This assignment should be a continuation from your literature review from unit 2. The Literature Review is ATTACHED
Part 1: When doing research, you need to be able to specify how you are going to collect your data. Explain the data collection process by writing a 500-750-word proposal that:
1. Describe Sampling Methods
2. Explain Measurements Levels (Unitization)
3. Differentiate between Post-Positivist Paradigm (quantitative) and interpretive (qualitative) or critical
Part 2: When doing research, you also need to design methods of effectively answering your research question(s) and accurately testing your hypothesis. For this part of the assignment, you will be utilizing a survey design. In the survey, you need to include:
1. Ten scale items that will serve as a composite measure
2. Four demographic/population questions
3. One open-ended question
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
You are required to submit this assignment to LopesWrite for plagiarism check.
Benchmark Information
This benchmark assignment assesses the following programmatic competency:
BA Communication
3.1 Differentiate between different approaches to communication research.
STUDY MATERIALS
Read Chapters 7-8 in The Basics of Communication Research.
Read “Protecting Hyperlinks and Preserving First Amendment Values on the Internet,” by Dalal, from University of Pennsylvania Journal of Constitutional Law (2011).
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Your paper is worth 200 points. The guidelines are below and are also on the syllabus. • You will be expected to write one paper, due the last Friday of the class. Papers will be applied to a business problem of your choice that you have experienced or witnessed in some way. Business situations that have been presented in the media are not permitted. Papers will be submitted using Microsoft Word and will be uploaded through the assignment in Blackboard. Papers will be typed, double-spaced, Times New Roman or Calbri, font size 11pt, with 1” margins all around, and should be around 1000 words, or roughly four to five double spaced pages, with a firm limit of 1250 words, with the above requirements. Please spell check and proof read your paper. Please note that a shorter paper is absolutely fine as long as you address the required components outlined below. A poorly written paper will not score as well as a well-written, error-free paper. Cover pages, references, and graphs do not count toward length. Please do not eat space with headings–all that is needed is your name at the top. Think of this as an executive memo of sorts within your business! Papers must be submitted to Blackboard no later than 5:00 p.m. ET on the posted due date. Again, you must upload your paper through Blackboard through the assignment tab. The paper will count toward your grade for 200 points. Early papers are definitely welcome! • Papers will be graded with a list of criteria as a guideline for consistency but with any written work, there is not a complete formula. Your ability to follow instructions, write clearly and concisely, and apply economic concepts and the paradigm we are using are all factors that will be incorporated in the grading rubric. Please note we will not be able to read drafts of your papers. The discussion board posts will serve as your primary mechanism of feedback as you work on your paper. You are encouraged to work with a classmate to share drafts /proof read each other’s papers. Your instructor will not read drafts of your paper. The paper components and guidelines are as follows:
Paper Components: o Introduction: Identification of the components of the problem-solving paradigm as it applies to your chosen business problem and identification of the three economic theories you will use in your paper. (125 – word guideline/max, 25 points). Your week 1 discussion board ties to this component. o Economic theory 1: Application of your first chosen theory to your problem and analysis of the theory in context of the problem and paradigm. (250 – word guideline/max, 50 points). Your week 2 discussion board ties to this component. o Economic theory 2: Application of your second chosen theory to your problem and analysis of the theory in context of the problem and paradigm. (250 – word guideline/max, 50 points). Your week 3 discussion board ties to this component. o Economic theory 3: Application of your third chosen theory to your problem and analysis of the theory in context of the problem and paradigm. (250 – word guideline/max, 50 points). Your week 4 discussion board ties to this component. o Conclusion and recommendations: Tie your recommendations that flow from you economic applications and analysis together to present a remedy/remedies to the problem(s) identified in the problem-solving paradigm in your introduction. Be sure to clearly tie you recommendation back to the decision maker you identified in your paradigm! (125 – word guideline.max, 25 points). Your week 5 discusison board ties to this component. • Paper Guidelines • Part 1: Introduction Your introduction should follow this format: Introduce the topic in a few sentences, present the problem clearly by including all three question components of the Problem-Solving Paradigm presented on pages 4-5 in Chapter 1 as they relate to your topic. Identify your three economic theories you will be using in the paper. o Include: WHO made the BAD decision. In a sentence. (ex: The purchasing manager made the bad decision to sign a contract with a suppplier despite the slowdown in orders over the past year). o Include: Did the decision maker have enough information to make a good decision? YES/NO, within a one sentence explanation. (ex: Yes, the purchasing manager had enough information to make a good decision.) o Include: Did the decision maker have the incentive to make a good decision? YES/NO, within a one sentence explanation. (ex: No, the purchasing manager