IAB201编程代写、代做Java/Python程序

日期：2024-04-05 06:06

Assessment 2

IAB201 Modelling Techniques

for Information Systems

Semester 1 2024

Name .............................. Assessment 2 – Design of Conceptual System Models

Due ................................. Friday 26th April at 11:59 pm

Weight.............................40%

Type ................................ Individual

Submit ............................Single PDF Document via Canvas

Rationale and Description

Foundational to addressing business concerns is an understanding of core concepts, principles and

skills required for understanding, designing and managing complex real-world information systems.

This implies an understanding of techniques that are used to model data and an ability to develop

a concise conceptual model that represents a business concern.

This assessment will involve the creation of a portfolio of different conceptual models of an

information system based on a case description provided to you. Your portfolio will consist of models

following different conceptual modelling paradigms that you will learn to build on a weekly basis. You

will compare and contrast the different conceptual modelling paradigms used to develop the

portfolio.

You will use your knowledge fromthe lectures together with the techniques practiced in the

tutorial sessions and apply both to a set of tasks that refer to some business concern that

requires the application of different modelling techniques. 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 basic modelling principles required to understand and analyse complex manmade systems.

2. evidence of skills in developing system models using appropriate techniques to understand

and solve complex business problems.

3. ability to analyse limitations and advantages of different modelling paradigms for analysing

and designing complex systems.

4. communicate effectively in written form to present information and system models to

stakeholders

Instructions

This assessment is individual. You MUST NOT work in groups. You will have to solve two tasks:

(1) Design two conceptual models for a given business concern.

(2) A concise and clear report reflecting about the modelling approaches used in Task 1

For task 1, you can use any modelling tool (including MS PowerPoint, Lucid Chart, Visio, Draw

io) to draw your models. You can also do your drawings handwritten but they must be legible,

clear and understandable.

Your solution of Assessment 2 must be submitted via Canvas before the due date indicated

above. Assessment submissions MUST be a single PDF file properly identified (student name

and student number).

Each submission must contain a declaration, signed by you, stating that it is your own original

work (see Appendix for the template).

Your Assessment 2 report should be structured as follows:

• Cover page (including name, student number, and a completed declaration of original

work)

• Your response to Task 1.

• Your response to Task 2.

Feedback

Feedback will be provided on specific questions related to the assessment during the drop-in

session times, and via Microsoft 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. Canvas,

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 the assessment is due on a Friday 26th 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/lateassessment

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 (referencing is required) may assist with the completion of this task:

• Refer to tutorial materials, Microsoft Teams, and any lecture videos.

• Refer to the recommended books.

Questions

Questions related to the assessment should be directed to the teaching team during the

workshops or drop-in sessions, and via Microsoft 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

Your task is to design two (2) conceptual information models, using two different modelling languages, each

characterising an effective and efficient way to represent the information described in the scenario below.

See the Deliverables section following the scenario description for more details of what is required.

The following scenario is based on emergency medical services dispatch as it is carried out in

Queensland. For the purposes of this exercise, emergency medical services will be taken to be ground

and/or air ambulances dispatched to attend a medical emergency of some sort, e.g., a motor vehicle

accident, a fall resulting in injury, a medical episode, and other incidents where the appropriate medical

response is outside the capabilities of people witnessing the incident.

This assessment is based ONLY on the following scenario.

Scenario

Dispatching emergency medical services (EMS) begins with the receipt of an emergency call (i.e., in

Queensland, a ‘000’ phone call) by a Queensland Ambulance Service (QAS) Dispatcher. Incoming ‘000’

calls are automatically logged in the QAS Computer Aided Dispatch (CAD) system. The date and time of

the incoming call, the calling phone number, the GPS coordinates of the incoming call (Latitude and

Longitude), and the ID of the Dispatcher answering the call are recorded. The Dispatcher will then ask

the caller several questions. The answers to these questions will help the Dispatchermake decisions about

the appropriate response (i.e., the number and type of ambulance vehicle/crews to be sent to attend the

incident, and the priority and timeframe in which a response required). The phone call, including the

questions from the Dispatcher and the caller’s answers are recorded as an audio file and saved in the

CAD system. Note that the individual questions and responses are also recorded in the CAD system.

Typically, the Dispatcher, will ask the following questions:

• the address of where the ambulance is required;

• what the problem is;

• how many people are injured;

• the patient's age;

• the patient's gender;

• if the patient is conscious; and

• if the patient is breathing.

