[solved] Assignment 3 – Normalization

Assignment 3 – Normalization
Assignment 3 is based on the content of Chapter 4 of the text: Logical Database Design and the Relational Model.
Part A (50 points): HomeServices, Inc. is a provider of home appliance repair services. The company needs to automate their record keeping. The following business rules apply:
Each service is identified by a unique service invoice number. Each service is performed by a single employee on a single appliance for a single customer. An employee can perform more than one service per day. If an employee performs more than one service for the same customer on the same date, these services are recorded separately, each recorded in a separate invoice.
Appliance model number uniquely identifies the appliance and determines its type, brand and weight.
The service cost depends solely on the problem type.
An amateur database programmer has come up with the following schema for the database:
SERVICE (ServiceInvoiceNumber, ServiceDate, CustomerAddress, CustomerName,
ServiceCost, ProblemType, ServiceEmployeeName, ServiceEmployeePhone,
ApplianceBrand, ApplianceType, ApplianceModelNumber, ApplianceWeight)
Answer the following questions based on the business rules and the schema described above.
1. (10 points) List all functional dependencies present in this relation.
2. (5 points) What is an appropriate primary key for the SERVICE table?
3. (3 points) Describe a situation that would result in an insertion anomaly in the SERVICE relation.
4. (3 points) Describe a situation that would result in a deletion anomaly in the SERVICE relation.
5. (3 points) Describe a situation that would result in a modification anomaly in the SERVICE relation.
6. (3 points) List a transitive dependency in the SERVICE relation.
7. (4 points) Is SERVICE relation in second normal form? Justify your answer.
8. (4 points) Is SERVICE relation in third normal form? Justify your answer.
9. (15 points) Decompose the SERVICE relation to achieve the third normal form. Identify primary and foreign keys and referential integrity constraints.
 Part B on next page –
Assignment #3 (Individual) CS605 – Data Management & SQL, Summer 2020
Page 2 of 2
Part B (50 points). Consider a table with the columns: A, B, C, D, E, F, G, H, I, J and the following set of functional dependencies
A  I
H  J
(A, B)  C
(B, D)  E, F
(A, D)  G, H
What is the primary key for this table? (10 points)
Decompose the table into 2NF, then 3NF relations. (40 points)
Submit

Methodologies

ITECH2002 – Systems Modelling
Assignment 3 Specification – 2020
Page 1/5
Methodologies
1. TIMELINES AND EXPECTATIONS
Due date: Friday, 26th June, 11:55pm.
Note that we are unable to grant an extension without special consideration approval from the University. Applications will only be considered on specific grounds. Please see Section 7 (page 5) for more information.
Weighting: 40%, maximum mark: 100.
Minimum time expectation: 15 hours.
Task: Create a 10-minute video and submit a link for the video to Moodle.
This is an individual assignment.
Your assignment will be assessed by your tutor.
2. INTRODUCTION
In assignment 1 and assignment 2, you have documented the requirement specifications of a subsystem in UML. I hope by now you have a good understanding that UML is a modelling language which is independent of methodologies.
In this assignment, you need to choose a methodology (Unified Process, Scrum or XP) and describe how the project development might look using your chosen methodology. Section 3 describes the motivation behind the design of this assignment. Section 4 provides information on how and what to submit. This is an individual assignment and each student must submit. Description of the assessment tasks can be found in Section 5, and the mark allocations can be found in Section 6. Section 7 explains how to apply for special consideration from the University.
3. MOTIVATION.
The purpose of the assignment is to ensure that you know:
1. What a methodology is;
2. How UML requirement specification documents are used by a methodology for developing a software product.
The assignment addresses the following learning outcomes:
K1. Explain how models are used to assist in analysing and modifying existing business systems;
K2. Define various roles involved in the processes of system analysis;
ITECH2002 – Systems Modelling
Assignment 3 Specification – 2020
Page 2/5
4. WHAT AND HOW TO SUBMIT
1. This is an individual submission and each student must submit a link to the video.
2. Open your Federation University OneDrive account. If you have never used it, or are not sure how:
 First login to your Federation University student email account.
 Click the nine dots in the top left corner and select OneDrive.
 OneDrive should open starting the files menu.
3. Sharing the File from OneDrive with your Marker
1. Right-click on your video in OneDrive.
2. Click “Copy link”.
3. Click the button “People with existing access can use the link”.
4. Change it to “People in Federation University Australia with the link”.
5. Untick “Allow Editing” – as you do not want anyone changing your file.
6. Click Apply.
7. Copy the link that is created.
8. It will be a very long link starting with “https://federationuniversity-my.sharepoint.com”
9. Download the file “Assignment1Submission.txt” from the Moodle shell
10. Open Assignment3Submission.txt
11. Paste the link for your file from OneDrive into Submission.txt
12. Save Assignment3Submission.txt
4. Submit Assignment3Submission.txt via Moodle Shell.
5. TASK DESCRIPTION
This section describes the tasks you must complete for your video. You must complete four tasks: identification, choose a methodology and justify your choice, apply the chosen methodology on your subsystem, and reflect on your learning journey.
TASK 1 – IDENTIFY YOURSELF
At the start of the video, please identify yourself by saying your name and student ID. This section can only be short but you must include a video which clearly shows your face while speaking.
ITECH2002 – Systems Modelling
Assignment 3 Specification – 2020
Page 3/5
TASK 2 – CHOOSE AND JUSTIFY THE CHOSEN METHODOLOGY
In Week 11, we covered three Agile methodologies: Unified Process (UP), Scrum and Xtreme Programming (XP). Your task is to choose a methodology and justify your choice. Please use Cockburn Classification as described in Week 11 materials to choose an appropriate methodology.
There is no right or wrong answer, but you need to justify your choice on why you think a certain methodology is more suitable than others. Note that your judgement should be based on all three Australia Post subsystems covered in Assignment 1 and 2.
TASK 3 – APPLY THE CHOSEN METHODOLOGY TO YOUR SUBSYSTEM
Once you have chosen the methodology, describe how you will apply the methodology to the analysis and development of your subsystem. You need to describe:
a. When the use case descriptions, use case diagram, domain model diagrams, consolidated domain model diagram, extended use cases, activity diagrams, system sequence diagrams are produced, and how they are going to be used. Link your documents to the activities in the methodology lifecycle. Describe which UML documents are going to be created in the lifecycle and when. Also, describe which UML documents will be referenced in the lifecycle. You can find the lifecycle of each methodology in the week 11 Methodology Poster in Moodle.
b. Describe the roles required and what they do – briefly describe how they work together to develop the ten use cases into a working subsystem. You can find the roles in the week 11 Methodology Poster in Moodle. You may assume that you will have at least two programmers. Discuss which use cases can be developed in parallel and which ones cannot be developed in parallel and justify why.
If you have done poorly on the use case descriptions in assignment 1, then you need to review and improve your use cases for this assessment.
c. In assignment 2, you completed a test plan and a screen design. Explain how the chosen methodology uses the test plan and screen design for Quality Assurance. As in task (a) above, please link your explanation to the chosen methodology’s lifecycle.
ITECH2002 – Systems Modelling
Assignment 3 Specification – 2020
Page 4/5
TASK 4 – REFLECTIONS
Reflecting on your experience is an important component of life-long learning and learning by doing. For this task, reflect on your learning journey by describing:
1. what you have learnt, which sections you have enjoyed the most and which ones you disliked the most.
2. at least two challenges you have faced when learning this course. This could relate to transition to online classes, assessments, teamwork, or any other issues.
3. your strategies in overcoming the challenges.
6, Mark Distribution
Task 1
Identify yourself. This section carries no marks. However, if there is no identification, then you get 0 for the assignment.
Task 2
15 marks – Justification of Methodology.
Task 3
40 marks – Applying the Methodology.
Task 4
15 marks. Reflections.
10 marks – Clarity of presentation.
Extent to which your presentation engages the audience.
10 marks – Use of presentation aid (such as powerpoint).
10 marks – Timing. Compliance with time constraints (10 minutes ± 1).
ITECH2002 – Systems Modelling
Assignment 3 Specification – 2020
Page 5/5
7, Special Consideration
If you need an extension, you need to apply for a special consideration. We will not grant any extension without special consideration approval from the university. The university will only consider such applications on the following grounds: “
• Medical Reasons: e.g., hospital admission, serious injury, severe asthma, severe anxiety or depression. Does not include minor illness.
• Compassionate Grounds: e.g., death of significant other, significant relationship breakdown.
• Hardship/trauma: e.g., victim of crime, sudden loss of income or employment, severe disruptions to domestic arrangements.
• Other Causes: e.g., military or jury service, service to emergency services such as the Country Fire Authority.
Circumstances within the student’s control (e.g. returning home, holidays, social or family occasions, usual demands of employment, difficulties with the English language) and minor ailments will not be accepted as grounds for special consideration.”
(FedUni, 2020).
To apply for special consideration:
1. Fill in this form: https://policy.federation.edu.au/forms/Fed_SS_HE_SpecConsid_General_251119_LiveEXT.pdf
2. Submit the application and supporting documentation via email to specialcon@federation.edu.au
3. If your application is approved, the University will email you and the course coordinator.
Bibilography
FedUni. (2020). Retrieved 8 June 2020, from https://policy.federation.edu.au/forms/Fed_SS_HE_SpecConsid_General_251119_LiveEXT.pdf
End of Assignment Three Specification

