Software Design and Object-Oriented Programming

The assignment is to design software to replace the current manual process for collecting, analyzing, and reporting on project metrics. The goal is to create a comprehensive program that will provide insights into the project's performance, identify areas of improvement, and enable better decision-making.

School of Applied Science, Computing & Engineering
Computing BSc Programmes
LEVEL: 5
MODULE: COM526 – Applied Programming
ASSIGNMENT: ONE – Task A (30%)
ISSUE DATE: WB 13th Feb 2017
SUBMISSION DEADLINE: 17.00 - FRIDAY 17th March 2017
LECTURER: J. Worden VERIFIED BY: J. Matthews
To be completed by student:
I certify that, other than where collaboration has been
explicitly permitted, this work is the result of my
individual effort and that all sources for materials have
been acknowledged. I also confirm that I have read and
understood the codes of practice on plagiarism contained
within the Glyndwr Academic Regulations and that, by
signing this printed form or typing my name on an
electronically submitted version, I am agreeing to be dealt
with accordingly in any case of suspected unfair practice.
Name:
Student Number:
Date Submitted:
Student Signature:
Are extenuating circumstances being claimed? YES / NO If so, give reference number:
------------------
To be completed by lecturer **
Grade / Mark
(Indicative: may change when
moderated)
**Note: Please note that the above shown feedback is indicative and that scores may change
when moderated.
1

Task A:
1. In order to demonstrate your understanding of Programming within an Object Oriented visual environment you
are required to design software to replace the current manual process for collecting, analysing and storing ‘Step
Test Data’.
2. From your research and understanding of the software analysis and design process produce the necessary
design documentation to define and model your solution.
Guidance:
Your tutor will act as the customer and as such, will be available for interview during class / lab sessions. However,
the document used for recording the current manual process is given below which includes the following instructions
for the graphical analysis:
1. Plot the heart rate at each of the levels until they achieve approximately 85% of their max HR. Nb. ensure the
levels correspond to the correct step height.
2. Draw a straight line that best fits these points.
3. Extend this line to cross their max HR line for their age.
4. Drop a line from this intersection to the baseline and read the predicted aerobic capacity (units mls02/kg/min)
Additional customer notes and observations (often vague and undefined):
• The test may be performed by a single individual but equally, the test could be applied to a group of
participants. The participants details can be entered manually before each test or the list of participant details
can be imported prior to the test session taking place. In this case, the operator will select a participant before
each test.
• The step height can differ but it is specified and fixed for any particular testing session.
• Once the parameters have been defined and set for each test the participant will commence the first step test.
On completion, the first heart rate reading will be taken and recorded.
• Any recorded HR less than 50% of the maximum HR will be ignored in the final calculation.
• The participant will then continue this process up to a maximum of FIVE tests or until the HR reading is above
85% of the maxHR.
• Any recorded HR greater than 85% of the maximum HR will conclude the test but will be ignored in the final
calculation.
• Once the reading exceeds 85% the testing is over for the current participant.
• Currently the paper documents are filed for reference so the data and results for each test will need to be stored
in a persistent database. Users should be able to switch to a different screen to query previous test data of the
current participant.
• Once an individual participant has completed the test the system will need to reset ready for the next
participant.
• The system will need to deal with special cases, i.e. If there’s no - or only one - valid reading
2

Further guidance:
You should work individually on this assignment
The design of a realistic and easy-to-understand user interface is expected.
Your solution should include classes, methods and event/general functions as appropriate. Refer to the Assessment
criteria below for guidance on how to pass this assignment. Your work will be assessed on how you define / model the
requirements in your design documentation and how you communicate your design decisions. You may obtain further
guidance from the module tutor.
Submission: (All submissions are through the relevant assessment dropboxes on Moodle)
• A full report containing your design documentation
Assessment:
To obtain a ‘C’ all the criteria listed must be achieved. Higher grades will be given for work of higher quality. For
example a ‘B’ – ‘B+’ for work of high quality in some areas and a ‘A’ for work of high quality in all or most areas.
Learning Outcomes Assessment Criteria
To achieve each outcome a student must demonstrate the ability
to:
Implement program designs in an
object-oriented programming
language.
• Investigate software design methodologies and practices to
produce appropriate analysis, design, requirement and user
documentation
Quality will be demonstrated by the following:
1. Creativity and adaptability
2. Showing synthesis of concepts
3. Breadth and depth of the solution design
4. Autonomy and independence
5. Coherence of design
6. Extent of exploitation of the GUI
3

Basis for assessment: This assignment is worth 30% of your overall Module grade.
Assessment marking criteria
4
Grade Description
A
Work which fulfils all the criteria of the A grade but at a quite
exceptional standard.
80+
Work of distinguished quality which is based on very extensive
reading and which demonstrates an authoritative grasp of the
concepts, methodology, and content appropriate to the subject and
to the assessment task. There is clear evidence of originality, and
insight and an ability, to sustain an argument, to think analytically,
and/or critically and to synthesise material effectively.
73-79
Work of distinguished quality, which displays most, but not all, of the
A grade attributes.
70-72
B+
Work which clearly demonstrates all the qualities of a B+ grade but
which reveals greater insight and more originality.
68-69
Work which demonstrates a sound and above average level of
understanding of the concepts, methodology and content appropriate
to the subject and which draws on a wide range of properly
referenced sources. There is clear evidence of critical judgment in
selecting, ordering and analysing content. Demonstrates some
ability to synthesise material and to construct responses which
reveal insight and may offer some occasional originality.
63-67
Work which contains most of the qualities of a B+ grade but where
the critical judgment is less developed and there is less insight and
originality.
60-62
B
Work of the qualities of a B grade but which contains a greater
degree of critical analysis and original insight.
58-59
Work derived from a solid basis of reading and which demonstrates
a grasp of relevant material and key concepts; and an ability to
structure and organise arguments. The performance may be rather
routine but the work will be accurate, clearly written and include
some critical analysis and a modest degree of original insight. There
will be no serious omissions or irrelevancies.
53-57
Work which demonstrates many of the qualities of a B grade but
which contains less critical analysis and little or no original insight.
50-52
C
Competent and suitably organised work which demonstrates a
reasonable level of understanding but which lacks sufficient analysis
and interpretation to warrant a B grade. It will display some of the
weaknesses of a C grade.
48-49
Work which covers the basic subject matter adequately and which is
appropriately organised and presented but which is too descriptive
and insufficiently analytical. There may be some misunderstanding
of certain key concepts and limitations in the ability to select relevant
material so that the work may be flawed by some omissions and
irrelevancies. There will be some evidence of appropriate reading
but it may be too narrowly focused.
40-47
R There is sufficient information presented to indicate that the student
has general familiarity with the subject area. Such answers contain
very little appropriate or accurate material, cursory coverage of the
basic material, with numerous errors, omissions or irrelevancies,
loose structure, poor or non-existent development of arguments
1-39