Technical Information

Technical Information

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Technical Information:

This section provides technical implementation details required by the programmer to create the program. You must address these requirements as specified.

Development of this program requires four classes: Contest, Student, School and Entry as well as a Driver class to control the flow of the program.

Driver Class: Name this file ID3XXXXXXX, where the Xs are replaced by your student ID. This class will contain a main() method to manage the flow of the program, and other methods as necessary to ensure the code is modularized and functions correctly.

Contest Class: This represents a Contest, in this case the Maths Whiz! Championship round. Use the class diagram below as the basis for designing your class.

Contest

• name: String
• MAX_ENTRANTS: int {readOnly}
• NUMBER_OF_QUESTIONS: int {readOnly}
• MAX_SCHOOL_ENTRANTS: int {readOnly}
• entries: Entry[]
  • Contest(String, int, int, int)
• getContestName(): String
• getEntrantLimit(): int
• getNumberOfQuestions(): int
• registerEntrant(Student)

– capacityReached(): boolean

– schoolLimitReached(School): boolean

• enterScores()
• viewContestScores()

– sortResults()

Student Class: This represents a Student from one of the participating schools. Use the class diagram below as the basis for designing your class.

Student

• name: String
• enrolledSchool: School
• Student(String, School) + getName(): String

+ getSchool(): School

CRICOS Provider No. 00103D           1717 Assignment 2 specification.docx

School Class: This represents a local School participating in the Maths Whiz! Challenge. Use the class diagram below as the basis for designing your class.

School

• name: String
• registrationID: String
• School(String, String) + getName(): String

+ getID(): String

Entry Class: This represents a single Student registered to compete in the contest, and the scores they obtain for each question in the contest. Use the class diagram below as the basis for designing your class.

Entry

• entrant: Student
• quizScores: int[]
• Entry(Student, int) + setScore(int, int) + getScore(int)

+ getEntrant(): Student

+ totalScore(): int

Initialising the Program:

Initialising the program requires the following steps:

4. Prompt the user to enter the number of questions required for the championship. This must be a minimum of 1 question and is a whole number to be stored as an int. Initialisation cannot proceed until this number has been obtained.
5. Create a new Contest for the Maths Whiz! Championship. For this task, you will set the maximum number of entrants to 8 and the maximum entrants from any one school to be 2.
6. Create a new School for each of the participating schools.
7. You must select any four schools that are local to your university campus and create a School to represent each of these.
8. Each School’s name must match the name of a local school you have selected. You can make up any id for that school.
9. For testing purposes, you must create a fifth school that will not end up competing in the contest. This is to demonstrate that further entries will not be accepted into the contest once all available entries have been filled. This school must be named after you.
10. Create new Students to compete in the contest. Each Student has an attribute that stores their School. You may choose the names for your own students.

CRICOS Provider No. 00103D           1717 Assignment 2 specification.docx

1. Make sure you have enough students to fill the contest and for testing, to demonstrate that the limit on entrants from any one school is enforced and that further entrants cannot be registered once the contest is full.
2. Register the Students to compete in the contest. Registration occurs by creating new Entries, which comprise a Student and an integer array that stores the Student’s scores for each question. These Entries are stored in the entries array. This array must be full when registration is complete.
3. You will need to make sure that each student is only registered once in the contest.
4. There is a limit on the number of students from a single school in each event. Make sure that this limit is not exceeded.
5. When all places in the event have been filled, no further registrations may be accepted.

The user should be advised with a message if any of these issues occur. Your initialisation code must include attempted registrations that result in each of these issues.

6. Advise the user that initialisation is complete,

Running the Program:

1. Entering Results

2. Scores for each question should be stored in the quizScores array for each Student
3. The user is to be prompted to enter the scores for each question for each Student. All scores for Question 1 will be entered first, continuing for each successive question number until all questions have scores entered. Each score is to be read as an int and updated by accessing each Student in the entries array and using the setScores(int, int) method to update the quizScores array. Tip: This method takes two integer parameters. One of these represents the question number the student has answered. The other represents the score they obtained for that question.
4. You may assume that the user’s results entry is the correct data type (that is, an int). You do not need to check to make sure that the user does not enter non-numerical characters.
5. If the user selects the option to Enter Results after having already entered these, the earlier scores will be overwritten.
6. Displaying Results

1. Displaying the contest results requires sorting the Students in order of the total scores they obtained and presenting this information in a readable format. This report is followed by identifying the first, second and third place-getters and the school each of these students represents.
2. To sort the students, you will need to write a sorting method that finds the total score for each student and rearranges their position based in the array based on this total.
3. If two or more students obtain the same total score, then the order of the students and their placings will be determined based on the order their results were entered.