did not have an incentive to make a good decision because her salary was not tied to profit.) o List which economic THEORIES (at least 3 from the list below) you will use to discuss the problem identified (In this example, it would be either the incentive problem or that you have the wrong decision maker, or both). o The quality of your writing will be evaluated (complete sentences, no grammatical or typographical errors, flow of writing, ability to follow instructions). • Parts 2-4: Three Economic Theories and Analysis Present your case. Expand upon your identified paradigm components from the introduction using your chosen theories to analyze the problem(s) that will lead to your recommended remedy. o Analyze the problem by applying your FIRST stated theory. Explain how it applies to the problem in your paradigm. Use the first theory correctly in your explanation. o Analyze the problem by applying your SECOND stated theory. Explain how it applies to the problem in your praadigm. Use the second theory correctly in your explanation. o Analyze the problem by applying your THIRD stated theory. Explain how it applies to the problem in your paradigm. Use the third theory correctly in your explanation. o The quality of your writing will be evaluated as explained above. o You may use other theories as part of your analysis, but you must pick three main theories from the list below. For example, you might use marginal analysis as part of your application/discussion but it is not one of the three required theories. • For your economic theories, please choose three theories to apply from among the following topics: • • 1. Shifts in Demand or Supply and impact on market equilibirum • 2. Shortages and/or surpluses • 3. Price Controls-Price ceilings or Price floors • 4. Elasticity: Price elasticity of demand, cross price elasticity, or income elasticity • 5. Cost factors-fixed and/or variable costs, productivity • 6. Cost Factors-economies and/or diseconomies of scale or scope • 7. Cost factors-productivity/diminishing marginal returns • 8. Competetive industires versus monopoly • 9. Pricing decisions with commonly owned products (substitutes or complements) • 10. Pricing decisions with promotional pricing and/or psychological pricing • 11. Direct price discrimination • 12. Indirect price discrimination-Volume discounts or bundling • 13.Adverse selection-risk, screening, signaling • 14. Moral Hazard • • Part 5: Conclusion Present recommendations and concluding remarks that connect to your paradigm components. o State and explain your recommendation(s) to RESOLVE the problem(s) identified in your paradigm, and/or what you would do differently to resolve the problem. This recommendation/resolution must be tied to the decision-maker identified in your paradigm-in the above example, it is the purchasing manager. o Your recommendations are logically connected to and flow from your economic analysis using your three chosen theories. o Provide concluding remarks to wrap things up. o The quality of your writing will be evaluated as explained above. • Please note that you are expected to show a clear understanding of the theories you choose by correctly explaining their application to your problem. Restating theory definitons is not needed and should not be done-we know the theories and this eats your space. Avoid using technical jargon that is not widely known to someone not familiar with your industry or situation. Any graphs, table, or numerical examples that are stand alone should be put in an appendix that will not count in your word count but an explanation should be in the body of the paper.
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ASSESSMENT 2 BRIEF Subject Code and Title MIS501 Principles of Programming Assessment Business case study Individual/Group Individual Length N/A Learning Outcomes The Subject Learning Outcomes demonstrated by successful completion of the task below include: a) Synthesise the tenets of procedural programming into the object oriented paradigm. b) Design and implement solutions using unified modelling language (UML) diagrams and coding to meet business needs. Submission Due by 11:55pm AEST/AEDT Sunday end of Module 4.2. Weighting 35% Total Marks 100 marks Assessment Task In this assessment, you are required to undertake three tasks. For each task, it is required that you implement a Python program to solve a business problem presented in the business case. Please refer to the Instructions for details on how to complete this task. Context Module 1.1 to Module 4.1 covered many expressive programming syntax and powerful Python language features. Collectively, they can be used to create sophisticated programs to solve real business problems. In each Module, we focused almost exclusively on particular language features or syntax taught in that Module. In this assessment, you have the opportunity to put them all together. In contrast with the “toy” practical exercises in each Module, you are presented with close-to-real-life business problems and you are asked to develop programs to solve these problems. Sometimes, understanding the business problems and the associated business rules is challenging in their own. The business logics sometimes need to be determined/inferred/interpreted from the business case and business rules, which then need to be implemented using a programming language. These are the challenges you will inevitably have to address in real life. Therefore, the business case and the business rules in this assessment have been deliberated designed to be convoluted and less straightforward. Understanding the case and the business problem is in itself an integral part of the assessment. In this assessment, you will demonstrate the following skills and knowledge:
Grasp business requirements, rules and logics, and be able to translate them into programming code.
Implement programs in Python to solve business problems.
