LO1 Analyse given problems and formulate designs for programmed solutions
Assignment Brief
Module: CTF3301 Fundamentals of Programming
Occurrence: 2024-25 Semester 2
Assessment: 1 - Portfolio
Issued:
Weighting: 100% of module marks
Module learning outcomes
The following table shows the Learning Outcomes for this module and whether they areassessed by this assignment.
Learning outcome
Details
Assessed by assignment?
LO1
Analyse given problems and formulate designs for programmed solutions
Yes
LO2
Use standard programming notations and conventions when constructing solutions for specified problems
Yes
LO3
Apply programming constructs when developing solutions for specified problems
Yes
LO4
Formulate testing strategies for programming errors
Yes
Use of Generative Artificial Intelligence (GAI) Applications in this Assessment
AI Status
Application
Notes
Category A
No GAI tool is permitted.
While grammar and/or spell checkers may be used to correct individual words and sentences, the use of GAI is not allowed. This is because the learning outcomes require you to produce original assessment work without any GAI assistance.
Any GAI generated content which is presented as your own original work and is not acknowledged will be assessed for academic misconduct.
Grading
A percentage mark will be provided based on provided Marking Scheme. Grading is as follows:
A:
70-100%
B:
60-69%
C:
50-59%
D:
40-49%
Marks below 40% will be classed as a fail. This assignment is worth 100% of the overall grade for this module.
Scenario
Introduction/Overview
In today’s world, tracking nutrition and maintaining a balanced diet is becoming increasingly important. People are looking for ways to manage their calorie intake and make healthier food choices. As part of the foundation year of your Computer Science program, your task is to develop a simple Nutrition and Meal Tracker using C#. This system will help individuals track their meals and keep an eye on their daily calorie consumption, allowing them to stay on track with their health and fitness goals.
About NutriTrack Inc.
NutriTrack Inc. is an emerging startup aiming to revolutionize the way people monitor their nutrition and daily food intake. With a focus on simplicity and ease of use, NutriTrack Inc. offers a software solution that enables users to record their meals, track calories, and analyze their eating habits. The company believes in empowering individuals to make smarter food choices through data-driven insights, and your task is to help them build a robust meal tracking system to fulfill this vision.
NutriTrack Inc. envisions providing users with an easy-to-use application that can:
Track food consumption.
Offer daily reports on calorie intake.
Provide actionable insights into users’ eating patterns.
Suggest changes based on their nutritional goals.
Software Features
As part of your project, you will be required to implement the following core features for the Nutrition and Meal Tracker:
1. Add Food Item with Calorie Count
Users should be able to add a food item, specify the food name, and input its calorie count. The system will store this data for future reference.
2. Add Log of Consumed Meal
Users should be able to log a meal by selecting food items they’ve consumed along with the quantity (e.g., 2 servings of rice). The system will automatically calculate the total calorie intake for that meal based on the added food items.
3. Show Energy Consumed Per Day
The system should be able to generate a report of the total calories consumed for each day. Users will be able to see a breakdown of meals consumed and their total daily calorie intake.
4. Reports on Averages
The system should generate weekly or monthly reports, showing the average calorie consumption. This could be displayed as a summary or graphical representation for easier analysis.
Program Requirements
To complete this assignment, your program must meet the following requirements:
1. Data Storage:
Implement the ability to store food items and their calorie counts in a collection (array, list, or dictionary).
Create a log of meals consumed by users, storing the food items and their quantities.
The user interface should be console-based for this project. Provide simple menus for adding food, logging meals, viewing reports, and exiting the application.
Allow users to view all food items and their respective calorie counts.
Display daily total calorie consumption and report on the average calorie consumption over a selected period.
You should be able to add, view, and remove food items.
You should also allow users to log meals and calculate the total calorie intake for each meal.
Implement functionality to generate average calorie reports for weekly or monthly consumption.
Ensure that all user inputs (such as calories and quantity) are validated for correctness (e.g., ensure calorie count is a positive integer, quantity is a valid number).
Handle edge cases where the user may enter invalid data.
2. User Interface:
3. Functionality:
4. Data Validation:
Deliverables
For this assignment you will need to carry out several tasks in two parts:
Part 1 : Design (40 marks) –
A) Analyse the scenario described in the separate document and create a flow chart (or series of flowcharts if necessary) for the program you intend to write to address the stated program requirements.
B) Write pseudocode to represent the logic of the program you intend to write to address the stated program requirements from the scenario. No submission of design before due date means 0 (zero) marks for the design aspect .
Part 2 : Implementation (60 marks) –
C) Write a console-based menu-driven C# program which addresses the requirements as outlined in the separate scenario and for which you previously created both flowchart(s) and pseudocode to document your intended design. Remember to include appropriate comments in your code and adhere to style guidelines and conventions in terms of code layout and naming of variables and methods (functions).
D) Formulate a strategy for and carry out testing of the program you develop to verify that it works correctly and addresses the requirements of the scenario. Your testing should be documented in a separate word-processed “testing report” and should document how the program meets the stated requirements.