CRICOS Provider No. 00103D           1717 Assignment 2 specification.docx

1. Viewing Program Credits
2. No special processing is required for this section. A simple display of the credit information is all that is needed.
3. Exit Program
4. The program should exit by reaching the end of the main() method. System.exit(int) should not be used.

Stage 3: Testing

Using a copy of the test cases developed in Stage 1: Design, test the program you have developed in

Stage 2: Program Development. Document your results, including both failed and successful tests.

Note: Please do not leave out any failed tests. If your testing highlights that your program has not worked correctly, then the failed tests help to demonstrate that you have been testing your program properly.

To show that you have tested your program, include small (but readable) screen captures in your Actual Results as well as any explanatory comments. Microsoft Windows includes a Snipping Tool that is useful for taking captures of the relevant parts of the screen.

Submission

Your program code, design and testing documentation should be zipped into a single file and loaded into the Assignment Box provided in Moodle by the due date and time.

CRICOS Provider No. 00103D           1717 Assignment 2 specification.docx

Marking Criteria/Rubric

			Task		Available	Student
					Marks	Mark
	Stage 1: Design Documentation
	Development of an algorithm describing how the program should function
					1
	•   All requirements from the Assessment Details section included
	•	Logical structure
	Documented test cases to validate program				1
	•   All requirements from the Assessment Details section included
	•   Data is validated to ensure user entries are appropriate and incorrect user entries
		are handled smoothly
	Stage 2: Program Development
	A Java program addressing the requirements outlined in the Assignment Details section,
	including appropriate use of classes, instances, loops, conditional statements, constants and
	variables:
	Use of coding conventions throughout entire program, including readable and clear layout,
	following naming conventions and including meaningful and appropriate comments.
	Creation of classes Contest, School, Student and Entry to match diagrams provided				2
	Initialisation of the program in the driver class:
	•   Creation of a Contest, Schools and Students, using four local school names and an				2
		additional school named after the programming studentdeveloping this program
	•   Registration of Students in the Contest, ensuring each student is only registered				2
		once, each school is limited to the set number of entrants and the capacity of the
		contest is not exceeded.
	Running Program
	•   Appropriate menus display until user chooses to exit				0.5
	•   Entering of results for the contest
					2
	•   Display Results correctly displays the total scores for each entrant				3
	•   First, second and third positions are accurately displayed and the school identified				1
	•	Program Credits included			0.5
	Coding Standards
	•   Code modularized, correctly using method calls and passing data between methods
					1
	•   Object-oriented approaches have been implemented appropriately (full marks only				2
		available for a complete assignment)
	Stage 3: Testing
	Documented test results clearly showing all the testing that has been conducted and the				2
	results of this testing. Pro-rata marks based on extent of assignment tasks completed.
			Total		20

CRICOS Provider No. 00103D           1717 Assignment 2 specification.docx

Feedback

Assignments will be marked within 2 weeks of submission. Marks will be loaded in fdlGrades, and a completed marking sheet will be available via Moodle.

Plagiarism:

Plagiarism is the presentation of the expressed thought or work of another person as though it is one’s own without properly acknowledging that person. You must not allow other students to copy your work and must take care to safeguard against this happening. More information about the plagiarism policy and procedure for the university can be found at

Separate Products Services

Separate Products Services

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Instructions

Select 2 separate products or services or any of the following that you have personal experience with:

2 products, OR 2 services, OR 2 companies, OR 2 institutions, OR 2 venues OR

For example: if you select 2 products, one component must represent what you consider to have a ‘poor’ customer experience and the other component a ‘good’ customer experience.

BIZ104_Assessment Brief1_Reflective essay_Module 2

The aim of essay is to apply CEM concepts in explaining what made one a poor experience and the other a positive one.

Topics to be covered in the essay

1. Brief introduction:

Provide a brief introduction to each component of your selection, and a brief explanation of your service experience with both.

1. Body:
2. Proto-persona diagram (poor experience component):

Use Proto-persona profiles to illustrate yourself relative to the component with poor experience

1. Identify the 2 most significant “pain” points during this entire process and apply at least 2 key CEM concepts in discussing why this experience was poor.

• Proto-persona diagram (positive experience organisation):

Use Proto-persona profiles to illustrate yourself relative to the component with positive experience

1. Discussion of 2 touch and pain points (positive) and application of at least 2 CEM concepts :

Identify the 2 most significant “pain” points during this entire process and apply at least 2 key CEM concepts in discussing why this experience was positive.

4. Compare and contrast the two experiences to explain why one experience is better than the other.
5. Brief conclusion

*The 1000 word count applies only to the written discussion (intro, body and conclusion) and does not apply to the information diagrammed in the proto-personas.

*It is essential to make proper reference to the academic sources of the CEM concepts applied using APA referencing methods.

