Assessment Task 1 – ORM
Assessment Task
IFN554 Databases
Semester 1A 2022
Name …………………….. Assessment 1 – ORM
Due ………………………. Tuesday 19th April 2022 11:59pm
Formative Feedback …… Tuesday 29th March 2022 11:59pm
Weight …………………… 50%
Type ……………………… Group with individual
Submit …………………… PDF Document via Blackboard
Rationale and Description
Foundational to addressing business concerns is an understanding of core concepts, principles and skills required for understanding, designing, and managing databases. This implies understanding the kinds of techniques that are used to model data, and an ability to develop a concise conceptual model that represents a given universe of discourse.
This assessment will involve creating a conceptual schema design for a given universe of discourse and the generation of a relational mapping.
You will use your knowledge from the lectures and the techniques practised in the tutorial sessions and apply both to a set of tasks that refer to some business concern. You will not only perform the necessary steps to solve the tasks, but also provide an explanation of your approach.
Learning Outcomes
A successful completion of this task will demonstrate:
1. Knowledge of conceptual data modelling principles to understand, capture and analyse an abstraction of the complex data aspect of business domains.
2. Develop rigorous database design underpinned by a conceptual data model
Instructions
This assessment will have a Group task with Individual components. You will have to solve two tasks:
1. Apply the Conceptual Schema Design Process (steps 1 – 6) to a given business concern (group task)
2. Map a conceptual schema design to a relational database schema (individual task)
For task 1, you can use any modelling tool (including MS PowerPoint, LucidChart, or even handwriting) to draw your models. Make sure the diagrams are readable. Assignment submissions are to be made via IFN554 Blackboard (including submission for formative feedback).
Groups should be of 2 members (exceptions can be made with the approval of the teaching team). Group members should belong to the same tutorial group.
Assignment submissions MUST be a single PDF file properly identified (student name and number).
Feedback
Feedback will be provided on specific questions related to the assessment during the drop-in session times, and via MS Teams. Please note that the teaching team will NOT respond to general “is this good enough” style questions or requests to pre-assess your work.
Submission of assessment
All assessment will be submitted via standard QUT electronic submission methods (e.g. Blackboard, Turnitin), and you will need to submit your assessment in the format specified in the assessment task sheet. Assessment will not be accepted by any other method or in any other format. Please note that all assessment is due on a Tuesday 19th April 11:59pm. You should submit early to avoid delays from technical issues. The most recent assessment prior to the due date will be used for marking. Please ensure that you are aware of QUT’s policy on late assignments:
Late Submission – requesting an extension
No member of the teaching team, including the unit coordinator, can grant you an extension for an assignment. If you need one, you must apply through HiQ:
http://external-apps.qut.edu.au/studentservices/concession/
You now have two options for assignment extension. There is one assignment extension online form with options for Longer extension and an Automatically approved 48-hour extension. You must select unit, assignment and extension type. More information and extension form: qut.to/late-assessment
If you don’t have an approved extension, you should submit the work you have done by the due date, and it will be marked against the assessment criteria. Assignments submitted without an approved extension will not be marked and will receive a grade of 1 or 0%.
Reviews
We cannot remark assessments. All assessments will be returned with feedback explaining the reasons for the marks allocated. If you require additional feedback or clarification, discuss it with your tutor. If you believe that there is a component that has not been marked in accordance with the criteria sheet, you must identify it in writing to your tutor.
Academic Honesty
Any action or practice on your part which would defeat the purposes of assessment is regarded as academic dishonesty. The penalties for academic dishonesty are provided in the Student Rules. For more information, consult the QUT Library resources for avoiding plagiarism.
Resources
The following resources may Help with the completion of this task:
• Refer to tutorial materials, Microsoft Teams, and any lecture videos.
• Refer to the recommended book.
Questions
Questions related to the assessment should be directed to the teaching team during the workshops or drop-in sessions and also via MS Teams.
The teaching team will not be available to answer questions outside business hours, nor in the hours immediately before the assessment is due.
Assessment Tasks
Task 1 [25 marks] – Group
ProjectsRus maintains information about their project team staff members and the projects for clients. Perform CSDP step 1 ~ 6 and submit your final ORM diagram (not required to submit the results of the
interim steps only the final diagram) for the following business concern.
ProjectsRus business concern
A business called ProjectsRus hires project teams to develop and implement technology for a client. The project team is suitably qualified staff who fulfil the project roles of project manager (PM), software developer(SD), system analyst(SA), database developer(DD), user interface developer(UID), and tester(T). Other project roles are possible, and a staff member can have a different role in different projects. For example, you are the system analyst in one project, and in another project, you are a project manager. ProjectsRus maintains information about their project team staff members and the projects performed for clients. The following table shows the list of project team staff members details including their employment start and finish dates.
