Print View: CSSE7036 - Sem 2 2008 - St Lucia

2. Aims, Objectives & Graduate Attributes

2.1 Course Aims

This course aims to:

Demonstrate the concepts and practice of software design and testing, the UML notation, software design patterns, software maintenance, code refactoring and configuration management.
Extend students' experience, particularly in software design, testing and maintenance, but also in the use of software architectures and configuration management.
Provide students with positive experiences of collaborative learning and some appreciation of the need for life-long learning skills.

2.2 Learning Objectives

After successfully completing this course you should be able to:

1  Represent the design of a software product using UML notation to document the design decisions underlying a software design, describing software structures in terms of simple architectures and design patterns. You will also be able to extract an abstract design representation from source code, and apply refactoring strategies to improve the quality of existing designs and code.
2  Develop sets of test cases from the specification of a software system (or some component) and choose appropriate test strategies for test case design.
3  Manage an evolving software product using configuration management and software build tools.
4  Participate effectively as a member of a small software development team.

2.3. Graduate Attributes

Successfully completing this course will contribute to the recognition of your attainment of the following UQ (Postgrad Coursework) graduate attributes:

GRADUATE ATTRIBUTE	LEARNING OBJECTIVES
*A. IN-DEPTH KNOWLEDGE OF THE FIELD OF STUDY*
A2. A broad understanding of the field of study, including how other disciplines relate to the field of study.
A3. A comprehensive and in-depth knowledge in the field of study.	1, 2, 3, 4
A5. An international perspective on the field of study.	1, 2, 3
A7. An appreciation of the link between theory and practice.	1, 2, 4
*B. EFFECTIVE COMMUNICATION*
B1. The ability to collect, analyse and organise information and ideas and to convey those ideas clearly and fluently, in both written and spoken forms.	1, 2, 3, 4
B2. The ability to interact effectively with others in order to work towards a common outcome.	1, 2, 3, 4
B3. The ability to select and use the appropriate level, style and means of communication.	1, 3, 4
B4. The ability to engage effectively and appropriately with information and communication technologies.	1, 2, 3, 4
B5. The ability to practise as part of an interdisciplinary team.
*C. INDEPENDENCE AND CREATIVITY*
C2. The ability to work and learn independently and effectively.	1, 2, 3, 4
C3. The ability to generate ideas and adapt innovatively to changing environments.	1, 2, 3, 4
C5. The ability to formulate and investigate problems, create solutions, innovate and improve current practices.	1, 2, 3, 4
C6. The abilities and skills that provide a foundation for future leadership roles.	4
*D. CRITICAL JUDGEMENT*
D2. The ability to apply critical reasoning to issues through independent thought and informed judgement.	1, 2, 4
D4. The ability to process material and to critically analyse and integrate information from a wide range of sources.	2, 4
D5. The ability to evaluate opinions, make decisions and to reflect critically on the justifications for decisions using an evidence-based approach.	1, 2, 4
*E. ETHICAL AND SOCIAL UNDERSTANDING*
E1. An understanding of social and civic responsibility.	4
E3. An appreciation of the philosophical and social contexts of a discipline.
E4. A knowledge and respect of ethics and ethical standards in relation to a major area of study.	4
E5. A knowledge of other cultures and times and an appreciation of cultural diversity.
E7. The ability to work effectively and sensitively across all areas of society.
E8. An understanding of and respect for the roles and expertise of associated disciplines.

3. Learning Resources

3.1 Required Resources

Craig Larman. Applying UML and Patterns: An Introduction to Object-Oriented Analysis and Design and Iterative Development, 3rd Edition, Prentice Hall, 2004. Earlier editions of this text are acceptable although students should realise that references will be to the latest edition, which uses UML2. This text will also be a text for CSSE7001.

3.3 University Learning Resources

Access to required and recommended resources, plus past central exam papers, is available at the UQ Library website (http://library.uq.edu.au/search/r?SEARCH=CSSE7036).

The University offers a range of resources and services to support student learning. Details are available on the myServices website (https://student.my.uq.edu.au/).

