Databricks DCAD : Databricks Certified Associate Developer for Apache Spark 3.0 Exam Dumps

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Exam Number : DCAD
Exam Name : Databricks Certified Associate Developer for Apache Spark 3.0
Vendor Name : Databricks
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DCAD Exam Format | DCAD Course Contents | DCAD Course Outline | DCAD Exam Syllabus | DCAD Exam Objectives


Exam Details for DCAD Databricks Certified Associate Developer for Apache Spark 3.0:

Number of Questions: The exam consists of approximately 60 multiple-choice and multiple-select questions.

Time Limit: The total time allocated for the exam is 90 minutes (1 hour and 30 minutes).

Passing Score: To pass the exam, you must achieve a minimum score of 70%.

Exam Format: The exam is conducted online and is proctored. You will be required to answer the questions within the allocated time frame.

Course Outline:

1. Spark Basics:
- Understanding Apache Spark architecture and components
- Working with RDDs (Resilient Distributed Datasets)
- Transformations and actions in Spark

2. Spark SQL:
- Working with structured data using Spark SQL
- Writing and executing SQL queries in Spark
- DataFrame operations and optimizations

3. Spark Streaming:
- Real-time data processing with Spark Streaming
- Windowed operations and time-based transformations
- Integration with external systems and sources

4. Spark Machine Learning (MLlib):
- Introduction to machine learning with Spark MLlib
- Feature extraction and transformation in Spark MLlib
- Model training and evaluation using Spark MLlib

5. Spark Graph Processing (GraphX):
- Working with graph data in Spark using GraphX
- Graph processing algorithms and operations
- Analyzing and visualizing graph data in Spark

6. Spark Performance Tuning and Optimization:
- Identifying and resolving performance bottlenecks in Spark applications
- Spark configuration and tuning techniques
- Optimization strategies for Spark data processing

Exam Objectives:

1. Understand the fundamentals of Apache Spark and its components.
2. Perform data processing and transformations using RDDs.
3. Utilize Spark SQL for structured data processing and querying.
4. Implement real-time data processing using Spark Streaming.
5. Apply machine learning techniques with Spark MLlib.
6. Analyze and process graph data using Spark GraphX.
7. Optimize and tune Spark applications for improved performance.

Exam Syllabus:

The exam syllabus covers the following topics:

1. Spark Basics
- Apache Spark architecture and components
- RDDs (Resilient Distributed Datasets)
- Transformations and actions in Spark

2. Spark SQL
- Spark SQL and structured data processing
- SQL queries and DataFrame operations
- Spark SQL optimizations

3. Spark Streaming
- Real-time data processing with Spark Streaming
- Windowed operations and time-based transformations
- Integration with external systems

4. Spark Machine Learning (MLlib)
- Introduction to machine learning with Spark MLlib
- Feature extraction and transformation
- Model training and evaluation

5. Spark Graph Processing (GraphX)
- Graph data processing in Spark using GraphX
- Graph algorithms and operations
- Graph analysis and visualization

6. Spark Performance Tuning and Optimization
- Performance bottlenecks and optimization techniques
- Spark configuration and tuning
- Optimization strategies for data processing



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Databricks Associate Real Exam Questions

 

Exam Information

An exam proctor will begin reading exam instructions approximately 15 minutes before the exam start time. Students must be in the exam room with their exam at this time. If taking the exam on a laptop, it must be booted up and have passed the security check. Hand writers must not have a laptop with them in an exam room, unless otherwise allowed according to the professor’s instructions. A student entering the exam room after the proctor begins reading instructions will not receive additional time for booting up their laptop, passing the security check, and/or reading exam instructions.

When instructed by the proctor, write your exam number on the cover page of your exam, bluebooks, and any scratch paper you turn in as part of your exam. Handwritten exam answers must be written in blue books in blue or black ink. Number the bluebooks you use (1 of 1, 1 of 2, 2 of 2, etc.). Proctors will allow time to read the professor’s instructions. Other than counting the number of pages of the exam, students are not permitted to turn the page of an exam past the instructions page until the proctor instructs them to do so.

When taking a closed-book exam, no books, outlines, book bags, purses, or scratch paper (other than the scratch paper provided) may be at your seat during the exam. These items must be left outside of the exam room or in the front or sides of the exam room. Students may not begin to write anything, including on scratch paper, before the proctor begins a closed-book exam.