Staff ID Staff name Staff phone Employment
Start date End date
S100 Charlie 4663451 15/03/1990
S101 Isabella 4663452 01/01/2010 31/12/2015
01/01/2017
S102 Jacob 4663453 15/03/2001
S103 Damian 4663454 02/06/2015 31/12/2015
01/03/2017 05/09/2018
S104 Harry 4663455 01/02/2003
S105 James 4663456 15/03/2017 14/12/2018
S106 Michelle 4663457 12/07/2016
S107 Kyle 01/11/2019
S108 Amelia 4663459 15/12/2017
S109 Tom 4663460 01/02/2020
A client project is reported in a form of project charter which describes some important information about the project (e.g., the project name, period, scope, members, etc.) as shown in the following. A project team staff member has only one role in the project. As shown in the examples, the full names of the roles are not used in a project charter.
Project Charter (1)
Project ID PRJ_515
Project Name Mobile Application to manage electronic scripts for doctor prescribed medicines
Project Sponsor Acme Chemist
Date of Approval 01/02/2020 Last Revision 03/02/2020
Project Description Mobile application so that patients with an electronic script for medicines can place an order and make payment for the medicines with their chemist of choice for pickup or delivery.
Project Period (year) 2
Scope Identify system functionality from sample groups.
Mobile App will function all mobile devices
Identifies nearby chemists for immediate fulfilment, or a preferred chemist
Order can be placed for pickup or delivery.
Payment options to be included. ….
Compatibility with Government E-health systems. Compatibility with existing formats of electronic scripts and associated security….
… The scope goes on to explain further requirements included in the project.
…..
Project Members Role Name
PM
SA
SD
DD
UID
T Charlie (S100)
Jacob (S102)
Harry (S104)
Michelle (S106)
Kyle (S107)
Amelia (S108)
Total Number 6
Project Charter (2)
Project ID PRJ_517
Project Name Application to interface dispensing machine to SCM IS.
Project Sponsor ChemistRus franchise.
Date of Approval 15/05/2017 Last Revision 20/05/2017
Project Description A standalone dispensing machine can load onto shelves and dispense prescription medicines (like a vending machine). The standalone dispensing machine needs to be interfaced to the existing supply chain management (SCM) information system
(IS). An application is required to interface between the existing SCM IS and the dispensing machine. The SCM IS lists incoming medicines from suppliers for loading onto the shelves of the
dispensing machine. The SCM IS will also list order information for dispensing medicines to customers.
Project Period (year) 1
Scope Develop and implement an application to interface between the existing SCM IS and the existing dispensing machine. The interface application will need to transmit information to the dispensing machine so that a supplier’s delivery of medicines is automatically loaded onto the correct shelves in the dispensing machine. The interface application will need to transmit information to the dispensing machine so that a customer’s order is automatically dispensed. All transmissions to the dispensing machine will need to be confirmed by reply message. The dispensing machine will transmit and display any error or fault codes.
…..
Project Members Role Name
PM
SA
SD
T Damian (S103)
Isabella (S101)
James (S105)
Michelle (S106)
Total Number 4
Criteria Sheet – Task 1 [25 marks]
Criteria
High Distinction
[20 – 16 marks]
Distinction / Credit [20 – 16 marks] Credit / Pass [15 – 11 marks] Pass / Borderline [5 – 10 marks] Fail [4 – 0 marks]
Syntactic
Correctness
[7 marks] The model is complete and fully syntactically correct The model is complete and mostly syntactically correct The model is mostly complete and/or reasonably syntactically correct The model is partially complete and/or mainly syntactically incorrect The model is mostly incomplete and/or syntactically incorrect
Semantic
Correctness
[15 marks] The model fully and correctly reflects every aspect of the facts described in the scenario The model fully and correctly reflects most aspects of the facts described in the scenario The model correctly reflects many aspects of the facts described in the scenario, or reflects most aspects but is somewhat incorrect or inefficient in structure The model reflects a few aspects of the facts described in the scenario and/or has an incorrect or inefficient structure The model
incorrectly reflects the facts described in the scenario
Pragmatic
Correctness
[3 marks] The model has a clear structure designed for maximal
understandability by stakeholders (layout, labels, annotations, etc) The model has a mostly clear structure and/or is designed for high understandability by stakeholders (layout, labels, annotations, etc) The model has a mainly clear structure and/or is designed for reasonable understandability by stakeholders (layout, labels, annotations, etc) The model has a somewhat messy structure and/or does not reflect that it has been designed with consideration for stakeholder understandability The model has an unclear structure
and/or most would
find it difficult to
understand
Task 2 [25 marks] – Individual
Following is an ORM model for employee. Map the schema to a relational database schema. Any possible constraints need to be included (e.g., primary key, foreign key).
