PROGRAMME BSc (Hon) Computing and BEng Software Engineering Foundation

Year
DATE 3rd December 2021

MODULE CODE SWE4203

MODULE TITLE Databases

ASSESSMENT TYPE Assignment 1

WEIGHTING 50%

STUDENT NAME

STUDENT ID

Assessed Learning Outcomes:

 LO1: Construct a relational data model
 LO2: Execute the techniques of data normalisation to 3NF

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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.

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Assessment Brief:
In your role as a Database Consultant, you have been assigned a project to upgrade the
college’s Student Record System. The objective of the new system is to allow authorised
members to access the record of academically registered students. The system is required
to provide a useable and well managed interface for student, academics and administrators
to view and manipulate the data for which it is responsible. For each it must allow the rapid
formulation and resolution of queries related to the student information, such as students’
details, courses, exams. There is also a requirement for the system to interact with other
information sources as required during the resolution of queries.

Assessment Deliverables:
1. Design document (see below). You are required to submit a MS Word document
describing all stages of the project. This is worth 50% of your overall grade for this
module.

Assignment tasks (design document):

 Requirements specification (20 Marks)
 data requirements
 transaction requirements

 Conceptual design (40 Marks)

 draw EER diagram(s) in UML (it includes hierarchies and aggregations);
 explain entities, if necessary;
 explain attributes (for each entity), if necessary; specify attribute domains;
 explain relationships, if necessary (you may need to specify further semantic
assumptions (i.e., apart from the ones stated in the requirements specification)
when you explain structural constraints);

 Logical design (40 Marks)

 transform ER model into relational model
 specify ‘relational constraints’:
 candidate keys; primary key;
 foreign keys;
 normalise relational model

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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 references list at the
end of your document. You can add any extra information which you deem relevant in an
appendix section at the end of your report.

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 % Relevance Knowledge Argument/Analysis Structure Presentation Written English Research/
Referencing
85-100% Directly relevant to title. Demonstrates an Makes exceptional use of Coherently articulated The presentational style & A very well written answer A wide range of sources
exceptional appropriate arguments and/or and logically structured. layout is correct for the type with standard spelling and drawn upon.
(Exceptional

Expertly addresses the knowledge/understanding theoretical models. An appropriate format of assignment. grammar. Sources are cited
Quality)
Class I

main assumptions of the of theory and practice for Presents a comprehensive is used. Effective inclusion of figures, Style is clear, resourceful accurately in the text
title and/or the FE3 level through the discussion of material resulting tables, plates (FTP), where and academic. and in the reference list.
requirements of the brief. identification and summary in clear, logical and original appropriate.
of key themes. conclusions.
70-84% Directly relevant to title. Demonstrates an excellent Makes excellent use of Coherently articulated The presentational style & A well written A wide range of sources
knowledge/understanding appropriate arguments and/or and logically structured. layout is correct for the type answer with standard drawn upon.
(Excellent
Quality)
Class I

Addresses the main of theory and practice for theoretical models. An appropriate format of assignment. spelling and grammar. Sources well cited in the
assumptions of the title FE3 level through the Presents a comprehensive is used. Effective inclusion of figures, Style is clear, and academic. text and in the reference
and/or the requirements identification and summary summary of material resulting in tables, plates (FTP), where list – with only minor
of the brief. of key themes. clear, logical conclusions. appropriate. errors.
60-69% Generally addresses the Demonstrates a very good Uses appropriate arguments or Logically constructed in The presentational style & A clearly written answer A range of sources
title/brief and covers knowledge/understanding theoretical models. the main. An layout is correct for the type with standard spelling and drawn upon.
(Very Good
Class II/i

Quality)

some key issues in of theory and practice for Clear and valid summary of the appropriate format is of assignment. grammar. Style is clear, and Most sources cited
sufficiently meaningful FE3 level through the material. Presents clear, logical used. Inclusion of FTP, where academic. accurately in the text
detail. identification and summary conclusions. appropriate. and in the reference list.
of key themes.
50-59% Generally addresses the Demonstrates a good Presents largely coherent For the most part The presentational style & Competently written with Relevant sources drawn
title/brief but sometimes knowledge/understanding arguments. coherently articulated layout is largely correct for the minor lapses in spelling and upon.
Class II/ii

Quality)
(Good

considers irrelevant of theory and practice for Valid summary of the material and logically structured. type of assignment. grammar. Style is readable, Some weaknesses in
issues. FE3 level through the although focus lacking in places. An acceptable format is Inclusion of FTP lacks and generally academic. referencing technique.
identification and summary Presents conclusions which are used. selectivity.
of some key issues. fairly clear and logical.
40-49% Some degree of Demonstrates an adequate Presents basic arguments, but Some attempt at The presentational style & Generally competently Some academic sources
irrelevance to the knowledge/understanding focus and consistency lacking in articulation and logical layout is largely correct for the written although but overreliance on non-
(Satisfactory

title/brief. of theory and practice for places. Some issues may lack structure but gaps in type of assignment. intermittent lapses in academic sources.
Quality)
Class III

FE3 level. An attempt is clarity. coherence and Inappropriate use of FTP or grammar and spelling pose
Superficial consideration made to identify and Presents conclusions which are progression. not used where clearly needed obstacles for the reader. A number of errors in
of the issues. summarise key themes. not always clear or logical. An acceptable format is to aid understanding. Style limits communication referencing technique.
used. and is non-academic in
places.

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 35-39% Significant degree of
irrelevance to the
Borderline
title/brief. Only the most
Fail
obvious issues are
addressed at a superficial
level and in unclear
terms.
<34% Relevance to the
title/brief is intermittent
Fail
or missing.
The topic is reduced to its
vaguest terms.
SWE4103
Demonstrates weaknesses
in knowledge of theory and
practice for FE3 level, with
poor understanding of key
themes.
Demonstrates a lack of basic
knowledge of either theory
or practice for FE3 level,
with little evidence of
understanding.
Limited arguments, which lack
clarity in places.
Presents conclusions which are
neither clear nor logical.
Severely limited arguments.
Lacks clarity.
Conclusions presented are
sparse.
Poorly structured. For the type of assignment,
Lack of articulation. the presentational style &/or
Format deficient. layout is lacking.
FTP ignored in text or not used
where clearly needed.
Unstructured. For the type of assignment the
Lack of articulation. presentational style &/or
Format deficient layout is lacking.
FTP as above.
6|Page
Deficiencies in spelling and Limited sources and poor
grammar makes reading referencing.
difficult.
Simplistic or repetitious
style impairs clarity.
Style is not academic.
Poorly written with An absence of sources
numerous deficiencies in and poor referencing
grammar, spelling and technique.
expression.
Style is not academic.