms to
control and manage organisational IT security.

Unit Overview

This unit is designed for those seeking a career in computer engineering. It will equip learners with the
knowledge and skills to evaluate risks to IT security and related organisational security procedures. It will
help them to analyse physical security issues as well as design and implement a security policy. Learners will
also be able to evaluate the tools used within a policy and the human resource issues that need to be
considered when undertaking security audits.

Learning Outcomes

After successfully completing this unit, the learner will:

1. Understand risks to IT security

2. Understand mechanisms to control organisational IT security
3. Be able to manage organisational security

Unit Content

In order for the learner to meet each learning outcome, they need to be taught the following:

Learning Outcome 1: Understand risks to IT security

1. Types of security risks to organisations

a. Types and sources of risks to an IT system via different vectors (such as e-mail, directly over the
internet, via offline file storage media, devices brought into the organisation)
b. Diversionary tactics (using one attack as a cover for another more serious attack)
c. Other risks associated with downloads from websites, supply chain and partners added to network,
renaming documents, peer-to-peer applications, instant messaging, music and video browsers,
wireless systems
d. Unauthorised use of data from a system
e. Damage to the physical system, assets or environment
f. Social engineering as a tool to gain access to systems
g. Identification of weak points in organisational security processes, systems or procedures

2. Organisational security procedures

a. The reasons for and importance of having a clear policy to deal with IT security and cover e.g.
applications security including suspect applications over the Internet, unauthorised use of
applications, third-party application vulnerabilities and malware injection into applications
b. Procedures to maintain business continuity, meeting organisational and regulatory requirements for
data security, policy and procedures relating to employee security awareness, infrastructure
security, managed security services, operational security

Learning Outcome 2: Understand mechanisms to control organisational IT security

1. Risk assessment procedures

a. The importance of having systematic risk assessment procedures involving regular checks in relation
to protection of data

41
 b. Performing assessment of hardware and software
c. Assessment of the likelihood of risks occurring, their relative probability and impact, the measures
that are in place to protect against them
d. Relative responsibilities of individuals and their roles in risk assessment
e. Integration of risk assessment procedures into other organisational processes

2. Data protection processes and regulation applicable to an organisation

a. National and international government regulatory requirements relating to data protection and
computer misuse
b. Organisational requirements for maintaining confidentiality of records
c. ’Safe harbour‘ and other arrangements for the transfer of personal data

3. Physical security issues for an organisation

a. Different types of mechanisms to authenticate physical users – what you know (e.g. passwords),
what you have (e.g. swipe cards), what you are (e.g. biometrics)
b. Single and double-factor authentication
c. Accounting for physical devices, theft prevention

Learning Outcome 3: Be able to manage organisational security

1. Designing and implementing a security policy for an organisation

a. Policy as road map for every person in an organisation
b. Developing a risk assessment, identifying critical assets requiring protection, the potential threats and
the mitigating risks against known vulnerabilities
c. Business impact analysis about the effect on the organisation if a vulnerability is exploited
d. Defining scope of security policy
e. Policy identifying what should be done and by whom
f. Designing policy for specific organisation and target audience
g. High level policy statement linked to procedures and guidelines
h. Security policy designed to be realistic in terms of the organisation
i. Need for continuing review and update as environment changes
j. Ensuring version control and backups
k. Ensuring full management and organisational support for policy
l. Major impacts of implementation, compliance and enforcement
m. Analysing impact on stakeholders
n. Identifying dependencies for implementation

2. Evaluating suitability of tools used in an organisational policy

a. Evaluating the feasibility of the policy in terms of implementation and enforcement, ease of
understanding, balance between protection and organisational values/culture, control versus
security
b. Level of management commitment
c. Evaluating key aspects of policy including information classification security, acceptable use,
minimum access, network access, remote access, acceptable encryption, web server security,
application access (either in-house or third-party) and type of authentication credentials

3. Human resource issues in relation to carrying out security audits

a. Carrying out appropriate checks of applicants before they join an organisation
b. Clear guidelines about expected behaviours, responsibilities incorporated in job description and
roles
c. Competencies and technical requirements
d. Individual compliance and actions relating to non-compliance
e. Enforcement penalties for violating the policy
f. Relationship to disciplinary procedures
g. Relationship to policies and standards mandated by third parties (e.g. PCI-DSS)

42
Teaching Guidance

Delivery Guidance

It is recommended that the teaching/learning approach for this unit is participative and interactive. While
the teacher should provide an overview of the key elements of each part of the unit, the emphasis should
be on encouraging learners to explore different aspects of IT security management. Learners should be
encouraged to share ideas in order to discuss and analyse the key points before drawing their own
conclusions.

The activities recommended may include:

 Presenting outline information to learners regarding IT security management

 Guiding learners in terms of how and where to find relevant material
 Guiding learners in terms of how and where to find examples and models of IT security management
 Organising presentations and/or group discussions

For best results it is recommended that the teaching and learning activities are informed by the following:

 Guiding learners to investigate relevant information

 Critical discussions about a wide variety of risks to IT security and the range of mechanisms for their
control, using online examples
 Practical opportunities to use IT security policies
 Visits from guest speakers, professionals or those with relevant technical expertise

Resources

All resources for this unit can be found in the ABMA Education Schemes of Work and Lesson Plans

43
Computer Engineering - Level 5 Diploma

Unit 4: Advanced Networking Technology

Unit Aim

The aim of the unit is to enable learners to understand IPv4 address protocols, the technical workings of key
Internet protocols, functioning of web services and how to manage and ensure correct functioning of
networks.

Unit Overview

The unit is designed for those seeking a career in computer engineering. It will equip learners with the
knowledge and skills needed to understand the allocation of IP addresses, key Internet Protocols, web
services and how to deal with network faults and intrusion.

Learning Outcomes

After successfully completing this unit, the learner will:

1. Understand how IPv4 addresses are defined, allocated and used

2. Understand the technical workings of key Internet protocols
3. Understand the functioning of web services
4. Be able to manage networks and ensure correct functioning

Unit Content

In order for the learner to meet each learning outcome, they need to be taught the following:

Learning Outcome 1: Understand how IPv4 addresses are defined, allocated and used

1. Network and host portions of an IP address

a. Understanding the allocation requirements for IPv4 addressing (ensuring addresses are not assigned
to multiple entities, global routing tables are manageable)
b. Original classful allocation scheme (class A, B, and C networks)
c. Modern classless network addressing
d. Classless Inter-Domain Routing (CIDR) notation
e. Conversion of IP addresses to decimal and binary notation and manipulation thereof
f. Conventions for gateway addresses, network addresses, broadcast addresses

2. Logical topology of a network

a. Calculate the network and broadcast addresses for a given subnet
b. Define routes required to transit traffic between two subnets
c. Use IP addresses and network masks to indicate the logical topology of a network