E) Write a simple user guide for users of the program.
F) To help you design and code the program and document your progress day by day, keep a daily (or weekly, rarely) programmers log in which you document your progress as you develop the program. Here you summarise work you have done on the program, any issues encountered and how you were able to resolve them (or not) etc. The programmers log must be submitted along with all other documentation of the program development.
G) Demonstration: Record and upload a screencast demonstrating your system functionality. Discuss and demonstrate how your system meets the requirements of the brief. Discuss any challenges encountered and the resolution of these issues. No demonstration means 0 (zero) marks
for this entire assessment.
Your developer`s log should be a separate word-processed file. You should not attempt Part 2 until you have completed Part 1.
Submit the single zip file on or before the deadline stated via Moodle.
Referencing
All written work should be referenced using the standard University of Bolton referencing style – see: https://www.bolton.ac.uk/leaponline/My-Academic-Development/My-Writing- Techniques/Referencing/Level-2/Harvard-Referencing.aspx
Minimum Secondary Research Source Requirements
It is expected that the Reference List will contain at least five sources . As a MINIMUM the Reference List should include three academic books .
Submitting your report
You should present your solution as a report (see https://leaponline.bolton.ac.uk/My- Academic-Development/My-Writing-Techniques/Academic-Writing/Level-2/Home.aspx for more information).
There is no minimum or maximum word limit for this report.
There is no minimum number of sources expected for this assignment. However, your report should include a bibliography listing your sources for your research; this should be formatted using the Harvard Reference Style (see http://www.bolton.ac.uk/leaponline/My-Academic-Development/My- Writing-Techniques/Referencing/Home.aspx ) and sources should be properly cited within the text.
The report should be named in the following format: CTF3301-Report-StudentID.doc(x), e.g., CTF3301-Report-2314815.doc, and submitted via the Turnitin link shown on the Moodle page for this module. Turnitin will be configured to allow multiple submission attempts up until the assignment deadline. If Turnitin shows a similarity value greater than 20% you must make changes to the report content and submit again until a lower value is achieved.
Work cannot be submitted via email or directly to the tutor, it must be submitted via Turnitin before the deadline. Take regular backups of your work as computer problems cannot be used as a reason for not submitting work on time. You should always keep a copy of any assignment submitted by whatever method.
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 and unauthorised use of GAI) 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 and software applications are attributed. 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-policies-2024-25/academic-misconduct- regulations-and-procedures-2024-25
Mark Breakdown
To be awarded a given grade, submissions will typically (but not necessarily exclusively) exhibit the
following indicative attributes
D
(40-49%)
Flowchart(s) to a satisfactory standard only.
Pseudocode is to a satisfactory standard only.
Some – but not most - of the core functionality requirements are addressed by either the flowchart(s) or pseudocode.
Flowchart(s) and/or pseudocode are logical and drawn/written correctly only in limited cases.
The programming code for the solution developed meets only a limited number of the core identified requirements and/or is coded to only a satisfactory standard
User documentation, testing and/or log evidence are at satisfactory standards only
The program runs but significant run time errors or bugs which impact usability are evident
C
(50-59%)
Flowchart(s) to a good standard only.
Pseudocode is to a good standard only.
Many – but not most - of the core functionality requirements are addressed by either the flowchart(s) or pseudocode.
Flowchart(s) and/or pseudocode are logical and drawn/written correctly in many but not most cases.
The programming code for the solution developed meets many (but not most) of the core identified requirements and/or is coded to a good standard
User documentation, testing and/or log evidence are done to good standards
The program runs but there may be some run-time errors or bugs which impact usability evident
B
(60-69%)
Flowchart(s) to a very good standard.
Pseudocode is to a very good standard.
Most – or all - of the core functionality requirements are addressed by both the flowchart(s) and pseudocode.
Flowchart(s) and/or pseudocode are logical and drawn/written correctly in most cases.
The programming code for the solution developed meets most of the identified core requirements and/or is coded to a very good standard
User documentation, testing and/or log evidence are done to very good standards
The program runs but a small number of run-time errors or bugs which have moderate or minimal impact on usability are evident
A
(70 - 100%)
Flowchart(s) to an excellent standard.
Pseudocode is to an excellent standard.
All of the functionality requirements are addressed by both the flowchart(s) and pseudocode.
Flowchart(s) and/or pseudocode are logical and drawn/written correctly in all cases.
The programming code for the solution developed meets all of the identified core and advanced requirements and/or is coded to an excellent standard
User documentation, testing and/or log evidence are done to an excellent standard
The program runs and exhibits no run-time errors or bugs
Specific Assessment Criteria
First class (70% and above):
The student will demonstrate an excellent understanding of the programming concepts and demonstrate the key skills required to successfully complete this module. The student will be able to analyse a given scenario and create a flow chart, write pseudocode to represent the logic of the program, and then translate this into a functional console-based menu-driven C# program. They will also adhere to appropriate style guidelines and conventions when coding and document their progress in a daily or weekly programmer`s log. Additionally, students will be able to demonstrate their ability to formulate and carry out a comprehensive testing strategy for their program and produce a clear and concise user guide for potential users. Overall, the student will be able to apply a wide range of technical and analytical skills, as well as demonstrate an excellent level of attention to detail and a commitment to producing high-quality work.