Based on the information supplied by the caller, the Dispatcher will attach a priority to the call, and

determine the number and type of response units that are required. Using the GPS location of the

incoming call and/or the caller supplied address, the Dispatcher will dispatch suitable, available response

units and crews. The dispatch date/time of each assigned response unit is automatically recorded in the

CAD system.

For instance, an incident determined to be ‘non-urgent’ involving only a single patient may get a singleberth ambulance crewed by Paramedic 1 or Paramedic 2 ambulance officers. Whereas a motor vehicle

crash involving multiple vehicles and multiple injured persons may get several ground-based response

units, a HARU (High Acuity Response Unit), possibly a Rotary wing aircraft (helicopter) and involve highly

skilled paramedics (e.g., Paramedic 4, Flight doctor).

NB. Any ‘incident’ may involve multiple patients, and multiple response units. Further, HARU units must

be crewed by Paramedic 4 paramedics and Rotary and Fixed wing aircraft must be crewed by Flight

doctors.

At the scene of the incident, each patient is attended by a response unit/crew. Details of the attendance

are recorded in an Accident Report Form (ARF). The ARF will include the incident identifier (from the

CAD system), a patient identifier, the ID of the response unit, patient age and gender (estimated if not

able to be determined), a textual description of the paramedic’s assessment of the patient’s condition,

and a decision as to whether the patient requires transport to a hospital. If the patient requires transport

to a hospital, the name of the hospital is recorded. The ARF also includes way-point date/times to indicate

when the response unit arrived at the incident scene, when the patient was loaded for transport, when

the response unit arrived at destination (hospital), when the response unit left the destination (hospital),

and when the response unit arrived back at its base.

Table 1 – Response categories

Category Description Attend

1 Emergency 15 minutes

2 Urgent 25 minutes

3 Non-urgent 60 minutes

Table 2 – Paramedic/Doctor designations

Designation Description Attend

Paramedic 1 Trained

Paramedic 2 Advanced skills

Paramedic 3 Advanced care

Paramedic 4 Critical care

Flight doctor Critical care

Table 3 – Vehicle types

Vehicle type Description

Ambulance single berth Ground-based vehicle fitted with single trolley

Ambulance multiple berth Ground-based vehicle fitted with two trolleys

Rotary wing aircraft Helicopter fitted with single trolley

Fixed wing aircraft Aircraft fitted with two trolleys

High Acuity Response Unit Ground-based vehicle – no trolleys

In Tables 4, 5 and 6 below only a sample of rows are provided.

Table 4 – CAD Incident recordings

Incident Received

(yyyy-mm-dd HH:MM:ss) Dispatcher Response

Priority Latitude Longitude Audio

1521070900 2023-02-19 09:31:45 13 1 -27.374804 153.03925 Link_1521070900

1533082022 2023-02-19 09:42:35 101 3 -26.145016 151.846437 Link_1533082022

1533174221 2023-02-20 03:47:35.000 210 1 -22.673053 149.598642 Link_1533174221

Table 5 – CAD Dispatch events (Recording Response Units Assignments)

Incident Response Unit Type Dispatched

(yyyy-mm-dd HH:MM:ss)