3. IP address allocation by DCHP request

a. Dynamic host configuration protocol as a network protocol to configure network devices to
communicate on an IP network
b. Dynamic allocation, automatic allocation and static allocation
c. Conversion of IP address to a MAC address
d. Role of NAT when interfacing networks, particularly private subnets with the public Internet
e. Comparison of DHCP allocation with other schemes such as Zeroconf

Learning Outcome 2: Understand the technical workings of key Internet protocols

1. Interpreting the results of manual HTTP/1.1 requests

44
 a. Correct parsing of the HTTP response body
b. General-purpose server requirement to support GET and HEAD requests and optionality of other
requests
c. Status line and optional response header
d. Common status codes and reason phrases
e. Identification of the issuing web server and detection of intermediate proxy
f. Performing requests through a proxy

2. Testing availability of line-based protocols on network ports using a telnet client

a. Common protocols and ports of interest: FTP 21, SMTP 25, HTTP 80, IMAP 143
b. Testing connectivity using a raw socket client such as telnet or netcat
c. Limitations in troubleshooting UDP-based network services
d. Testing the reliability and accuracy of name resolution
e. Security and potential encoding issues in use of telnet
f. Perform equivalent tests over encrypted (SSL) sockets or upgrading sockets to encrypted protocols
(TLS)

3. Common file and directory operations using an FTP client

a. Commands standardised in RFC 959
b. Capacity of command-line FTP clients to present their own set of commands to users
c. Using PASV mode to circumvent firewall and router blocks
d. Anonymous FTP
e. Active and passive connections
f. Problems using certain FTP modes through NAT gateways

Learning Outcome 3: Understand the functioning of web services

1. Web service relationships to HTTP protocol

a. Definition of a web service
b. Software components independent of hardware, programming language and operating system
c. Defining a web service in a WSDL document
d. HTTP as a transport so applications can communicate using Web services
e. JSON data format
f. Representational State Transfer (REST) as an architecture
g. Hypermedia as the engine of Application State (HATEOAS)
h. Comparison of REST/HATEOAS approaches with Service-Oriented Architecture (SOA)

2. SOAP processing model

a. How a SOAP service may be accessed by an application given a WSDL definition
b. Basic messaging framework for web services
c. Envelope (what is in the message and how to process it), encoding rules and convention for
representing procedure calls and responses
d. Major characteristics: extensibility, neutrality, independence
e. Processing model that defines the rules for processing SOAP messages

Learning Outcome 4: Be able to manage networks and ensure correct functioning

1. Testing for faults in the configuration of a network

a. Testing the physical network for failures (e.g. cables, cable connections)
b. Identification of the network resources that should be available
c. Understanding which resources rely on which (e.g. DHCP requiring correct network functionality)
d. Methodical step-by-step testing of services from basic to most sophisticated to identify faults

2. Tools for detecting network intrusion

a. Statistical anomaly-based IDS

45
 b. Signature-based IDS
c. Impact of noise and high false alarm rates
d. Using a constantly changing library of signatures to mitigate threats
e. IDS as a function of the operating system or application installation process
f. Use of cryptographic signatures to attest the contents of files

Teaching Guidance

Delivery Guidance

It is recommended that the teaching/learning approach for this unit is primarily participative and
interactive. The tutor should ensure that fundamental concepts of networking technology are understood
and that the learning, at this level, should be substantially based upon applying such concepts in real or
simulated settings. Emphasis should be on equipping learners to conduct their own research to extend and
deepen their knowledge and understanding of networking. This should include practical aspects of
network development, testing and monitoring. The practical focus should also offer opportunities for
learners to benefit from presenting their ideas to and discussing them with, their peers and assessing what
improvements can be made from this critical review.

The activities recommended may include:

 Presenting foundational material on the development, testing and maintenance of networks and the
processes and protocols that underpin them
 Giving direction to learners in terms of the practical aspects of networking
 Acting as a sounding board at different stages of the learning process
 Indicating the tools that could usefully be considered
 Enabling learners to organise presentations and/or group discussions

For best results it is recommended that the teaching and learning activities are informed by the following:

 Independent research carried out to develop knowledge and understanding of all relevant aspects of
networking
 Studies of real examples of network development, operation, testing, maintenance and security
 Scenarios and case studies based on real examples that are current and topical. These can be
provided by either the learner or the tutor

Resources

All resources for this unit can be found in the ABMA Education Schemes of Work and Lesson Plans

46
Computer Engineering - Level 5 Diploma

Unit 5: IT Virtualisation

Unit Aim

This unit aims to provide learners with an understanding of the principles of virtualisation and the
deployment of virtual server and desktop environments as a commercial or personal technology option.

Unit Overview

This unit is designed for learners seeking a career in computer engineering. The unit covers the virtualisation
solutions that are available for deployment in different contexts, the benefits they offer and the
prerequisites for their implementation. Learners will be taught the practical implementation of virtualisation:
from identifying needs, designing and implementing the solution, documenting implementation, through to
monitoring and maintaining the virtualisation environment.

Learning Outcomes

After successfully completing this unit, the learner will:

1. Understand the commercial impact and potential of virtualisation

2. Be able to design virtualisation deployments
3. Be able to implement virtualisation deployments
4. Be able to manage virtualisation environments

Unit Content

In order for the learner to meet each learning outcome, they need to be taught the following:

Learning Outcome 1: Understand the commercial impact and potential of virtualisation

1. Evaluate virtualisation solutions

a. Understand the context for virtualisation: virtualising servers, desktops and applications
b. Be familiar with common virtualisation solutions: guest OS/host OS, hypervisors (e.g. VMware ESXi,
Citrix Xen, Microsoft Hyper-V), emulations (e.g. Bochs, QEMU), kernel-level solutions (e.g. KVM, user-
mode Linux, Solaris, OpenVZ) and their relative merits in different contexts

2. Benefits of virtualisation
a. Resource efficiency through optimal use of hardware and reducing the overall cost of hardware
b. Reducing management, upgrade and other resource costs
c. Scalability and flexibility to meet change business needs
d. Improved and more cost-effective security, security management and disaster recovery
e. Virtualisation for development and testing
f. Power conservation
g. Faster server deployment
h. Service commoditisation

3. Technology requirements for virtualisation

a. Identify the hardware and software requirements associated with network, storage, server and
desktop virtualisation

Learning Outcome 2: Be able to design virtualisation deployments

1. Needs analysis
a. Specifying current and expected user requirements

47
 b. Translating user needs to a technical specification in terms key factors such as processor load
assessment, storage requirements, operating system requirements and solution needs (such as
interactivity, applications, development and testing, sandbox)

2. Design a solution
a. Defining hardware requirements, including network bandwidth, compute capacity, storage
capacity and access quality, memory requirements and allocation, compatibility with other system
components and conformance with host environment and interaction requirements
b. Selection of most appropriate and cost-effective solution
c. Designing virtual machines and networks for security