Criteria Sheet – Task 2
Marks will be awarded for the following:
• Full marks will be awarded if all relations are correctly mapped with the schema including correct primary/foreign keys.
• Any incorrect/missing relations will be deducted: – penalty for missing relation
3 marks
– penalty for missing table and penalise for each missing key
5 marks if a table is missing
1.5 marks for missing primary key or missing foreign key
0.5 mark for minor errors
ASSESSMENT CRITERIA
2022
FIRST SIT
COURSE(S): BA (Hons) Business & Management Pathways / BA
(Hons) Business Studies / Franchises
MODULE TITLE: Leading Innovation & Change (CRN 12184)
FORM AND TITLE OF ASSESSMENT: Essay
LEVEL: H6
ASSESSORS: Module Leader & Module Tutors (tbc)
ESSAY QUESTION:
“Innovation & change are central to value creation.” Discuss
Submission Deadline Full Time Campus Based & Franchise Cohorts:
12:00hrs noon Friday 6th May 2022 online submission by Turnitin on Moodle
Assessment Rationale
On successful completion of this module students will be able to:
Learning Outcome 1 Evaluate the significance and importance of innovation and change in relation to business enterprises and notfor-profit organisations of all kinds.
Learning Outcome 2 Apply theories, tools and techniques appropriate to the management of innovation and change.
Learning Outcome 3 Manage and lead innovation and change to sustain business development.
Learning Outcome 4 Analyse the political, socio-economic and cultural factors promoting (or inhibiting) innovation and change with special reference to the role of networks (national regional and global) and National Innovation Systems (NIS).
The module will be assessed through a 1 component assessment essay. The essay will carry 100% of the assessment marks. The assessment will cover Learning Outcomes 1,2,3&4.
Answer Guide
The question is designed to assess the candidates’ breadth and depth of knowledge and understanding of the module learning outcomes. It provides candidates with the opportunity to demonstrate their knowledge and understanding of the module theory and their ability to contextualise this within the prescribed parameters of the set question.
The question focuses on people and their role, responsibilities, impact etc. on innovation and change. It invites a discussion around the contribution and potential Dissertation Help UK contribution made by people to innovation and change. A strong appreciation of complexities within the set context is expected. It further invites consideration and discussion of the wider interpretation of ‘people’ within the set context both from an internal and external perspective.
As such the question provides scope for candidates to clearly demonstrate their knowledge and understanding across the full set of learning outcomes. The question requires candidates to find and express their academic voices through the construction, delivery and support of their arguments. Weak answers will remain superficial, under-developed and descriptive. Stronger answers will demonstrate greater levels and degrees of depth, breadth, complexity and sophistication of knowledge and understanding.
Assessment Criteria
See grid below:
Course Title(s): BA (Hons) Business & Management Pathways / BA (Hons) Business Studies / Franchises
Module Title: Leading Innovation & Change Level: H6
Assessment Title: “Innovation & change are central to value creation.” Discuss
Weighting: 100% (Essay)
Criteria and Weighting 100-70 69-60 59-50 49-40 39-30 Less than 29
Knowledge of relevant module theory (10%) Level of knowledge demonstrated is exemplary.
Critical, analytical and reflective throughout. Very good level of knowledge demonstrated. Discussion contains critical analysis and reflection. A reasonable to good level of knowledge demonstrated. Predominantly descriptive. Basic (narrow / limited) relevant knowledge demonstrated. To pass this knowledge must be linked to set question. Highly descriptive. Insufficient knowledge of relevant theory. Little to no knowledge of relevant theory.
Understanding of relevant module theory
(40%) Level of understanding is exemplary.
Critical, analytical and reflective throughout. Very good level of understanding demonstrated. Discussion contains critical analysis and reflection. A reasonable to good level of understanding demonstrated. Predominantly descriptive. Basic (narrow / limited) relevant understanding demonstrated. To pass this understanding must be linked to set question. Highly descriptive. Insufficient understanding of relevant theory. Little to no understanding of relevant theory.
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Criteria and Weighting 100-70 69-60 59-50 49-40 39-30 Less than 29
Construction of thesis
statement, presentation, development of relevant arguments. Extent to which full extent of set question has been addressed. (50%) Exemplary argument construction, presentation and development. All levels of the question (explicit and implicit) addressed in
detail. Critical, analytical and reflective throughout. Very good level of argument construction, presentation, development. Most levels of the question (explicit and implicit) addresses. Discussion contains critical analysis and reflection. A reasonable to
good level of argument construction, presentation, development. Predominantly descriptive. Basic (underdeveloped) weak
structure. Little to no development of arguments. To pass content must be relevant and relate to the set question. Insufficient construction, presentation and development of arguments. Fails of address set question. Little to no attempt to address set question.
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