BIZ104_Assessment Brief1_Reflective essay_Module 2   

Learning Rubrics

Assessment

Fail (Unacceptable)

Pass

Credit

Distinction

High Distinction

(Functional)

(Proficient)

(Advanced)

(Exceptional)

Attributes

(0-49)

(50-64)

(65-74)

(75-84)

(85-100)

Presentation and

Unsatisfactory level academic

Satisfactory level of

Good, solid level of

Good level

High-level academic

academic writing

writing including vocabulary,

academic writing.

academic writing

academic

writing including

skills; grammar,

writing style.

style.

writing including

vocabulary, writing style.

spelling, language,

Work lacks some

vocabulary,

flow.

Work lacks logical flow and is

flow; needs

Work flows and

writing style.

Impartial language used.

unclear to read.

development on use

presents well.

Document flows logically

20%

of sub-headings,

Impartial

and is clear to read.

Needs development on use of sub-

presentation and

Information is

language mostly

headings, presentation and flow.

flow.

mostly relevant and

used.

Expertly presented; the

succinct.

presentation is logical,

Argument lacks supporting

Information is

Information is

persuasive, and well

evidence.

mostly relevant and

Information,

mostly relevant

supported by evidence,

succinct.

arguments and

and succinct.

demonstrating a clear

evidence are well

flow of ideas and

Information,

presented, mostly

Information,

arguments.

arguments and

clear flow of ideas

arguments and

evidence are

and arguments.

evidence are

Effective use of diverse

presented in a way

very well

presentation aids,

that is not always

Line of reasoning is

presented; the

including graphics and

clear and logical.

easy to follow.

presentation is

multi-media.

logical, clear and

well supported

by evidence.

Referencing &

Unsatisfactory use of the APA

Satisfactory correct

Generally correct

Mostly Correct

Correct use of the APA

BIZ104_Assessment Brief1_Reflective essay_Module 2

Page 3 of 5

	substantiation	referencing system.	use of the APA	use of the APA	use of the APA	referencing system.
			referencing system.	referencing system.	referencing
	10%	In-text citations are used in-			system.	In-text citations are used
		appropriately most of the time.	In-text citations are	A moderate amount		appropriately.
			used appropriately	of mistakes in the in-	A few small
		Many references missing and/or	some of the time,	text references	mistakes in the	No mistakes in the in-
		inappropriately used.	although some	and/or bibliography.	in-text	text references or
			references missing		references	bibliography.
		A high amount of mistakes in the in-	and/or	Average amount of	and/or
		text references and/or	inappropriately	quality academic	bibliography.	Good combination of
		bibliography.	used.	sources and other		several high quality
				relevant and reliable	Good	academic sources and
		Mostly relied on non-academic	A moderate amount	sources of	combination of	other relevant and
		sources that cannot be verified as a	of mistakes in the in-	contemporary	some high	reliable sources of
		dependable source of accurate	text references	findings on the topic	quality academic	contemporary findings
		information (i.e. Wikipedia).	and/or bibliography.		sources and	on the topic
					other relevant
			Few quality		and reliable
			academic sources		sources of
			and other relevant		contemporary
			and reliable sources		findings on the
			of contemporary		topic
			findings on the topic
	Evaluation of	Limited understanding of key	Resembles a recall	Successfully	Well	Supports personal
	information	concepts required to support the	or summary of key	identifies and	demonstrated	opinion and information
	selected to	case study.	ideas.	summarizes the	capacity to	substantiated by
	support the		Often confuses	main issues and	explain and	evidence from the
	discussion	Confuses logic and emotion.	personal opinion	related concepts,	apply relevant	research/course
	BIZ104_Assessment Brief1_Reflective essay_Module 2					Page 4 of 5

	Information taken from reliable	with information	but does not explain	concepts.	materials.
30%	sources but without a coherent	substantiated by	why/how they are
	analysis or synthesis.	evidence from the	problems or create	Compares and	Demonstrates a capacity
		research/course	questions	contrasts	to explain and apply
		materials.		viewpoints of	relevant concepts.
				experts on
				subject.	Identify logical flaws.
					Compares and contrasts
					viewpoints of experts on
					subject.
Knowledge and	Limited understanding of required	Knowledge or	Thorough	Highly	A sophisticated
understanding	concepts and knowledge	understanding of	understanding of	developed	understanding of the
		the field or	the topic, and	understanding	topic. Has addressed all
40%	Key components of the assignment	discipline.	demonstrates a	of the topic. Has	of the key concepts in
	are not addressed.		capacity to explain	addressed all	detail and demonstrated
		Resembles a recall	and apply relevant	key areas of the	a capacity to add insight
		or summary of key	concepts. All key	assessment in	and further
		ideas.	areas have been	detail and	understanding to the
			addressed.	demonstrated a	concepts explored.
		Often confuses		capacity to
		personal opinion		clearly explain
		with information		all relevant
		substantiated by		concepts.
		evidence from the
		research/course
		materials.