Learning Outcome 3: Be able to implement virtualisation deployments

1. Maintain a solution
a. Create a virtual machine and know how to install Windows and Linux
b. Implement tasks including testing updates, using alternative operating systems and sandbox
c. Create and maintain the virtualisation environment (including installation of relevant hardware,
software and registration and addressing in the wider operating system and network)
d. Create and maintain the virtual storage requirements
e. Create, maintain and adapt the image from various sources (e.g. ISO, pre-existing image, remote
image, web install), install updates and introduce task-specific software

2. Test an environment
a. Test system compatibility for hardware and software systems
b. Test CPUs, memory, storage and networking for a virtual machine

3. Document and analyse test results

a. Produce comprehensive documentation for the virtualisation deployment, its testing, monitoring and
maintenance

Learning Outcome 4: Be able to manage virtualisation environments

1. Monitoring
a. Monitor performance of the system, including speed, memory use, accessibility and impact on the
host environment
b. Measuring impact of host environment on the virtual environment
c. Monitoring and auditing security

2. Maintain an environment
a. Set and update access rights/privilege levels for different users and categories of user
b. Install, remove and update features, including knowing how to configure CD/DVD drives, sound
cards, USB devices and graphic displays
c. Carry out virtual disk management
d. Maintain the image
e. Ensuring systems are in place for disaster recovery and business continuity

3. Review and analyse findings

a. Carry out testing on access, usability, performance and compatibility
b. Assess results against expected performance and industry standards as appropriate
c. Identify shortfalls, reasons for them and possible solutions
d. Monitor system and data security

48
Teaching Guidance

Delivery Guidance

It is recommended that the teaching/learning approach for this unit is primarily participative and
interactive. The tutor should ensure that the fundamental concepts of IT virtualisation are understood and
that the learning, at this level, should be substantially based upon applying such concepts in real or
simulated settings. Emphasis should be on equipping learners to conduct their own research in order to
establish user needs, extend and update their professional knowledge and identify appropriate solutions.
The practical focus should also offer opportunities for learners to benefit from presenting their ideas to and
discussing them with, their peers and assessing what improvements can be made from this critical review.

The activities recommended may include:

 Presenting foundational material on the history, development and benefits of virtualisation

 Giving direction to learners in terms of the practical aspects of virtualisation
 Acting as a sounding board at different stages of the learning process
 Indicating the virtualisation tools that could usefully considered
 Enabling learners to organise presentations and/or group discussions

For best results it is recommended that the teaching and learning activities are informed by the following:

 Independent research carried out to develop skills in all stages of the virtualisation process
 Studies of real examples of virtualisation as they are applied in different contexts, providing a variety of
learning opportunities for learners that reflect the situations they may encounter in the future
 Scenarios and case studies based on real examples that are current and topical. These can be
provided by either the learner or the tutor

Resources

All resources for this unit can be found in the ABMA Education Schemes of Work and Lesson Plans

49
50
51
To all our Recognised Centres,

The success of an ABMA learner is dependent on a number of factors.

The dedication of the learner to their studies, the devotion of the
teaching staff to deliver the knowledge and skills effectively and the
commitment of the Awarding Organisation to continually ensure that
the skills obtained by the learner throughout their studies are relevant,
in demand and extremely valuable.

This syllabus has been created with the support of industry and
education experts and, coupled with the teaching expertise of your
staff, will ensure that ABMA learners continue to demonstrate talent,
capability and experience in their chosen industry.

The structure of this syllabus has been created specifically to ensure

ease of delivery for lecturers, helping learners progress their
knowledge at each level while at the same time gaining exciting skills
that far surpass not only the competition but also the expectations of
well established industry employers.

I wish your learners good luck in their studies and look forward to
hearing about the achievements of ABMA learners in the near future.

Kind regards,

Alan Hodson
ABMA Senior Executive

Vocational Qualifications,
our Strength, your Future

52
Computer Engineering - Level 6 Diploma

Assessment and Grading Criteria

The units for this qualification are assessed via examination.

In order to pass each of the units, learners are required to demonstrate that they can meet the stated
learning outcomes outlined in the syllabus. Learners must study and understand the full unit content as any
part of this could be tested during the examination.

Each question in an examination is weighted at 20% of the total marks. It is the accumulated total of marks
for each question which will determine if a learner has achieved a Pass, Merit or Distinction for the unit.
Marks of 39% or less will be graded as a Fail. A learner must achieve a minimum mark of:

 40% to achieve a Pass

 60% to achieve a Merit
 75% to achieve a Distinction

The following grading criteria indicate the general expectations placed on a learner at each of the
grading bands of this Level:

Level 6

Fail Pass Merit Distinction

39% or less 40% - 59% 60% - 74% 75%+
Category

The learner will have... The learner will have... The learner will have... The learner will have...

Provided an answer Provided an answer Provided an answer Provided an answer

that is clearly related that is clearly related that is clearly related that is clearly related
Relation to the to, and/or has directly to, and/or has directly to, and/or has directly to, and/or has directly
Question answered the answered the answered the answered the
problem posed by problem posed by problem posed by problem posed by
the question the question the question the question
Clear and well
Clear and defined
Ideas Relevant ideas Clear ideas thought out/insightful
ideas
ideas
Demonstrated that
Demonstrated that Demonstrated that Demonstrated that
they have a
they have a good they have a very they have a well
Knowledge and comprehensive
knowledge and good knowledge and rounded knowledge
Understanding knowledge and
understanding of the understanding of the and understanding of
understanding of the
subject subject the subject
subject
Made or cited Made and cited
Made or cited
Made or cited relevant and wholly relevant or key
Factors, Points relevant
relevant evaluated or factors/points/charac
and/or factors/points/charac
factors/points/charac analysed teristics that have
Characteristics teristics going into
teristics factors/points/charac been evaluated or
depth
teristics analysed
Provided a sound,
Provided and Provided a sound, focussed and
Provided a good
Argument developed a basic focussed argument persuasive/convincin
argument throughout
argument throughout g argument
throughout

53
 Made and reached a
Made and reached a Made and reached a Made and reached a
Conclusion convincing
conclusion logical conclusion logical conclusion
conclusion

Provided a logically Provided a well Provided a well Provided a well

Structure
structured answer structured answer structured answer structured answer

Please note that the table above provides a general overview of the grading criteria for each level. Each
of the different command verbs that are used in examinations will have a different set of criteria
expectations ascribed to them, for example, if a learner were asked to ‘illustrate’, they would be expected
to support their illustrations with examples or diagrams.

All of our learning outcomes are set at the highest skill level and have been developed using Bloom’s
Taxonomy. Learners are required to either:

 ‘Analyse’,
 ‘Apply’, or
 ‘Evaluate’.

