PROGRAMME BSc (Hon) Computing and BEng Software Engineering Foundation

Year
DATE TBC

MODULE CODE SWE4201

MODULE TITLE Introduction to Software Development

ASSESSMENT TYPE Portfolio

WEIGHTING 60%

Assessed Learning Outcomes:

LO2: Construct logically and syntactically correct programs using appropriate
programming constructs.
LO3: Demonstrate systematic testing of programmed solutions to identify and correct
syntax, semantic and logical errors.
LO4: Present effective use of modelling standards to represent system structure,
behaviour and interaction.

Assessment Type: Portfolio

This is your assignment for this module. It is worth 60% of your overall grade for this
module.
This is an INDIVIDUAL piece of work contributing towards the module assessment. Evidence of
plagiarism or collusion will be taken seriously, and University regulations followed. You are advised
to be familiar with the University definitions of plagiarism and collusion.

Please ensure to use TurnItIn to check your work and that your similarity score is not more than
20%.

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Portfolio Item 1 (25 marks)
Write a program in Python that asks the user for a series of numbers until they either want
to output the average or quit the program. When they choose to output the average, the
program will also show them the median number.

Portfolio Item 2 (25 marks)

Write a program in Python that generates a random number between 1-100. The user is
then asked to guess the number. If the guessed number is less than 10 numbers higher or
lower, the program will display “Close”. Otherwise, it will display “Keep trying”. When the
user guesses the number, the program will say “Correct” and displays the number of
attempts. Lastly, the program will give the user the choice to either start again or quit.

Portfolio Item 3 (50 marks)

Design and produce a Java program that simulates an ATM machine. You are required to
implement and demonstrate an understanding of the following Java constructs within your
program:

 Classes
 Methods
 Constructors
 Decision making
 collections
 Iteration
 Error handling
The following assumptions are to be taken into consideration when developing the
program:

 Username and password (or PIN) are used instead of a bank card.
 Your program will contain a few users for testing.
 Users will have different account types (saving, current, business).
 Your program will run as a console application.
 Your program should consist of a number of classes.
 The Main class should remain free from unnecessary code.

Program Specifications
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Your program will illustrate the following specifications:
1. The user will be asked for username
2. If username is valid, the user will be asked to enter password (or PIN)
3. The main menu is then displayed (check balance, withdraw, deposit, change
password (or PIN), Quit). Each option will display a sub-menu (except quit).
4. After each function, the main menu is displayed again.

5. If Quit, the program will go back to step 1

Assessment Deliverables:
1. A Word document explaining your solution for each task and containing evidence of
the steps you followed to design your programme. Your document must include a
 A description of the task and its objective
 how you tend to solve the problem.
 a discussion of the programming constructs you will be implementing.
 what measures you will be following to detect errors.
 Evidence of appropriate testing
Your document should also include evidence of the design and implementation process. This
may include any of the following:

 Flow Chart
 Pseudo Code
 Class diagram
 Use cases diagram.

You need to attach a zip file of your solution in the appendix section of your document.
Your document should be in a report format containing a table of content, headings and
sub-headings as necessary. You are also required to acknowledge any source of information
you have used in your document in the form of in-text citations; and a reference list at the
end of your document.

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Marking Scheme
Marking Criteria Mark
Evidence of an understanding of the tasks and the 10
systematic process to solve a problem
Appropriate evidence of the design phase 10
Working programs including evidence of the 40
implementation of appropriate constructs
Evidence of a thorough testing 20
Evidence of appropriate error handling 20

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 Marking Criteria

% Relevance Knowledge Argument/Analysis Structure Presentation Written English Research/Referencing

85- Directly relevant to title. Demonstrates an exceptional Makes exceptional use of Coherently articulated The presentational style & An exceptionally well written Sources accurately cited
100% knowledge/ understanding of appropriate arguments and/or and logically layout is correct for the answer with standard in the text. A wide range
Expertly addresses the theory and practice for this theoretical models. structured. type of assignment. spelling and grammar. of contemporary and
(Exceptional

assumptions of the title

Quality)

level through the relevant references cited

Class I

and/or the requirements identification and analysis of Presents an analysis of the Effective inclusion of Style is clear, resourceful and in the reference list in the
of the brief. the most important issues. material resulting in clear, figures, tables, plates (FTP). academic. correct style.
logical and original conclusions. An appropriate format
is used.