Design a program and illustrate the logic through flowcharts. Instructions
Please read the case scenario and complete Task 1, 2 and 3 outlined in the attached MIS501_Assessment 2_ Business Case Study Tasks document.
All implementations must be in Python 3 (that is NOT Python 2). Programs implemented in a different language will be marked 0. Programs implemented in Python 2 will be capped at 50% of the available marks. MIS501_Assessment_2_Brief_Business Case Study_Module 4.2 Page 1 of 4
You may only use the language features and syntax taught in Module 1.1 through to Module 4.1. You MUST NOT use any other language features beyond what was taught by Module 4.1. Penalties apply.
You may implement the programs in any IDE of your choice.
All programs should be provided with adequate and meaning comments.
Follow Python Style Guide: https://www.python.org/dev/peps/pep-0008/ Referencing It is essential that you use appropriate APA style for citing and referencing research. Please see more information on referencing here https://library.torrens.edu.au/academicskills/apa/tool Submission Instructions Submit the following four files for this assessment in MIS501: Principles of Programming. o task1.py. o task2.py. o task3.py. o task3.docx. DO NOT zip these files into one file, submit individual files. The Learning Facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades. Academic Integrity Declaration I declare that except where I have referenced, the work I am submitting for this assessment task is my own work. I have read and am aware of Torrens University Australia Academic Integrity Policy and Procedure viewable online at http://www.torrens.edu.au/policies-and-forms I am aware that I need to keep a copy of all submitted material and their drafts, and I will do so accordingly.
MIS501 Principles of Programming Assessment 2 – Business Case Study Case Scenario COMP101 Foundations of Computer Systems is a first-year introductory subject in both the Bachelor of Information Technology and Diploma of Information Technology course at ABC University. The Subject Coordinator of COMP101 has engaged you to help her to code a few Python programs as handy tools to solve a number of problems at hand. Task 1 – Determine Interim Grade Letter (30%) In this task, you will write a Python program to help the Subject Coordinator of COMP101 to calculate an interim grade letter for a student given their assessments results. COMP101 Foundations of Computer Systems has three assessments with the following weightings. Assessment Number Assessment Type Assessment Weighting 1 Lab exercise 20% 2 Report 40% 3 Final examination 40% Each assessment has been marked out of 100 and the mark for each assessment may be a decimal number with at most two decimal points (e.g., 68, or 68.5, or 68.45). The final mark for COMP101 is the weighted sum of all three assessments, rounded up to the nearest integer. For example, Student A received 75.67/100, 45.8/100, 32/100 for Assessment 1, 2 and 3 respectively. Their final mark for COMP101 is 47 (46.254 rounded up to the nearest integer). 75.67 × 20% + 45.8 × 40% + 32 × 40% = 46.254 For simplicity, in this Task, we will use a bracket that consists of three numbers to denote the marks of a student’s three assignments in order. For example, (75.67, 45.8, 32) denote a student who received 75.67/100 for the first assessment, 45.8/100 for the second, and 32/100 for the third. The final mark is used to determine the interim grade letter for a student. The Assessment Policy and Procedures of ABC University stipulates the following rules for determining the interim grade letter. The range in the Final mark column includes the numbers on both ends. Final mark Interim grade letter Description 85 – 100 HD High Distinction 75 – 84 D Distinction 65 – 74 C Credit 50 – 64 P Pass 45 – 49 F or SE or SA Fail or Supplementary Assessment or Supplementary Exam 0 – 44 F or AF Fail or Absent Fail Students whose final mark is between 0 and 44 (inclusive) may be awarded an F (Fail) or an AF (Absent Fail). If two or more assessments are awarded zero and the final mark is between 0 and 44 (inclusive), the student will be awarded an AF (Absent Fail), otherwise they are awarded an F (Fail). For example, students with (0, 100, 0) should be awarded an AF because their final mark is 40, and two assessments are marked zero. However, students with (100, 50, 0) should be awarded an F because although their final mark is 40, they only have one assessment awarded zero. Students who have marginally failed, that is, their final mark is between 45 – 49 (inclusive), may be awarded an F (Fail) or Supplementary Exam (SE) or Supplementary Assessment (SA). If a student’s final mark is between 45 – 49, they will receive an F (Fail) unless they satisfy all the following conditions: o Their final mark is between 45 – 49 (inclusive). o They do not have any assessment marked zero. o They only failed (i.e., less than 50) one assessment. Students whose final mark is between 45 – 49 will receive an SE or SA if they satisfy all the conditions above. If the assessment they failed is Assessment 1 or Assessment 2, they will receive an SA and they will be given an opportunity to attempt a supplementary assessment. If the assessment they failed is Assessment 3, they will receive an SE and they will be given an opportunity to sit a supplementary exam. For example, students with (40, 100, 0) will receive an F (Fail) because although their final mark is 48 (i.e., between 45 – 49), they have one assessment marked zero (Assessment 3). Students with (10, 100, 10) will equally be awarded an F (Fail) because although their final mark is 46 (i.e., between 45 – 49), they have failed more than one assessment (Assessment 1 and Assessment 3). Students with (50, 50, 40) will be awarded an SE because their final mark is 46 (i.e., between 45 – 49) and satisfy all the three conditions above. The only failed assessment is Assessment 3, and they will be given an opportunity to sit a supplementary exam. The Subject Coordinator has asked you to develop a Python program that can calculate the interim grade letter for a student given the marks for all the assessments based on the business rules described above. Your program should allow the Subject Coordinator to type in a student’s assessment marks separated by a comma. Your program will then output the correct interim grade letter for that student. In this task, you do not need to allow the Subject Coordinator to type in the assessment marks for another student. Your program can terminate after it have calculated and output the interim grade letter for the first student. Here are some sample inputs and outputs the Subject Coordinator expected to see when she runs your program. All the green lines are your program outputs, all the red lines are users’ input. Sample input and output 1: Enter a student’s assessment marks (separated by comma): 40,100,0 F Sample input and output 2: Enter a student’s assessment marks (separated by comma): 90,100,100 HD Sample input and output 3: Enter a student’s assessment marks (separated by comma): 50,50,40 SE Implement your program in a Python script file and name it task1.py. You need to submit this file as part of the Assessment 2 submission. Task 2 – Finalising grades and class performance statistics (40%) This task is built upon Task 1. You may want to make a copy of task1.py, and name it task2.py, and you may want to use the logic you implemented for Task 1. DO NOT override task1.py. A couple of weeks after the Release of Grade date, all supplementary assessments and exams have been finalised. All the interim grade letters now need to be converted to a final grade letter, that is, the grade letter that appear on students’ transcript. For HD (High distinction), D (Distinction), C (Credit), P (Pass) and F (Fail), they will not be converted as they themselves are final grade letters. For SA and SE, they will be converted to either a SP (Supplementary Pass) or F (Fail). If the student who have been awarded an SA or SE, passed the supplementary assessment or supplementary exam (that is, they achieved no less than 50/100), their grade letter will be converted to SP (Supplementary Pass), otherwise it will be converted to F (Fail). For AF (Absent Fail), it will be converted to F (Fail). Each final grade letter carries some grade point value as detailed in the table below. Final grade letter Grade point value HD 4.0 D 3.0 C 2.0 P 1.0 SP 0.5 F 0 The Subject Coordinator would like you to implement a Python program that helps her to read in all students’ marks and generate some high-level statistic about the class performance. Input In contrast with Task 1, the program in Task 2 will prompt to the Subject Coordinator (the user) and allow her type in all students’ assessment marks. This is achieved by repeatedly asking the Subject Coordinator to type in students’ three assessment marks until she types in the letter “N”. For example, Enter a student’s assessment marks (separated by comma), type in letter N to finish: 40,100,0 Enter a student’s assessment marks (separated by comma), type in letter N to finish: 90,100,100 Enter a student’s assessment marks (separated by comma), type in letter N to finish: N (input finishes) The Subject Coordinator (the user) may type in as many students’ assessment marks as she wishes. Each line of input represents a student’s three assessment marks. The only way she signals to the program that she has done with inputting is to type in a letter N. Your program should use an appropriate data structure to store students’ marks. As you read in students’ assessment marks, if your program detects that the student would have been given an SE or SA, your program should then ask for their supplementary assessment or supplementary exam mark. For example, Enter a student’s assessment marks (separated by comma), type in letter N to finish: 40,100,0 Enter a student’s assessment marks (separated by comma), type in letter N to finish: 50,50,40 What is this student’s supplementary exam mark: 67 Enter a student’s assessment marks (separated by comma), type in letter N to finish: 90,100,100 Enter a student’s assessment marks (separated by comma), type in letter N to finish: N (input finishes) Output After input finishes, your program will then output the following class performance statistics: o Number of students: This number shows the total number of students that the user typed in. o Student pass rate: The percentage of students who received a final grade letter of HD, D, C, P or SP, that is,
???? + #?? + #?? + #?? + #????
??????????????
HD represents the number of students who received HD. #student represents the total number of students. Rounded to two decimal points.
o Student pass rate (adjusted): The percentage of students who received a final grade letter of HD, D, C, P or SP. This percentage excludes students who received an AF from the total number of students, that is,
???? + #?? + #?? + #?? + #????