The command verbs that will be used in examinations are grouped under these terms:

Analyse Apply Evaluate

Compare Illustrate Assess
Compare and Contrast Calculate Describe*
Describe* Write Discuss*
Differentiate Explain*
Discuss* Identify*
Distinguish Recommend
Explain* State*
Identify* Suggest
State*

*The command verbs that have an asterix (*) appear in both the Analytical and Evaluative columns. These
verbs can be used to test both ‘Analyse’ and ‘Evaluate’ learning outcomes. The questions posed using the
asterixed command verbs will be written to elicit an answer that would satisfy the learning outcome.

Therefore, it is important to note that when an examination question asks the learner to ‘explain’
something, a brief explanation will not suffice; the learner will be expected to provide a detailed
explanation in order to satisfy the learning outcome which that question is associated with.

When preparing for examinations, it is essential that learners refer to the ABMA ‘Never have to take a re-sit
again: A guide to examination success’ as this document provides relevant guidance in terms of how
learners should approach and answer examination questions.

54
Unit 1: Data Centre Technology

Unit Aim

This unit aims to equip the learner with the skills needed to plan the deployment of hardware and software
into a data centre, arrange appropriate services, architect an enterprise network to include the data
centre deployment, and manage the security of the deployment.

Unit Overview

This unit is designed for those seeking a career in computer engineering. It equips learners with the
knowledge and understanding required to analyse requirements for data centre technology and
associated network services, including the Internet. Learners will be able to analyse potential threats and
decide on appropriate security for the network. They will also examine and provide solutions for the
provision of data storage facilities.

Learning Outcomes

After successfully completing this unit, the learner will:

1. Be able to plan a project to deploy resources in a data centre environment

2. Know how to architect an enterprise network
3. Understand how to manage data centre security
4. Be able to deploy storage provision to a network

Unit Content

In order for the learner to meet each learning outcome, they need to be taught the following:

Learning Outcome 1: Be able to plan a project to deploy resources in a data centre environment

1. Analysing data centre requirements

a. Understanding the four major resource groups within a data centre: power, bandwidth, space,
thermal capacity
b. Developing a detailed analysis of the applications to be run within the data centre, including
computation, storage and data transfer requirements

2. Planning services and hardware procurement

a. Architecting a data centre deployment using a logical diagram and meeting the deployment
requirements
b. Developing a physical diagram of the hardware to be deployed and meeting the logical design
c. Identifying ancillary hardware and accessories required (including cable guides, power distribution
boards)
d. Identifying appropriate hardware in terms of capability, design features, compatibility with the
physical standards within the data centre

3. Assessing environmental suitability

a. Assessing whether or not a given data centre is a suitable candidate for deployment, including
having the available space, resources, partners, suitable location
b. Determining whether remote hands can be used or not, and the impact on service level agreement
(SLA) and repair times
c. Assessing whether the centre can offer sufficient capacity for the future
d. Checking whether a centre has a Building Research Establishment Environmental Assessment
Method (BREEAM) rating, and whether or not the rating fits with the environmental policy of the
organisation

55
4. Managing a data centre deployment project
a. Planning a deployment in a single phase or multiple phases
b. Planning ‘proofing’ or ’soak testing’ procedures for systems pre-deployment
c. Building a deployment outside the centre, developing documentation and instructions for on-site
use, moving the deployment on-site
d. Allocating personnel to the centre as appropriate and ensuring timely delivery of hardware to be
installed
e. Planning with service providers the availability and provision of services as necessary
f. Confirming the deployment internally and externally, validation of systems before being used in
production
g. Project budgetary and staffing requirements

Learning Outcome 2: Know how to architect an enterprise network

1. Network service requirements

a. Logical requirements of the network, including ability to segment and route traffic, provide security
or quality guarantees
b. Calculate likelihood of meeting criteria
c. Physical requirements of the network, including connectivity required in different locations, ability for
the core of the network to handle the overall traffic, compatibility with devices on the network, and
provision of security, reliability, quality and monitoring guarantees
d. Provision of network infrastructure for special-purpose data (including video, audio/telephone,
storage)

2. Designing networks to meet Internet protocols

a. Developing logical and physical network designs
b. Division of networks by geography, security, performance, or other requirement
c. Architecting an IPv4 network using a mixture of public and private (RFC-1918) addresses
d. Architecting an IPv6 network using a mixture of public and private (RFC-4193) addresses
e. Receiving and routing a public IP allocation (individual address or network)
f. Advertising routes to a public network using Border Gateway Protocol (BGP)
g. Peering with other networks

Learning Outcome 3: Understand how to manage data centre security

1. Data centre risk analysis

a. Developing a risk assessment of threats, hazards, vulnerabilities and weaknesses
b. Analysis of physical security, personnel security and data security
c. Analysing the overall effect of layered controls to address physical and non-physical security risks
d. Analysis of the risks posed by those within the data centre such as other tenants and centre staff

2. Security policies and practices to mitigate risks

a. Understanding the various ‘best practice’ data centre security standards (such as SSAE 16)
b. Understanding the Service Organisation Control (SOC) 2 and 3 standards
c. Understanding that the data centre environment may need to comply with other standards, such as
Payment Card Industry Data Security Standard (PCI-DSS)

3. Testing responses to data centre security and continuity problems

a. Planning mock disasters to test business recovery plans, including single-problem and multiple-
problem scenarios
b. Executing mock disasters, monitoring the test, and measuring the test results
c. Reporting on the results of a test, including estimates of cost and damages, loss of business, and
whether or not the plan was executed successfully
d. Advising on appropriate changes to policies and procedures on the basis of tests

56
Learning Outcome 4: Be able to deploy storage provision to a network

1. Network storage requirements

a. Main requirements in terms of capacity of storage, percentage of capacity to be used
b. Reliability of storage, performance of storage and types of access pattern (e.g. archival versus
random access), performance and capability of network, security of data, type of backup required;
c. Compatibility with existing systems
d. Analysis of current requirements and estimate of future requirements during the life-span of an
implementation

2. Comparison of a specific storage area network with network-attached storage

a. Understand the different network architectures in use and compare the advantages/disadvantages
in terms of costs and duplication
b. Compare the types of protocols in use and the level of abstraction available
c. Analysis of the flexibility of either solution and its applicability in various scenarios
d. Choosing an appropriate implementation for a scenario

Teaching Guidance

Delivery Guidance

It is recommended that the teaching/learning approach for this unit is participative and interactive. While
the teacher should provide an overview of the key elements of each part of the unit, the emphasis should
be on encouraging learners to investigate the data centre technology. Learners should be encouraged to
share ideas in order to discuss and analyse the key points before drawing their own conclusions.

