The-Open-Group OG0-092 : TOGAF 9 Part 2 Exam Dumps

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Exam Number : OG0-092
Exam Name : TOGAF 9 Part 2
Vendor Name : The-Open-Group
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OG0-092 Exam Format | OG0-092 Course Contents | OG0-092 Course Outline | OG0-092 Exam Syllabus | OG0-092 Exam Objectives

TOGAF® 9 Part 2 Exam

Exam Summary

Exam Name: TOGAF® 9 Part 2 Exam

Exam Number:

OG0-092 - English

OG0-095 - Brazilian Portuguese

OG0-097 - Simplified Chinese

OG0-F92 - French

OG0-S92 - Latin American Spanish

Qualification upon passing: TOGAF 9 Certified

Delivered at: Authorized Exam Provider Test Centers

Prerequisites: TOGAF 9 Foundation or a pass of the TOGAF 9 Part 1 Exam on the same day at the same test center

Supervised: Yes

Open Book: Yes, an electronic copy of the TOGAF 9 Standard is built into the exam. No hardcopy books may be used at test centers. (*)

Exam type: Scenario Based, Complex Multiple Choice

Number of questions: 8

Pass score: 60% (24 out of 40 points)

Time limit: 90 minutes (**)

Retake policy: If you fail the test you must wait one month before another attempt

Exam Fee: See Fees

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The-Open-Group TOGAF Exam Questions

Prepare for the CAP Exam

ISA offers a variety of resources to help you prepare for the Certified Automation Professional (CAP®) exam.

Primary Textbook

A Guide to the Automation Body of Knowledge is the primary text resource for the CAP exam and provides a complete overview of all technical topics. Order the Guide to the Automation Body of Knowledge.

Study Guide

The CAP Study Guide is a comprehensive self-study resource that contains a list of the CAP domains and tasks, 75 review questions and answers complete with justifications. References that were used for each study guide question are also provided with the question. The Study Guide also includes a recommended list of publications that you can use to do further study on specific domains. Order the CAP Study Guide.

Review Courses

A CAP review course is available in several formats as preparation for taking the certification exam. This course is offered by ISA and can also be offered at your location.

ISA also has a variety of training courses that would be helpful in preparing for CAP. Visit the Automation Professional Training page for a complete list.

Additional Resources Exam Topics

Basic Continuous Control: Process Instrumentation, Analytical Instrumentation, Continuous Control, Control Valves, Analog Communications, Control System Documentation, Control Equipment

Basic Discrete, Sequencing, and Manufacturing Control: Discrete Input & Output Devices and General Manufacturing Measurements, Discrete and Sequencing Control, Motor and Drive Control, Motion Control

Advanced Control Topics: Process Modeling, Advanced Process Control, Control of Batch Processes, Environmental, Environmental Monitoring, Building Automation

Reliability, Safety, and Electrical: Alarm Management, Reliability, Process Safety and Safety Instrumented Systems, Electrical Installations, Safe Use and Application of Electrical Apparatus

Integration and Software: Digital Communications, Industrial Networks, Manufacturing Execution Systems and Business Integration, System and Network Security, Operator Interface, Data Management, Software, Custom Software

Deployment and Maintenance: Operator Training, Checkout, System Testing, and Startup, Troubleshooting, Maintenance, Long-Term Support and System Management

Work Structure: Automation Benefits and Project Justifications, Project Management and Execution, Interpersonal Skills

CAP Sample Questions

Questions on the exam were derived from the actual practice of automation professionals as outlined in the CAP Role Delineation Study and job task analysis. Using interviews, surveys, observation, and group discussions, ISA worked with automation professionals to delineate critical job components to develop exam specifications to determine the number of questions related to each domain and task tested. This rigorous program development and ongoing maintenance process ensures that CAP certification accurately reflects the skills and knowledge needed to excel as an automation professional.

The following six questions were taken from the CAP exam question item bank and serve as examples of the question type and question content found on the CAP exam.

The method by which the tasks and hazards associated with a machine or process are analyzed is known as:

A. Risk exam.

B. Machine exam.

C. Risk reduction.

D. Risk abatement.

To test controller tuning or prototype new control strategies offline, the model should be a(an):

A. Tie-back (loopback) simulation.

B. Artificial neural network.

C. Dynamic process simulation.

D. Steady state process simulation.

The temperature measurement with the BEST repeatability and resolution is the:

A. Thermocouple.

B. Resistance temperature detector (RTD).

C. Dial thermometer.

D. Capillary system.

Which of the following is NOT a variable speed drive setup parameter?