3.4 School of Information Technology and Electrical Engineering Learning Resources

Students enrolled at St Lucia who wish to retain a hard copy of this profile can use the free print quota provided each semester to students enrolled in courses in the School of Information Technology & Electrical Engineering. For information on how to use this print quota, see the School Policy on Student Photocopying and Printing (St Lucia) (http://www.itee.uq.edu.au/about_ITEE/policies/copy-print.html). Students enrolled at the Ipswich campus will either be provided with a hard copy or given directions in class on how to obtain a free copy.

ITEE course websites can be found at http://www.itee.uq.edu.au/~COURSECODE. Many ITEE courses also have Usenet newsgroups, named uq.itee.COURSECODE. Instructions for accessing newsgroups are available at http://studenthelp.itee.uq.edu.au/faq/1stYearFAQ.html#accessnews.

3.5 Other Learning Resources & Information

Tutorials

Tutorials in this course will be held in the Boeing Laboratory (Room 208) in G.P. South. Students will undertake a mixture of practical and theoretical tasks to develop their knowledge and skills, working in teams of 3 to 4. The same teams will undertake the three group assignments and where presentations of assignment work are required, these will happen during the tutorial class. Participation during tutorials forms part of the course assessment.

Handouts

Copies of lecture slides and all other course materials will be available on the web via the CSSE7036 home page.

Facilities

Laboratory time for CSSE7036 (other than tutorials) is unscheduled and at the discretion of the student. The ITEE laboratories are located in level 1 of the G.P. South Building. Access to the School's workstations is controlled by password. Information about passwords is available in the laboratories and from the school office, which can also supply a handout entitled "A Brief Guide to Student Facilities in GP South". External access is provided via ITS's dial-in facilities; a secure shell (ssh) client is required - see the "Remote Access Guide" via the link on http://studenthelp.itee.uq.edu.au/ .

Consultation

Consultation times will be posted on the course web page. Individual or team appointments for consultation can also be arranged with teaching staff.

Distribution of Notices

Announcements will be made in lectures, via the CSSE7036 newsgroup and placed on the CSSE7036 home page for later reference.

Web

The course web site is available at http://www.itee.uq.edu.au/~csse7036.

Newsgroup

The course newsgroup is uq.itee.csse7036. This group is available on both the University and School news servers (news.uq.edu.au and news.itee.uq.edu.au).

The newsgroup is a forum for information and discussion about topics relevant to this course. Student responses to questions are encouraged. We read and respond to newsgroup postings and we will encourage the other teaching staff to do likewise. It is preferred that course-related questions are asked via the newsgroup rather than via e-mail since then all students benefit from the answers. E-mail should be used for personal issues.

Students are expected to read news regularly, at least once per week and more frequently close to assessment deadlines.

Students are not expected to purchase the following books, but may find them useful. Copies of most of these books are available in the library. Books marked with a "*" are slightly preferred.