The activities recommended may include:

 Presenting outline information to learners regarding the subject content

 Guiding learners in terms of how and where to find relevant websites
 Guiding learners in terms of how and where to find examples of different types of data centre
technology
 Guiding learners in terms of how and where to find examples of different network services
 Guiding learners in terms of how and where to find examples of different storage solutions for data
technology systems
 Organising presentations and/or group discussions

For best results it is recommended that the teaching and learning activities are informed by the following:

 Guiding learners to investigate relevant information

 Where possible, visits to different types and sizes of organisations with different experiences of data
technology centres
 Examples of different models/types of technology systems and different storage solutions favoured by
organisations of different type, size and sector (public sector, private sector, voluntary and community
sector) in order to provide a variety of learning opportunities
 Visits from guest speakers, professionals or those with relevant expertise

Resources

All resources for this unit can be found in the ABMA Education Schemes of Work and Lesson Plans

57
Computer Engineering - Level 6 Diploma

Unit 2: Distributed and Concurrent Systems

Unit Aim

This unit equips the learner with the knowledge and skills needed to develop software implemented with
concurrent and parallel processing techniques. Learners will understand the design considerations required
and the errors that can occur in such designs, and will be able to select appropriate hardware for such
tasks.

Unit Overview

This unit is designed for those seeking a career in computer engineering. It equips learners with the
knowledge and skills required to architect and develop distributed and concurrent systems. They will be
able to select an appropriate hardware platform for a concurrent system and apply methods of error
detection and correction.

Learning Outcomes

After successfully completing this unit, the learner will:

1. Understand how to architect distributed applications

2. Be able to develop distributed applications
3. Know how to select an appropriate hardware platform for a concurrent system
4. Be able to manage a platform for running distributed applications

Unit Content

In order for the learner to meet each learning outcome, they need to be taught the following:

Learning Outcome 1: Understand how to architect distributed applications

1. Concurrent features or timing constraints in an application design

a. Understanding the different concurrency models in use by an application, including operating
system threading/processes, application-level green threads
b. Identifying sections of parallel execution
c. Identifying methods of pausing execution, including semaphores, locks, and events
d. Identifying sections of serialized execution
e. Understanding scheduling constraints, run-time guarantees and the ability to ensure code runs within
a specific time period

2. Models and patterns to manage concurrent processes

a. Comparison of the advantages and disadvantages of the various methods of managing
concurrency, in terms of performance, reliability, correctness, ability to meet timing goals,
guarantees they do or do not offer
b. Understanding of the various internal architectural models to manage or remove concurrency – use
of queues, message-passing, actors, and reactors
c. Applying the most suitable model for the management of concurrent processes

3. Differences in common models of multi-node architecture and CAP theorem

a. Comparison of single-node concurrent architectures to multi-node, understanding the concurrency
solutions that work for single-node application design may no longer work for multi-node
b. Applying the most suitable model for the management of concurrent processes within a single node
application and a multi-node application

58
 c. Understanding Consistency/Availability/Partition (CAP) tolerance limits, assumptions or compromises
that can be made as part of application architecture

Learning Outcome 2: Be able to develop distributed applications

1. Different frameworks for concurrent and parallel computation

a. Understanding the different platforms and Application Programming Interfaces (APIs) for
programming in concurrent or parallel fashion
b. Hardware-based frameworks, such as vector programming (MMX, SSE), CUDA, OpenCL
c. Algorithm-oriented frameworks, such as Hadoop or other map/reduce frameworks
d. Understanding grid computing and utility architectures

2. Different systems for inter-process and inter-application explicit communication

a. Understanding the different memory models for inter-process implicit communication
b. Understanding the various mechanisms for explicit communication, including pipes, sockets and
signals
c. Contrasting the use of each in terms of utility, performance, application to a given problem
d. Understanding high-level constructs built on Inter-Process Communication (IPC) primitives, such as
message queues

3. Software for timing and priority defects

a. Understanding the various types of timing and scheduling errors that can occur and select tests to
trigger and identify race conditions within software
b. Using automatic tools to identify issues within concurrent software such as unprotected concurrent
sections, invalid memory accesses

Learning Outcome 3: Know how to select an appropriate hardware platform for a concurrent system

1. Costs and benefits of horizontal and vertical scaling

a. Identifying the various bottlenecks within an application, and estimating performance on an
improved hardware platform
b. Testing an application in different deployment models to verify ability to scale horizontally or
vertically
c. Identifying theoretical scaling limits on application, e.g. maximum amount of memory usable on a
single node, maximum number of nodes able to participate in a multi-node deployment
d. Estimating costs of scaling both horizontally and vertically to meet a given deployment requirement

2. Application workloads and systems infrastructure

a. Understanding the different types of workload created by applications, for example databases
being highly Input/Output (I/O) constrained, and analysing an application’s runtime to create a
workload profile
b. Understanding the different abilities of hardware and the various services that can be used to
reduce demand on hardware
c. Contrasting different hardware computer resources and selecting an appropriate hardware
platform and systems infrastructure given the workload profiles of the applications running

3. Overall system efficiency of a platform

a. Analysing system requirements and advising on the overall costs, efficiency and value of the current
platform and potential alternative platforms
b. Breaking costs down into per-hour, per-user and per-organisational unit costs
c. Determining whether there are legacy workloads running on the platform which are affecting
performance
d. Forecasting the future performance of the system with new workloads introduced

59
4. Running costs of a platform
a. Analysing whether a hardware platform is providing value for money to an organisation based on
the requirements, costs, and value delivered
b. Calculating overall running costs of a platform over the lifetime of the system
c. Identifying opportunities for saving money on a platform in the future by redirecting application
development efforts

Learning Outcome 4: Be able to manage a platform for running distributed applications

1. Detect errors within data sets and/or underlying hardware platform

a. Use of checksums and cryptographic hashes over blocks and streams to detect storage errors
b. Distribution of blocks to multiple nodes for redundancy and data checking
c. Understanding the difference between error detection and error correction, and use of forward
error correction in wide-area multinode topologies, understanding the different decisions available
when errors have been detected in data
d. Understanding the different types of errors that can occur in a hardware platform, errors in data
storage, errors in computation, errors in network transmission, increased latency in processing
e. Understanding that some errors can be temporary or highly context-sensitive, e.g. RAM stuck bit
errors

2. Methods of error detection and correction

a. Designing and deploying appropriate monitoring systems for a hardware platform
b. Selecting a suitable data storage mechanism and deploying appropriate monitoring systems to
check the health of the storage
c. Understanding the implications of more resilient systems in terms of reliability and cost
d. Testing a deployment correctly picks up errors introduced
e. Selecting appropriate responses to manually or automatically correct errors that occur

Teaching Guidance

Delivery Guidance

It is recommended that the teaching/learning approach for this unit is participative and interactive. While
the teacher should provide an overview of the key elements of each part of the unit, the emphasis should
be on encouraging learners to investigate distributed and concurrent systems. Learners should be
encouraged to share ideas in order to discuss and analyse the key points before drawing their own
conclusions.