Dynamic Modelling, Screen Design and Test Plan

Page 1/5
ITECH2002 – Systems Modelling
Assignment 2 Specification – 2020
Dynamic Modelling, Screen Design and Test Plan
1. TIMELINES AND EXPECTATIONS
Due date: Monday, Week 11, 11:55pm
Weighting: 20%, maximum mark: 100.
Minimum time expectation: 40 hours [4 out of the 40 hours are the contact hours from week 6 to week 10].
You will be working with your team member(s) from assignment 1.
Your assignment will be assessed by your tutor or lecturer if your lecturer is also your tutor. You will receive your mark and written feedback via Moodle two weeks after the due date or submission, whichever is later.
2. INTRODUCTION
In this assignment you will model the behaviour of systems or subsystems for two of your most complex use cases using two UML diagrams (activity diagram and system sequence diagram) and write the extended use case description. You must also submit test plans and screens developed using InVision.
Section 3 describes the motivation behind the design of this assignment. Section 4 provides information on how and what to submit (note that Moodle has been setup so there is only one submission from each group). Section 5 explains the tasks for individual and group work. You will find the criteria for marking your submission in Section 6.
3. MOTIVATION.
The purpose of the assignment is to ensure that you know:
1. How to write extended use case texts.
2. How to model the dynamic aspect of a system using UML (activity diagram and system sequence diagram).
3. How to develop screen prototypes to assist analysis.
4. How to develop quality test plans.The assignment addresses the following learning outcomes:
K1. Explain how models are used to assist in analysing and modifying existing business systems;
K2. Define various roles involved in the processes of system analysis;
K3. Describe techniques used to gather required information for system analysis;
K4. Explain the various stages of the system development life cycle;
S1. Identify appropriate models for given scenarios;
S2. Develop various models using a professional CASE tool;
Page 2/5
ITECH2002 – Systems Modelling
Assignment 2 Specification – 2020
S4. Perform Object Oriented Analysis and Design to construct various object models used to communicate the scope and requirements of the project.
A1. Write integrated reports, using appropriate models, providing detailed analysis of given textual scenarios.
4. HOW AND WHAT TO SUBMIT
1. Moodle has been set up so each group submits only one document – anyone from a team can submit.
2. Open your Federation University OneDrive account. If you have never used it, or are not sure how:
 First login to your Federation University student email account.
 Click the nine dots in the top left corner and select OneDrive.
 OneDrive should open starting the files menu.
3. Sharing the Folder from OneDrive with your Marker
1. Right-click on the Directory that contains the group report and Invision files of all your team members in OneDrive.
2. Click “Copy link”.
3. Click the button “People with existing access can use the link”.
4. Change it to “People in Federation University Australia with the link”.
5. Untick “Allow Editing” – as you do not want anyone changing your file.
6. Click Apply.
7. Copy the link that is created.
8. It will be a very long link starting with “https://federationuniversity-my.sharepoint.com”
9. Download the file “Assignment2Submission.txt” from the Moodle shell
10. Open Assignment2Submission.txt
11. Paste the link for your file from OneDrive in to Submission.txt
12. Save Assignment2Submission.txt
4. Submit Assignment2Submission.txt via Moodle Shell.
As a general guide to how the document should look, think about your target audience, which in this case is another system analyst and a quality assurance (QA) team who will work with the system. Remember that everyone is busy and overloaded with information, so please include only the most essential information: be brief but clear. The QA team will use the test plans to develop automated system tests. We expect the GoogleDoc document to have the following information:
1. The name of the organisation you are modelling.
2. The name and student ID of each team member and the name of the system or subsystem modelled.
3. For each member, the extended use cases, activity diagrams, and system sequence diagrams for two of the most complex use cases.
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ITECH2002 – Systems Modelling
Assignment 2 Specification – 2020
4. \For each member, the test plan for the use case chosen in step 4 – in other words, the test plan must be for the same use case as for the screen design.
5. ASSESSMENT DETAIL
This assignment has group work and individual work components. Please note although we require only one report for the group and individual components, we will be able to track your contribution to the group work component. The following sections describe the tasks for the individual and group work.
Task 1 – Individual work [95 marks]
With reference to the model you built as a group, document the following:
1. The identification of the system or subsystem you were working on.
2. Find two of the most complex use cases you have submitted in assignment one. The use cases must not be from the written case study in assignment 1. Also make sure at least one of the use case is used by internal users (not customers), because we want to avoid students taking screenshots of existing applications and submitting the screens. For each use case:
a. Describe the process for each use case in plain English as in Tutorial Six.
b. Then, develop an extended use case from the description.
c. Finally, develop the activity diagram and system sequence diagram.
2.1 Each activity diagram must have at least one decision making, parallelism or loop. If the diagram has no such features your extended use case might be incomplete: you must revisit your use case to ensure that it is complete.
2.2 Each system sequence diagram must have at least one of the following: a loop, optional or alternate frames. If the diagram has no such a frame you must revisit your use case to ensure that it is complete.
3. Develop the screen prototype and test plan for one of the use cases selected in step 2 above. The test plan must be for the same use case as for the screen design.
Task 2 – Group work [5 marks]
Consolidate all three subsystems into one report: the plain English description of the use cases, extended use case texts, activity diagrams, system sequence diagrams, the filenames of the Invision screens and test plans. The report must have a title, all three subsystems and the student responsible for the subsystem.
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ITECH2002 – Systems Modelling
Assignment 2 Specification – 2020
6. MARKING CRITERIA
INDIVIDUAL WORK – YOUR OWN SYSTEM ONLY
Max
1
English like description of two of the most complex use cases.
10mks
2
Extended Use Cases.
Each extended use case can be computerised and is an elementary business process. Both extended use cases will be used to develop activity diagrams and system sequence diagrams and one of them will be used for design of screen(s) and creation of a test plan. Must include all entries of an extended use case as described in Week 6 material; however, you may or may not have any related use cases. Each entry is described clearly and is easy to understand. No obvious spelling errors.
20mks
3
Activity Diagrams.
Must identify the corresponding use case name for each activity diagram. Each diagram is complete: correctly describes the flow of activities in the corresponding extended use case between all actors and the system. The activity diagram notation is correct.
Each activity diagram has at least one decision making, parallelism or loop.
15mks
4
System Sequence Diagrams.
Must identify the corresponding use case name for each system sequence diagram (SSD). Each diagram is complete and correct: correctly shows the flow of input messages, input and output data between all actors and the system. The flow of input messages must correspond to the extended use case, and the name of each input message follows the verb-noun syntax. The SSD notation is correct.
Each system sequence diagram has at least one of the following: a loop, optional or alternate frames.
15mks
5
Screen Design.
Must provide screen design(s) so users can complete the task for one use case: users can enter all information required. Screens must not be from an existing application. Screen design(s) must correspond to the system sequence diagram. As in the top level screen design, the screen must incorporate best practice in screen design.
20mks
Page 5/5
ITECH2002 – Systems Modelling
Assignment 2 Specification – 2020
6
Test plan.
Test cases are easy to follow and comprehensive. Please see Week 7 slides and ITECH2002_Assignment2_TestPlan.xlsx.
The test plan must be for the same use case as for the screen design. Each test case is numbered and the guideline is correctly identified. Each test case has a short description, test data and expected output.
Use all guidelines (Right-BICEP and CORRECT Boundary) and provide justification for guidelines that are not applicable; the justification must be reasonable and appropriate. Note that some guidelines may have multiple test cases (for example in Week 7 slides, RIGHT_BICEP). Test cases can be easily used for writing automated tests; if they cannot be automated, please provide appropriate justification.
15mks
GROUP WORK
Max
7
Presentation of Report.
Report is complete, markers do not have to follow any external links but they are provided as references. Report is easy to read and looks professional (for example, must have a title). It must be clear what organisation is being modelled and who the contributors are (name and student ID). It should also be clear which subsystem each member is responsible for.
5 mks
End of Assignment Two Specification

Assignment 1 – ER Modeling

Assignment #1 (Individual) CS605-GC1 – Database Management, Summer 2020
Page 1 of 3
Assignment 1 – ER Modeling
This assignment is based on Chapters 1-3 of the textbook. Review the in-class handouts and
exercises for background.
Solutions to problems should be submitted electronically through Blackboard and are due at the
end of the day on Friday, June 12th.
Part 1. (Worth 30 points)
A shuttle bus company records the details of the operation of their bus routes. The following ERD
illustrates the conceptual model.
Answer the questions on the next page based on the diagram below.
Assignment #1 (Individual) CS605-GC1 – Database Management, Summer 2020
Page 2 of 3
1) Based on the diagram, is it possible for a bus route be operated by more than a single driver?
Justify your answer.
2) According to this diagram, is it possible for two different bus routes to have the same Route
Name? Justify your answer.
3) Some drivers hold drivers licenses for more than one state. However, the presented model
does not allow recording more than one license per driver. Make the necessary changes in the
ERD to allow recording all licenses for a driver. Note that different states can issue licenses
under the same license number.
4) The company has decided to implement three schedules for each route: one for weekdays,
one for Saturdays and one for Sundays and holidays. Explain why the presented conceptual
design does not allow three different schedules to be stored for the same bus Route Number.
5) Modify the diagram to allow for three schedules (as described in question 4) to be recorded
for the same Route Number. The type of schedule (weekday, Saturday or Sunday) should
also be recorded.
For question 5, it is allowed to show only the changed section of the diagram(s), if you wish.
Part 2 (worth 70 points)
Develop data models for the situations described below, using some drawing tool such as
PowerPoint, SmartDraw, or DrawIO (or another tool of your choice – but NOT by hand).
Clearly state (in writing on a separate page) any assumptions that you have made regarding
details that you find missing in the situation descriptions. Also, for each diagram, write down
descriptions of any constraints and any special conditions that are not represented.
Your work must be neat and legible (it is quite possible that you will need to redraw your first
draft of the assignment to meet this requirement). Even though you are submitting only a
digital version, each (entire) diagram should fit on one sheet of standard size (8.5″ x 11″)
page. Again, be sure to have your name on each page of your submission.
For an A-level answer, your diagram should provide complete cardinality labels that
describe both the minimum and maximum cardinality of each (and every!) relationship.
For each entity, you must indicate the identifier (and/or partial identifier), as well as all
other attributes. Composite and multivalue attributes should be designated
appropriately. Any business rule that cannot be captured in the diagrams should be
listed as additional information separate from the data model diagrams.
Assignment #1 (Individual) CS605-GC1 – Database Management, Summer 2020
Page 3 of 3
The NCAA (National Collegiate Athletic Association) wants to develop a database to keep
track of information about college basketball. Each university team belongs to only one
conference (e.g., the University of Oklahoma belongs to the Big Twelve Conference; the
University of Alabama belongs to the Southeast Conference, etc.), but a few teams may not
belong to any conference. A conference has several teams; no conference has less than five (5)
teams. Each team can have a minimum of thirteen players and a maximum of twenty (20)
players. Each player can play for only one team. Each team has from three (3) to seven (7)
coaches on its coaching staff, and a coach works for only one team. Lots of games are played
in each university location each year, but a game between any two universities is played at a
given location only one time a year. Three referees from a larger pool of referees are assigned
to each game. A referee can work several games; however some referees may not be assigned
to any game. Players are called players because they play in games – in fact in several games.
A game involves at least ten players. It is possible that some players simply sit on the bench
and do not play in any game. Player performance statistics (i.e., points scored, rebounds,
assists, minutes played, and personal fouls committed) are recorded for each player for every
game. Information collected about a game includes the final score, the attendance, and the date
of the game. During the summer months, some of the players serve as counselors in summer
youth basketball camps. These camps each have unique campsite locations (e.g., Kenwood,
Mason, Bellaire, Waltham, etc.). Each camp has at least three (3) players who serve as
counselors, and a player serving as a counselor may work in a number of camps.
Each player has a unique student number (i.e., Social Security number). Other attributes for a
player include name, major, and grade point average. For a coach, relevant attributes include
name, title (e.g., head coach, assistant coach), salary, address, and telephone number. Attributes
for a referee include name, salary, years of experience, address, telephone number, and
certifications. Both coaches and referees are identified by their personal NCAA identification
number. A team is identified by the name of the university (i.e., team). Other team attributes
include current ranking, capacity of home court, and number of players. Each conference has a
unique name, number of teams, and an annual budget. For the basketball camps, data is available
on the campsite (i.e., location) and the number of courts.
Finally, consider both coaches and referees as basketball professionals (each having chosen
different careers within this profession. Hint: no more than eight entity types are needed to
complete the model.
Draw an EER Diagram for the conceptual data model for the NCAA database.
To submit: Upload PDF printouts of (1) all answers to Part 1 questions, and (2) your 1-page
diagram for Part 2 (with any notes/comments on a second page) to Blackboard by end of day on
Friday, June 12.

