| PROGRAMME | BEng Software Engineering and BSc Computing with Foundation Year |
| DATE | Week 7 |
| MODULE CODE | SWE4207 |
| MODULE TITLE | Computer Science Fundamentals |
| Assignment Title | Mathematics Techniques for Computing |
| ASSESSMENT TYPE | Portfolio |
| WEIGHTING | 25% |
| WORD COUNT | 500 words |
| Learning Outcomes assessed: LO1: Utilise a range of mathematical techniques to solve computing problems. |
Instructions
You are required to write a formal report consisting of the following elements: cover page, table of content, headings, and sub-headings for the main area of the report, references and appendix (to include any information you may think are necessary addition to the report.
You are also required to consult and show evidence of literature within your report in the form of in-text citations and a suitable references list. You are expected to consult between 5-10 sources. As a MINIMUM the Reference List should include one refereed academic journal and three academic books. It is important to use Turnitin, its score is suitable to avoid any academic misconduct. This should not exceed 20%.
Assessment Deliverables:
You work as a Business System Analyst, and you have been commissioned to come up with a mathematics system plan. You will write a report to present to the owners explaining business computational problems and the methods used to solve them. For example, consider a problem like data interpretation, calculation, processing, or other topic that mathematical techniques have been applied to solve such a problem.
Produce a list that describes and classifies with examples to demonstrate and present five of the mathematical techniques and concepts below for explaining the various computing problems. 5% each 25% Total. Word count should be 500 words.
Computational Thinking Skills (choose one).
1 Decomposition
2 Algorithms
3 Abstraction
4 Pattern Recognition
Set Theory (choose any two).
5 Sets
6 Relations
7 Functions
Logic & Truth Tables (choose one).
8 Boolean Logic
9 Truth Tables
Programming Constructs (choose one).
10 Sequence,
11 Selection
12 Iteration
Academic Misconduct
Academic misconduct may be defined as any attempt by a student to gain an unfair advantage in any assessment. This includes plagiarism, collusion, commissioning (contract cheating) amongst other offences. In order to avoid these types of academic misconduct, you should ensure that all your work is your own and that sources are attributed using the correct referencing techniques. You can also check originality through Turnitin.
Please note that penalties apply if academic misconduct is proven. See the following link for further details: https://www.bolton.ac.uk/student-policy-zone/student-policy-zone-2022-23/academic-misconduct-regulations-and-procedures-2022-23
Marking Scheme
| Marking Criteria | Mark | ||
| Evidence of appropriate understanding including appropriate discussion of the chosen mathematical techniques | 50 | ||
| Evidence of knowledge and understanding of the various computational problems | 50 | ||
| Total | 100 |
Formatting requirements
- Harvard referencing format must be used to credit secondary research sources. In-text citations should be included within your discussion (where relevant) using the author-date format and full reference details should be included in your bibliography.
- Diagrams should be captioned and discussed in the body of your report.
- A table of contents should be included.
- Page numbers should be inserted in the centre of the footer.
- The student ID number be placed in the header of each page.
Submission
Please submit to the Turnitin assignment section through Moodle.
Grading
A percentage mark will be provided based on General Assessment Guidelines for Written Assessments.Grading is as follows:
A: 70 – 100%
B: 60 – 69%
C: 50 – 59%
D: 40 – 49%
Marks below 40% will be classed as fail.
GENERAL ASSESSMENT GUIDELINES – LEVEL HE4
| Relevance Learning outcomes must be met for an overall pass | Knowledge and Understanding | Analysis, Creativity and Problem-Solving | Self-awareness and Reflection | Research/ Referencing | Written English | Presentation and Structure | |
| Class I (Exceptional Quality) 85% – 100% | Work is directly relevant and expertly addresses the requirements of the brief. Learning outcomes are met. | Demonstrates breadth of knowledge and understanding of theory and practice beyond the threshold expectation for the level. Demonstrates excellent understanding of key concepts in different contexts. | Presents an excellent and cohesive appraisal of findings through the critical analysis of information. Draws clear, justified and thoughtful conclusions. Demonstrates creative flair, originality and initiative. Demonstrates a critical understanding of problem-solving approaches and applies strong problem-solving skills. | Provides insightful reflection and self-awareness in relation to the outcomes of own work and personal responsibility. | A wide range of contemporary and relevant reference sources selected and drawn upon. Sources cited accurately in both the body of text and in the Reference List/ Bibliography. | Writing style is clear and appropriate to the requirements of the assessment. An exceptionally well written answer with competent spelling, grammar and punctuation. For example, paragraphs are well structured and include linking and signposting. Sentences are complete and different types are used. A wide range of appropriate vocabulary is used. | The presentational style and layout are correct for the type of assignment. Evidence of planning and logically structured. Where relevant, there is effective placement of, and reference to, figures, tables and images. |
| Class I (Excellent Quality) 70% – 84% | Work is relevant and comprehensively addresses the requirements of the brief. Learning outcomes are met. | Demonstrates an excellent breadth of knowledge and understanding of theory and practice for this level. Demonstrates in-depth understanding of key concepts. | Presents an excellent and cohesive discussion of findings through the interpretation and evaluation of information sources. Draws clear, justified and thoughtful conclusions. Demonstrates clearly creativity and initiative. Applies excellent problem-solving skills. | Provides excellent reflection and self-awareness in relation to the outcomes of own work and personal responsibility. | A range of contemporary and relevant reference sources selected and drawn upon. Sources cited accurately in both the body of text and in the Reference List/Bibliography. | Writing style is clear and appropriate to the requirements of the assessment. An excellently well written answer with competent, spelling, grammar and punctuation. For example, paragraphs are well structured and include linking and signposting. Sentences are complete and different types are used. A wide range of appropriate vocabulary is used. | The presentational style and layout are correct for the type of assignment. Evidence of planning and logically structured. Where relevant, there is effective placement of and reference to, figures, tables and images. |
