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Q2A GPS satellite develops a fault whereby it moves into an orbit 19 500 km above the Earth’s surface and also emits a weak signal whose power is only 25 W. What will be the power per square metre of the signal received on the Earth’s surface? Choose the nearest value from the list below. (W/m2 represents ‘watts per square metre’.) Select one: 3.0 x 10−4 W/m2 5.2 x 10−9 W/m2 5.2 x 10−15 W/m2 5.2 x 10−17 W/m2 2.1 x 10−16 W/m2 1.0 x 10−4 W/m2 1.0 x 10−7 W/m2 Q3- In a mobile phone network, how many times as strong would a signal be expected to be at 400 m from a base station, compared with at 200 m? Choose the nearest value from the list below. Select one: 0.002 0.004 0.0625 0.25 2 4 16 Q4- In a particular phase modulation system, each symbol is able to represent 3 bits. What sort of PSK is being used? Select one: plain PSK QPSK 8PSK 16PSK 64PSK 256PSK Q5- Select the two true statements from the following list. Select one or more: If 16 digital signals are to be time-division multiplexed, and if each signal has a bit rate of 200 kbit/s, then a channel that can support a bit rate of 3 Mbit/s should be adequate. A channel of bandwidth 400 kHz should be able to support a signalling rate of 500 kilobaud. A channel of bandwidth 500 kHz can carry no more than 5 frequency division multiplexed signals if each signal has a bandwidth of 70 kHz. According to the convention described in the mini-encyclopaedia in the Block 2 Document Book, a voltage of 10 nanovolts would be written as 10 nV. In amplitude modulation, the amplitude of the carrier is modulated in response to the frequency of the signal. Q6- Select the two true statements from the following list. Select one or more: In GSM, over 75% of the bits in each TDMA frame are available for the message data. In cellular telephone systems, dividing an area up into more cells is a means of enabling the system to accommodate more users. In order to keep track of a mobile phone that is moving around, information about its position may be stored simultaneously in several VLRs. The air interface for analogue mobile phones in the UK was TDMA. In GPRS, a circuit-switched network of GPRS nodes exists alongside the circuit-switched network of mobile switching centres. Q7- Select the two true statements from the following list. Select one or more: In CDMA, each individual bit in the message is replaced by a binary code word known as a code sequence. High latency is much more of a problem in live videoconferencing than it is in file transfers. In both UMTS and HSDPA the spreading factor is fixed at 16. In CDMA, several messages can be sent simultaneously in the same cell only if they occupy either different frequency bands or different time slots. Wideband CDMA is so called because a wider range of users can be accommodated than in plain CDMA. Q8- Select the two true statements from the following list. Select one or more: If a single company offers a cable service for TV, broadband internet access and fixed telephone services, and also offers a mobile telephone service, then this is quadruple play commercially but not technically. LTE Advanced is aiming to reach a peak upload data rate that is 5 times as great as that in LTE. If a 4 MHz band is being used for LTE then the planned peak data rate is 25 Mbit/s for the downlink and 12.5 Mbit/s for the uplink. Mobile WiMAX 2.0 uses OFDMA in both the downlink and the uplink whereas LTE uses OFDMA only in the downlink. In LTE, the subcarriers are spaced at 12 kHz and individual users will be allocated to blocks of 15 channels. Q9- Select the two true statements from the following list. Select one or more: None of the following is a permitted number of bits for a pseudo-random binary sequence: 6, 15, 65, 144. Differential GPS can help a GPS receiver to make some correction for errors that are due to the fact that the speed of radio waves in the Earth’s atmosphere is different from their speed in a vacuum, but it cannot enable the receiver to make a full correction. Assisted GPS is a process whereby a stationary device can supply signals to nearby mobile GPS receivers in order to enable them to get an initial fix on GPS satellites more quickly. In GPS, the clocks in the receivers are much more accurate than those in the satellites but a signal from a fourth satellite can help to correct this problem. The signal from a GPS satellite that is near the horizon will take less time to arrive at a GPS receiver than will the signal from that same satellite when it is overhead. Q10- A company is interested in employees’ journeys into work in the morning. There are three phrases missing from the following statements about visualising data. Drag and drop from the list below the options that correctly give the missing phrases 1 to 3. • A[ ]would be a suitable representation for showing the trend in average journey time for those travelling to work by car over the past 10 years. • A[ ]would be a suitable representation for comparing the proportion of employees in the following categories: those that walk to work every day, those that walk to work some days, and those that never walk to work. • A[ ]would be a suitable representation of the total number of employees that walked to work, cycled to work, came by car, and came by public transport on a given day. [line chart], [bar chart], [pie chart] ,............................................................................. T215 Communication and information technologies Block 2 Companion 2014J Contents Errata in the Block 2 main text Study guide 2 3 Study materials 3 Working in a group Study plan 4 5 Learning outcomes 7 Tutor-marked assignment TMA T215 02 Copyright © 2014 The Open University 9 WEB 03943 7 6.1 Block 2 Companion 2014J Errata in the Block 2 main text Page 99, seven lines from the bottom of the page Insert ‘packet-switched’ before ‘parallel network’ so that the sentence reads ‘The solution to this problem was to provide an upgrade to GSM whereby a packet-switched parallel network was provided to handle data transfers.’ Page 99, five lines from the bottom of the page Delete ‘which is packet-switched’, so that the sentence ends after ‘(GPRS)’ and reads ‘That upgrade is known as general packet radio service (GPRS).’ Page 104, first paragraph under Figure 3.B5 This paragraph should make it clear that the term ‘symbol’ here means the pair of bits being represented by a phase shift. More generally, ‘symbol’ means a group of bits of any size being represented by a phase shift. Page 133, penultimate line in the answer to Activity 3.3(b) The final term in should be ‘915 MHz’ so the line should read ‘890 MHz + (999 × 25) kHz to 915 MHz.’ Page 192, Figure 7.1 caption Replace ‘compare and/or contrast’ by ‘recommend’ so that the caption reads ‘A visualisation of two structures for the purpose recommend’. 2 Study guide Study guide Welcome to Exploring and enquiring, the second block of T215 Communication and information technologies. The technologies in this block are focused around mobile phones and the network features that support their use. This is a fast-changing topic, and so the approach is to look at trends: what has been changing and what has been staying the same, and how this is likely to play out in the future. The T215 team accept that, however hard we try, we cannot keep wholly up to date in a module like this; things seem to change almost daily. Therefore our aim is to give you the tools to keep yourself up to date. To that end, the materials include some passages, and even whole documents, that have not been specially prepared for T215, together with support in reading them and extracting information from them. So our hope is that you emerge from this block not only more knowledgeable about mobile devices and mobile networks but also more able to read about their developments with understanding in the future. A sub-theme of the block is a continuation of the work you started in Block 1 on writing documents and critically evaluating them. You will carry this work into short reports towards the end of the block. And finally, the block contains one entirely fresh communication topic: visualising data. Software tools for visualising data in new ways have been taking huge strides over the last few years, and we aim to introduce you to some of the many ways in which such tools can help in making sense of data. This part of the block is online so that you can readily access examples and tools. Study materials The Block 2 study materials include some resources that are exclusively for the block and some that are shared with other blocks in the module. The resources that are exclusively for the block are as follows. . Exploring and enquiring, which is the principal component and is divided into nine parts of which seven are in printed form and two (Parts 6 and 9) are presented on the T215 website. . Block 2 Document Book, which you will need to refer to as you study Parts 2, 3 and 4. . This Companion, which you are strongly advised to print and keep to hand as you study the block, not only for this study guide, but also because it contains the first part of the assessment for the block – TMA 02. . iCMA 42 – the second part of the assessment for the block. This is online and can be accessed from the T215 website directly below the link to this Companion. . Three documents that you will need to use with Part 8 Critically evaluating and improving a short report and that are available to download from the Block 2 Study items page of the T215 website. 3 Block 2 Companion 2014J These are in the files T215_B2_P8_ShRpt_A.pdf, T215_B2_P8_ShRpt_A_Rev_1.pdf and T215_B2_P8_ShRpt_B.rtf. There are three resources that are shared with other blocks in the module. . The T215 Numeracy Book, which you may need as you study Parts 3 and 5. There are explicit cross-references to this book at appropriate points in these two parts to direct you to it if you need it. . The T215 module forums, your tutor group forum and group forum (see more on this in the next section), which you can access via the T215 website. . Your personal wiki and group wiki (see more on this in the next section), which you can access via the T215 website. And finally, you will need to use material from the T215 DVD in Parts 2 and 5 of this block. You have the choice of installing this material on to your hard disk or running it directly from the DVD. If you choose to install it, full instructions are available with the DVD. Working in a group In order to complete Question 4 of the TMA for this block, you will need to work with a small group of other students. Your tutor will organise these groups and you will be able to communicate with the other members using a forum that your tutor will set up. You will be working in these groups more extensively in Block 3, so it is a good idea to start communicating with your group via the group forum straight away. There are two main reasons why group work is introduced in this block and is central to the next block: . working with others is itself an important skill . collaborating with other students is a valuable way of learning. Over the years, universities have consulted employers about what they are looking for in prospective employees. The responses are usually expressed in terms of skills rather than subject knowledge. Interpersonal and teamworking skills come high on the list – employers want staff who can work well with others. Working with other people, and discussing ideas, also gives you the opportunity to see things from different perspectives and to learn from the experiences of others. In an Open University module this is particularly valuable, as your fellow students have such a wide range of knowledge, skills and experience. More details about what is required in terms of group work for Block 2 are provided later in the TMA and for Block 3 in the Block 3 Companion. 