The activities recommended may include:

 Presenting outline information to learners regarding the subject content

 Guiding learners in terms of how and where to find relevant websites
 Guiding learners in terms of how and where to find examples of different types of distributed
applications
 Guiding learners in terms of how and where to find examples of different hardware platforms for
concurrent system
 Guiding learners in terms of how and where to find examples of methods of error detection and
correction
 Organising presentations and/or group discussions

For best results it is recommended that the teaching and learning activities are informed by the following:

 Guiding learners to investigate relevant information

 Where possible, visits to different types and sizes of organisations with different experiences of
distributed and concurrent systems

60
 Examples of different models/types of hardware platforms for concurrent systems and methods of error
detection and correction used by organisations of different type, size and sector (public sector, private
sector, voluntary and community sector) in order to provide a variety of learning opportunities
 Visits from guest speakers, professionals or those with relevant expertise

Resources

All resources for this unit can be found in the ABMA Education Schemes of Work and Lesson Plans

61
Computer Engineering - Level 6 Diploma

Unit 3: VLSI Design and Signal Processing

Unit Aim

This unit enables the learner to produce both analogue and digital microchip designs using common
fabrication techniques, and to validate the designs against manufacturing constraints.

Unit Overview

This unit is designed for those seeking a career in computer engineering. It equips learners with the
knowledge and skills required to apply signal processing theory and analysis. They will know how to
produce Very Large Scale Integration (VLSI) designs and understand the process of fabrication of such a
design.

Learning Outcomes

After successfully completing this unit, the learner will:

1. Understand how to apply signal processing theory and analysis

2. Understand how to develop digital chip designs on Digital Signal Processors (DSP) and Field
Programmable Gate Array (FPGA) platforms
3. Know how to produce Very Large Scale Integration (VLSI) designs
4. Understand the process of fabrication of a VLSI design

Unit Content

In order for the learner to meet each learning outcome, they need to be taught the following:

Learning Outcome 1: Understand how to apply signal processing theory and analysis

1. Numerical analyses to develop analogue filters and signal processors

a. Network analysis, including single and dual-port networks, multi-terminal networks
b. Passive filter design, active resistor-capacitor (RC) filter design
c. Operational amplifier design
d. Higher-order active filters
e. Butterworth, Chebyshev and Bessel Thompson filter functions

2. Transform analyses to develop digital filters and signal processors

a. Frequency domain analysis including LaPlace transform analysis and Fourier analysis
b. Implementation of fast fourier transforms (FFT), finite impulse response (FIR) filter, Wiener filters,
Kalman filters

3. Linear and non-linear circuit designs

a. Understanding the types of components that commonly exhibit non-linear behaviour and
components that are generally linear within limits
b. Selecting appropriate methods of analysis for a given circuit design
c. Calculating at which point a linear audio circuit may exhibit non-linear behaviour
d. Approximation of non-linear behaviour using small signal model

Learning Outcome 2: Understand how to develop digital chip designs on Digital Signal Processors (DSP)
and Field Programmable Gate Array (FPGA) platforms

1. Contrast the different facilities available on major families of FPGA hardware

62
 a. Understanding different types of input/output (I/O) available, capacity of embedded memory and
multipliers, types and abilities of memory interfaces, clock management, interface or protocol
support, gates available
b. Comparison between complex programmable logic devices and FPGA platforms

2. Contrast the different facilities available on major families of DSP and FPGA hardware
a. Understanding the facilities of DSP platforms, ability to work in fixed-point or floating point arithmetic,
time/space domain filters, frequency domain filters, wavelet transform
b. Analyse the requirements for an FPGA or DSP program/configuration to select the appropriate
hardware platform
c. Selecting an appropriate DSP / FPGA platform for a given problem

3. Implementing an audio-frequency signal processor using DSP or FPGA hardware

a. Implement analogue audio-frequency signal processing using DSP platforms
b. Program an FPGA to solve digital signal processing problems at low and high frequency

Learning Outcome 3: Know how to produce Very Large Scale Integration (VLSI) designs

1. Designing circuits using combinatorial and sequential methods

a. Understanding the difference between combinatorial and sequential circuit designs
b. Developing logic tables for a combinatorial circuit with multiple outputs
c. Use of finite state machines and other logical designs to create sequential circuit designs
d. Create physical designs and component layouts from a logical design within a standard Computer-
Aided Design (CAD) package
e. Contrast the various microchip types and fabrication processes available, and relate the historical
development of these devices

2. Develop a logical design for a low frequency VLSI device using a standard high-level design language
a. Understanding the role of structured VLSI design and logical design practices including hierarchical
nesting
b. Understanding the role of automated design tools in the design and layout of VLSI circuits
c. Understanding common VLSI design processes, including specification, architecture, register transfer
level (RTL) coding, RTL verification, synthesis, backend
d. Use of Verilog or VHSIC Hardware Description Language (VHDL) to describe a logical VSLI design

3. Hardware requirements for a logical design

a. Determine power consumption, clock rate, thermal dissipation and other physical characteristics for
a logical design
b. Contrast the different requirements of devices processing low frequency signals to those processing
high or very high frequency signals
c. Analysis of synthesis results to ensure end device compatibility

Learning Outcome 4: Understand the process of fabrication of a VLSI design

1. Manual and automatic validation of a physical design according to device constraints

a. Understanding and undertaking the various validation tasks required on a physical design
b. Performing automatic validation of a physical design with a standard CAD package and/or logic
simulation tools
c. Managing the process of creation of prototypes, testing of prototypes, and ‘taping out’ a hardware
design for production

2. Simulations of hardware packages to validate an implementation

a. Use of analogue circuit simulations tools, such as SPICE (Simulation Program with Integrated Circuit
Emphasis), to verify circuit behaviour

63
 b. Use of ‘what-if’ scenarios to test various operating and fault conditions and identify potential safety
issues
c. Use of digital/logical simulators based on RTL (VHDL/Verilog) design descriptions
d. Understanding the requirement to ensure a logical digital design works at an analogue level
e. Use of mixed-mode circuit simulators

Teaching Guidance

Delivery Guidance

It is recommended that the teaching/learning approach for this unit is participative and interactive. While
the teacher should provide an overview of the key elements of each part of the unit, the emphasis should
be on encouraging learners to investigate VLSI design and signal processing. Learners should be
encouraged to share ideas in order to discuss and analyse the key points before drawing their own
conclusions.