Assignment 1 – ER Modeling

Assignment #1 (Individual) CS605-GC1 – Database Management, Summer 2020
Page 1 of 3
Assignment 1 – ER Modeling
This assignment is based on Chapters 1-3 of the textbook. Review the in-class handouts and
exercises for background.
Solutions to problems should be submitted electronically through Blackboard and are due at the
end of the day on Friday, June 12th.
Part 1. (Worth 30 points)
A shuttle bus company records the details of the operation of their bus routes. The following ERD
illustrates the conceptual model.
Answer the questions on the next page based on the diagram below.
Assignment #1 (Individual) CS605-GC1 – Database Management, Summer 2020
Page 2 of 3
1) Based on the diagram, is it possible for a bus route be operated by more than a single driver?
Justify your answer.
2) According to this diagram, is it possible for two different bus routes to have the same Route
Name? Justify your answer.
3) Some drivers hold drivers licenses for more than one state. However, the presented model
does not allow recording more than one license per driver. Make the necessary changes in the
ERD to allow recording all licenses for a driver. Note that different states can issue licenses
under the same license number.
4) The company has decided to implement three schedules for each route: one for weekdays,
one for Saturdays and one for Sundays and holidays. Explain why the presented conceptual
design does not allow three different schedules to be stored for the same bus Route Number.
5) Modify the diagram to allow for three schedules (as described in question 4) to be recorded
for the same Route Number. The type of schedule (weekday, Saturday or Sunday) should
also be recorded.
For question 5, it is allowed to show only the changed section of the diagram(s), if you wish.
Part 2 (worth 70 points)
Develop data models for the situations described below, using some drawing tool such as
PowerPoint, SmartDraw, or DrawIO (or another tool of your choice – but NOT by hand).
Clearly state (in writing on a separate page) any assumptions that you have made regarding
details that you find missing in the situation descriptions. Also, for each diagram, write down
descriptions of any constraints and any special conditions that are not represented.
Your work must be neat and legible (it is quite possible that you will need to redraw your first
draft of the assignment to meet this requirement). Even though you are submitting only a
digital version, each (entire) diagram should fit on one sheet of standard size (8.5″ x 11″)
page. Again, be sure to have your name on each page of your submission.
For an A-level answer, your diagram should provide complete cardinality labels that
describe both the minimum and maximum cardinality of each (and every!) relationship.
For each entity, you must indicate the identifier (and/or partial identifier), as well as all
other attributes. Composite and multivalue attributes should be designated
appropriately. Any business rule that cannot be captured in the diagrams should be
listed as additional information separate from the data model diagrams.
Assignment #1 (Individual) CS605-GC1 – Database Management, Summer 2020
Page 3 of 3
The NCAA (National Collegiate Athletic Association) wants to develop a database to keep
track of information about college basketball. Each university team belongs to only one
conference (e.g., the University of Oklahoma belongs to the Big Twelve Conference; the
University of Alabama belongs to the Southeast Conference, etc.), but a few teams may not
belong to any conference. A conference has several teams; no conference has less than five (5)
teams. Each team can have a minimum of thirteen players and a maximum of twenty (20)
players. Each player can play for only one team. Each team has from three (3) to seven (7)
coaches on its coaching staff, and a coach works for only one team. Lots of games are played
in each university location each year, but a game between any two universities is played at a
given location only one time a year. Three referees from a larger pool of referees are assigned
to each game. A referee can work several games; however some referees may not be assigned
to any game. Players are called players because they play in games – in fact in several games.
A game involves at least ten players. It is possible that some players simply sit on the bench
and do not play in any game. Player performance statistics (i.e., points scored, rebounds,
assists, minutes played, and personal fouls committed) are recorded for each player for every
game. Information collected about a game includes the final score, the attendance, and the date
of the game. During the summer months, some of the players serve as counselors in summer
youth basketball camps. These camps each have unique campsite locations (e.g., Kenwood,
Mason, Bellaire, Waltham, etc.). Each camp has at least three (3) players who serve as
counselors, and a player serving as a counselor may work in a number of camps.
Each player has a unique student number (i.e., Social Security number). Other attributes for a
player include name, major, and grade point average. For a coach, relevant attributes include
name, title (e.g., head coach, assistant coach), salary, address, and telephone number. Attributes
for a referee include name, salary, years of experience, address, telephone number, and
certifications. Both coaches and referees are identified by their personal NCAA identification
number. A team is identified by the name of the university (i.e., team). Other team attributes
include current ranking, capacity of home court, and number of players. Each conference has a
unique name, number of teams, and an annual budget. For the basketball camps, data is available
on the campsite (i.e., location) and the number of courts.
Finally, consider both coaches and referees as basketball professionals (each having chosen
different careers within this profession. Hint: no more than eight entity types are needed to
complete the model.
Draw an EER Diagram for the conceptual data model for the NCAA database.
To submit: Upload PDF printouts of (1) all answers to Part 1 questions, and (2) your 1-page
diagram for Part 2 (with any notes/comments on a second page) to Blackboard by end of day on
Friday, June 12.

Select One Of The Key Terms Listed Below And Conduct A Search

1 recent peer reviewed article (within the past 3 years) that closely relate to the concept.  Your submission must include the following information in the following format:

Key Terms:

  • Negotiation
  • Five phases of negotiation
  • Conflict Management
  • Best Alternative to a Negotiated Agreement (BATNA)

 

DEFINITION: a brief definition of the key term followed by the APA reference for the term; this does not count in the word requirement.

SUMMARY: Summarize the article in your own words- this should be in the 150-200 word range. Be sure to note the article’s author, note their credentials and why we should put any weight behind his/her opinions, research or findings regarding the key term.

ANALYSIS: Using 300-350 words, write a brief analysis, in your own words of how the article relates to the selected chapter Key Term. An analysis is not rehashing what was already stated in the article, but the opportunity for you to add value by sharing your experiences, thoughts and opinions. This is the most important part of the assignment.

REFERENCES: All references must be listed at the bottom of the submission–in APA format.

Assignment 2 – Quantitative Research

 (All students must complete the electronic Quantitative Report Cover Sheet in L@G – your assignment will not be marked otherwise)

 

This report must be written in Times New Roman, 1.5 spaced and size 12 point font. If not, you will lose marks in your formatting.

Remove everything that is in yellow in this template.

 

 

 

 

Assignment 2 – Quantitative Research

 

 

An Examination of Factors Related to Fine Dining Restaurants

 

 

 

 

Student Name:

Student Number:

Workshop Time:

Tutor’s Name:

 

Introduction:

Ms Tiramisu, a fine dining restaurant owner, has commissioned a report which will assist her in knowing if she is providing her customers with the experience they are seeking. Therefore, the purpose of this report is to analyse… (write down what this study examines; what are we trying to find out). To achieve this, a (what type of research will be used?). From the analysis, three recommendations…(finish the sentence).

 

The Introduction should include a brief overview of the study. Give a brief description of what the reader is just about to read. It should include the purpose of the report. Remember, if you include a general statement about the topic, be sure to reference it.

 

You MUST state that there are three recommendations provided at the end of the report.

 

Hint: Look at the ‘Study Introduction’ section in the Excel spreadsheet. But do NOT just list all seven factors and variables – just mention that there are seven factors and two variables that are being measured.

 

Literature Review:

This literature review examines…

A 350-500 word literature review exploring fine dining restaurant customers’ experiences. In other words, search literature that describes or explains why people choose fine dining restaurants (or what they expect or factors related to fine dining restaurants). You must have a minimum of six academic, peer-reviewed journals/references.

 

Reference EVERY sentence that is not your own. No direct quotes.

 

Research Questions:

 

(1) What is the demographic profile of customers who visit fine dining restaurants?

(2) Which factors do customers rate as the most important and least important when visiting a fine dining restaurant?
(3) Are the importance ratings of factors of a fine dining restaurant significantly different between male and female customers?
(4) Are the male and female customers’ overall expectation ratings of their fine dining experience correlated with their revisit intentions to the restaurant?

Methods:

 

You must have the following otherwise you will lose marks:

(These should be brief with only one sentence and you can use direct quotes in this section.)

 

  • Quantitative analysis or method definition with a reference (reference)

 

  • How was the data collected and analysed – what method was used?

 

  • Who was it collected from?

 

  • How many participants were in the sample?

 

Hint: Look at ‘Sample’ section in ‘Study Introduction’ section in the Excel spreadsheet.

 

  • What calculations were conducted?

Once the data were successfully collected, (write here what calculations were conducted – i.e. what calculations did we make in the Excel spreadsheet?).

  • Given definitions of the calculations with references for each one – mean (reference), standard deviation (reference), t-test (reference), correlation (reference). Remember: use only one sentence for each definition. You can use direct quotes here. All of these definitions can be put into one paragraph.

The definition of the mean is

The definition of standard deviation is

The definition of a t-Test is

The definition of correlation is

Do not include a definition of demographics (This is unnecessary information).

 

  • What tables were produced?

Two tables were produced from the analysis which included (write down the names of the two tables).

 

 

 

Results:

 

This is where you put the two tables. What were the major findings?

If it helps, use sub-headings to format this section.

Do not put correlation in a table.

 

 

Put the Demographic Profile first and write two or three observations about the table. Look at the table and see if there are any significant results worth discussing. Do not discuss every single result.

 

What was found (what came from the analysis)?

 

 

 

 

Example: When describing results from the tables…

 

As can be seen in Table 1, the most common age category is between the ages of 18 and 30, which had 80 park visitors. However, from the total sample there are only 15 people over the age of 60. From this it could be assumed that visiting theme parks may not be a particularly favoured activity of senior citizens, or that the rides and activities at the park be too fast-paced and not as suitable for them. Also noteworthy from Table 1 is that over half of the customers visiting the park, a total of 100, are in the two lowest income categories, earning below $50,000 per annum. From this result it is assumed that theme parks appeal to more people in low socio-economic groups. It is presumed that this class places a higher importance on theme park activities in terms of value for money.

 

 

Use these phrases to make assumptions about the result.

This may be because…

From this result, it could be assumed that…

 

 

 

 

 

 

Maybe discuss the two highest (most important) ratings for males, two for females, and two for the total sample.

As can be seen from Table 2, the most important factor for customers at the fine dining restaurant is (xxx) with a mean of (xxx). This may be because (give a feasible or believable reason here why you think this is the case).

 

And/or

 

Maybe discuss the two lowest ratings (least important) ratings for males, two for females, and two for the total sample.

 

As can be seen from Table 2, the least important factor for male customers is the range of attractions, with a mean of only 2.51. Stereotypically, males are high thrill seekers who are constantly searching for more to fulfil their needs. From the results, it can be assumed that the park may not have a broad enough range of attractions for male customers to choose from. Similarly, the second lowest rated score of factors for males is the uniqueness of attractions, with a mean of 3.39. Again, from this it could be assumed that the park lacks a wide enough range of novel and innovative attractions and activities for male customers to enjoy, in order to satisfy their natural risk-taking behaviour and desire for new and different experiences.

 

Table 2 indicates that the range of attractions is the highest rated factor for females, with a mean of 4.08, which is the exact opposite of what was indicated in the male data. This may imply that females are generally more easily satisfied with what is given to them, and aren’t always looking for something more. The least rated factor for women was their interaction or involvement with park characters, with a mean of only 3.22. This could be because The Marvel Comic Hero’s theme park’s name already suggests that the park will provide customers with a number of interactive characters for them to enjoy.

 

Discussion of results from the t-tests – were there any significant differences in importance ratings of factors and variables between male customers and female customers.