70- Directly relevant to title.

Demonstrates an excellent Makes creative use of Coherently articulated The presentational style & An excellently written Sources accurately cited
84% knowledge/understanding of appropriate arguments and/or and logically layout is correct for the answer with standard in the text. A range of
Addresses the theory and practice for this theoretical models. Presents an structured. type of assignment. spelling and grammar. contemporary and
(Excellent

assumptions of the title level through the

Quality)

excellent discussion of the relevant references cited

Class I

and/or the requirements identification and summary of material resulting in clear, An appropriate format Effective inclusion of Style is clear, resourceful and in the reference list in the
of the brief. the most important issues. logical conclusions. is used. figures, tables, plates (FTP). academic. correct style.

60- Directly relevant to title.

Demonstrates a very good Uses sound arguments or Logically constructed in The presentational style & A very well written answer Sources are accurately
(Very Good Quality)

69% knowledge/understanding of theoretical models. the main. layout is correct for the with standard spelling and cited in the text and an
Addresses most of the theory and practice for this type of assignment. grammar. Style is clear and appropriate reference list
Class II/i

assumptions of the title level through the Presents a clear and valid An appropriate format Effective inclusion of FTP. academic. in the correct style is
and/or the requirements identification and summary of discussion of the material. is used. provided.
of the brief. key issues.
Clear, logical conclusions.

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 Generally addresses the Demonstrates a good Presents largely coherent For the most part The presentational style & Competently written with Most sources accurately
(Good Quality)

title/brief, but knowledge/understanding of arguments. Some issues and coherently articulated layout is correct for the minor lapses in spelling and cited in the text and an
Class II/ii

50- sometimes considers theory and practice for this theoretical models expressed in and logically type of assignment. grammar. Style is readable appropriate reference list
59% irrelevant issues. level through the simplistic terms. Conclusions structured. An and academic in the main. is provided which is
identification and summary of are fairly clear and logical. acceptable format is Inclusion of FTP but lacks largely in the correct
some key issues. used. selectivity. style.

40- Some degree of Demonstrates an adequate Presents basic arguments, but Adequate attempt at The presentational style & Generally competently Some relevant sources
(Satisfactory Quality)

49% irrelevance to the knowledge/understanding of focus and consistency lacking in articulation and logical layout is largely correct for
written although intermittent cited.
title/brief. theory and practice for this places. Some issues may lack structure. the type of assignment. lapses in grammar and
level. An attempt is made to clarity, and/or theoretical spelling pose obstacles for
Class III

Superficial consideration identify key issues. models expressed in simplistic An acceptable format Inappropriate use of FTP or the reader. Style limits
of the issues. is used. not used where clearly Some weaknesses in
terms. Conclusions are not communication and is non-
needed to aid referencing technique.
always clear or logical. academic in a number of
understanding. places.

Significant degree of Demonstrates weaknesses in Limited arguments, which lack Poorly structured. For the type of assignment Deficiencies in spelling and Limited sources and weak
irrelevance to the knowledge of theory and clarity in places. the presentational style grammar makes reading referencing.
35- title/brief. Only the most practice for this level, with &/or layout is lacking. difficult.
Borderline

39% obvious issues are poor understanding of key Conclusions are neither clear
Fail

nor logical. Lack of articulation. FTP ignored in text or not Simplistic or repetitious style
addressed at a issues.
superficial level and in used where clearly needed. impairs clarity.
Format deficient.
unchallenging terms.
Style is non-academic.

Relevance to the Demonstrates a lack of basic Severely limited arguments. Unstructured. For the type of assignment, Poorly written with An absence of academic
title/brief is intermittent knowledge of either theory or the presentational style numerous deficiencies in sources and poor
<34% or missing. practice for this level, with Lacks clarity. Lack of articulation. &/or layout is lacking. grammar, spelling and referencing technique.
little evidence of Format deficient expression.
Fail

The topic is reduced to Conclusions are sparse. FTP as above.

understanding.
its vaguest and least Style is non-academic.
challenging terms.

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