?????????????? – #???? Rounded to two decimal points.
o Average mark for Assessment 1: the average mark for Assessment 1 with two decimal points. o Average mark for Assessment 2: the average mark for Assessment 2 with two decimal points. o Average mark for Assessment 3: the average mark for Assessment 3 with two decimal points. o Average final mark: the average mark for final mark with two decimal points. o Average grade point: the average grade point for all students in COMP101 with one decimal point. o Number of HDs: the number of students who received a final grade letter HD. o Number of Ds: the number of students who received a final grade letter D. o Number of Cs: the number of students who received a final grade letter C. o Number of Ps: the number of students who received a final grade letter P. o Number of SPs: the number of students who received a final grade letter SP. o Number of Fs: the number of students who received a final grade letter F. For example, Enter a student’s assessment marks (separated by comma), type in letter N to finish: 40,100,0 Enter a student’s assessment marks (separated by comma), type in letter N to finish: 50,50,40 What is this student’s supplementary exam mark: 67 Enter a student’s assessment marks (separated by comma), type in letter N to finish: 90,100,100 Enter a student’s assessment marks (separated by comma), type in letter N to finish: N Number of students: 3 Student pass rate: 66.67% Student pass rate (adjusted): 66.67% Average mark for Assessment 1: 60.00 Average mark for Assessment 2: 83.33 Average mark for Assessment 3: 46.67 Average final mark: 64.00 Average grade point: 1.5 Number of HDs: 1 Number of Ds: 0 Number of Cs: 0 Number of Ps: 0 Number of SPs: 1 Number of Fs: 1 Implement your program in a Python script file and name it task2.py. You need to submit this file as part of the Assessment 2 submission. Task 3 – Naïve similarity detector (30%) This task is independent of the first two tasks. You can create a new file and name it task3.py. The Subject Coordinator of COMP101 has now asked you to implement a naïve similarity detector that she can use to identify collusion between students in their assessments. Your program will read in two assessment submissions (two strings) in turn and output a similarity score for them. You can assume that the input submissions have been “cleaned” with all punctuations removed. Each submission is a sequence of words separated by a space. For example, “COMP101 is an interesting subject and it has been easy” “COMP101 and COMP301 have always been interesting and easy” The similarity of two submissions is defined as the ratio between the number of common words in both submissions and the number of unique words in both submissions. For example, “COMP101 is an interesting subject and it has been easy” “COMP101 and COMP301 have always been interesting and easy” The common words between these two submissions are COMP101, and, interesting, been, easy. A total of 5 common words. The unique words in both submissions are COMP101, and, interesting, been, easy, is, an, subject, it, has, COMP301, have, always. A total of 13 common words. The similarity of both submissions is 5/13 = 38.46%. You are required to draw a flowchart diagram illustrating the logic of this program. You should use a professional drawing software, e.g. http://draw.io. Copy and paste your flowchart diagram in a MSWord document, and name it task3.docx. Implement a Python program that takes in two submissions (strings) and output the similarity between them with two decimal points. For example: Enter the first submission: COMP101 is an interesting subject and it has been easy Enter the second submission: COMP101 and COMP301 have always been interesting and easy The similarity score between the two is: 38.46%. You should ignore the letter cases, that is, “Interesting” and “interesting” should be treated as the same word. You do not need to lemmatise the words, that is, the words “going”, “go”, “went”, “gone” are treated as different words. You must not use the set structure in this or any other tasks. 0 marks will be awarded to the implementation if you used the set structure. Implement your program in a Python script file and name it task3.py. You need to submit this file as part of the Assessment 2 submission
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Enjoy Please Note-You have come to the most reliable academic writing site that will sort all assignments that that you could be having. We write essays, research papers, term papers, research proposals. Synthesise the tenets of procedural programming into the object oriented paradigm
ASSESSMENT 2 BRIEF Subject Code and Title MIS501 Principles of Programming Assessment Business case study Individual/Group Individual Length N/A Learning Outcomes The Subject Learning Outcomes demonstrated by successful completion of the task below include: a) Synthesise the tenets of procedural programming into the objectoriented paradigm. b) Design and implement solutions using unified modelling language (UML) diagrams and coding to meet business needs. Submission Due by 11:55pm AEST/AEDT Sunday end of Module 4.2. Weighting 35% Total Marks 100 marks Assessment Task In this assessment, you are required to undertake three tasks. For each task, it is required that you implement a Python program to solve a business problem presented in the business case. Please refer to the Instructions for details on how to complete this task. Context Module 1.1 to Module 4.1 covered many expressive programming syntax and powerful Python language features. Collectively, they can be used to create sophisticated programs to solve real business problems. In each Module, we focused almost exclusively on particular language features or syntax taught in that Module. In this assessment, you have the opportunity to put them all together. In contrast with the “toy” practical exercises in each Module, you are presented with close-to-real-life business problems and you are asked to develop programs to solve these problems. Sometimes, understanding the business problems and the associated business rules is challenging in their own. The business logics sometimes need to be determined/inferred/interpreted from the business case and business rules, which then need to be implemented using a programming language. These are the challenges you will inevitably have to address in real life. Therefore, the business case and the business rules in this assessment have been deliberated designed to be convoluted and less straightforward. Understanding the case and the business problem is in itself an integral part of the assessment. In this assessment, you will demonstrate the following skills and knowledge:
Grasp business requirements, rules and logics, and be able to translate them into programming code.