Design
D. Budgen. Software Design, 2nd edition, Addison-Wesley, 2003.
P. Coad and M. Mayfield. Java Design, 2nd edition, Yourdon Press, 1999.
X. Jia. Object-Oriented Software Development in Java: Principles, Patterns and Frameworks, Addison-Wesley, 1999.
K. Knoernschild. Java Design: Objects, UML and Process, Addison-Wesley, 2002.
R.C. Lee and W.M. Tepfenhart. Practical Object-Oriented Development with UML and Java, Prentice Hall, 2002.
T.C. Lethbridge and R. Laganière. Object-Oriented Software Engineering: Practical Development using UML and Java, McGraw Hill, 2002.
B. Meyer. Object-oriented Software Construction, 2nd edition, Prentice Hall, 1997.
M. Page-Jones. Fundamentals of Object-Oriented Design in UML, Addison-Wesley, 2000.
P.R. Reed, Jr. Developing Applications with Java and UML, Addison-Wesley, 2002..
R. Wirfs-Brock and A. McKean. Object Design: Roles, Responsibilities and Collaborations, Addison-Wesley, 2003.
Patterns
J.W. Cooper. Java Design Patterns: A Tutorial, Addison-Wesley, 2000.
P. Evitts. A UML Pattern Language, MacMillan, 2000.
* E. Gamma et al. Design Patterns: Elements of Reusable Object-oriented Software, Addison-Wesley, 1995. This is a classic that should be on every software engineer's bookshelf, but is not as introductory as other books.
M. Grand. Patterns in Java : a catalog of reusable design patterns illustrated with UML, Wiley, 2002.
* S.J. Metsker. Design Patterns Java Workbook, Addison-Wesley, 2002. A more introductory exposition of patterns.
* A. Shalloway and J.R. Trott. Design Patterns Explained: A New Perspective on Object-Oriented Design, Addison-Wesley, 2001.
UML
* M. Fowler and K. Scott. UML Distilled: A Brief Guide to the Standard Object Modeling Language, 3rd edition, Addison-Wesley, 2003.
S.Si Alhir. Learning UML, O'Reilly, 2003
Testing
I. Bashir and A.L. Goel. Testing Object-Oriented Software, Springer, 1999.
* R.V. Binder. Testing Object-oriented Systems: models, patterns and tools, Addison-Wesley, 2000.
W.E. Perry. Effective Methods for software Testing, 3rd edition, Wiley, 2006.
M. Pezze and M. Young. Software Testing and Analysis, Wiley, 2008.
Architecture
F. Buschmann et al. Pattern-oriented Software Architecture: A System of Patterns, John Wiley & Sons, 1996.
* M. Shaw and D. Garlan. Software Architecture: Perspectives on an Emerging Discipline, Prentice Hall, 1996.
Refactoring
* M. Fowler et al. Refactoring: Improving the Design of Existing Code, Addison-Wesley, 1999. The classic book on refactoring.
Joshua Kerievsky. Refactoring to Patterns, Addison-Wesley, 2005.
Documentation
J. Lions. Lion’s Commentary on Unix 6th Edition with Source Code, Peer to Peer Communications, 1996
Coding
S. McConnell. Code complete: a practical handbook of software construction, second edition, Microsoft Press, 2004.

4. Teaching & Learning Activities

4.1 Learning Activities

Date	Lecture	Tutorial
21 Jul - 27 Jul	Wed 1: Introduction & time monitoring Learning Objectives: 4 Readings/Ref: Larman (Chapter 1); Wed 2: Working in teams Learning Objectives: 4
28 Jul - 3 Aug	Wed 3: Version Control of Code Learning Objectives: 3 Wed 4: Introduction to Software Testing Learning Objectives: 2	Mon - Fri Team formation & Using Eclipse for Java Learning Objectives: 4
4 Aug - 10 Aug	Wed 5: Using JUnit Learning Objectives: 2 Readings/Ref: Larman (Chapter 21); Wed 6: UML class diagrams Learning Objectives: 1 Readings/Ref: Larman (Chapter 16);	Mon - Fri Version Control with SVN Learning Objectives: 3
11 Aug - 17 Aug	Wed No lecture - Ekka holiday	Mon - Fri Testing with JUnit Learning Objectives: 2, 3
18 Aug - 24 Aug	Wed 7: Introduction to Ant Learning Objectives: 3 Wed 8: UML sequence diagrams Learning Objectives: 1 Readings/Ref: Larman (Chapter 15);	Mon - Fri Assignment 1 presentations Learning Objectives: 3, 4
25 Aug - 31 Aug	Wed 10: Software Design Patterns - 1 Learning Objectives: 1 Readings/Ref: Larman (Chapters 17, 25, 26, 35); Wed 9: Design guidelines Learning Objectives: 1 Readings/Ref: Larman (Chapters 8, 9, 12);	Mon - Fri Ant build tool Learning Objectives: 3
1 Sep - 7 Sep	Wed 11: Software Design Patterns - 2 Learning Objectives: 1 Readings/Ref: Larman (Chapters 17, 25, 26, 35); Wed 12: A design example: JUnit Learning Objectives: 1	Mon - Fri UML tools Learning Objectives: 1
8 Sep - 14 Sep	Wed 13: Refactoring Example Learning Objectives: 1 Readings/Ref: Larman (Chapter 21); Wed 14: UML: from design to code Learning Objectives: 1 Readings/Ref: Larman (Chapter 20);	Mon - Fri Assignment 2 preparation Learning Objectives: 1, 2, 3, 4
15 Sep - 21 Sep	Wed 15: Refactoring principles and practices Learning Objectives: 1, 2 Readings/Ref: Larman (Chapter 21); Wed 16: Software Design Patterns - 3 Learning Objectives: 1 Readings/Ref: Larman (Chapters 17, 25, 26, 35);	Mon - Fri Refactoring Learning Objectives: 1
22 Sep - 28 Sep	Wed 17: Object-oriented testing Learning Objectives: 2	Mon - Fri Exam preparation - 1 Learning Objectives: 1, 2
6 Oct - 12 Oct	Wed 18: Software Architecture Learning Objectives: 1 Readings/Ref: Larman (Chapters 33, 34, 39);	Mon - Fri Exam preparation - 2 Learning Objectives: 1, 2
13 Oct - 19 Oct	Wed 19: No lecture scheduled at this stage	Mon - Fri Assignment 3 preparation Learning Objectives: 1, 2, 3, 4
20 Oct - 26 Oct	Wed 20: Course Review & Exam Preview Learning Objectives: 1, 2	Mon - Fri Assignment 3 presentations Learning Objectives: 1, 2, 4