 

Results from the t-Test in Table 2 show that the overall experience (0.53), park design (0.90), environmental integration (0.35), and the uniqueness of attractions (0.47) all had a p value greater than 0.05. This means that there are no significant differences in those success factors and variables between male and female customers’ importance ratings. Conversely, the range of attractions (0.00), safety and security (0.04), capacity and queue management (0.01), interaction/involvement with park characters (0.00) had a value p value of less than or equal to 0.05. This means there are significant differences (finish the sentence).

 

 

From the p value data, capacity and queue management (0.00) have a significant difference in what female and male customer importance ratings were. From this it could be assumed that stereotypically males are less patient than females. In contrast, Table 2 indicates that the uniqueness of attractions (0.47) provides no significant difference in the importance ratings of female and male customers. From this result it could be assumed that The Marvel Comic Hero’s theme park provided a satisfactory unique identity for both genders.

 

Discussion of correlation results – what was the relationship between overall experience ratings and intention to revisit the restaurant for the male customers, female customers and the total sample.

 

For the total sample, the correlation between the overall ratings of the theme park experience and revisit intentions is r= 0.24. This means that there is low positive correlation.

For the male sample, the correlation between the overall ratings of the theme park experience and revisit intentions is r= 0.07. This means that there is almost no or very low positive correlation.

For the female sample, the correlation between the overall ratings of the theme park experience and revisit intentions is r= 0.51. This means that there is a moderate positive correlation.

 

Remember, this section is worth the most marks so it should be the longest section.

 

 

Conclusions:

The conclusion should contain a summary of major findings.

 

Comparisons must be made between findings from this study and those discussed in the literature review (use the authors’ names when referring to similarities between your findings and the literature review.

 

 

The purpose of this report was to investigate customer importance ratings of a fine dining restaurant and whether differences existed between male and female customers regarding those ratings. The research found that (briefly summarise all of the results here – do not go into detail; just give a mini version of your answers to the four research questions).

Comparing the results of this study and the literature review of previous studies, (some/several/no) similarities and differences can be found. For the similarities, the literature review demonstrated that safety and security (reference), and queue management for rides (reference) and attractions (reference) are the major critical theme park success factors. This coincides with the results of this report as safety and security was the most important factor for (both females and males -This is only an example – you have write down what actually happened in your report. For the differences, the literature review indicates that staff’s knowledge of the park is also an important factor, and it can show the professionalism of theme parks, further achieving favorable customer experience, which effectively results in customer revisit intentions. However, this cannot be found in the results of this report.

No future research comment needed.

 

 

 

Recommendations:

What might the restaurant owner do to improve the experience ratings based on the major findings of this study.

 

They must come from discussions you have made in the ‘Results’ section – don’t just make them up. So, look at your discussion in the Results section and choose a rating from there that you discussed and create a recommendation about it. For example, if you discussed the ‘cleanliness’ factor in your Results section, then develop a recommendation about it here but ONLY IF YOU DISCUSSED IT IN THE RESULTS SECTION.

 

What is the least/most important factor?

 

What can be done with/about it?

 

How can the recommendation be achieved?

 

These must make sense and be achievable.

 

You must have three recommendations

For example:

 

  1. It is recommended that as there are only x number of customers between the ages of x and x, that marketing efforts be focused on that particular market segment to attract more of them to a fine dining restaurant. This could be achieved by firstly ensuring that there is an equal amount of fast paced and more laid-back rides and activities for all customers.

 

  1. As female customers showed a high rating of importance for xxxxxxx, it is recommended that the restaurant owner acknowledge this by ensuring that (write here what the owner should do). This could be achieved by…

 

  1. As male customers had a low/high overall experience rating, it is recommended that the restaurant owner rectify this problem. This could be achieved by…

 

References: (on a new page)

List all references used in the report

Your list must be in alphabetical order. Journal names, book names and volume numbers must be in italics. The second and subsequent lines must be in indented.

Dong, P., & Siu, N. Y. (2013). Servicescape elements, customer predispositions and service experience: The case of theme park visitors. Tourism Management, 36(7), 541-551. doi:10.1016/j.tourman.2012.09.004

Fisher, M. J., & Marshall, A. P. (2009). Understanding descriptive statistics. Australian Critical Care, 22(2), 93-97. doi:10.1016/j.aucc.2008.11.003

Geissler, G. L., & Rucks, C. T. (2011). The overall theme park experience: A visitor satisfaction tracking study. Journal of Vacation Marketing, 17(2), 127-138. doi:10.1177/1356766710392480

Jawlik, A. (2016). Statistics from A to Z: Confusing concepts clarified. Hoboken, New Jersey: Wiley.

Manikandan, S. (2011). Measures of central tendency: The mean. Journal of Pharmacology and Pharmacotherapeutics, 2(2), 140-142. doi:10.4103/0976-500X.81920

McClung, G. W. (1991). Theme park selection: Factors influencing attendance. Tourism Management, 12(2), 132-140.

Min, D. A., Hyun, K. H., Kim, S., & Lee, J. (2017). A rule-based servicescape design support system from the design patterns of theme parks. Advanced Engineering Informatics, 32(2), 77-91. doi:10.1016/j.aei.2017.01.005

Pikkemaat, B., & Schuckert, M. (2007). Success factors of theme parks – an exploratory study. Tourism, 55(2), 197-208.

Unit Title Overview of Internetworking

Prepared by: Dr Noor u Zaman Laghari Moderated by: Dr Saeid Iranmanesh March, 2020
T1 2020 Assignment 1 Details and Submission Guidelines
Unit Code
MN503
Unit Title
Overview of Internetworking
Assessment Type
Individual
Assessment Title
Network requirement analysis and plan
Purpose of the assessment (with ULO Mapping)
This assignment is designed to assess students’ knowledge and skills related to the following learning outcomes:
b. Explain human factors in achieving business and technical goals through planning and design.
c. Investigate and develop an architectural internetworking design for the business and application domains.
Weight
Part A: 3%
Part B: 7%
10% of the total assessments
Total Marks
100
Word limit
PARTA: Around 700
PARTB: Around 1300
Due Date
PART A: T1, 2020 Week 3, 7th April 2020, 11:55 p.m. – submit a report on Moodle
T1,PART B: T1, 2020 Week 7, 5th May 2020, 11:55 p.m. – submit a report on Moodle
Submission Guidelines
All work must be submitted on Moodle by the due date along with a Title Page.
The assignment must be in MS Word format, 1.5 spacing, 11-pt Calibri (Body) font and 2.54 cm margins on all four sides of your page with appropriate section headings.
Reference sources must be cited in the text of the report, and listed appropriately at the end in a reference list using IEEE referencing style.
Extension
 If an extension of time to submit work is required, a Special Consideration Application must be submitted directly on AMS. You must submit this application three working days before the due date of the assignment. Further information is available at:
http://www.mit.edu.au/about-us/governance/institute-rules-policies-and-plans/policies-procedures-and-guidelines/assessment-policy
Academic Misconduct
 Academic Misconduct is a serious offence. Depending on the seriousness of the case, penalties can vary from a written warning or zero marks to exclusion from the course or rescinding the degree. Students should make themselves familiar with the full policy and procedure available at http://www.mit.edu.au/about-mit/institute-publications/policies-procedures-and-guidelines/Plagiarism-Academic-Misconduct-Policy-Procedure. For further information, please refer to the Academic Integrity Section in your Unit Description.
MN503 OVERVIEW OF INTERNETWORKING P a g e | 2
Prepared by: Dr Noor u Zaman Laghari Moderated by: Dr Saeid Iranmanesh March, 2020
Assignment 1 Overview of Internetworking MN503
A case study entitled “SUPPORTING A WIRELESS CAMPUS AND EDUCATION MISSION” is uploaded with the assignment 1 folder, and the link for the case study is provided in the appendix.
Founded by King Henry VI in 1440, Eton College has been one of the leading independent schools in the U.K. throughout its history. No stranger to innovation, Eton is always looking forward to anticipate new learning demands. As Eton has moved from a completely wired network environment to primarily wireless connectivity, it relies on RivaNET and its Ruckus solutions to keep it at the forefront of education.
REQUIREMENTS
 Deliver reliable wireless coverage in a variety of challenging environments
 Increase network capacity to support new cloud applications
 Enable students to use multiple devices on campus
 Support online and physical security measures
While designing the wired and the wireless network for Eton college campus, please consider Eton College has the 400 Buildings, with all the major facilities and systems, including school-provided desktop computers, laptops, and audio-visual equipment which are connected over the core network. In the past three years, students have increasingly arrived at Eton with multiple devices, such as, at least a laptop, tablet, and smartphone, and they expect a robust wireless network. However, delivering high-quality Wi-Fi across many different environments on campus is challenging. Students and teaching staff need reliable connections in the boarding houses, because each boy has his own room, the number of rooms, walls, and doors make it difficult to deliver uniformly good coverage and high capacity.
Based on your comprehension of the case study analyse the scenario and simulate the the proposed wired and wireless network solution for ETON COLEGE in CISCO packet tracer. The report on the proposed design must have the following contents.
 Introduction
 Project scope
 Challenges and constraints
 User-centric design concept
 Approach adopted for the network design
 Analysis of project hardware requirements
 Analysis of the network design
 Results
 Limitations and further design
 Conclusion
 Demonstration of the simulation model in CISCO packet tracer
 IEEE referencing style
MN503 OVERVIEW OF INTERNETWORKING P a g e | 3
Prepared by: Dr Noor u Zaman Laghari Moderated by: Dr Saeid Iranmanesh March, 2020
Marking criteria:
Example of marking criteria is shown in the following table. Marks are allocated as follows:
Section needs to be included in the report
Description of the section
Marks
P A R T – A
Introduction
Introduction of the project and overview of the report
5
Project Scope
Outline of the project requirements discussing the overall Scope and boundaries of the project
5
Challenges
Identify at least 3 challenges of the case study that needs to be addressed
5
User centric design concept
The user centric design approach used in the case study and the additional improvements in terms of the user centric design
5
Approach adopted for the Network Design
Explain what design approach you are going to choose and why. Further explain main steps involved in this approach in context of the project
5
References
Follow IEEE style referencing
5
Sub Total
30
P A R T – B
Feedback
This section should include a snapshot of feedback (from Moodle) provided for the part A. Also include a summary of the actions taken by you to address the comments.
5
Project hardware requirements and analyses
 Name of the devices with manufacturer’s name, series, model, features and ports
 Types of cables or connections
 Name of the servers, Hosts (PCs, laptops, smartphones etc.)
10
Approach and model adopted for Network design
Network design using a simulator software
Justification of the approach and the concept
(Execution of the simulation model is not required in this assignment)
15
Outcomes
Identify at least 4 outcomes of the network
5
Limitations and further development
Identify and 2 limitation of the project and your suggestion/s for future
5
Conclusions
Write a clear conclusion of the case study
5
Reference style
Follow IEEE style referencing
5
Demonstration
Demonstration of your network design (Week 6 and 7)
20
Sub Total
70
Total
100
MN503 OVERVIEW OF INTERNETWORKING P a g e | 4
Prepared by: Dr Noor u Zaman Laghari Moderated by: Dr Saeid Iranmanesh March, 2020
Demonstration (20 Marks)
Demonstration of your network design will be required in week-6 and week-7 lab with the following in focus (the day of your demonstration would be decided by your tutor).
1
Detail network design in a simulation software
12
2
List of equipment
3
3
Configurations and settings
3
4
Justification of the design
2
Total
20
Example Marking Rubric for Assignment #: Total Marks 50
Grades
Excellent >80%
Very Good [70%-80%)
Good [60%-70%)
Satisfactory [50%-60%)
Unsatisfactory < 50%
Introduction
All the points are pertinent and covered in brief and provide good summary of the literature and activity performed in the assessment.
Mostly points are pertinent and covered in brief and provide good summary of the literature and activity performed in the assessment.
Many points are pertinent and covered in brief and provide summary of the literature and activity performed in the assessment.
Few point are pertinent and covered in brief and provide outline of the literature and activity performed in the assessment.
Many points are not pertinent and not clear and summary is not provided for the activity.
Project Scope
Concise and specific to the project
Topics are relevant and soundly analysed
Generally relevant and analysed
Some relevance and briefly presented
This is not relevant to the assignment topic
Challenges and constraints
Concise and specific to the project
Topics are relevant and soundly analysed
Generally relevant and analysed
Some relevance and briefly presented
This is not relevant to the assignment topic
User centric design concept
Concise and specific to the project
Topics are relevant and soundly analysed
Generally relevant and analysed
Some relevance and briefly presented
This is not relevant to the assignment topic
Approach and model adopted for the network design
Concise and specific to the project
Mostly relevant and suggesting a good actionable approach
Generally relevant and suggesting a fair actionable approach
Some relevance and briefly presented
Not relevant and not correct
Feedback
A part A feedback snapshot is attached from the Moodle link and all the issues are appropriately addressed in the second part.
A snapshot is attached from the Moodle link and the issues are mainly addressed in the second part.
A snapshot is attached from the Moodle link and the issues are fairly addressed in the second part (B).
A snapshot is attached from the Moodle link and the issues are addressed to some extent the second part.
A snapshot not is attached from the Moodle and improvements ae not made.
Project hardware requirements/analyses
Demonstrated excellent ability to think critically and sourced reference materials appropriately
Demonstrated excellent ability to think critically and but did not sourced reference materials appropriately
Demonstrated ability to think critically and sourced reference materials appropriately
Demonstrated ability to think critically and but did not sourced reference materials appropriately
Did not demonstrated ability to think critically and but did not sourced reference materials appropriately
MN503 OVERVIEW OF INTERNETWORKING P a g e | 5
Prepared by: Dr Noor u Zaman Laghari Moderated by: Dr Saeid Iranmanesh March, 2020
Network Design
Excellent Consistency and convincing
Good Consistency and convincing
Good Consistency and but poorly convincing
Good Consistency and but not convincing
No Consistency and not convincing
Outcomes
All elements are present and very well integrated
Components with good cohesion
Components presented are mostly well integrated
Most components are present
Not adequately presented
Limitations
All elements are present and very integrated
Components with good cohesion
Components with fair cohesion
Components with poor cohesion
Components with no cohesion
Conclusions
All elements are present and very integrated
Components with good cohesion
Components presented are mostly well integrated
Most components are present
Components presented very loosely
Demonstrations
Logic is clear and easy to follow with strong arguments
Consistent logic and convincing
Mostly consistent logic and convincing
Adequate logic and convincing
Confused and not convincing
IEEE reference style
Clearly and completely followed IEEE style for citation (within) and references (at the end of) the document, number of citation is not accounted for.
Minor in-corrections but followed IEEE style for citation (within) and references (at the end of) the document, number of citation is not accounted for.
Some in- corrections but followed IEEE style for citation (within) and references (at the end of) the document, number of citation is not accounted for
Many in- corrections and not followed IEEE style for citation (within) and references (at the end of) the document, number of citation is not accounted for
No Referencing/ citation present at all
Appendix:
Case study source: https://www.commscope.com/globalassets/digizuite/376-206-cs-eton-college.pdf [accessed 01 APril 2020].