Implement programs in Python to solve business problems.
Design a program and illustrate the logic through flowcharts. Instructions
Please read the case scenario and complete Task 1, 2 and 3 outlined in the attached MIS501_Assessment 2_ Business Case Study Tasks document.
All implementations must be in Python 3 (that is NOT Python 2). Programs implemented in a different language will be marked 0. Programs implemented in Python 2 will be capped at 50% of the available marks. MIS501_Assessment_2_Brief_Business Case Study_Module 4.2 Page 1 of 4
You may only use the language features and syntax taught in Module 1.1 through to Module 4.1. You MUST NOT use any other language features beyond what was taught by Module 4.1. Penalties apply.
You may implement the programs in any IDE of your choice.
All programs should be provided with adequate and meaning comments.
Follow Python Style Guide: https://www.python.org/dev/peps/pep-0008/ Referencing It is essential that you use appropriate APA style for citing and referencing research. Please see more information on referencing here https://library.torrens.edu.au/academicskills/apa/tool Submission Instructions Submit the following four files for this assessment in MIS501: Principles of Programming. o task1.py. o task2.py. o task3.py. o task3.docx. DO NOT zip these files into one file, submit individual files. The Learning Facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades. Academic Integrity Declaration I declare that except where I have referenced, the work I am submitting for this assessment task is my own work. I have read and am aware of Torrens University Australia Academic Integrity Policy and Procedure viewable online at http://www.torrens.edu.au/policies-and-forms I am aware that I need to keep a copy of all submitted material and their drafts, and I will do so accordingly.
MIS501 Principles of Programming Assessment 2 – Business Case Study Case Scenario COMP101 Foundations of Computer Systems is a first-year introductory subject in both the Bachelor of Information Technology and Diploma of Information Technology course at ABC University. The Subject Coordinator of COMP101 has engaged you to help her to code a few Python programs as handy tools to solve a number of problems at hand. Task 1 – Determine Interim Grade Letter (30%) In this task, you will write a Python program to help the Subject Coordinator of COMP101 to calculate an interim grade letter for a student given their assessments results. COMP101 Foundations of Computer Systems has three assessments with the following weightings. Assessment Number Assessment Type Assessment Weighting 1 Lab exercise 20% 2 Report 40% 3 Final examination 40% Each assessment has been marked out of 100 and the mark for each assessment may be a decimal number with at most two decimal points (e.g., 68, or 68.5, or 68.45). The final mark for COMP101 is the weighted sum of all three assessments, rounded up to the nearest integer. For example, Student A received 75.67/100, 45.8/100, 32/100 for Assessment 1, 2 and 3 respectively. Their final mark for COMP101 is 47 (46.254 rounded up to the nearest integer). 75.67 × 20% + 45.8 × 40% + 32 × 40% = 46.254 For simplicity, in this Task, we will use a bracket that consists of three numbers to denote the marks of a student’s three assignments in order. For example, (75.67, 45.8, 32) denote a student who received 75.67/100 for the first assessment, 45.8/100 for the second, and 32/100 for the third. The final mark is used to determine the interim grade letter for a student. The Assessment Policy and Procedures of ABC University stipulates the following rules for determining the interim grade letter. The range in the Final mark column includes the numbers on both ends. Final mark Interim grade letter Description 85 – 100 HD High Distinction 75 – 84 D Distinction 65 – 74 C Credit 50 – 64 P Pass 45 – 49 F or SE or SA Fail or Supplementary Assessment or Supplementary Exam 0 – 44 F or AF Fail or Absent Fail Students whose final mark is between 0 and 44 (inclusive) may be awarded an F (Fail) or an AF (Absent Fail). If two or more assessments are awarded zero and the final mark is between 0 and 44 (inclusive), the student will be awarded an AF (Absent Fail), otherwise they are awarded an F (Fail). For example, students with (0, 100, 0) should be awarded an AF because their final mark is 40, and two assessments are marked zero. However, students with (100, 50, 0) should be awarded an F because although their final mark is 40, they only have one assessment awarded zero. Students who have marginally failed, that is, their final mark is between 45 – 49 (inclusive), may be awarded an F (Fail) or Supplementary Exam (SE) or Supplementary Assessment (SA). If a student’s final mark is between 45 – 49, they will receive an F (Fail) unless they satisfy all the following conditions: o Their final mark is between 45 – 49 (inclusive). o They do not have any assessment marked zero. o They only failed (i.e., less than 50) one assessment. Students whose final mark is between 45 – 49 will receive an SE or SA if they satisfy all the conditions above. If the assessment they failed is Assessment 1 or Assessment 2, they will receive an SA and they will be given an opportunity to attempt a supplementary assessment. If the assessment they failed is