4 Study guide Study plan This block is designed to occupy five weeks of your study time, which means that you should expect to spend around 80 hours in total studying it. In planning your study time, you should take the following into account: . The nine parts into which the block is divided are not of equal length. . Parts 6 and 9 are to be studied online whereas the other seven parts are printed material, with occasional use of a computer. (You could, if you wish, print out Part 6 and study it on paper, but this would not be possible for Part 9.) . In the next block – Block 3 – you will be collaborating with some of the other students in your tutor group to create resources in a wiki and to produce a website. You and your other group members will need to do some planning for this collaboration while you are studying Block 2, and there is a question in TMA 02 that relates to this planning. You should look at this question and start to engage with the planning near the start of your study of the block. Table 1 is intended to help you to plan your study of the block. The study plan in Table 1 assumes that you will do some work on the assignments as you go along, and will use the remaining time in the fifth week to review the block materials and finalise your work on the assignments. If this is not your preferred study method you will need to make appropriate adjustments when you study the various parts of the block. Please note that the study hours in Table 1 are given as guidelines only. You may need more time for some parts, and less for others. 5 Block 2 Companion 2014J Table 1 Part 1 Medium Suggested Related materials block study week Related assignment material Other assignment task Ongoing work on TMA collaboration question (continues throughout block) Text 2 1 — — Text plus some online and offline computerbased activities Text 8 1 Block 2 Document Book, DVD* Potentially relevant to TMA short report question 20 1 and part of 2 TMA short report question, iCMA question(s) Text 6 2 and part of 3 Block 2 Document Book, possibly Numeracy Book Block 2 Document Book Text plus some offline computerbased activities Convergence Online and 4G 4 3 DVD*, possibly Numeracy Book 4 3 — 7 Writing short reports Text 8 3 and part of 4 — 8 Critically evaluating and improving a short report Text plus some offline computerbased activities 8 4 9 Visualisation Online 8 4 and part of 5 2 Introduction to the block The all-singing, all-dancing mobile device Approx. study time (hours) 3 The technology of mobile telephone systems 4 Reading technological documents 5 How the Global Positioning System works 6 Three documents in files to be downloaded from the T215 website — Potentially relevant to TMA short report question iCMA question(s) TMA short report question, iCMA question(s) TMA short report question TMA critical evaluation question, TMA short report question iCMA question(s) * You will need the DVD as you study Parts 2 and 5 only if you have not previously installed the relevant items from the DVD on to your hard disk. 6 Study guide Learning outcomes Block 2 is designed to enable you to make progress on the following T215 module-wide learning outcomes, though those in italics are more lightly addressed. (You will find a complete list of the module learning outcomes in the T215 Module Guide.) Knowledge and understanding Be able to demonstrate that you: KU1 understand key principles and concepts of digital communication and information systems and their component devices, including such topics as LANs, WLANs, mobile communication networks, encoding, modulation, multiplexing, routing, switching, protocols, and standards KU2 understand key principles and concepts relating to digital data including the storage, manipulation and transmission of digital data, and the associated privacy and security issues KU3 are aware of major trends in communication and information technologies. Cognitive skills Be able to demonstrate that you can: C1 produce descriptions and explanations of the communication and information systems that feature in the module and of their underlying technologies and component devices C2 apply your understanding of the communication and information systems that feature in the module, their underlying technologies and component devices in specified contexts, updating yourself about the systems, technologies and devices as necessary C3 use knowledge gained from the module to help you to understand new or unfamiliar communication and information systems in specified situations; describe and explain such systems and their technologies and devices; apply your understanding in specified contexts C4 describe and discuss some of the technological, social, legal, ethical and personal issues that relate to communication and information systems, technologies and devices