4.2 Other Teaching and Learning Activities Information

Teaching and learning philosophy: (This section is intended to help you understand the assumptions that underpin this course)

Education is often presented as a transmission model with the teacher generating information and students absorbing it. We regard this model as seriously flawed since it suggests that learning can be a passive process.

We cannot make you learn (any more than we can make you happy or angry). We can do things but how you react is under your control (see Stephen Covey's book: The seven habits of highly effective people which we strongly recommend). We can provide conditions that we believe are conducive to learning, and we can be part of a dialogue to resolve issues and problems that affect your learning.

We believe that no single learning strategy suits everyone and hence variety is important to encompass individual differences. A large class such as this creates special challenges for handling individual differences but we are willing to discuss alternatives.

We think we all need to be conscious of the learning strategies we use, and that we need to understand how to monitor and assess their effectiveness. We understand that some people may not be used to thinking about how they learn and that consideration of the learning process may seem to conflict with course content demands. However, to produce reflective and life-long learners, we need to go beyond Nike's “Just do it” by using reflection to “Do it better”.

We are strong supporters of active learning that sees learning as a process of change, not just of preparation. Cooperative learning is a particular form of active learning that uses small groups to provide a supportive learning environment.

Some people may find the change in emphasis from individual to group work unsettling, confusing or arbitrary. Being able to work in groups is important; many surveys of employers both in Australia and overseas identify this as one of the most important skills expected of good employees. This course represents one of several courses where you have an opportunity to develop skills for working cooperatively.

5. Assessment

5.1 Assessment Summary

This is a summary of the assessment in the course. For detailed information on each assessment, see 5.5 Assessment Detail below.

Group Assignments

Assessment Task	Due Date	Weighting	Learning Objectives
Presentation Tutorial Presentation	18 Aug 08 - 22 Aug 08 in Week 5 tutorials	5%	3, 4
Report Software Design	19 Sep 08 17:00 Friday Week 9	15%	1, 2, 3, 4
Report Software enhancement report and presentation	20 Oct 08 - 24 Oct 08 Presentations: in Week 13 tutorials, Report: 24 Oct 17:00 Friday Week 13	20%	1, 2, 3, 4

Individual Semester Work

Assessment Task	Due Date	Weighting	Learning Objectives
Tutorial Participation Tutorial Participation	28 Jul 08 - 24 Oct 08	10%	1, 2, 3, 4
Practical Programming and Testing	5 Sep 08 17:00 Friday Week 7	10%	2

Final Exam

Assessment Task	Due Date	Weighting	Learning Objectives
Exam - during Exam Period (Central) Final Exam	Examination Period	40%	1, 2

5.2 Course Grading

Grade 1, Fail: Fails to demonstrate most or all of the basic requirements of the course: (Total <= 19%)