Response

Unit ID Crew Base

1521070900 Ambulance single berth 2023-02-19 09:31:45 1045 Paramedic 3 Darra

1521070900 Ambulance single berth 2023-02-19 09:32:15 2349 Paramedic 3 Brisbane

1533082022 Ambulance single berth 2023-02-19 09:45:55 878 Paramedic 1 Murgon

1533174221 Ambulance single berth 2023-02-19 04:00:13 2461 Paramedic 3 Marlborough

1533174221 Ambulance dual berth 2023-02-20 04:01:27 2235 Paramedic 3 Marlborough

1533174221 Ambulance dual berth 2023-02-20 03:56:58 2124 Paramedic 3 St Lawrence

1533174221 Ambulance dual berth 2023-02-20 03:57:36 2288 Paramedic 3 Rockhampton

1533174221 Rotary wing aircraft 2023-02-20 06:38:46 8300 Flight doctor Townsville

1533174221 Ambulance single berth 2023-02-20 07:25:24 2112 Paramedic 3 Rockhampton

Table 6 – ARF events

Row# Incident ARF Response

Unit ID Patient Age Gender Transported Narrative

1 1521070900 120710300 1045 1894 55 M Y Call to single vehicle RTC,

patient, …

2 1521070900 120400288 2349 1894 55 M N Support QAS unit

already at scene…

3 1533082022 130100180 878 1732 85 F N Fall at home …

4 1533174221 140400300 2461 28293 33 M N Cardiac episode…

5 1533174221 140400304 2235 28291 33 F N Kitchen burn …

6 1533174221 110203662 2124 28290 43 M N Dog bite…

7 1533174221 110203664 2288 28290 43 M Y Xxxxxx xxxxx …

8 1533174221 110203664 2288 28291 33 F Y Xxxxxx xxxxx …

9 1533174221 118208230 8300 28292 21 F Y Xxxxxx xxxxx …

10 1533174221 9417554 2112 28292 19 M Y Xxxxxx xxxxx …

Table 6 – ARF events (continued)

Row# Destination

At Patient

(yyyy-mm-dd

HH:MM:ss)

Patient Loaded

(yyyy-mm-dd

HH:MM:ss)

At Destination

(yyyy-mm-dd

HH:MM:ss)

Leave

Destination

(yyyy-mm-dd

HH:MM:ss)

Back at Base

(yyyy-mm-dd

HH:MM:ss)

1

RBWH

2023-02-19 2023-02-19 2023-02-19 2023-02-19 2023-02-19

09:41:25 09:54:12 10:19:21 10:42:11 11:15:11

2

2023-02-19 2023-02-19

09:49:18 10:55:11

3

QH 2023-02-19 2023-02-19

MURGON 10:05:55 11:45:55

4

2023-02-20 2023-02-20

04:19:00 04:26:10

5

2023-02-20 2023-02-20

04:21:00 05:01:00

6

2023-02-20 2023-02-20

04:16:08 04:31:18

7

QH 2023-02-20 2023-02-20 2023-02-20 2023-02-20 2023-02-20

ROCKHAMP TON 04:40:00 07:07:00 08:20:38 08:06:18 08:46:23

8

QH 2023-02-20 2023-02-20 2023-02-20 2023-02-20 2023-02-20

ROCKHAMP TON 04:40:00 07:07:00 08:20:38 08:06:18 08:46:23

9

QH 2023-02-20 2023-02-20 2023-02-20 2023-02-20 2023-02-20

ROCKHAMP TON 08:20:00 08:27:00 07:42:56 07:54:08 09:17:56

10

QH 2023-02-20 2023-02-20 2023-02-20 2023-02-20 2023-02-20

ROCKHAMPTON 08:20:00 08:27:00 07:47:43 08:25:33 08:55:09

NB: Where a response unit does NOT transport a patient the Patient Loaded, At Destination, and Leave

Destination times will be blank. Some other constraints that are relevant include (i) a patient can only

be attended/transported by a response unit assigned to the incident, (ii) a response unit can only

attend/transport a patient involved in the incident.

Deliverables

TASK 1

You are required to submit the following items for Task 1:

1. A complete list of elementary facts that fully and explicitly verbalise the fact types

contained in the scenario description.

2. A conceptual schema model produced using the Entity Relationship Diagram (ERD)

language, using the Barker notation, which fully captures all the fact types and any necessary

constraints.

3. A conceptual schema model produced using the Object Role Modelling (ORM) language,

which fully captures all the fact types and any necessary constraints.

Having completed the two (2) models. In items 4 and 5 below, describe to your business owner

specific elements that perhaps are not able to be shown in the model.

Think of it as telling a story to the business owner so they can fully understand what the solution will

and will not include.

4. A textual description of the ERD model, prepared for the business owner, as an aid to

communicating and understanding the less obvious features of the model (200-300 words)

5. A textual description of the ORM model, prepared for the business owner, as an aid to

communicating and understanding the less obvious features of the model (200-300 words)

TASK 2

Using a reflective style (your opinion) of writing compare and contrast the two languages used to model

the scenario in Task 1. Refer to any lecture materials or research (reference any sources).

(300-500 words)

Consider the following;

• Compare the and contrast the two (2) modelling languages against themselves.

• Compare each model to the model quality criteria as presented in lectures.

• Which modelling language was easier, why, and at what cost (trade-off)?

• Were there any aspects of the scenario that were difficult to model? How did you work around

these?

• Draw your opinions together and conclude which modelling language is better.

