Business Information Systems and Design

Demonstrate a clear understanding of organisational structures and an appreciation of the role of information
technology in the support of business systems, including an awareness of the ethical, social and legal
principles in the professional context.
2. Demonstrate an understanding of the methods and techniques involved in the design and implementation
of various types of information systems with justification behind appropriate selection.
3. Apply appropriate methods for the initial analysis of information processing systems, developing a
diagrammatic representation of system requirements using selected modelling techniques, supported by the
use of a CASE tool.
4. Understand how enterprise systems foster stronger relationships with customers and suppliers and how
these systems are widely used to enforce organisational structures and processes.

Faculty of Engineering, Environment and Computing
Enterprise Information Systems

Assignment Brief 2019/20

Module Title
Enterprise Information System Individual Cohort (Sep)
Coursework Title (e.g. CWK1)
Business Information Systems and Design
Estimated Time (hrs): 25

Word Limit*: see below

Coursework type:
Report
Submission arrangement online via CUMoodle:
File types and method of recording: Word document file or .pdf.
Mark and Feedback date: within two weeks from the submission date
Mark and Feedback method: Each student will receive a feedback sheet via Moodle within two weeks.

Module Learning Outcomes Assessed:
1. Demonstrate a clear understanding of organisational structures and an appreciation of the role of information technology in the support of business systems, including an awareness of the ethical, social and legal principles in the professional context.
2. Demonstrate an understanding of the methods and techniques involved in the design and implementation of various types of information systems with justification behind appropriate selection.
3. Apply appropriate methods for the initial analysis of information processing systems, developing a diagrammatic representation of system requirements using selected modelling techniques, supported by the use of a CASE tool.
4. Understand how enterprise systems foster stronger relationships with customers and suppliers and how these systems are widely used to enforce organisational structures and processes.

Task and Mark distribution:
Answer ALL the questions.

1. CASE tools are commonly used when developing business systems. Research and discuss which CASE tools are available for project teams and how are they used today in industry.
(20 marks)
(Word Count: 500 words)

2. There are several methodologies, which can be used for information systems development ranging from Waterfall model to Agile development. Each methodology uses different tools and techniques for modelling. In detail describe and discuss your choice of methodology in a situation where the requirements from your client can change as they operate in a dynamic environment. Support your answer with a justification of why you have selected the methodology– a brief history, who and how it was developed; the main principles; resources required (people and IT); the drawbacks of the methodology; and any additional information you consider important.
(20 marks)

(Word Count: 500 words)

3. A local Pharmacy is looking to expand operations by developing a website that will market the business and enable customers to manage their prescriptions. The system would host information about Patients, Doctor, prescriptions, aliments/allergies and record log of issued medicine and payment. Develop a preliminary Class Diagram. The diagram should include classes, attributes, operations and associations. This MUST be completed in StarUML or a suitable CASE tool.
(30 marks)

4. Implement in SQL the following table schematics. The product detail is of your choice. You will be expected to enter fictitious data for each table.

Member(MemberNo, Name, Address, TelephoneNo, *OrderNo)
Order(OrderNo, Date, DeliveryAddress, Quantity, TotalCost, *MemberNo)
OrderLine(*OrderNo, *ProductNo, Quantity)
Product(ProductNo, name, QuantityInStock, UnitCost, *SupNo)
Supplier(SupplierNo, Name, Address, TelephoneNo)
a. Create the above tables in SQL. (10 marks)
(Note: underline refers to a Primary Key and * refers to a Foreign Key.)
b. Evidence of 10 records in each table. (5 marks)
c. List of all members who have placed an order after 06/06/2018. (5 marks)
d. The total cost of orders placed whose product was supplied by Handle LTD. (5 marks)
e. List the most popular product ordered by customers in the past year. (5 marks)

For task 1 and 2 ensure you reference appropriately using CU Harvard standard.

To achieve above 70%
Excellent grasp of relevant concepts illustrated.
This will include correct and clear use case diagram showing the functionalities of the system. Correct class diagram complete with all classes, attributes, operations, associations, association names and multiplicities. Show evidence of correct SQL commands with screenshots of the output.
No serious flaws in solution.
Professional quality product, discussion and documentation of design process
Evidence of application of own original ideas to problem solving All handing in requirements met
To achieve above 40%
Understanding of some of the relevant concepts illustrated
Some serious flaws in solution
Poor documentation format, brief but sound coverage of design process
Evidence of application of taught material to problem solving
Most of handing in requirements met

Below 40%
Poor understanding of the relevant concepts demonstrated
Many serious flaws in solution
Poor standard of documentation and explanation of design process
Lack of understanding of how to apply taught material to problem solving
Little of handing in requirements have been met

Format & Guidelines
• The written report should have a clear structure, which is evident through the use of a numbering system and/or styles of headings.
• It will be necessary to organise ideas and plan this structure in advance of writing the detailed content.
• Do not forget to include a word count.
• You must check your assignment for similarity in Turnitin before you submit. If the similarity is greater than 20%, edit your work before submitting into Moodle.
• Paper submissions will not be accepted.
• File name format: Familyname-Firstname-104KM.pdf or
in .doc or .docx or .pdf file format.