COIT12206 TCP/IP Principles & Protocols Assessment 1 Term 1, 2020

COIT12206 TCP/IP Principles & Protocols Assessment 1 Term 1, 2020
COIT12206 TCP/IP Principles and Protocols (Term 1, 2020)
Assessment item 1— Written Assessment
Due date: 24/04/2020 11:55 pm (Friday, Week 6)
Weighting: 20%
Instructions
The file ANSWERS_ …_ONE.docx, which is available on Moodle, must be used as the template
for your answers. Write all of your answers in this file and upload the file to Moodle to submit. It
is better that you show all your working and steps in your calculations for all questions.
Although, you may provide only the final answer in computational questions unless
otherwise stated in your question’s instruction. However, if the answer incorrect (even a
typo error), you will receive zero marks. Hence, it is better that you show all your working
and steps in your calculations. Please ensure that you write your answers in your own
words to avoid possible plagiarism and copyright violation. You can understand the
Plagiarism Procedures by following the corresponding link in the CQUniversity Policies
section of the Unit Profile.
Question 1: (6 marks)
You are given a classful IPv4 address as 192.168.10.0 Your organization needs to
have four subnetworks. Calculate the subnetworks and answer the following
questions for all four of the subnetworks.
a) What is the subnet mask of the subnetworks? Provide detailed calculation to validate
your answer. (1 +1= 2 marks)
b) What is the first and the last address of each subnetwork? (4 marks)
Question 2: (3 marks)
The following is a dump of a UDP header in hexadecimal format. 0045DF000058FE20
a) What is the source port number?
(0.5 mark)
b) What is the destination port number?
(0.5 mark)
c) What is the total length of the user datagram?
(0.5 mark)
d) What is the length of the data?
(0.5 mark)
e) Is the packet directed from a client to a server or vice versa?
(0.5 mark)
f) What is the client process?
(0.5 mark)
Page: 1 / 2
COIT12206 TCP/IP Principles & Protocols Assessment 1 Term 1, 2020
Question 3: (11 marks)
3 A. Packet Tracer
Download and open ‘Assignment1.pkt’ using Packet Tracer and answer the following
questions using the given network.
a. List all the network devices (except PCs) present in this network and their associated
OSI layers
(1 mark)
b. For each of the router in the network, identify the number of unused networking
ports and the default bandwidth of the ports.
(5 marks)
c. In the given network, there are two types of networking cables used to connect
networking peripherals. Identify those two types of networking cables and explain
their differences in terms of uses in the given network.
(1 mark)
3 B. Wireshark
A wireshark scan has produced a packet capture, saved to a file named ‘Assignment1.pcapng’
and available on the assignment folder. Download the file and open it in Wireshark, then answer
these questions about the scan:
a. View Frame 4: On which interface was this packet captured? what transport layer
protocol was used (explain how you know)? (1+1 = 2 marks)
b. View Frame 11: Was this packet from client to server, or server to client? Explain how
you know. (2 marks)
Page: 2 / 2

ITC597 – Digital Forensics

Subject Outline
ITC597 – Digital Forensics
Table of Contents
Subject Summary …………………………………………………………………………………………………….2
Subject Coordinator …………………………………………………………………………………………………2
Subject Coordinator ……………………………………………………………………………………..2
Email …………………………………………………………………………………………………………..2
Phone………………………………………………………………………………………………………….2
Consultation procedures ………………………………………………………………………………2
Subject Overview……………………………………………………………………………………………………..3
Abstract……………………………………………………………………………………………………….3
Learning outcomes……………………………………………………………………………………….3
Subject content ……………………………………………………………………………………………3
Key subjects…………………………………………………………………………………………………3
Subject Schedule & Delivery ……………………………………………………………………………………..4
Prescribed text……………………………………………………………………………………………..4
Class/tutorial times and location …………………………………………………………………..4
Schedule ……………………………………………………………………………………………………..4
Learning materials………………………………………………………………………………………..6
Learning, teaching and support strategies ……………………………………………………..6
Recommended student time commitment …………………………………………………….8
Assessment Items…………………………………………………………………………………………………….8
Essential requirements to pass this subject…………………………………………………….8
Items …………………………………………………………………………………………………………..8
Case Study Project ………………………………………………………………………….10
Tasks and Research Project ……………………………………………………………..13
Tasks and Forensics Report ……………………………………………………………..18
Final Exam ……………………………………………………………………………………..23
Assessment Information …………………………………………………………………………………………27
Academic integrity ……………………………………………………………………………………..27
Referencing………………………………………………………………………………………………..27
How to submit your assessment items …………………………………………………………27
Online submission process………………………………………………………………27
Postal submission process ………………………………………………………………28
Hand delivered submission process …………………………………………………28
Alternative submission process ……………………………………………………….28
Extensions………………………………………………………………………………………………….28
How to apply for special consideration…………………………………………………………29
Penalties for late submission……………………………………………………………………….29
Resubmission …………………………………………………………………………………………….30
Feedback processes ……………………………………………………………………………………30
Assessment return………………………………………………………………………………………30
Student Feedback & Learning Analytics ……………………………………………………………………30
Evaluation of subjects …………………………………………………………………………………30
Charles Sturt University Subject Outline
ITC597 202030 SM I
Version 3 – Published 23 April 2020
Page 1 of 31
Changes and actions based on student feedback ………………………………………….30
Learning analytics ………………………………………………………………………………………30
Services & Support …………………………………………………………………………………………………31
Develop your study skills …………………………………………………………………………….31
Library Services ………………………………………………………………………………………….31
Policies & Regulations …………………………………………………………………………………………….31
Subject Outline as a reference document……………………………………………………..31
Subject Summary
ITC597 – Digital Forensics
Session 1 2020
Faculty of Business, Justice and Behavioural Sciences
School of Computing and Mathematics
Internal Mode
Credit Points 8
Welcome to a new session of study at Charles Sturt University. Please refer to the University’s
Acknowledgement of Country (http://student.csu.edu.au/study/acknowledgement-ofcountry).
Subject Coordinator
Subject Coordinator Mr Mohsin Murtaza
Email mmurtaza@studygroup.com
Phone 03 9935 7960
Consultation procedures
Any questions concerning the teaching of this subject can be made by contacting your Subject
Lecturer.
Lecturer Name : Chetanpal Singh
Lecturer Email : csingh@studygroup.com (mailto:csingh@studygroup.com)
Email is the best option. Please send a brief message regarding the issue and include the
subject name and subject code in your email –it really helps to know which class you belong
to, before I respond to your query. If your query is urgent then meet with your respective
Course Coordinator on Level-4.
Class times and location
General Timetable as below will be available at the following website before the start of
202030 semester, which can be accessed on any Mobile Phone or IPAD:
https://csutimetable.au.studygroup.com/Melbourne/
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Subject Overview
Abstract
This subject provides an in-depth study of the rapidly changing and fascinating field of
computer forensics. It combines both the technical expertise and the knowledge required to
investigate, detect and prevent digital crimes. The subject covers the knowledge on digital
forensics legislations, digital crime, forensics processes and procedures, data acquisition and
validation, e-discovery tools, e-evidence collection and preservation, investigating operating
systems and file systems, network forensics, art of steganography and mobile device forensics,
email and web forensics, presenting reports and testimony as an expert witness.
Learning outcomes
Upon successful completion of this subject, students should:
• be able to determine and explain the legal and ethical considerations for investigating
and prosecuting digital crimes;
• be able to formulate a digital forensics process;
• be able to evaluate the technology in digital forensics to detect, prevent and recover
from digital crimes;
• be able to analyse data on storage media and various file systems;
• be able to collect electronic evidence without compromising the original data;
• be able to evaluate the functions and features of digital forensics equipment, the
environment and the tools for a digital forensics lab;
• be able to critique and compose technical tactics in digital crimes and assess the steps
involved in a digital forensics investigation;
• be able to prepare and defend reports on the results of an investigation.
Subject content
Topic 1: Introduction to digital forensics
Topic 2: The investigator’s office and laboratory
Topic 3: Data acquisition
Topic 4: Processing crime and incident scenes
Topic 5: Operating systems and file systems analysis
Topic 6: Digital forensics tools
Topic 7: Report writing and presenting for high-tech investigations
Topic 8: Graphic files investigations
Topic 9: Digital forensics analysis and validation
Topic 10: Virtual machine forensics, live acquisition and network forensics
Topic 11: E-mail and social media investigations
Topic 12: Revision of selected topics
Key subjects
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Passing a key subject is one of the indicators of satisfactory academic progress through your
course. You must pass the key subjects in your course at no more than two attempts. The first
time you fail a key subject you will be at risk of exclusion; if you fail a second time you will be
excluded from the course.
The Academic Progress Policy (https://policy.csu.edu.au/view.current.php?id=00250) sets out
the requirements and procedures for satisfactory academic progress, for the exclusion of
students who fail to progress satisfactorily and for the termination of enrolment for students
who fail to complete in the maximum allowed time.
Subject Schedule & Delivery
Prescribed text
The textbooks required for each of your enrolled subjects can also be found via the Student
Portal Textbooks (http://student.csu.edu.au/study/study-essentials/textbooks) page.
Check the textbook database (link below) to ensure you have the correct textbook indicated.
Textbooks listed in this database have already been ordered for this session
https://online.csu.edu.au/de/dewtext.sqt?run=List
Students must have access to a copy of the following prescribed textbook:
Nelson, B., Phillips, A., & Steuart, C. (2019). Guide to Computer Forensics and Investigations (6/
e). Boston, MA. Course Technology
Class/tutorial times and location
Your class times can be found at Timetable @ CSU (http://timetable.csu.edu.au/). Find out
how to use Timetable @ CSU via the Student Portal Class Timetable
(http://student.csu.edu.au/study/study-essentials/timetable) page.
Schedule
Session
Week
Week
Commencing Topic / Module Other Information
1 02 Mar 2020 Introduction to digital Online Topic 1 – Chapter 1
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forensics
2 09 Mar 2020 The investigator’s office
and laboratory
Online Topic 2 – Chapter 2
3 16 Mar 2020 Data acquisition Online Topic 3 – Chapter 3
4
23 Mar 2020 Processing crime and
incident scenes
Online Topic 4 – Chapter 4
Assignment 1 is due on 23rd March
2020
Census date for session 1: 27 March
2020
30 March
2020 – 12 Apr
2020
Mid-session break
5
13 Apr 2020 Operating systems and
file systems analysis
Online Topic 5 – Chapter 5
13/Apr/2020: Easter Monday public
holiday
6
20 Apr 2020 Digital forensics tools Online Topic 6 – Chapter 6
10/Apr/2020: Good Friday public
holiday
7
27 Apr 2020 Report writing and
presenting for high-tech
investigations
Online Topic 7 – Chapter 14
Assignment 2 is due on 27th April
2020
8 04 May 2020 Graphic files
investigations
Online Topic 8 – Chapter 8
09 11 May 2020 Digital forensics analysis
and validation
Online Topic 9 – Chapter 9
10
18 May 2020 Virtual machine
forensics, live
acquisition and network
forensics
Online Topic 10 – Chapter 10
11
25 May 2020 E-mail and social media
investigations
Online Topic 11 – Chapter 11
Assignment 3 is due on 25th May
2020
12 01 Jun 2020 Revision
Exams 08 Jun 2020 –
19 Jun 2020 Examination period
Public Holidays and COVID-10 Lock Down Classes Replacement Schedule:
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• Friday 3rd of April, Replacement of classes for Friday 27th of March (as per schedule)
• Monday 6th of April, Replacement of classes for Monday 9th of March (as per schedule)
• Tuesday 7th of April, Replacement of classes for Monday 13th April (as per schedule)
• Thursday 9th of April, Replacement of classes for Thursday 26th of March (as per
schedule)