Criteria Sheet

TASK 1 [30 marks]

Criteria High Distinction Distinction / Credit Credit / Pass Pass / Borderline Fail

Derive

elementary

facts and

apply quality

checks

[6 marks]

All elementary fact

types from the scenario

are identified and each

is exemplified by at

least one correct deep

structure sentence. All

significant fact types are

included.

The stated deep

structure sentences

correctly reflect most of

the elementary fact

types from the scenario.

The stated deep

structure sentences

correctly reflect some of

the elementary fact

types from the scenario.

The stated deep

structure sentences

correctly reflect few

of the elementary fact

types from the

scenario.

The stated deep

structure sentences

do not reflect any of

the elementary fact

types from the

scenario.

Syntactic

Correctness

[4 marks]

Eachmodel is complete

and fully syntactically

correct.

Each model is complete

and mostly syntactically

correct.

Each model is mostly

complete and/or

reasonably syntactically

correct.

Each model is

partially complete

and/or mainly

syntactically

incorrect.

Eachmodel is mostly

incomplete and/or

syntactically

incorrect.

Semantic

Correctness

[11 marks]

Each model fully and

correctly reflects every

aspect of the facts

described in the

scenario.

Each model fully and

correctly reflects most

aspects of the facts

described in the

scenario.

Each model correctly

reflects many aspects of

the facts described in

the scenario or reflects

most aspects but is

somewhat incorrect or

inefficient in structure.

Eachmodel reflects a

few aspects of the

facts described in the

scenario and/or has

an incorrect or

inefficient structure.

Each model

incorrectly reflects

the facts described in

the scenario.

Pragmatic

Correctness

[3 marks]

Eachmodel has a clear

structure designed for

maximal

understandability by

stakeholders (layout,

labels, annotations,

etc).

Each model has a

mostly clear structure

and/or is designed for

high understandability

by stakeholders (layout,

labels, annotations,

etc).

Each model has a

mainly clear structure

and/or is designed for

reasonable

understandability by

stakeholders (layout,

labels, annotations,

etc).

Each model has a

somewhat messy

structure and/or does

not reflect that it has

been designed with

consideration for

stakeholder

understandability.

Eachmodel has an

unclear structure

and/or most would

find it difficult to

understand.

Textual

Descriptions

[6 marks]

The textual descriptions

of each model fully

complement them and

would thoroughly aid in

communicating and

understanding the less

obvious features of

each model.

The textual descriptions

of each model mostly

complement them and

would aid in

communicating and

understanding the less

obvious features of

each model.

The textual descriptions

of each model

somewhat complement

them and may aid in

communicating and

understanding the less

obvious features of

each model to some

degree.

The textual

descriptions of each

model are mostly

irrelevant to them

and/or may not aid in

communicating and

understanding the

less obvious features

of each model.

The textual

descriptions of each

model do not

complement them

and/or would not

serve the purpose of

communicating and

understanding the

less obvious features

of each model.

TASK 2 [10 marks]

Criteria High Distinction Distinction / Credit Credit / Pass Pass / Borderline Fail

Modelling

Languages

Discussion

[10 marks]

The appropriateness of

each language tomodel

the scenario is

discussed in a highly

cogent manner.

Advantages and

disadvantages of using

each language in terms

of the quality criteria are

clearly defined and

thoroughly relevant.

The appropriateness of

each language tomodel

the scenario is

discussed in a mostly

cogent manner.

Advantages and

disadvantages of using

each language in terms

of the quality criteria are

well defined and mostly

relevant.

The appropriateness of

each language tomodel

the scenario is

discussed in a

reasonably cogent

manner. Advantages

and disadvantages of

using each language in

terms of the quality

criteria are adequately

defined andmoderately

relevant.

The appropriateness

of each language to

model the scenario is

discussed with some

clarity. Advantages

and disadvantages of

using each language

in terms of the quality

criteria are stated and

have some relevance.

The appropriateness

of each language to

model the scenario is

not discussed or is

not applicable.

Advantages and

disadvantages of

using each language

in terms of the quality

criteria are not

defined or aremostly

irrelevant.

Appendix

Declaration Template

By submitting this assessment, I am aware of the University rule that a student must not act in a manner

which constitutes academic dishonesty as stated and explained in the QUT Manual of Policies and

Procedures. I confirm that this work represents my individual effort. I declare that it does not contain

plagiarised material.

Full Name Student Number Signature