Notes:
1. You are expected to use the CUHarvard referencing format. For support and advice on how this students can contact Centre for Academic Writing (CAW).
2. Please notify your registry course support team and module leader for disability support.
3. Any student requiring an extension or deferral should follow the university process as outlined here.
4. The University cannot take responsibility for any coursework lost or corrupted on disks, laptops or personal computer. Students should therefore regularly back-up any work and are advised to save it on the University system.
5. If there are technical or performance issues that prevent students submitting coursework through the online coursework submission system on the day of a coursework deadline, an appropriate extension to the coursework submission deadline will be agreed. This extension will normally be 24 hours or the next working day if the deadline falls on a Friday or over the weekend period. This will be communicated via email and as a CUMoodle announcement.

Mark allocation guidelines to students (to be edited by staff per assessment)
0-39 40-49 50-59 60-69 70+ 80+
Work mainly incomplete and /or weaknesses in most areas Most elements completed; weaknesses outweigh strengths Most elements are strong, minor weaknesses Strengths in all elements Most work exceeds the standard expected All work substantially exceeds the standard expected

Marking Rubric
GRADE
ANSWER RELEVANCE ARGUMENT & COHERENCE EVIDENCE SUMMARY
First

≥70 Innovative response, answers the question fully, addressing the learning objectives of the assessment task. Evidence of critical analysis, synthesis and evaluation.
A clear, consistent in-depth critical and evaluative argument, displaying the ability to develop original ideas from a range of sources. Engagement with theoretical and conceptual analysis.
Wide range of appropriately supporting evidence provided, going beyond the recommended texts. Correctly referenced. An outstanding, well-structured and appropriately referenced answer, demonstrating a high degree of understanding and critical analytic skills.
Upper Second

60-69

A very good attempt to address the objectives of the assessment task with an emphasis on those elements requiring critical review. A generally clear line of critical and evaluative argument is presented. Relationships between statements and sections are easy to follow, and there is a sound, coherent structure. A very good range of relevant sources is used in a largely consistent way as supporting evidence. There is use of some sources beyond recommended texts. Correctly referenced in the main. The answer demonstrates a very good understanding of theories, concepts and issues, with evidence of reading beyond the recommended minimum. Well organised and clearly written.
Lower Second

50-59

Competently addresses objectives, but may contain errors or omissions and critical discussion of issues may be superficial or limited in places.

Some critical discussion, but the argument is not always convincing, and the work is descriptive in places, with over-reliance on the work of others.
A range of relevant sources is used, but the critical evaluation aspect is not fully presented. There is limited use of sources beyond the standard recommended materials. Referencing is not always correctly presented.
The answer demonstrates a good understanding of some relevant theories, concepts and issues, but there are some errors and irrelevant material included. The structure lacks clarity.
Third

40-49

Addresses most objectives of the assessment task, with some notable omissions. The structure is unclear in parts, and there is limited analysis. The work is descriptive with minimal critical discussion and limited theoretical engagement. A limited range of relevant sources used without appropriate presentation as supporting or conflicting evidence coupled with very limited critical analysis. Referencing has some errors. Some understanding is demonstrated but is incomplete, and there is evidence of limited research on the topic. Poor structure and presentation, with few and/or poorly presented references.
Fail

<40 Some deviation from the objectives of the assessment task. May not consistently address the assignment brief. At the lower end fails to answer the question set or address the learning outcomes. There is minimal evidence of analysis or evaluation. Descriptive with no evidence of theoretical engagement, critical discussion or theoretical engagement. At the lower end displays a minimal level of understanding. Very limited use and application of relevant sources as supporting evidence. At the lower end demonstrates a lack of real understanding. Poor presentation of references. Whilst some relevant material is present, the level of understanding is poor with limited evidence of wider reading. Poor structure and poor presentation, including referencing. At the lower end there is evidence of a lack of comprehension, resulting in an assignment that is well below the required standard. Late submission 0 0 0 0