Learning materials
Details of learning materials that support your success in this subject can be found in the
Interact2 Subject Site.
Learning, teaching and support strategies
All of your subject materials are available on the Interact site under the Topics link in the left
hand side menu. I suggest that for each topic you read the learning objectives carefully, read
the overview, have a quick skim of the text. Once you have got a feel for what the topic is
about try and make a good set of notes under each of the topic review questions in that
topic. These questions have been designed to give you focus in the topic, so it really helps to
prepare a useful set of answers to them.
In this subject there are also lots of opportunities for you to engage with me, with your peers
and with the subject. I will be holding 12 regular sessions where we can discuss content
issues and assessment items. As part of your assessment in this subject you are required to
work alone for all the assessment items.
The study guide and/or subject materials for this subject have been written specifically to
guide you through the sections (and questions) of the prescribed textbook relevant to each
topic.
You should check the Interact Site at least weekly for postings, announcements, lecture
information and other resources that will assist your studies or additional information and
resources vital to your success in the subject.
Studying at university does not mean studying alone. Take advantage of collective wisdom
and post your questions to the subject forum.
Use the subject schedule to plan your studies over the session.
Information on effective time management is available on the CSU Learning Support website
via the following link: http://student.csu.edu.au
You can also contact an adviser through Student Central on the following number:
1800 275 278 (or +61 2 6933 7507 from outside Australia).
Library Services
The CSU Library website provides access to online material and print, using Primo Search to
find online journal articles, eBooks, hardcopy books from CSU Library (see Library Manager
for Interlibrary Loan Requests), company & government reports, eJournals, dissertations,
theses, newspapers including Business & Financial newspapers in Factiva (See Business & IT
Journal Databases), and other reference resources (eg. Australian Bureau of Statistics,
Australian standards, online encyclopaedias & dictionaries to be read on the computer). You
will also find library guides, Subject Reserve for any readings eg. ITC100, ACC100, etc., and
online assistance to help you use the Library’s resources such as Ask a Librarian – Live Chat
and Ask a Librarian – Web Form.
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You can find Library Services on both the SGA library online catalogue:
http://primo.unilinc.edu.au/primo_library/libweb/action/search.do?vid=SGA
The SGA library online catalogue allows students to Sign In, My Account shows student’s
current library record including all books on loan, Renew your borrowed books online before
the due date, also Search and Request all books in the SGA library, even if unavailable due to
high demand from students. Students can Request books when all books are on loan to other
students. When the requested book is returned to the SGA library, the student who
requested the book receives an email immediately to pick up the book from the SGA library.
View your library record online 24/7 at the above web link for SGA library.
And also CSU Library online:
http://student.csu.edu.au/library – CSU Library Services including Primo Search & Subject
Reserve online with 24/7 access, online and video tutorials in research skills, finding journal
articles for assignments, topic analysis, download Endnote referencing program and many
other online library services to help you successfully complete your assignments for all CSU
courses.
http://trove.nla.gov.au/ – Powerful search engine from National Library of Australia to access
many different online resources on any subject from one search.
Contact Details for renewing loans, locating books and other information:
SGA Melbourne Library:
Peter Head – Library Manager
Ph: (03) 9935 7921
Email: PHead@studygroup.com (mailto:PHead@studygroup.com)
Library Help
http://student.csu.edu.au/library/help-contacts Friendly and quick assistance is available. Ask
for help finding information and navigating the library’s extensive eResources.
Online Tutorials
http://student.csu.edu.au/library/study-research/training-tutorials-videos
Learn how to:
• use Primo Search to find eReserve material and journal articles
• search journal databases and web resources for information for your assessments
• identify appropriate sources of information and peer reviewed material, and evaluate
resources.
Bookmark your Subject Library Resource Guide
Subject Library Guides are a great way to get started with research. Each online guide is
tailored to a specific area of study, including Accounting, Business & Information Technology
outlining how to research in your area and where to look for information.
http://libguides.csu.edu.au/
Academic Learning Support Assistance
Visit the learning support website for advice about assignment preparation, academic
reading and note-taking, referencing, and preparing for exams at: http://student.csu.edu.au/
study (http://student.csu.edu.au/study%E2%80%8B)
You may also contact:
Name: Craig Bellamy
Email: CBellamy@studygroup.com (mailto:CBellamy@studygroup.com)
Phone: (03) 9935 7978
Name: Monique Moloney
Email: MMoloney@studygroup.com (mailto:MMoloney@studygroup.com)
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Phone: (03) 9935 7919
Name: Bann Khorany
Email: Bkharany@studygroup.com (mailto:Bkharany@studygroup.com)
Phone: (03) 9935 7925
Name: Seham Shwayli
Email: SShwayli@studygroup.com (mailto:SShwayli@studygroup.com)
Phone:(03) 9935 7943
For appointments, please send an email CSUstudysupportmc@studygroup.com
(mailto:CSUstudysupportmc@studygroup.com)
Queries regarding the content of this subject should be directed to your subject lecturer.
Recommended student time commitment
This subject is an 8 point subject. The CSU Subject Policy states that a standard 8 point subject
should require you to spend up to 160 hours engaged in the learning and teaching activities.
These activities include the time spent in preparation for assessment, including study for
examinations, tests, and assignment preparation.
Assessment Items
Essential requirements to pass this subject
You must obtain at least 50% in both the total mark and the examination mark in order to pass
this subject.
If you marginally fail these pass criteria you are entitled to a second chance in the following
circumstances:
I. You are eligible for an Additional Assignment (AA) if you submitted all assessment items,
passed the exam (e.g. you scored 50% or above) but received an overall mark between 45 and
49;
or
II. You are eligible for an Additional Examination (AE) if you submitted all assessment items
(including the final exam) but failed the exam (e.g. you scored less than 50%) and received an
overall mark 45 or above.
Items
Item No. Title Value Due Date* Return Date**
1 Case Study Project 10% 23-Mar-2020 15-Apr-2020
2 Tasks and Research Project 15% 27-Apr-2020 19-May-2020
3 Tasks and Forensics Report 25% 25-May-2020 17-Jun-2020
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Item No. Title Value Due Date* Return Date**
4 Final Exam 50% To be advised –
* Due date is the last date for assessment items to be received at the University
** Applies only to assessment items submitted by the due date
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Assessment item 1 – Case Study Project
Value: 10%
Due Date: 23-Mar-2020
Return Date: 15-Apr-2020
Submission method options: Alternative submission method
TASK
A Case Study (10 Marks)
You have recently joined a digital forensics investigation organisation and your manager has
assigned you a task. She asked you to research and study current data acquisition tools and
prepare a report containing the following information for each tool and stating with reasons
which tool you would prefer to use.
• Forensics vendor name and URL address
• Acquisition tool name and latest version
• Some key features of the vendor’s product
Once this data is collected, she advised you to prepare a spreadsheet, listing vendors in the
rows and for the column headings list the following features.
• Raw format
• Proprietary format
• AFF format
• Other proprietary formats the tool can read
• Compression of image files
• Remote network acquisition capabilities
• Method used for data validation (SHA-3, SHA-1, MD5, CRC-32 and so on)
Deliverable: You are required to provide two deliverables, MS Word report and a spreadsheet.
There is no word limit for the report or spreadsheet, however, your submissions should be
reasonable and as per the marks assigned to the report and spreadsheet part. There are four
marks for the report and six marks for the spreadsheet.
RATIONALE
This assessment task will assess the following learning outcome/s:
• be able to evaluate the technology in digital forensics to detect, prevent and recover
from digital crimes.
• be able to evaluate the functions and features of digital forensics equipment, the
environment and the tools for a digital forensics lab.
• be able to prepare and defend reports on the results of an investigation.
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MARKING CRITERIA AND STANDARDS
Assessment 1 will be marked as per the following marking criteria. Total marks for this assignment are 10 and the assignment also carries 10%
weightage towards the final grade.
Criteria HD
100% – 85%
DI
84% – 75%
CR
74% – 65%
PS
64% – 50%
FL
49% – 0
Report (4 marks) An outstanding
report with clear and
relevant required
information on
forensic tools is
provided. A clear
statement of
preferred tool with
reason(s) is
provided.
Vendors names and
their website
address is provided.
Acquisition tools
names, their
versions and key
features are clearly
listed.
An excellent report
with clear and
relevant required
information on
forensic tools is
provided. A clear
statement of
preferred tool with
reason(s) is
provided.
Vendors names and
their website
address is provided.
Acquisition tools, file
formats supported
by the tools, latest
versions of the tools
and some key
features are listed.
A very good report
with some
information about
vendors and their
products is provided.
A statement of the
preferred forensic
tool is provided, but
reason why that tool
is selected is not
clear. Information
about acquisition
tools is provided to
satisfactory level,
but some key
features are not
listed.
A good report with
some vendors and
their product
information
provided. A
statement of
preferred tool but no
clear reasoning for
the tool preference.
Some key features of
the tools provided.
Either there is no
report or report is
missing main
components such as
acquisition tools
information, vendors
information, reason
what is the preferred
tool and also no
information about
the supported
format of the tools is
provided.
Spreadsheet (6 marks) An accurate and
outstanding
An accurate and
outstanding
An accurate
spreadsheet with the
An accurate
spreadsheet with
Either the sheet is
not provided, or the
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spreadsheet with all
the required
information in detail
as stated in the
assignment is
provided. The sheet
provides a
professional look
with proper label,
column headings
and clear
information in each
cell.
spreadsheet with the
required information
as stated in the
assignment is
provided. The sheet
provide a good look
with proper label,
column headings.
required information
as stated in the
assignment is
provided. However,
the information is
missing some of the
features from the
required list. The
sheet appearance
needs improvement,