Grade 2, Fail: Demonstrates clear deficiencies in understanding and applying fundamental concepts; communicates information or ideas in ways that are frequently incomplete or confusing and give little attention to the conventions of the discipline: (Total >= 20%)

Grade 3, Fail: Demonstrates superficial or partial or faulty understanding of the fundamental concepts of the field of study and limited ability to apply these concepts; presents undeveloped or inappropriate or unsupported arguments; communicates information or ideas with lack of clarity and inconsistent adherence to the conventions of the discipline: (Total >= 45% and Exam >= 40%)

Grade 4, Pass: Demonstrates adequate understanding and application of the fundamental concepts of the field of study; develops routine arguments or decisions and provides acceptable justification; communicates information and ideas adequately in terms of the conventions of the discipline: (Total >= 50% and Exam >= 45% )

Grade 5, Credit: Demonstrates substantial understanding of fundamental concepts of the field of study and ability to apply these concepts in a variety of contexts; develops or adapts convincing arguments and provides coherent justification; communicates information and ideas clearly and fluently in terms of the conventions of the discipline: (Total >= 65% and Exam >= 60%)

Grade 6, Distinction: As for 5, with frequent evidence of originality in defining and analysing issues or problems and in creating solutions; uses a level, style and means of communication appropriate to the discipline and the audience: (Total >= 75% and Exam >= 70%)

Grade 7, High Distinction: As for 6, with consistent evidence of substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem solving approaches; critically evaluates problems, their solutions and implications: (Total >= 85% and Exam >= 80%)

Other Requirements & Comments : The constraints on the exam marks are to ensure that the final grade reflects corresponding achievement in both group and individual aspects of the course.

5.3 Late Submission

A penalty of 10% of the maximum mark for the assignment will be deducted for each day late unless an acceptable explanation is provided to the course co-ordinator. Assignments more than one week late will not be accepted unless an acceptable explanation is provided to the course co-ordinator.

Late time monitoring submissions are not accepted, except in exceptional personal circumstances (documented medical reason or family emergency). Personal hardware or computer failures are not grounds for extension.

5.4 Other Assessment Information

Group Assignment Grading

Groups of three or four students will be established in the first tutorial class (week 2). The mark for each group assignment will be divided between group members according to percentages agreed to collectively by the group. These percentages are normally constrained to lie in the following ranges (min, mid, max) and must sum to 100 (but variations outside these ranges can be discussed with the course coordinator).

3 member groups: 27 – 33 – 40
4 member groups: 20 – 25 – 30

Each group assignment will be given an overall mark, which will then be allocated to group members as follows:

On each assignment coversheet, the group will agree on the percentage contribution of each group member.
The individual mark for each group member is the overall mark multiplied by the number of group members multiplied by the percentage contribution agreed to for that group member.
The maximum mark for any group member is capped at the maximum mark for the assignment (after taking into account any late penalty).

Return of Assignments

Assignments will be returned through tutorials. Any items not claimed in the corresponding tutorial may be collected from the course coordinator.

5.5 Assessment Detail

Tutorial Presentation

Type: Presentation
Learning Objectives Assessed: 3, 4
Due Date:
18 Aug 08 - 22 Aug 08 in Week 5 tutorials
Weight: 5%
Task Description: Prepare and deliver tutorial presentation about a chosen open-source software system.
Criteria & Marking: To be supplied with assignment details

Software Design

Type: Report
Learning Objectives Assessed: 1, 2, 3, 4
Due Date:
19 Sep 08 17:00 Friday Week 9
Weight: 15%
Task Description: Create a report on the design of a chosen open-source software system.
Criteria & Marking: To be supplied with assignment details.
Submission: Deliverables for assignments are to be submitted electronically via the school’s assignment submission web page: http://submit.itee.uq.edu.au. In addition for group assignments, an assignment-specific paper cover sheet signed by all assignment authors must be submitted in the assignment box for CSSE7036 on level 1 of G. P. South.

Software enhancement report and presentation

Type: Report
Learning Objectives Assessed: 1, 2, 3, 4
Due Date:
20 Oct 08 - 24 Oct 08 Presentations: in Week 13 tutorials, Report: 24 Oct 17:00 Friday Week 13
Weight: 20%
Task Description:

Enhance a chosen open-source software system, present results in a tutorial presentation, and create a report describing the enhancement.