C5 evaluate or compare communication and information systems suggested for a particular need and give a justified recommendation on their appropriateness. Key skills Be able to demonstrate that you can: KS1 communicate complex information, arguments and ideas effectively and without plagiarism on a range of topics relating to communication and information systems through a variety of different media, using styles, language and images appropriate to purpose, audience and medium KS2 perform simple calculations relating to communication and information systems, use and manipulate simple algebraic equations and interpret and produce graphical and tabular data KS3 use information technology to find information from various sources and evaluate that information KS4 develop a range of skills as an independent learner to support you in learning through the module materials and through other resources that you seek out for yourself. 7 Block 2 Companion 2014J Practical and professional skills Be able to demonstrate that you can: P1 critique draft materials in order to improve them P2 use standard office and communication software effectively to support your work, both as an individual and in collaboration with others in a distance setting P3 use specialised software tools to communicate information and to model, analyse and evaluate communication and information systems. 8 Tutor-marked assignment TMA T215 02 Tutor-marked assignment TMA T215 02 The weighting of this assignment is 15% of the continuous assessment. You must ensure that your TMA is received by your tutor, or that you have received a submission receipt, no later than 12 noon (UK local time) on the cut-off date: 11 December 2014. This module uses the online TMA/EMA service for submission of TMAs. To submit your TMA, please go to your StudentHome page and follow the link(s) provided. If you are unable to use the online TMA/EMA service then you may, with your tutor’s permission, submit your assignment by post. However, you are strongly encouraged to use the online TMA/EMA service and you must obtain your tutor’s permission before submitting through the postal system. For this module, you should submit your TMAs in doc, docx or rtf file formats. However, for TMAs that contain equations or diagrams, the converter that some tutors will need to use to be able to read docx files can cause detail, such as symbols, to be lost. Please, therefore, only submit docx files with prior agreement with your tutor. You should also be aware that rtf files may be much larger than equivalent doc files and diagrams may not translate well, so use rtf only as a last resort. You will be notified once your TMA has been marked. You can then download it to view your tutor’s comments. If you foresee any difficulty with submitting your assignment on time then you should contact your tutor well in advance of the cut-off date. For further information about policy, procedure and general submission of assignments please refer to the Assessment Handbook, which can also be accessed via your StudentHome page and from the T215 website. Plagiarism: a reminder Part 7 of Block 1 discusses plagiarism and shows you how to avoid it by giving appropriate references when you use other people’s words. This short section is intended to remind you what plagiarism is and to reiterate that it is unacceptable in your TMAs. Plagiarism is a form of cheating. It is the act of taking someone else’s work and passing it off as your own (the term is derived from Latin words meaning ‘plunder’ and ‘kidnap’). Quoting extracts – even those as short as phrases or single sentences – from another author (including authors of T215 module materials) without saying that you are doing so is plagiarism. So is lightly rephrasing another author’s words. Plagiarism is not acceptable in any written material, including TMAs, because you are in effect taking someone else’s work and passing it off as your own. For the most part, therefore, you should take care to express things in your own way (this is sometimes referred to as ‘using your own words’) in your TMAs. This will avoid plagiarism and show that you have understood the 9 Block 2 Companion 2014J material you are writing about. On occasions you may want to use someone else’s words, in which case you must indicate that you have done so by both placing their words in quotation marks in the text and giving a full reference. Do not use quotations too heavily, however, because a TMA consisting of quotations from other authors, even if fully referenced, does not show that you have understood the ideas you are writing about. For more information about what constitutes plagiarism or cheating you should refer to the online Assessment Handbook, which you can access either from StudentHome or from the Assessment support page of the T215 module website. Learning outcomes This assignment enables you to demonstrate your progress with the following module outcomes: KU1, KU2, KU3, C1, C2, KS1, KS3, P1, P2. Question 1: critical evaluation This question carries 15% of the assignment marks. This question refers to Short Report C, which was written in response to exactly the same brief as were Short Reports A and B in Part 8 of Block 2 (see Section 3), and at about the same time. You will find Short Report C in a box after Question 4 of this TMA. Carry out a critical evaluation of the structure of Short Report C. That is, evaluate the report against ‘Is the structure appropriate for the audience, purpose and medium?’ Use the checklist introduced on pp. 218–19 of Block 2, and justify all the statements you make about the appropriateness of the structure. 