but is acceptable.
some (at least 60%)
required information
as stated in the
assignment is
provided. The
information is
missing some of the
key features from the
required list. The
sheet appearance is
acceptable, but
needs improvement.
sheet is missing
substantial
information from the
assignment.
Possible marks 10.0 – 8.5 8.4 – 7.5 7.4 – 6.5 6.4 – 5.0 4.9 – 0
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Assessment item 2 – Tasks and Research Project
Value: 15%
Due Date: 27-Apr-2020
Return Date: 19-May-2020
Submission method options: Alternative submission method
TASK
Note: A Study Planner tool has been provided with this subject to support the assessment
process. This tool provides information about the submission flexibility of assessment tasks, and
a way to organise adjustments to submission dates. A link to the Study Planner can be found on
the Interact2 site.
Task 1: Reflection on Hands-on Projects (5 marks)
Complete the following hands-on projects from your textbook:
1. Hands-on Project 1-1
2. Hands-on Project 1-2
3. Hands-on Project 1-4
4. Hands-on Project 1-5
5. Hands-on Project 1-6
Deliverable: Write a 500-1000 words (up to two A4 pages) report on lessons learned from these
projects. Comment on each project individually within the two page limit. You can write one
lesson learned from each of the projects.
Task 2: Case Project (5 marks)
Complete the Hands-on Project 5-2 from your textbook (Nelson, Phillips, & Steuart, 6th
edition, 2019, p. 260-261). In this project you will explore the MFT and learn how to locate time
and date values in the metadata of a file you create during this project.
Deliverable: Write a 500-1000 words paper after completing this project and report what
metadata you have discovered from the file you analysed using WinHex editor. Provide screen
shots of the steps completed in the project showing the results of date and time values you
have recorded. Briefly describe the main steps that you think are necessary and important to
locate date and time values while analysing the file.
Task 3: Research Project (5 marks)
You have been assigned a digital forensics case to investigate involving a potential monetary
fraud in an organisation. The CTO of the organisation has given you access to the workstation
and other necessary hardware, e.g. USB, of one of his employees who she thinks is potentially
involved in this fraud. Your job as a digital forensics examiner is to conduct this investigation.
You are required to create a (investigation) plan and describe the standard practice procedure
that is used in such investigations. Your plan must include the procedures for collecting the
digital data, securing the evidence that you may collect and then describing the method to
validate the collected data, e.g. calculating hash values and specifying the hash algorithm that
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you intend to use, e.g. SHA-3, MD5 etc. You can make some reasonable assumptions if required
when describing your plan / procedures.
Deliverable: Write a 500-1000 word report that outlines the investigation plan, procedures to
secure the digital evidence, and data validation methods.
Note: Combine deliverable’s of all three tasks mentioned above in a single document (only MS
Word (preferable) or pdf, please note other formats e.g. *.zip, *.rar etc are NOT allowed) and then
submit that one / single document through Turnitin.
RATIONALE
This assessment task will assess the following learning outcome/s:
• be able to determine and explain the legal and ethical considerations for investigating
and prosecuting digital crimes.
• be able to formulate a digital forensics process.
• be able to evaluate the technology in digital forensics to detect, prevent and recover
from digital crimes.
• be able to analyse data on storage media and various file systems.
• be able to collect electronic evidence without compromising the original data.
• be able to prepare and defend reports on the results of an investigation.
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MARKING CRITERIA AND STANDARDS
Task 1: Reflection on Hands-on Projects (5 marks)
Criteria HD
100% – 85%
DI
84% – 75%
CR
74% – 65%
PS
64% – 50%
FL
49% – 0
Task 1: Reflection on
Hands-on Projects (5
marks)
An outstanding
reflection statement
which includes
strong analysis and
documents
completely the
experience gained
by completing each
of the five projects
and clearly stating
five things learned
or discovered
supported by
evidence e.g.,
images, screenshots.
An excellent
reflection statement
which includes
analysis and
documents most of
the experience
gained by
completing each of
the five projects and
mentions five things
learned or
discovered
supported by
evidence e.g.,
images, screenshots.
A very good
reflection statement
which includes
analysis and
describes experience
gained by
completing each of
the five projects and
states five things
learned or
discovered. Some
evidence of projects
completion is
provided.
A good reflection
statement which
includes analysis
and describes
experience gained by
completing five
things learned or
discovered. Some
evidence of projects
completion is
provided.
Reflection provided
little or no learning
experience. No
evidence of working
on projects is
provided.
Task 2: Case Project (5 marks)
Criteria HD
100% – 85%
DI
84% – 75%
CR
74% – 65%
PS
64% – 50%
FL
49% – 0
Case Project 5-2
(5 marks)
Project is completed,
evidence of all steps
Project is completed,
evidence of most
Project is mostly
completed, evidence
Project is mostly
completed but with
Evidence of some
steps in the project is
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is provided, paper
provides excellent
explanation of the
importance of files
examined and how
might they affect the
case.
steps is provided,
paper provides very
good explanation of
the importance of
files examined and
how might they
affect the case.
of most steps is
provided, paper
provides reasonable
explanation of the
importance of files
examined and how
might they affect the
case.
errors and lack of
evidence, some
steps are missing,
explanation of the
importance of files
examined is missing
some details.
provided, report is
missing most details.
Task 3: Research Project (5 marks)
Criteria HD
100% – 85%
DI
84% – 75%
CR
74% – 65%
PS
64% – 50%
FL
49% – 0
Research Project (5
marks)
Standard practice for
potential fraud
case(s) investigation,
detailed
investigation plan,
securing digital
evidence and data
validation methods.
Excellent
explanation,
justification with
examples of MS
Word and Excel
hashes snapshots
provided, explained
and references are
Standard practice for
potential fraud
case(s) investigation,
reasonable detailed
investigation plan
and data validation
methods.
Reasonable
explanation and
justification with
examples of MS
Word and Excel
hashes snapshots
provided, explained
and references are
provided.
Standard practice for
potential fraud
case(s) investigation,
some steps of the
investigation plan
and data validation
methods, some
minor errors in
explanation,
justification with MS
Word and Excel
hashes snapshots
provided, explained
and references are
provided.
Standard practice for
potential fraud
case(s) investigation
and data validation
methods provided
but it lacks
reasoning for the
with MS Word and
Excel hashes
snapshots provided,
explained and
references are
provided.
Little or no evidence
of research
conducted.
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provided.
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Assessment item 3 – Tasks and Forensics Report
Value: 25%
Due Date: 25-May-2020
Return Date: 17-Jun-2020
Submission method options: Alternative submission method
TASK
Task 1: Recovering scrambled bits (5%) (5 marks)
For this task I will upload a text file with scrambled bits on the suject interact2 site closer to the
assignment due date. You will be required to restore the scrambled bits to their original order
and copy the plain text in your assignment.
Deliverable: Describe the process used in restoring the scrambled bits and insert plain text in
the assignment.
Task 2: Digital Forensics Report (20%) (20 marks)
In this major task you are asked to prepare a digital forensic report for the following scenario
after carefully reading the scenario and looking at textbook figures as referred below:
You are investigating a possible intellectual property theft by a new employee of Superior
Bicycles, Inc. This employee, Tom Johnson, is the cousin of Jim Shu, an employee who had
been terminated. Bob Aspen is an external contractor and investor who gets a strange e-mail
from Terry Sadler about Jim Shu’s new project (shown in Figure 8-5 of the textbook on p. 350).
Bob forwards the e-mail to Chris Robinson (the president of Superior Bicycles) to inquire
about any special projects that might need capital investments. Chris forwards the e-mail to
the general counsel, Ralph Benson, asking him to look into it. He also forwards it to Bob
Swartz, asking him to have IT look for any e-mails with attachments. After a little investigation,
Bob Swartz forwards an e-mail IT found to Chris Robinson (shown in Figure 8-6 of the textbook
on p. 350).
Chris also found a USB drive on the desk Tom Johnson was assigned to. Your task is to search
for and determine whether the drive contains any proprietary Superior Bicycles, Inc. data in
the form of any digital photograph as an evidence. In particular, you may look for graphic files
such as JPEG on the USB drive hidden with different format. Note for the USB drive image, you
need to download the “C08InChp.exe” file from the download section of Chapter 8 on the
student companion site of the textbook (Nelson, Phillips, & Steuart, 6/e, 2019).
Your task is to search all possible places data might be hidden (e-mails and USB drive) and
recover and present any digital evidence in the report.
Deliverable: For this forensic examination, you need to provide a report of 1800-2000 words
(approximately 5 A4 pages) in the format described in presentation section below.
RATIONALE
This assessment task will assess the following learning outcome/s:
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• be able to determine and explain the legal and ethical considerations for investigating
and prosecuting digital crimes.
• be able to formulate a digital forensics process.
• be able to evaluate the technology in digital forensics to detect, prevent and recover
from digital crimes.
• be able to analyse data on storage media and various file systems.
• be able to collect electronic evidence without compromising the original data.
• be able to critique and compose technical tactics in digital crimes and assess the steps
involved in a digital forensics investigation.
• be able to prepare and defend reports on the results of an investigation.
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MARKING CRITERIA AND STANDARDS
Task 1: Recovering scrambled bits (5 marks)
Criteria HD
100% – 85%
DI
84% – 75%
CR
74% – 65%
PS
64% – 50%
FL
49% – 0
Successfully
recovering the
scrambled bits to
their original order
(5 marks)
Scrambled bits are
restored to the
original text. Tool
used to decode the
text is mentioned
and justification to
use the tool is also
provided. The
process to restore the
scrambled bits is
clearly described
with screenshots
inserted of all steps.
Scrambled bits are
restored to the
original text. Tool
used to decode the
text is mentioned but
the justification is not
very clear. The
process to restore the
scrambled bits is
described with some
screenshots.
Scrambled bits are
restored to the
original text. Tool
used to decode the
text is mentioned but
the justification is not
very clear. The
process to restore the
scrambled bits is
described but no
screenshots
provided.
Scrambled bits are
restored to the
original text. No
justification of tool
used is provided,
process seems to be
somewhat vague.