Assessment 3, they will receive an SE and they will be given an opportunity to sit a supplementary exam. For example, students with (40, 100, 0) will receive an F (Fail) because although their final mark is 48 (i.e., between 45 – 49), they have one assessment marked zero (Assessment 3). Students with (10, 100, 10) will equally be awarded an F (Fail) because although their final mark is 46 (i.e., between 45 – 49), they have failed more than one assessment (Assessment 1 and Assessment 3). Students with (50, 50, 40) will be awarded an SE because their final mark is 46 (i.e., between 45 – 49) and satisfy all the three conditions above. The only failed assessment is Assessment 3, and they will be given an opportunity to sit a supplementary exam. The Subject Coordinator has asked you to develop a Python program that can calculate the interim grade letter for a student given the marks for all the assessments based on the business rules described above. Your program should allow the Subject Coordinator to type in a student’s assessment marks separated by a comma. Your program will then output the correct interim grade letter for that student. In this task, you do not need to allow the Subject Coordinator to type in the assessment marks for another student. Your program can terminate after it have calculated and output the interim grade letter for the first student. Here are some sample inputs and outputs the Subject Coordinator expected to see when she runs your program. All the green lines are your program outputs, all the red lines are users’ input. Sample input and output 1: Enter a student’s assessment marks (separated by comma): 40,100,0 F Sample input and output 2: Enter a student’s assessment marks (separated by comma): 90,100,100 HD Sample input and output 3: Enter a student’s assessment marks (separated by comma): 50,50,40 SE Implement your program in a Python script file and name it task1.py. You need to submit this file as part of the Assessment 2 submission. Task 2 – Finalising grades and class performance statistics (40%) This task is built upon Task 1. You may want to make a copy of task1.py, and name it task2.py, and you may want to use the logic you implemented for Task 1. DO NOT override task1.py. A couple of weeks after the Release of Grade date, all supplementary assessments and exams have been finalised. All the interim grade letters now need to be converted to a final grade letter, that is, the grade letter that appear on students’ transcript. For HD (High distinction), D (Distinction), C (Credit), P (Pass) and F (Fail), they will not be converted as they themselves are final grade letters. For SA and SE, they will be converted to either a SP (Supplementary Pass) or F (Fail). If the student who have been awarded an SA or SE, passed the supplementary assessment or supplementary exam (that is, they achieved no less than 50/100), their grade letter will be converted to SP (Supplementary Pass), otherwise it will be converted to F (Fail). For AF (Absent Fail), it will be converted to F (Fail). Each final grade letter carries some grade point value as detailed in the table below. Final grade letter Grade point value HD 4.0 D 3.0 C 2.0 P 1.0 SP 0.5 F 0 The Subject Coordinator would like you to implement a Python program that helps her to read in all students’ marks and generate some high-level statistic about the class performance. Input In contrast with Task 1, the program in Task 2 will prompt to the Subject Coordinator (the user) and allow her type in all students’ assessment marks. This is achieved by repeatedly asking the Subject Coordinator to type in students’ three assessment marks until she types in the letter “N”. For example, Enter a student’s assessment marks (separated by comma), type in letter N to finish: 40,100,0 Enter a student’s assessment marks (separated by comma), type in letter N to finish: 90,100,100 Enter a student’s assessment marks (separated by comma), type in letter N to finish: N (input finishes) The Subject Coordinator (the user) may type in as many students’ assessment marks as she wishes. Each line of input represents a student’s three assessment marks. The only way she signals to the program that she has done with inputting is to type in a letter N. Your program should use an appropriate data structure to store students’ marks. As you read in students’ assessment marks, if your program detects that the student would have been given an SE or SA, your program should then ask for their supplementary assessment or supplementary exam mark. For example, Enter a student’s assessment marks (separated by comma), type in letter N to finish: 40,100,0 Enter a student’s assessment marks (separated by comma), type in letter N to finish: 50,50,40 What is this student’s supplementary exam mark: 67 Enter a student’s assessment marks (separated by comma), type in letter N to finish: 90,100,100 Enter a student’s assessment marks (separated by comma), type in letter N to finish: N (input finishes) Output After input finishes, your program will then output the following class performance statistics: o Number of students: This number shows the total number of students that the user typed in. o Student pass rate: The percentage of students who received a final grade letter of HD, D, C, P or SP, that is,
???? + #?? + #?? + #?? + #????