10 Tutor-marked assignment TMA T215 02 Question 2: short report This question carries 70% of the assignment marks. Imagine that you work for a small ICT consultancy company based in the UK. Your company sends out an annual mailing to its clients and potential clients, and this mailing always includes a short report. This report is about a different technology each year. The purpose of these reports is to help the recipients to keep abreast of some new development in ICT. The reports are always well researched and balanced; there is no marketing ‘hype’ in them. This year your company’s Chief Executive Officer (CEO) has decided that the short report will be about 4G in the UK. The report is to be entitled ‘4G and its current state of play in the UK’ and you have been asked to write it. Your brief is that the report must be divided into five sections with the following titles, which define the expected content. The first section is to function as an introduction. . What is 4G? . Differences between 4G and 3G . Some technical details about 4G . An update on 4G in the UK . In conclusion The mailing will go to senior managers in a wide range of businesses in the UK. Some of these managers will have a technological background, and the section entitled ‘Some technical details about 4G’ is intended for them. Other recipients of the report are expected to skip over this section so the other sections should focus on providing a broader overview rather than detailed technical descriptions. Your CEO has asked you to write about 750 words, with a strict maximum of 800. Write this report. As well as drawing on appropriate material from Block 2, you should carry out some research on the Web to ensure that your report is up to date. Do not spend too long on this, however, as most of what you need is in the block materials. You should draw on what Part 7 of Block 2 has to say about writing short reports. Be sure to provide a reference list if you quote or cite anything. You are strongly advised to critically evaluate and improve your short report before you submit it, as described in Part 8 of Block 2. Do not exceed the limit of 800 words. Please state the total number of words you have used at the end of your short report. See also ‘Notes relating to Question 2’ near the end of this TMA. 11 Block 2 Companion 2014J Question 3: underpinning for short report This question carries 5% of the assignment marks. In order to answer Question 2 you should have unpacked the criterion ‘Does the report meet the brief – exactly?’ into a checklist of sub-questions. An example for a different short report is given on page 216 of Block 2. Submit your checklist for your report as your answer to this question. Question 4: collaboration This question carries 10% of the assignment marks. In Block 3 you will be working as part of a small group of students, using a discussion forum to help you carry out a group project which will involve contributing material to a wiki and building a website. As you will probably appreciate, working as part of a group presents particular challenges, but it can be made easier by the group agreeing and also adhering to some simple ground rules. This question asks you to work within your group’s discussion forum to discuss and agree a set of ground rules covering the following headings. 1 Expected levels of communication including: ◦ ◦ how often and when people log into the wiki and discussion forum an agreed time frame for responding to contributions. 2 Managing the group work including: ◦ ◦ ◦ ◦ how you will make decisions as a group whether you want a leader and other managerial roles what strategy you will adopt for coping when people are unavailable how you will deal with unexpected problems. You may well find other rules useful but be mindful that this activity is really to get you working together as a group for future activities, and so your agreement should be reasonable and above all achievable. When discussing and agreeing your ground rules, bear in mind that a twoweek study break occurs after the first week of Block 3 and you will need to take this into account in your planning. The output from this activity must be a set of agreed ground rules copied into the ‘Ground rules’ section of the ‘Block 2 Collaboration’ page of the wiki. In addition each member of the group should add their name to the ‘Group members’ section and give an indication of any periods during Block 3 (13 December to 5 February) when they are likely to be unavailable (for example, due to holidays). It is important that each person contributes some material to the wiki ‘Block 2 Collaboration’ page, in order to gain practice in using the wiki, as preparation for Block 3. All members of the group are required to paste a copy of the ground rules and the list of names and dates into their TMA. 12 Tutor-marked assignment TMA T215 02 Marks will be awarded for: (a) the quality and appropriateness of your group’s list of ground rules as evidenced in the material you have copied into your TMA document (3 marks) (b) your individual input to the discussion forum in terms of your participation over the collaborative period, your contribution of fresh, relevant ideas, your comments on the ideas of others and your degree of support to the group. (7 marks) All members of your group who contribute adequately will receive the same mark for part (a) (the others will receive 0), but marks for part (b) will be individual. Short Report C (610 words) Developments in Network Addressing