A. Acceleration rate.

B. Motor winding type.

C. Output frequency.

D. Maximum speed.

A complete test plan for system integration testing MUST include:

A. Comments for the application programmer.

B. Multiple test cases for each mode of operation.

C. At least five test cases for each test.

D. Expected results for each test case.

Frequency of maintenance should be determined by:

A. Failure rates of components.

B. Availability of personnel and parts.

C. Management targets for efficiency and productivity.

D. Effectiveness of maintenance personnel.

Sample Questions Answer Key Question Number Correct Answer Exam Content Outline 1 A Domain 1, Task 4 2 C Domain 2, Task 2 3 B Domain 3, Task 3 4 B Domain 4, Task 7 5 C Domain 5, Task 5 6 A Domain 6, Task 2

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Schools minister to look into concerns Year 6 SATs exams were too difficult

The schools minister has said he will look into concerns that last week's SATs exams were too difficult after claims that a paper left some Year 6 pupils in "tears".

Nick Gibb said he does not want the tests, which are taken by 10 and 11-year-olds in England, to be "too hard" as that is "not the purpose" of the exam.

It comes after a flood of complaints from parents and teachers about last week's reading exam, with a union saying even staff struggled "to understand the questions" due to how they were phrased.

The SATs exams also included cultural references children from urban areas would find it difficult to relate to.

Meanwhile, teachers have said the tests used too many idiomatic expressions that would not be understood by people who hadn't encountered them before.

Politics live: Sunak to push illegal migration reform at European summit

When asked about concerns over the difficulty of tests, Mr Gibb said he had not seen the English paper yet but would look at it when it becomes available next week.

He added: "The Standards and Testing Agency have tested this test before in tests before the pandemic, they tested it last year with a large group of children, they monitored the response of those children to the test, to the questions, they found that 85% enjoy taking the test.

"But we will look at this. I will certainly look at this because I know that there has been concern expressed by some schools."

It is understood Mr Gibb will look specifically at the reading paper that had caused complaints when it becomes available on Monday.

Analysis by the TES education magazine found children were given 34 seconds to answer each of the 38 questions due to the length of the texts in the reading and answer booklets.

It said pupils were required to read 2,106 words across three texts in the reading booklet - around a third more than last year's 1,564 words.

SATs, or Standard Assessment Tests, are used to measure children's English and maths skills in Year 2 and Year 6 and consist of six 45-minute papers.

The National Association of Head Teachers (NAHT) has expressed concerns over the reading paper and said it plans to raise the issue with exams regulator Ofqual and the Standards and Testing Agency.

Sarah Hannafin, the union's head of policy, said 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 with even staff struggling to understand the questions".

'Tears flowed'

Kerry Forrester, a headteacher at a Cheshire primary school, said the reading paper was the most difficult she had ever seen in her 29 years and "tears flowed from our most capable pupils" after opening it.

She said this year's SATS has seen "the most negative impact on our children that we have ever experienced" and called for the exams to be scrapped.

Parents also expressed concern about the difficulty.

Jayne Robinson, 39, who works as a nurse, said that many of her daughter's friends were unable to finish the exam even though her Stoke-on-Trent school had been helping pupils prepare for their SATS since Christmas.

"My daughter had a lot of SATs practice, but she said some of her friends couldn't finish the paper as it was too long, one of her friends made up answers at the end just to finish the paper."

Last Friday, the Department for Education defended the tests, saying they are "designed to be challenging" to measure attainment across the ability range.

Read more UK news:Desperate parents stealing baby formula to feed their childrenThe supermarket products which have doubled in priceVodafone plans 11,000 job cuts as new boss rues performance

Speaking to reporters on Monday, Mr Gibb said the exams do have to test "a range of ability" to show what proportion of children are exceeding the standard.

"But we don't want these tests to be too hard for children. That's not the purpose," he added.

Geoff Barton, general secretary of the Association of School and College Leaders (ASCL), welcomed the minister's commitment to look at unions' concerns.

He added: "We've received a lot of feedback that this paper was unnecessarily difficult and that it left children distressed and teachers very anxious about the impact on their pupils.

"Key Stage 2 tests are not supposed to be some sort of gruelling rite of passage, but an accountability measure to check on attainment at the end of Key Stage 2."

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