Criteria & Marking: To be supplied with assignment details.
Submission: Deliverables for assignments are to be submitted electronically via the school’s assignment submission web page: http://submit.itee.uq.edu.au. In addition for group assignments, an assignment-specific paper cover sheet signed by all assignment authors must be submitted in the assignment box for CSSE7036 on level 1 of G. P. South.

Tutorial Participation

Type: Tutorial Participation
Learning Objectives Assessed: 1, 2, 3, 4
Due Date:
28 Jul 08 - 24 Oct 08
Weight: 10%
Task Description: Participation in tutorial classes.
Criteria & Marking: This task requires active participation in your assigned tutorial class with other team members on tutorial activities, and will be assessed by the tutor. Each tutorial will be assessed on a 0-0.5-1 scale and will contribute up to 1%. The tutorial participation mark will be the sum of the 10 best marks for individual tutorials (Weeks 2-13).

Programming and Testing

Type: Practical
Learning Objectives Assessed: 2
Due Date:
5 Sep 08 17:00 Friday Week 7
Weight: 10%
Task Description: An individual programming task including software test design and execution.
Criteria & Marking: To be supplied with assignment details.
Submission: Deliverables for assignments are to be submitted electronically via the school’s assignment submission web page: http://submit.itee.uq.edu.au.

Final Exam

Type: Exam - during Exam Period (Central)
Learning Objectives Assessed: 1, 2
Due Date:
Examination Period
Weight: 40%
Perusal: 10 minutes
Duration: 120 minutes
Format: Short answer, Short essay, Problem solving
Task Description: Open-book exam, details to be supplied in the final lecture and on the course web site. Students are permitted to use a non-programmable calculator in this examination.
Criteria & Marking: Answers will be assessed for correctness, appropriateness and relevance.

6. Policies & Guidelines

This section contains the details of and links to the most relevant policies and course guidelines. For further details on University Policies please visit myAdvisor and the University Handbook of Policies and Procedures.

6.1 Assessment Related Policies and Guidelines

University Policies & Guidelines

An overview of the University’s assessment-related policies can be found on myAdvisor (http://www.uq.edu.au/myadvisor/index.html?page=2910).

Academic Integrity
It is the University's task to encourage ethical scholarship and to inform students and staff about the institutional standards of academic behaviour expected of them in learning, teaching and research. Students have a responsibility to maintain the highest standards of academic integrity in their work. Students must not cheat in examinations or other forms of assessment and must ensure they do not plagiarise.

Plagiarism
The University has adopted the following definition of plagiarism:

Plagiarism is the act of misrepresenting as one's own original work the ideas, interpretations, words or creative works of another. These include published and unpublished documents, designs, music, sounds, images, photographs, computer codes and ideas gained through working in a group. These ideas, interpretations, words or works may be found in print and/or electronic media.

Students are encouraged to read the UQ Academic Integrity and Plagiarism policy (http://www.uq.edu.au/hupp/index.html?page=25128) which makes a comprehensive statement about the University's approach to plagiarism, including the approved use of plagiarism detection software, the consequences of plagiarism and the principles associated with preventing plagiarism.

Feedback on Assessment
Feedback is essential to effective learning and students can expect to receive appropriate and timely feedback on all assessment. For a detailed explanation of the feedback you are entitled to, you should consult the policy on Student Access to Feedback on Assessment. (http://www.uq.edu.au/hupp/index.html?page=25109)

As a student you have a responsibility to incorporate feedback into your learning; make use of the assessment criteria that you are given; be aware of the rules, policies and other documents related to assessment; and provide teachers with feedback on their assessment practices.

There are certain steps you can take if you feel your result does not reflect your performance. Please refer to the myAdvisor web site. (http://www.uq.edu.au/myadvisor/index.html?page=2953)

Feedback in this Course

For feedback on any aspect of the assessment in this course please see your tutor in the first instance, and then if that does not provide sufficient information, please contact the course coordinator.