Second class (50-69%):
The student will demonstrate a reasonable understanding of the programming concepts and demonstrate the key skills required to successfully complete this module. The student will be able to analyse a given scenario and create a flow chart, write pseudocode to represent the logic of the program, and then translate this into a functional console-based menu-driven C# program. They will also adhere to appropriate style guidelines and conventions when coding and document their progress in a daily or weekly programmer`s log. Additionally, students will be able to demonstrate their ability to formulate and carry out a comprehensive testing strategy for their program and produce a clear and concise user guide for potential users. Overall, the student will be able to apply a wide range of technical and analytical skills, as well as demonstrate a reasonable level of attention to detail and a commitment to producing high-quality work.
Third class (40-49%):
The student will demonstrate a moderate understanding of the programming concepts and demonstrate the key skills required to successfully complete this module. The student will be able to analyse a given scenario and create a flow chart, write pseudocode to represent the logic of the program, and then translate this into a functional console-based menu-driven C# program. They will also adhere to appropriate style guidelines and conventions when coding and document their progress in a daily or weekly programmer`s log. Additionally, students will be able to demonstrate their ability to formulate and carry out a comprehensive testing strategy for their program and produce a clear and concise user guide for potential users. LO1 Analyse given problems and formulate designs for programmed solutions. Overall, the student will be able to apply a wide range of technical and analytical skills, as well as demonstrate a moderate level of attention to detail and a commitment to producing high-quality work.
Fail (39% and below):
Students who do not meet the requirements of a third-class grade will not successfully complete the assessment activity.
GENERAL ASSESSMENT GUIDELINES – LEVEL 3
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 discussion of findings through the analysis of information sources.
Draws justified, relevant and thoughtful conclusions.
Demonstrates creative fair and initiative.
Applies excellent problem-solving skills.
Provides insightful 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 l 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, include linking and signposting, and bullet points are used appropriately. 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 use 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 excellent understanding of concepts.
Presents an excellent overview of findings through the interpretation of relevant information sources. Draws justified, relevant and thoughtful conclusions.
Clear evidence of 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 relevant reference sources selected and drawn upon.
Sources cited well in both the body of text and in the Reference List/Bibliography.
Writing style is clear and appropriate for the type of assignment.
Paragraphs are well-structured with linking and signposting and bullet points are used appropriately. There are a few minor grammar, punctuation and spelling mistakes that do not pose difficulties for the reader. A very good range of vocabulary is demonstrated.
Sentences are complete and a few
different types are used.
The presentational style and layout are correct for the type of assignment. Evidence of planning and logically structured.
Where relevant, there is effective use 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 concepts.
Presents a perceptive overview of findings through the interpretation of relevant information sources. Draws justified and relevant conclusions.
Demonstrates initiative. Applies strong problem-solving skills.
Provides justified reflection in relation to the outcomes of own work and personal responsibility, as required by the assessment.
A range of appropriate reference sources drawn upon.
Sources cited well in the main in the text and in the Reference List/ Bibliography.
Writing style is mainly clear and appropriate for the type of assignment. Paragraphs are mostly well-structured with linking and signposting, and bullet points are used appropriately. Grammar, punctuation or spelling mistakes may be frequent, but do not pose difficulty for the reader. A good range of vocabulary is demonstrated. Sentences are complete with some attempt at different types.
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 use 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 clear overview of findings through the interpretation of some relevant information sources.
Draws relevant conclusions. Demonstrates some initiative. Applies sound problem-solving skills.
Provides some reflection in relation to the outcomes of own work and personal responsibility, as required by the assessment.
Relevant reference sources drawn upon.
Some sources cited well in both the body of text and in the Reference List/Bibliography.
Writing style is broadly appropriate for the type of assignment.
Paragraphs are used and most contain some linking and signposting. Bullet points are not overused.
Grammar, punctuation or spelling mistakes may be frequent, but do not cause significant difficulty for the reader. A range of vocabulary is demonstrated. Sentences are
complete.
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 an overview of findings through the interpretation of a limited number of relevant information sources.
Draws some relevant conclusions. Demonstrates limited initiative. Applies some problem-solving skills.
Provides limited reflection 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 not appropriate in places for the type of assignment. There may be some over-reliance on bullet points, but attempts at paragraphs, signposting and linking are also evident. Grammar, punctuation or spelling mistakes may be frequent and a few may pose minor difficulties for the reader.
Vocabulary may be limited.
Sentences are mostly complete.
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 overview of findings with little consideration of the quality of information drawn upon.
Draws some irrelevant conclusions. Demonstrates little initiative.
Problem-solving skills are lacking.
Provides scant reflection 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 poor overview of findings with no consideration of the quality of information drawn upon.
Draws irrelevant conclusions. Initiative and problem-solving skills are absent.
Provides no reflection 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.
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