The activities recommended may include:

 Presenting outline information to learners regarding the subject content

 Guiding learners in terms of how and where to find relevant websites
 Guiding learners in terms of how and where to find examples of different types of signal processing
 Guiding learners in terms of how and where to find examples of different DSP and FGPA hardware
 Guiding learners in terms of how and where to find examples of VLSI design
 Organising presentations and/or group discussions

For best results it is recommended that the teaching and learning activities are informed by the following:

 Guiding learners to investigate relevant information

 Where possible, visits to different types and sizes of organisations with different experiences of VLSI
design
 Examples of DSP and FGPA hardware platforms for used by organisations of different type, size and
sector (public sector, private sector, voluntary and community sector) in order to provide a variety of
learning opportunities
 Visits from guest speakers, professionals or those with relevant expertise

Resources

All resources for this unit can be found in the ABMA Education Schemes of Work and Lesson Plans

64
Computer Engineering - Level 6 Diploma

Unit 4: Embedded and Digital Systems Engineering

Unit Aim

This unit equips the learner with an understanding of how microprocessors operate at a fundamental level,
and enables them to write operating system-level software that directly targets the microprocessor.
Learners are taught how hardware devices interact with the processor, and how operating system support
for hardware devices is designed and implemented.

Unit Overview

This unit is designed for those seeking a career in computer engineering. It equips learners with the
knowledge and skills required to undertake embedded and digital systems engineering. Learners will
understand how to write a high level language compiler. They will also learn about the fundamental
workings of, and how to write device drivers for, an operating system.

Learning Outcomes

After successfully completing this unit, the learner will:

1. Know how to develop software that runs without an operating system

2. Understand how to write a high-level language compiler
3. Understand the fundamental workings of an operating system
4. Know how to write device drivers for an operating system

Unit Content

In order for the learner to meet each learning outcome, they need to be taught the following:

Learning Outcome 1: Know how to develop software that runs without an operating system

1. Compare different processors and their sub-components

a. Understanding differences between reduced instruction set (RISC) and complex instruction set
(CISC) computer designs, and the use of microcode sets
b. Contrasting the designs of different processor instruction sets, features available on processors versus
closely-coupled single-purpose hardware (memory controllers, bus bridges, etc.)
c. Special-purpose instruction subsets, including vector instructions, floating-point mathematics

2. Processor communication mechanisms

a. Understanding different types of serial and parallel bus, signalling, interrupts, role with the central
processing unit (CPU)
b. Understanding route communications take between CPU and external buses
c. Explaining modern bus design and role as processor or node interconnect, router or switch
replacement
d. Understanding ability for non-CPU hardware to gain access to a bus and communicate

3. Hand compile assembly language programs into machine code

a. Understanding the various elements of an assembly program, including opcode mnemonics, data
sections, and general assembly directives
b. Converting opcodes and parameters into series of bytes
c. Understanding the attribute of endianness within CPU architecture and ability to write instructions as
bytes in either format
d. Multi-pass approach to hand compilation (e.g. generating byte data for instructions, then updating
to insert correct address offsets)

65
 e. Ability to compile position-dependent code

Learning Outcome 2: Understand how to write a high-level language compiler

1. Create a simple high-level language

a. Understanding procedural and functional language design, and well-known common language
features (e.g. tail-call recursion, lexical scoping, object systems, Lisp-like macros, different typing
approaches, memory allocation and garbage collection systems)
b. Defining a Turing-complete language for a specific domain, and choose appropriate language
design features
c. Developing a formal grammar for the language and explaining how to write a parser

2. Represent high-level operations by low-level machine code

a. Developing a parser for a language
b. Explaining how high-level operations can be modularised into groups of intermediate-level
operations
c. Explaining how intermediate-level operations may be translated into assembly instructions
d. Related high-level features to the underlying machine code
e. Writing a compiler that converts a language into assembly format

3. The different phases of compilation

a. Explaining the process of step-wise refinement from high-level language to low-level, and the design
of early compilers
b. Understanding the roles of compiler front-end, middle-end/intermediate stage, and back-end
c. Explaining the differences in single-pass and multi-pass compiler processes and architecture
d. Explaining the role of the optimizer and the varying abilities that an optimizer may have depending
on which phase of compilation it operates at

Learning Outcome 3: Understand the fundamental workings of an operating system

1. The boot processes of a standard computer

a. Explaining the initial power-on stages of the boot, point at which CPU begins execution and how it
searches memory for initial programming
b. Understanding the difference between software executing from random-access memory (RAM)
and from read-only memory (ROM), role of shadow memory, and the various ROM software
triggered during boot
c. Explaining the difference between cold and warm boot
d. Explaining the process by which the Basic Input/Output System (BIOS) is triggered and the common
stages of initial power-on self test
e. Explaining the roles of various state information, including Complementary Metal-Oxide
Semiconductor (CMOS) memory and the hard disk master boot record (MBR)/GUID partition table
(GPT)
f. Explaining differences between design of BIOS and Unified Extensible Firmware Interface UEFI-based
systems
g. Comparing signed and unsigned boot, and explaining the additional state and processes
undertaken for signed boot

2. The common features of a multi-tasking process scheduler

a. Understanding the role of the scheduler, and requirements for timeliness/low latency, throughput
and fairness
b. Understanding the fundamental constraints on scheduler design and common compromises to
achieve goals
c. Understanding differences between generic schedulers, and those that give soft or hard real-time
guarantees

66
 d. Explaining different types of scheduling policy that can be implemented for different compromises,
and explaining common scheduling disciplines in use by major operating systems

3. The features of a POSIX-compatible file system

a. Concepts of files and directories, common attributes of each
b. Security model employed (owners, groups, permissions)
c. System and user flags on files/directories
d. Concepts of inodes and the root inode, hard links and relationship to soft/symlinks
e. Special files (e.g. devices, pipes)
f. Ability to mount a filesystem via an operating system or application
g. Advisory and mandatory locking schemes
h. Difference between file name and inode, application-level security issues that exploit this difference

Learning Outcome 4: Know how to write device drivers for an operating system

1. Common processor interfaces and bus types

a. Explaining the different forms by which a CPU might communicate with on-board devices,
peripherals and attached devices
b. Explaining high-level communications protocols such as universal serial bus (USB) in terms of lower-
level hardware access
c. Writing a device driver for a simple computer peripheral
d. Explaining the other common components of an operating system, and their interaction with the
underlying hardware

2. Direct and indirect hardware access modes

a. Explaining the various roles of an operating system in mediating hardware access, and the different
mechanisms by which mediation may be enforced
b. Understanding modes of hardware access that are not intermediated and the reasons for this, e.g.
performance or hardware constraints
c. Explaining the various ‘ring’ modes of modern CPUs
d. Contrasting the different security and other guarantees provided by an operating system using
different modes of hardware resource access, including virtualization technologies, direct memory
access systems

Teaching Guidance

Delivery Guidance

It is recommended that the teaching/learning approach for this unit is participative and interactive. While
the teacher should provide an overview of the key elements of each part of the unit, the emphasis should
be on encouraging learners to investigate embedded and digital systems engineering. Learners should be
encouraged to share ideas in order to discuss and analyse the key points before drawing their own
conclusions.