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HD represents the number of students who received HD. #student represents the total number of students. Rounded to two decimal points.
o Student pass rate (adjusted): The percentage of students who received a final grade letter of HD, D, C, P or SP. This percentage excludes students who received an AF from the total number of students, that is,
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?????????????? – #???? Rounded to two decimal points.
o Average mark for Assessment 1: the average mark for Assessment 1 with two decimal points. o Average mark for Assessment 2: the average mark for Assessment 2 with two decimal points. o Average mark for Assessment 3: the average mark for Assessment 3 with two decimal points. o Average final mark: the average mark for final mark with two decimal points. o Average grade point: the average grade point for all students in COMP101 with one decimal point. o Number of HDs: the number of students who received a final grade letter HD. o Number of Ds: the number of students who received a final grade letter D. o Number of Cs: the number of students who received a final grade letter C. o Number of Ps: the number of students who received a final grade letter P. o Number of SPs: the number of students who received a final grade letter SP. o Number of Fs: the number of students who received a final grade letter F. For example, Enter a student’s assessment marks (separated by comma), type in letter N to finish: 40,100,0 Enter a student’s assessment marks (separated by comma), type in letter N to finish: 50,50,40 What is this student’s supplementary exam mark: 67 Enter a student’s assessment marks (separated by comma), type in letter N to finish: 90,100,100 Enter a student’s assessment marks (separated by comma), type in letter N to finish: N Number of students: 3 Student pass rate: 66.67% Student pass rate (adjusted): 66.67% Average mark for Assessment 1: 60.00 Average mark for Assessment 2: 83.33 Average mark for Assessment 3: 46.67 Average final mark: 64.00 Average grade point: 1.5 Number of HDs: 1 Number of Ds: 0 Number of Cs: 0 Number of Ps: 0 Number of SPs: 1 Number of Fs: 1 Implement your program in a Python script file and name it task2.py. You need to submit this file as part of the Assessment 2 submission. Task 3 – Naïve similarity detector (30%) This task is independent of the first two tasks. You can create a new file and name it task3.py. The Subject Coordinator of COMP101 has now asked you to implement a naïve similarity detector that she can use to identify collusion between students in their assessments. Your program will read in two assessment submissions (two strings) in turn and output a similarity score for them. You can assume that the input submissions have been “cleaned” with all punctuations removed. Each submission is a sequence of words separated by a space. For example, “COMP101 is an interesting subject and it has been easy” “COMP101 and COMP301 have always been interesting and easy” The similarity of two submissions is defined as the ratio between the number of common words in both submissions and the number of unique words in both submissions. For example, “COMP101 is an interesting subject and it has been easy” “COMP101 and COMP301 have always been interesting and easy” The common words between these two submissions are COMP101, and, interesting, been, easy. A total of 5 common words. The unique words in both submissions are COMP101, and, interesting, been, easy, is, an, subject, it, has, COMP301, have, always. A total of 13 common words. The similarity of both submissions is 5/13 = 38.46%. You are required to draw a flowchart diagram illustrating the logic of this program. You should use a professional drawing software, e.g. http://draw.io. Copy and paste your flowchart diagram in a MSWord document, and name it task3.docx. Implement a Python program that takes in two submissions (strings) and output the similarity between them with two decimal points. For example: Enter the first submission: COMP101 is an interesting subject and it has been easy Enter the second submission: COMP101 and COMP301 have always been interesting and easy The similarity score between the two is: 38.46%. You should ignore the letter cases, that is, “Interesting” and “interesting” should be treated as the same word. You do not need to lemmatise the words, that is, the words “going”, “go”, “went”, “gone” are treated as different words. You must not use the set structure in this or any other tasks. 0 marks will be awarded to the implementation if you used the set structure. Implement your program in a Python script file and name it task3.py. You need to submit this file as part of the Assessment 2 submission
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