| Class II/i (Very Good Quality) 60% – 69% | Work is relevant and addresses most of the requirements of the brief well. Learning outcomes are met. | Demonstrates a thorough breadth of knowledge and understanding of theory and practice for this level. Demonstrates very good understanding of key concepts. | Presents a perceptive and cohesive discussion of findings through the interpretation and evaluation of information sources. Draws clear and justified conclusions. Demonstrates creativity and initiative. Applies strong problem-solving skills. | Provides justified reflection and self-awareness in relation to the outcomes of own work and personal responsibility, as required by the assessment. | A range of appropriate reference sources selected and drawn upon. Sources cited accurately in the main in the text and in the Reference List/ Bibliography. | Writing style is clear and appropriate to the requirements of the assessment. A very well written answer with competent spelling, grammar and punctuation. For example, paragraphs are well structured and include linking and signposting. Sentences are complete and different types are used. A range of appropriate vocabulary is used. | The presentational style and layout are correct for the type of assignment. Evidence of planning and logically structured in the main. Where relevant, there is effective placement of figures, tables and images. |
| Relevance Learning outcomes must be met for an overall pass | Knowledge and Understanding | Analysis, Creativity and Problem-Solving | Self-awareness and Reflection | Research/ Referencing | Written English | Presentation and Structure | |
| Class II/ii (Good Quality) 50% – 59% | Work addresses key requirements of the brief. Some irrelevant content. Learning outcomes are met. | Demonstrates a sound breadth of knowledge and understanding of theory and practice for this level. Demonstrates sound understanding of key concepts. | Presents a logical discussion of findings through the interpretation and evaluation of information sources. Draws clear and justified conclusions. Demonstrates some creativity and initiative. Applies sound problem-solving skills. | Provides valid reflection and self-awareness in relation to the outcomes of own work and personal responsibility, as required by the assessment. | Relevant reference sources selected and drawn upon. Some sources accurately cited in both the body of text and in the Reference List/Bibliography. | Writing style is mostly appropriate to the requirements of the assessment | The presentational style and layout are largely correct for the type of assignment. Logically structured in the most part. Where relevant, effective placement of some figures, tables and images. |
| Class III (Satisfactory Quality) 40% – 49% | Work addresses the requirements of the brief, although superficially in places. Some irrelevant content. Learning outcomes are met. | Demonstrates a sufficient breadth of knowledge and understanding of theory and practice for this level. Demonstrates a sufficient understanding of key concepts. | Presents a valid discussion of findings through the interpretation and evaluation of information sources. Draws justified conclusions. Demonstrates creativity and initiative in places. Applies sufficient problem-solving skills. | Provides some reflection and self-awareness in relation to the outcomes of own work and personal responsibility, as required by the assessment. | Some relevant reference sources selected and drawn upon. Some weaknesses in referencing technique. | Writing style is occasionally not appropriate for the assessment. Grammar, spelling and punctuation are generally competent, but may pose minor difficulties for the reader. Some paragraphs may lack structure, and there is limited linking and signposting. Some appropriate vocabulary is used | The presentational style and layout are largely correct for the type of assignment. Adequately structured. Inclusion of some figures, tables and images but not always relevant and/or clear. |
| Borderline Fail 35% – 39% | Work addresses only some of the requirements of the brief. Irrelevant and superficial content. One or more learning outcomes have not been met. | Demonstrates limited knowledge and understanding of theory and practice for this level. Demonstrates a lack of understanding of key concepts. | Presents a limited discussion of findings through the interpretation of information sources. Draws some irrelevant conclusions. Creativity and initiative are lacking. Problem-solving skills are lacking. | Provides limited reflection and self-awareness in relation to the outcomes of own work and personal responsibility, when required. | Sources selected are limited and lack relevance. Poor referencing technique employed. | Writing style is unclear and does not match the requirements of the assessment in question. Deficiencies in spelling, grammar and punctuation makes reading difficult and arguments unclear in places. Paragraphs are poorly structured. | For the type of assignment the presentational style, layout and/or structure are lacking. Figures, tables and images included when required but these lack clarity and relevance. |
| Fail <34% | Work does not address the requirements of the brief. Irrelevant and superficial content. One or more learning outcomes have not been met. | Demonstrates inadequate knowledge and understanding of theory and practice for this level. Demonstrates insufficient understanding of key concepts. | Presents a limited discussion of findings with little consideration of the quality of information drawn upon. Draws irrelevant conclusions. Creativity, initiative and problem-solving skills are absent. | Provides inadequate reflection and self-awareness in relation to the outcomes of own work and personal responsibility, when required. | There is an absence of relevant sources. Poor referencing technique employed. | Writing style is unclear and does not match the requirements of the assessment in question. Deficiencies in spelling, grammar and punctuation makes reading difficult and arguments unclear. Unstructured paragraphs. | For the type of assignment the presentational style, layout and/or structure are lacking. Figures, tables and images are absent when required or lack relevance/clarity. |