The activities recommended may include:

 Presenting outline information to learners regarding the subject content

 Guiding learners in terms of how and where to find relevant websites
 Guiding learners in terms of how and where to find examples of software processes that run without
operating systems
 Guiding learners in terms of how and where to find examples of high level language compilers
 Guiding learners in terms of how and where to find examples of relevant operating systems and device
drivers
 Organising presentations and/or group discussions

For best results it is recommended that the teaching and learning activities are informed by the following:

67
 Guiding learners to investigate relevant information
 Where possible, visits to different types and sizes of organisations with different experiences of
embedded and digital systems
 Examples of operating systems and device drivers for used by organisations of different type, size and
sector (public sector, private sector, voluntary and community sector) in order to provide a variety of
learning opportunities
 Visits from guest speakers, professionals or those with relevant expertise

Resources

All resources for this unit can be found in the ABMA Education Schemes of Work and Lesson Plans

68
Computer Engineering - Level 6 Diploma

Unit 5: Cloud Computing and Operating Systems

Unit Aim

This unit aims to enable the learner to plan, architect and manage a cloud computing environment for an
organisation. It will assist them in producing customised ‘Just Enough OS’ and full operating system
environments suitable for cloud nodes. Furthermore, learners will be able to perform capacity planning of
the platform itself and the associated non-ephemeral storage.

Unit Overview

This unit is designed for those interested in a career in computer engineering. It will equip learners with the
knowledge and skills needed to plan and architect a cloud environment for an organisation and help it to
develop and expand in accordance with the needs of the business. Learners will also understand how to
customise a cloud computing and operating system for specific purposes and examine the planning and
management of file system services in the cloud.

Learning Outcomes

After successfully completing this unit, the learner will:

1. Know how to plan and architect a cloud computing environment for an organisation
2. Know how to manage a cloud environment on a tactical and strategic basis
3. Understand how to specify and deploy purpose-built custom operating system environments
4. Know how to plan and manage provision of file system services in the cloud

Unit Content

In order for the learner to meet each learning outcome, they need to be taught the following:

Learning Outcome 1: Know how to plan and architect a cloud computing environment for an organisation

1. Analysing cloud computing requirements

a. Producing a plan of resources required by application(s) to be deployed into the cloud
b. Modelling usage of an application and inferring resource demand from usage
c. Measuring resources of a non-cloud application and estimating equivalent cloud requirements
d. Charge-back or show-back as means of constraining resource usage/expenditure
e. Adaptive capacity systems and resources

2. Fail-over systems and redundant resource usage

a. What-if scenario modelling
b. Introducing redundancy to provide resilience, understanding that resilience is at the expense of
decreased reliability and increased cost
c. Performance implications of redundancy
d. Data security implications of redundancy
e. Adapting architecture to fail safe
f. Common architectures used to provide resilience to websites applications, including content
distribution networks, caching proxies, load-balancing proxies
g. Backup systems such as warm and hot standby

Learning Outcome 2: Know how to manage a cloud environment on a tactical and strategic basis

1. Monitoring usage for cost and utility discrepancy

a. Choosing and implementing monitoring software

69
 b. Converting usage logs to provision costs based on cloud platform charging structure
c. Reconciling usage against billing
d. Implementing soft and hard limits on resource usage to provide alerts or usage caps

2. Strategic planning of cloud services

a. Establish potential scope of cloud environment
b. Identify cloud-ready services and capabilities
c. Develop prioritised list of cloud migration opportunities
d. Identify investment required to migrate further services and capabilities onto the cloud and forecast
return on investment
e. Create reference implementation models
f. Recommend deployment of additional resources into the cloud environment to meet short-term
demand

Learning Outcome 3: Understand how to specify and deploy purpose-built custom operating system
environments

1. Building and maintaining purpose-built operating system environments

a. Choosing an appropriate base operating system, reviewing off-the-shelf editions versus prebuilt
‘images’
b. Creating server images suitable for cloud deployment
c. Configuring and instantiating a virtual machine based on an image
d. Packaging software for deployment both within the image and outside
e. Integrating instances with organisational package repositories, account
authentication/authorisation systems, consistent with application requirements and organisational
security policy, monitoring and reporting systems

2. Life-cycle deployment of an operating system

a. Building a clean minimal server image
b. Applying configuration information to the deployment
c. Configuring the personality of an image
d. Managing the definitions of the operating systems and known personalities
e. Keeping up-to-date with vendor-issued updates (security or otherwise), testing and deploying such
updates on a timely basis
f. Decommissioning images and instances based on them, migration of software and personality
definitions to new images

Learning Outcome 4: Know how to plan and manage provision of file system services in the cloud

1. Storage technologies
a. Understanding the different types of underlying storage hardware available within the cloud,
including storage-attached networks (SAN), network-attached storage (NAS), virtual server host
hardware (rotational and memory disks)
b. Estimating baseline and burst IO (input/output)capacity of a platform
c. Performance of different file system types on different storage types, use of storage arrays to
improve performance
d. Use of alternatives to direct data storage, including object stores and document-oriented
databases

2. Analysing organisational requirements

a. Determining storage requirements for applications to be deployed, including file space
requirements, database requirements, cache requirements
b. Determining special storage features required, such as restriction to a given location/area or other
regulatory limitation, requirement to checksum, signing or encrypting data

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3. Selecting storage technology
a. Assessing the right storage type to use in a given scenario, taking into account capacity,
performance, cost, security and other relevant considerations
b. Demonstrating an example deployment to verify that all requirements are met, and verify real-world
measurements of performance
c. Align with or outperform estimates
d. Develop a plan to manage the deployment of a storage solution and (potentially) migrate data
into it
e. Develop a comprehensive disaster recovery plan for the storage solution

Teaching Guidance

Delivery Guidance

It is recommended that the teaching/learning approach for this unit is participative and interactive. While
the teacher should provide an overview of the key elements of each part of the unit, the emphasis should
be on encouraging learners to investigate the cloud computing and operating systems. Learners should be
encouraged to share ideas in order to discuss and analyse the key points before drawing their own
conclusions.

The activities recommended may include:

 Presenting outline information to learners regarding the subject content

 Guiding learners in terms of how and where to find relevant websites
 Guiding learners in terms of how and where to find examples of different types of cloud systems
 Guiding learners in terms of how and where to find examples of different cloud operating systems
 Guiding learners in terms of how and where to find examples of different types of cloud storage
technology
 Organising presentations and/or group discussions

For best results it is recommended that the teaching and learning activities are informed by the following:

 Guiding learners to investigate relevant information

 Where possible, visits to different types and sizes of organisations with different experiences of cloud
computing and operating systems
 Examples of different cloud storage computing and operating systems favoured by organisations of
different type, size and sector (public sector, private sector, voluntary and community sector) in order
to provide a variety of learning opportunities
 Visits from guest speakers, professionals or those with relevant expertise

Resources

All resources for this unit can be found in the ABMA Education Schemes of Work and Lesson Plans

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