This is a short report that will be giving a brief explanation of IPV4 while encapsulating any problems that there are with this technology. IPV6 will be briefly discussed with a brief description outlining the migration from IPV4 to IPV6. Finally any issues relating to this migration that may affect the network user will be highlighted followed by a short summary. IPv4 IPV4 (Internet Protocol Version 4) ‘is the fourth iteration of the Internet Protocol (IP) and it is the first version of the protocol to be widely deployed’ [2]. As a consequence to its age it is now rapidly running out of IP addresses so consequently there are not enough addresses for each person on the planet to have their own unique address. IPV4 has approximately ‘4.3 Billion addresses’ [1] while there are over 6 billion people today. There are not enough IP addresses for the people let alone the plethora of internet ready devices and nodes at hand in today’s world. Currently IPV4 is managing this problem with the use of IP address sharing facility such as NAT (Network Address Translation). This technology currently eases the burden of having to assign every node on the World Wide Web its own unique address. This is done by allocating IP addresses to private networks through the use of a router. The router stores all of the addresses within the private network then forwards mail and internet to it. However, the router only shows up as one IP address on the WWW leaving the IP addresses to be used again on other private networks, As long as there is not another node within the network with the same address there are not any problems caused.. IPv6 and How It Addresses IPv4’s Constraints IPV6 (Internet Protocol Version 6) has several ways to overcome the constraints of the older IPV4. Firstly there is an overabundance of unique 128bit addresses, approximately 2128 unique addresses [1] compared to IPV4 with approximately 232 individual 32bit addresses. Each computer user, node and digital device on the planet will have a 13 Block 2 Companion 2014J surplus of possible addresses to choose from. IPV6 will also be more secure than its predecessor.Security is another of the most worried about issues; no one wants to use a technology that is not secure enough for their most confidential files. With the abundance of IP addresses IPV6 is more secure. One of the reasons for this is there will be no need for a Public key that all the nodes in a private network sending information over the Internet will need to share. Issues Relating To the Migration of IPv4 to IPv6 That Could Affectthe Network user There seems to be plenty of nervous people regarding IPV6 as it is in the early stages of development. om IPV4 to IPV6. These include Microsoft with the Windows Vista Operating system and Apple. So this huge transition does seem to be inevitable. In summary, the change from IPV4 to IPV6 is a necessity through the lack of addresses afforded by IPV4; however this is not going to be an overnight experience. Instead it will happen over the next few years maybe even continuing as long as the foreseeable future. This will be a positive move for the network consumers as the deluge of new addresses will allow every internet ready electronic device to have its own unique address. The newer version will consequently be a more secure environment with vastly less errors occurring. References [1] (Knights, M. (2007) IPv6, IET Communications Engineer, volume 5, issue 2, pages 18-21.) [2] Wikipedia, ‘IPV4’. Last modified on 7 May 2008, [online], Accessed 09 May 2008. 14 Tutor-marked assignment TMA T215 02 Notes relating to Question 2 In this question you need to ‘role play’ – that is, you need to write a report that not only meets the brief but also suits the specified audience and purpose. Criteria for marking Your report will be assessed against the criteria listed below. They are the ones you met in Section 6 of Block 1, Part 7 and again in Section 3 of Block 2, Part 8. For the criterion relating to factual accuracy, your tutor will also take into consideration the extent to which your report demonstrates understanding of the topic. 1 Does the report meet the brief – exactly? 2 Is the content factually accurate? 3 Is the structure appropriate for the audience, purpose and medium? 4 Is the style appropriate for the audience, purpose and medium? 5 Is the technical level appropriate for the audience, purpose and medium? 6 Is the English correct? Two-thirds of the available marks are for the first two criteria, and one-third for the remaining four. As with Question 2 in TMA 01, your tutor will award one of the grades ‘excellent (E)’, ‘good (G)’, ‘moderate (M)’, ‘weak (W)’, ‘borderline fail (B)’ and ‘fail (F)’ to each of the criteria listed above. Your grades will be converted into a total mark for the question by means of a spreadsheet that the T215 team will supply to tutors. Counting the number of words used Your total of the number of words you have used in Question 2 should include: . all headings – including sub-headings, table headings and figure captions . any items you put in lists – except a reference list . any footnotes . any quotations you make from other sources. You may exclude: . a reference list . text within figures . text within tables. Please note, however, that if you have put text into a table simply to reduce the word count, rather than because a table is the most appropriate means of presenting the information, your tutor will adjust your word total upwards by an appropriate amount. 15
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