School of Information Technology and Electrical Engineering Assessment Guidelines

Misconduct

Further to the statement on academic integrity and plagiarism above, students are required to read and understand the ITEE policy on Student Misconduct (http://www.itee.uq.edu.au/about_ITEE/policies/student-misconduct.html).

Late Arrival or Non-attendance at Examinations

The policy and procedure for late arrival or non-attendance at centrally controlled examinations is set out in the University's Examinations policy (HUPP 3.30.5), sections 8 and 10.2.

The way in which late arrival at a School-controlled examination is dealt with will be at the discretion of the course coordinator, who may be guided by the policy for centrally controlled exams.

In the case that a student requests a special exam for a School-controlled exam, the request will be considered and, if allowed, the timing shall be determined by the course coordinator, in consultation with the School's Chief Examiner where necessary, and in accordance with HUPP 3.30.5. Unless otherwise indicated in the Course Profile, applications must be made in writing to the Head of School no later than one week after the exam. Late applications will not be accepted.

Examination Feedback

In addition to the advice above, students wishing to view examination answer scripts and/or question papers should consult with the School office (Room 217, General Purpose South Building [78], St Lucia; Room 218, Building 1, Ipswich) regarding arrangements. The ITEE policy on exam script viewing is available at http://study.itee.uq.edu.au/current_students/exam_script_viewing.html.

Supplementary Assessment

If you fail this course you may be eligible for supplementary assessment - see the general award rules and/or your program rules for details. You should note that even though you may be eligible for supplementary assessment under these rules, in some circumstances there may be no practical assessment that can be offered to allow you to meet the minimum passing requirements. These circumstances may include failure based on:

group or team based assessment;
attendance or class participation requirements;
laboratory-based assessment, where laboratories can't practically be made available after classes have finished;
project or thesis-based assessment, where a significant period of time would be required to undertake supplementary assessment;
progressive assessment, where subsequent assessment items build on earlier assessment items; or
multiple assessment items, where it is impractical to offer multiple supplementary assessment items.

If the course coordinator determines that there is no practical supplementary assessment that can be offered to allow you to improve your grade, then you will not be offered supplementary assessment and your grade will remain unchanged.

6.2 Other Policies and Guidelines

University Policies and Guidelines

Placement Courses
Students on a placement course – also known as a work placement, internship, industry study, industry experience, clinical practice, clinical placement, practical work, practicum, fieldwork, teaching practice – should refer to the University policy, Placement Courses (http://www.uq.edu.au/hupp/index.html?page=25120) for detailed information.

Working with Children
Students whose studies include a professional/work placement, internship, clinical practice, teaching practice or other similar activity which involves them in regular contact with children should refer to the University policy, Working with Children Check - "blue card" (http://www.uq.edu.au/hupp/index.html?page=25004) to find out how to apply for a ‘blue card’.

Students with a Disability
Any student with a disability who may require alternative academic arrangements, including assessment, in the course/program is encouraged to seek advice at the commencement of the semester from a Disability Adviser at Student Support Services. Refer to the University policy, Students with a Disability (Disability Action Plan) (http://www.uq.edu.au/hupp/index.html?page=25122) and to the policy on Special Arrangements for Examinations for Students with a Disability (http://www.uq.edu.au/hupp/index.html?page=25111

Where an adjustment is made to an accredited program, it is the responsibility of the relevant Faculty to liaise with professional and registration bodies regarding the acceptability of the change/s.

Occupational Health and Safety
Undergraduate Students (http://www.uq.edu.au/hupp/index.html?page=25055) and Postgraduate Students (http://www.uq.edu.au/hupp/index.html?page=25057) should be familiar with the University policies on occupational health and safety in the laboratory.

Other School of Information Technology and Electrical Engineering Guidelines

Ethical Clearance

If your course involves assignment or project work involving human subjects or human-related materials, you must investigate the need for ethical clearance and obtain it when required. Information on ethical clearance can be found at http://www.uq.edu.au/research/orps/index.html?page=5064&pid=5256.

Learning Summary

Below is a table showing the relationship between the learning objectives for this course and the broader graduate attributes developed, the learning activities used to develop each objective and the assessment task used to assess each objective.

Learning Objectives