Students taking in-class exams are prohibited from having any electronic communication device, other than a laptop as allowed per the professor's instructions, during the exam. Cell phones and smart watches must be turned off during the exam and placed in a bag or backpack. Violations of this rule may be considered an Honor Code violation. A clock in each exam room will be the official timekeeper for the exam.

Non-alcoholic beverages are permitted in exam rooms; however, the container must have a lid.

After the exam instructions have been read and the exam begins, the proctor will remain in the room. Any student who has a question or problem during an exam should see the proctor.

Students may use the restroom or take a break during an exam. However, all exam materials must be left in the exam room and no additional time will be given. Students must sign in and out at the front of the room with the proctor.


Certified Automation Professional (CAP) Associate Exam Review Course (EC01)

EC01 Image

The Certified Automation Professional® (CAP®) Associate Exam Review Course (EC01) is an intense review of the field of automation intended to help students in their preparation to take the CAP Associate exam. The exam is for recent graduates who have a four-year academic degree in a technical or technology field, a two-year technical degree with one year of experience in the automation field, or five years of work experience in the automation field.

For early-career automation professionals, the CAP Associate program recognizes interest and knowledge in automation. Though CAP Associate is not a certification program, it provides additional credentials and CAP Associates are eligible to sit for the CAP exam after four years of work experience in automation instead of the usual five years.

ISA CAP Associate Badge Logo

This course is provided as a preparation resource for the CAP Associate Certificate Program. Your course registration includes your registration for the exam (a 200 USD value). Pass the exam and earn the certificate. Learn more about the CAP Associate Certificate.

 

Who Should Take EC01?

This course is designed to help individuals prepare for the ISA CAP Associate certificate exam, including those who:

  • Have a four-year academic degree in a technical or technology field;
  • Have a two-year technical degree plus one year of work experience in the automation field; or
  • Have five years of work experience in the automation field
  • View Offerings by Format     

    This course includes a broad scope of learning objectives. Expand the topic headings below to view the learning objectives you will be able to achieve upon completing this course.

    CAP Associate Basics
  • Recognize the benefits of earning CAP Associate certification
  • Explain the scope of CAP Associate certification
  • Recognize the six domains of CAP Associate and that each domain includes specific tasks
  • Explain characteristics of the CAP Associate exam
  • Process Instrumentation
  • Discuss measurement concepts in relation to process instrumentation
  • Discuss pressure measurement concepts, methods and considerations
  • Discuss level measurement concepts, methods and considerations
  • Discuss temperature measurement concepts, methods and considerations
  • Discuss flow measurement concepts, methods and considerations
  • Compare multivariable and smart transmitters
  • Analytical Instrumentation

    Describe concepts, methods and considerations of analytical measurements including:

  • pH
  • ORP
  • Specific ion
  • dissolved oxygen
  • moisture
  • gas analyzers
  • Continuous Control
  • Discuss important process dynamic characteristics that influence control loop behavior
  • Discuss the purpose and behavior of the various modes of a PID controller
  • Configure a controller for direct or reverse acting
  • Discuss controller tuning techniques and recognize the strong and weak points of each
  • Explain why feedback control, if used alone, will permit more variability in the process than will feedback control combined with the use of some advanced regulatory control technique
  • Discuss advanced regulatory control strategies, including ratio, cascade, feedforward, decoupling, and selector control
  • Control Valves and Analog Communications Part A
  • Explain the role of a control valve
  • Discuss the fundamentals of valve selection
  • Discuss the problems associated with cavitation, flashing, and sonic velocity
  • Explain the effects of hysteresis, deadband, and friction on the precision of a control valve
  • Describe the types of actuators and their advantages
  • Discuss the added functionality of smart valves
  • Part B
  • Define analog signal
  • Discuss sources of analog signals
  • Explain analog signal scaling
  • Describe the types of signaling standards
  • Explain why signaling is necessary
  • Explain analog-to-digital conversion
  • Control System Documentation and Control Equipment Part A
  • Identify the documents typically used to define the control system of a continuous process
  • Explain the sequence of document development for the control system of a continuous process
  • Understand the purpose and contents of a process P&ID
  • Explain the meaning of the symbols used to define control system components
  • Recognize the differences in how a loop is depicted on a P&ID and a loop diagram
  • Recognize the difference between mandatory and consensus standards
  • Explain the use of and the importance of instrument numbers
  • Part B
  • Explain the existence and purpose of control equipment
  • Describe the evolution of control systems
  • Describe the advantages of PLC control
  • Describe the purpose and application of SCADA systems, distributed control, and hybrid control
  • Explain the advantages of digital fieldbus communications
  • Basic, Discrete Sequencing and Manufacturing Control/Discrete and Sequencing Control Part A:
  • Describe actuation technologies and their control
  • Describe output interfacing techniques
  • Describe sensing technologies
  • Discuss remote and networked input and output technologies used in automation control
  • Part B:
  • Explain and understand concepts of discrete and sequential control
  • Understand the basic operational principles of PLCs
  • Explain interlocking and its uses
  • Explain the need for sequencing and its uses
  • Describe use of IEC 61131 programming languages
  • Explain basic selection criteria for PLC
  • Motor and Drive Control
  • Describe DC motor principles of operation and explain the differences between four major DC motor types
  • Describe AC motor principles of operation and explain the functions of key AC motor components
  • Compare and contrast AC versus DC motor advantages in variable speed applications
  • Identify DC drive principles of operation and typical motor stopping methods
  • Identify AC drive principles of operation with speed, torque and stopping control
  • Identify key VFD design features used in automation environments
  • Motion Control
  • Discuss the functions of motion control
  • Explain the difference between an absolute encoder and an incremental encoder
  • Explain what causes the device being controlled to not be at the correct position when the servo control shows zero error
  • Identify the control element and the measurement element in a motion control loop
  • Describe the difference between stepper motors and servo motors
  • Discuss how servo motors are controlled
  • Batch Control
  • Explain how batch control differs from traditional continuous process control
  • Describe batch control functionality
  • Identify the four levels of modules that make up key equipment entities and the functionality of each
  • Explain the concept of control as a function
  • Identify the principles of ANSI/ISA 88
  • Explain the importance of the recipe in batch processing
  • Alarm Management and Reliability, Safety, and Electrical Part A
  • Identify the main problems of alarm management
  • Explain the purpose and list some of the key components of an alarm philosophy
  • Explain the purpose and list some of the products of alarm rationalization
  • Identify the key elements of HMI design for alarm systems
  • Identify the typical performance metrics for alarm systems
  • Explain the purpose and components of an alarm management system
  • Part B
  • Explain the basics of MTTR, MTTF, MTBF
  • Discuss safe and dangerous failure modes
  • Identify the different types of redundancy and how they impact dangerous and safe failure modes
  • Identify the key elements of HMI design for alarm systems
  • Identify common cause and its impact on reliability
  • Determine testing intervals and its impact on availability
  • Process Safety and Safety Instrumented Systems
  • Explain the concept of SIS as a layer of protection and how the need is determined
  • Discuss the significance of SIL levels
  • Explain the steps in the safety instrumented system design lifecycle
  • Describe the two basic failure modes of safety systems
  • Compare and contrast technology logic systems used for safety systems
  • Identify common failures in field devices such as sensors and final elements
  • Explain the need for testing safety systems
  • Explain the need for management of change
  • Identify which systems are necessary to meet Safety Integrity Level requirements
  • Electrical Installations and Electrical Safety Part A
  • Ensure that automation processes do not fail due to faulty electrical installation practices
  • Explain the basics of groundingDiscuss the use of electrical circuit protection and enclosuresRecognize the importance of adherence to PE manufacturers’ installation requirements
  • Part B:
  • Select electrical equipment with appropriate protection from fire and shock hazards
  • Define the salient features of the most common types of protection against electrically initiated explosions and understand characteristics, design, and operation of each
  • Select electrical apparatus appropriate for use in a specific potentially hazardous location, and the materials to which it may be exposed
  • Identify intrinsic safety as a system-oriented protection concept rather than a device characteristic
  • Explain the differences between a dynamic model and a steady state model
  • Explain the classification of locations where combustible materials may be present
  • Industrial Networks
  • Explain the difference in model fidelity requirements
  • Recognize the need for field or lab measurements to correct models
  • Compare and contrast experimental and first principal models
  • Explain the risks of relying on historical data to build models
  • Explain the differences between a dynamic model and a steady state model
  • MES Integration and Network Security Part A:
  • Identify the level of activities in a typical manufacturing company
  • Explain the information that is exchanged between business processes and manufacturing processes
  • Identify work centers and work units and their relationship to manufacturing operations management activities
  • Compare and contrast different MES systems based on the functions they support
  • Identify maintenance, quality, and inventory operations management functions in your organization
  • Explain the criteria used to define the specific boundary between business process functions and manufacturing operations management functions
  • Part B:
  • Discuss the need for security and the general approaches that are used to achieve it
  • Explain the steps in developing a security program including risk exam and developing an audit program
  • Describe the security approaches of authentication/ authorization, filtering/blocking, and encryption
  • Data Management
  • Describe the structure of a typical process database
  • Design a database structure to support desired uses of the data
  • Recognize the special requirements of real-time process databases
  • Estimate database storage requirements
  • Perform database sorts and searches effectively
  • Generate complete, useful documentation for a process database
  • Deployment and Operation
  • Explain the importance of safety considerations during startup
  • Explain the areas for instrument commissioning
  • Explain the use of Factory Acceptance Testing (FAT)
  • Explain the use of Site Acceptance Testing (SAT)
  • Troubleshooting and Maintenance Part A:
  • Explain the logical framework that underlies troubleshooting
  • Explain safety aspects of troubleshooting
  • Explain the seven-step troubleshooting procedure
  • Discuss various troubleshooting techniques
  • Explain how “out-of-the-box” thinking applies to troubleshooting
  • Part B:
  • Discuss the importance of maintenance to optimize life cycle costs and profits
  • Establish metric to measure your organization’s performance for comparison to benchmarks and for continuous improvement
  • Discuss guidelines for evaluating and supporting equipment
  • Recognize reliability and availability as the most important goals of maintenance
  • Identify different approaches to maintenance
  • Recommended Reading A Guide to the Automation Body of Knowledge, Third EditionEdited by Nicholas P. Sands, PE, CAP, ISA Fellow, and Ian Verhappen, P Eng, CAP, ISA Fellow

