Intro to Bug Trackers (Activity)
Intro to Bug Trackers
Learners will gain an understanding of the features of bug trackers and how they are used to identify work items to be completed in a FOSS project.
|Learning Objectives||After successfully completing this activity, the learner should be able to:
|Process Skills Practiced|
Bug tracking systems are a tool for change management and organization used by FOSS projects. Bug trackers do far more than simply keep track of bugs. They also are used to hold new feature requests, patches, and some tasks. Bug trackers are also called request trackers, issue trackers, and ticket systems. Please read the two readings below for a more complete treatment of bug trackers and their use in FOSS projects.
We will begin by looking at a typical Bugzilla instance for a project. We will be using GNOME's Bugzilla instance, but specifically looking at the bugs for the Accessibility Team.
Part 1 - Bug Reports
- Open a browser and go to the GNOME Accessibility Bugs
- Define what each of the column names below indicate. Include the range of possible values for 2-7 below. Feel free to explore beyond the page to find more information.
- Describe how you discovered the definitions and how did you find the information from above (hint: the advanced search shows the options or the Reports link has a link).
- Identify the order in which the bugs are initially displayed.
- What is the meaning of the colors used when describing a bug (red, gray, black)? (Hint: click on the Bug ID and examine the fields)
- Select a bug that you think that you might be able to fix and look at it more closely (click on the bug number).
- Identify when the bug was submitted.
- Identify if there has been recent discussion about the bug?
- Is the bug current?
- Is the bug assigned? To whom?
- Describe what you would need to do to fix the bug.
- Repeat the previous step with a different kind of bug.
Part 2 - Collective Reports
- Click on the “Reports” link on the top of the page.
- Click on the "Summary of Bug Activity for the last week".
- How many bug reports were opened in the last week? How many were closed?
- What was the general trend last week? Were more bugs opened than closed or vice versa?
- Who were the top three bug closers? Why is this important to know?
- Who were the top three bug reporters? Are these the same as the top three bug closes? What is the overlap in these two lists?
- Who are the top three reviewers of patches? What is the overlap between these lists and the bug closers and bug reporters? What is the overlap between patch contributors and patch reviewers?
- Click on the “Generate Graphical Reports” link.
- Plot a line graph of the severity of bugs by component for Orca:
- Select "Severity" for the vertical axis
- Select "Component" for the horizontal axis
- Select "Bar Graph" for type of graph
- Leave the "Multiple Images" as <none>
- Scroll down and select Orca from the Product menu.
- Click "Generate Report".
- What class were the majority of the bugs for braille?
- What other reports can you generate?
POSSE: On your user wiki page, a section describing the results of your exploration below.
Notes for Instructors
The remaining sections of this document are intended for the instructor. They are not part of the learning activity that would be given to students.
- How will the activity be graded?
- How will learning will be measured?
- Include sample assessment questions/rubrics.
|Criteria||Level 1 (fail)||Level 2 (pass)||Level 3 (good)||Level 4 (exceptional)|
|The purpose of the project|
|Why the project is open source|
- What should the instructor know before using this activity?
- What are some likely difficulties that an instructor may encounter using this activity?
| ACM Body of Knowledge
Area & Unit(s)
|Environment / Materials||
Access to Internet/Web and web browser.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License
Suggestions for Open Source Community:
Suggestions for an open source community member who is working in conjunction with the instructor.