    Can you answer the SATs test questions that left pupils 'in tears'? Take the controversial reading exam that has sparked fury among parents and promises of a probe by the ...

  • A SATs reading exam with tricky questions and language reportedly left Year 6 children 'in tears' last week
  • MailOnline has included the full paper with three dense texts and 38 questions for you to try at home
  • Advertisement

    These are the tough SAT questions that left some pupils in tears. 

    Hundreds of parents and teachers claimed that last week's reading exam for Year 6 pupils - aged ten or 11 - was too difficult. 

    Schools said it was so tricky that staff also struggled to understand the questions.

    And there were claims the English reading test booklet included 'GCSE-level' questions, with even high-ability pupils unable to finish the paper. 

    Based on three dense texts, the paper, published Thursday, has 38 questions and expects pupils to understand words like 'hotspot' and 'eradicated'. 

    Youngsters are also asked to find similar words to 'vulnerable' and 'unmistakable'.

    The paper includes a passage from a look with a '13-18 reading age'. 

    File photo of primary school children raising their hands in class. The Mail has included questions from the Year 6 Sats reading test that left pupils 'in tears'

    Schools minister Nick Gibb said he would look at the exam which has been accused of 'undermining' youngsters' confidence. 

    The Mail has selected some of the more difficult questions in the exam so you can try them for yourself. 

    But we have highlighted the relevant extract for each answer, whereas the pupils would have had to find it among hundreds of words of text. 

    The National Association of Head Teachers, which represents heads at the majority of primary schools said it planned to complain to Ofqual, the exams regulator. 

    Sarah Hannafin, from the union, said: 'Members have told us that the choice of texts was not accessible for the wide range of experiences and backgrounds children have and the difficulty was beyond previous tests, leaving children upset, and even staff struggling to understand the questions.' 

    But the Department for Education last night indicated that the exam was of 'similar difficulty to previous years'. 

    A blog post on its website read: 'It takes three years to create appropriate tests.

    During the process, the texts and questions are also rigorously trialled twice, with a nationally representative sample of year 6 pupils. 

    In the second, technical trial, more than a thousand pupils see each question.

    'Evidence from these processes indicated that the tests were of similar difficulty to previous years. 

    As a result, we are confident the test was set to an appropriate level of difficulty.'

    Elsewhere, a leading schools boss said tough exam were 'absolutely right'. 

    Mouhssin Ismail, regional director and executive principal at STAR Academies wrote on Twitter: 'Surely, one of the solutions is to provide pupils with more mock exams which develop their exam resilience. 

    'Exams are meant to assess a full range of abilities, so being tough for some is absolutely right.'

    You can see the full reading booklet, written questions and marking scheme below: 


     


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