Scrambled bits are
restored but not
matching with the
original text. Tool is
not mentioned and
process is not
described.
Task 2: Forensics report (20 marks)
Criteria HD
100% – 85%
DI
84% – 75%
CR
74% – 65%
PS
64% – 50%
FL
49% – 0
Introduction:
Scope of
Introduction is
excellent, all
All elements are
present and largely
All elements are
present with few
Most elements are
present possibly with
Fails to satisfy
minimum
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engagement, tools to
be used and potential
findings
(5 marks)
elements required in
introduction are
present, well
expressed,
comprehensive and
accurate.
accurate and well
expressed.
inaccuracies. some inaccuracies. requirements of
introduction.
Analysis: relevant
programs,
techniques, graphics
(5 marks)
Description of
analysis is clear and
appropriate
programs and
techniques are
selected. Very good
graphic image
analysis.
Description of
analysis is clear and
mostly appropriate
programs and
techniques are
selected. Good
graphic image
analysis.
Description of
analysis is clear and
mostly appropriate
programs and
techniques are
selected.
Reasonable graphic
image analysis.
Description of
analysis is not
completely relevant.
Little or no graphics
image analysis
provided.
Fails to satisfy
minimum
requirements of
analysis.
Findings:
specific files/images,
type of searches, type
of evidence,
indicators of
ownership
(5 marks)
A greater detail of
findings is provided.
Keywords and string
searches are listed
very clearly. Evidence
found is very
convincing.
Indication of
ownership is very
clear.
Findings are
provided, keywords
and string searchers
are listed. Evidence is
sound. Ownership is
clear.
Findings are
provided, some
keywords are listed.
Evidence is
reasonable which
relates to the
ownership.
Findings are
provided but are
somewhat vague.
Keywords
and strings are not
very clear. Evidence
found may be
questionable.
Fails to satisfy
minimum
requirements
providing findings.
Conclusion:
Summary, Results
(3 marks)
High level summary
of results is provided
which is consistent
with the report.
Well summarised
results and mostly
consistent with the
findings.
Good summary of
results.
Able to relate the
results with findings.
No new material is
included.
Satisfies the
minimum
requirements.
Results are not really
consistent with the
findings.
Fails to satisfy
minimum
requirements of
summarising the
results.
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References:
Must cite references
to all material used as
sources for the
content
(2 marks)
APA 6th edition
referencing applied
to a range of relevant
resources. No
referencing errors.
Direct quotes used
sparingly. Sources all
documented.
APA 6th edition
referencing applied
to a range of relevant
resources. No more
than 2 referencing
errors.
Direct quotes used
sparingly. Sources all
documented.
APA 6th edition
referencing applied
to a range of relevant
resources. No more
than three errors.
Direct quotes used incontext.
All sources
are documented.
APA 6th edition
referencing applied
to a range of relevant
resources.
No more than 4
errors. Direct quotes
used in-context.
Some sources
documented.
Referencing not done
to the APA 6th edition
standard. Over-use of
direct quotes. Range
of sources used is not
appropriate and/or
not documented.
Glossary /
Appendices:
(Optional – not
marked)
Glossary of technical
terms used in the
report is provided
which has generally
acceptable source of
definition of the
terms and
appropriate
references are
included. Relevant
supporting material
is provided in
appendices to
demonstrate the
evidence.
Glossary of technical
terms used in the
report is provided
which has mostly
acceptable source of
definition of the
terms and
appropriate
references are
included. Some
supporting material
is provided in
appendices to
demonstrate the
evidence.
Glossary of some
technical terms used
in the report is
provided which has
mostly acceptable
source of definition
of the terms and
appropriate
references are
included. Some
supporting material
is provided in
appendices to
demonstrate the
evidence.
Glossary of some
technical terms
used in the report is
provided however
terms are not
generally common
and some references
are missing. Some
supporting material
is provided in
appendices.
Most terminologies
are missing.
Appendices are
either not provided
or are irrelevant.
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PRESENTATION
The following should be included as minimum requirements in the report structure:
Executive Summary or Abstract
This section provides a brief overview of the case, your involvement as an examiner,
authorisation, major findings and conclusion
• Table of Contents
• Introduction
Background, scope of engagement, forensics tools used and summary of potential findings
• Analysis Conducted
o Description of relevant programs on the examined items
o Techniques used to hide or mask data, such as encryption, steganography, hidden
attributes, hidden partitions etc
o Graphic image analysis
• Findings
This section should describe in greater detail the results of the examinations and may include:
o Specific files related to the request
o Other files, including any deleted files that support the findings
o String searches, keyword searches, and text string searches
o Internet-related evidence, such as Web site traffic analysis, chat logs, cache files, e-mail, and
news group activity
o Indicators of ownership, which could include program registration data.
• Conclusion
Summary of the report and results obtained
• References
You must cite references to all material you have used as sources for the content of your work
• Glossary (Optional)
A glossary should assist the reader in understanding any technical terms used in the report.
Use a generally accepted source for the definition of the terms and include appropriate
references.
• Appendices (Optional)
You can attach any supporting material such as printouts of particular items of evidence,
digital copies of evidence, and chain of custody documentation.
Follow the referencing guidelines for APA 6 as specified in Referencing Guides
(http://student.csu.edu.au/study/referencing-at-csu).
Submit the assignment in ONE MS Word (preferable) or pdf file on Turnitin. Please do not submit
*.zip or *.rar or multiple files.
Assessment item 4 – Final Exam
Value: 50%
Due Date: To be advised. Your exam timetable (http://student.csu.edu.au/study/exams/examtimetable)
will be released via the Student Portal. Check dates for the exam period and your
responsibilities (http://student.csu.edu.au/study/exams).
Duration: 2 Hours
Submission method options: Alternative submission method
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REQUIREMENTS
UPDATE to exam based on COVID-19.
Your exam will be a time-limited online exam. The exam will be timetabled as per normal and
you will be notified of the time via the exams office. The exam questions will be available from
a interact 2 test within your interact 2 site. The test will become active at the time given in your
exam timetable. You will then submit your answers in the online test.
The time allocated to complete the exam is 10 minutes reading time + 2 hours writing time +
15 minutes technology allowance. The technology allowance gives you extra time due to
dealing with the different medium. You are allowed to give answers for the whole time,
however it is your responsibility to submit on time. Late submissions attract heavy late
penalties.
Multiple choice questions will be randomised. [Not applicable for all exams]
Text based questions can be typed directly into the test.
If you need to include a diagram or something else that is difficult to type, then the question
will allow a file upload. [Not applicable for all exams]
It is expected that an example version of a test will be available beforehand for you to practice
the different question types.
For file upload question types (where they apply): For diagrams you can are encouraged to use
online diagram tools like Lucid Chart (https://www.lucidchart.com) or Draw.io
(https://app.diagrams.net/) to generate diagrams. Then you can export as an image and
upload that file. If you handwrite, you are recommended to use the Genius Scan app on your
mobile https://thegrizzlylabs.com/genius-scan to create a file to upload. We recommend that
you practice prior to your exam so you are familiar with the process in the exam environment
to avoid unnecessary pressure. Your lecturer will give more information about this during
revision.
Academic integrity is important (https://www.csu.edu.au/current-students/learningresources/
build-your-skills/academic-integrity). Thus various checks will be used to look for
academic misconduct. Written answers will be processed by turnitin to look for similarities to
web sources and other students’ submissions. Uploaded files will be compared for similarities.
IP addresses will be recorded to detect collusion and impersonation. You may be interviewed
to explain why you answered questions in certain ways. Penalties for academic misconduct
are severe. Also, people who make money from academic misconduct do resort to blackmail
to make more money from their victims.
The sample exam continues to be a guide to the style of questions used in your exam.
————–
The final exam for ITC597 is a close book exam. There will be three parts in the final exam. Part
A will consist of fifteen multiple choice questions with each question worth one mark. Part B
will have seven short answer questions in total, out of which you will be required to attempt
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ONLY five questions. Each question will be of five marks. Part C will consist of a case study
question, where a case study or a scenario will be provided and you will be asked one or two
short questions. This part will be of total ten marks. You must pass the final exam in order to
pass the subject.
It is your responsibility to ensure that you are aware of the requirements for completing the
final exam and that you attend the exam site on the correct date and at the correct time. The
School of Computing and Mathematics will not accept misreading the exam time as
misadventure.
RATIONALE
This assessment task will assess the following learning outcome/s:
• be able to determine and explain the legal and ethical considerations for investigating
and prosecuting digital crimes.
• be able to formulate a digital forensics process.
• be able to evaluate the technology in digital forensics to detect, prevent and recover
from digital crimes.
• be able to analyse data on storage media and various file systems.
• be able to collect electronic evidence without compromising the original data.
• be able to evaluate the functions and features of digital forensics equipment, the
environment and the tools for a digital forensics lab.
• be able to critique and compose technical tactics in digital crimes and assess the steps
involved in a digital forensics investigation.
• be able to prepare and defend reports on the results of an investigation.
Sample exam can be found at https://doms.csu.edu.au/csu/items/6f46ee07-67a9-4209-bddfad18e2fc3582/
1/ and you may need to enter your Interact2 username and password to access
to CSU’s Digital Object Management System (DOMS).
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MARKING CRITERIA AND STANDARDS
Marking criteria for the final exam (5 x 10 = 50 marks)
Criteria HD
100% – 85%
DI
84% – 75%
CR
74% – 65%
PS
64% – 50%
FL
49% – 0
Demonstrate an ability
to analyse, reason and
discuss the concepts
learned in the subject.
Using the concepts
learned to solve case
study questions (This
includes content from
face to face lectures,
textbook chapters,
modules, readings and
forum discussions)
Demonstrate an
ability to analyse,
reason and discuss
the concepts to
draw justified
conclusions that are
logically supported
by examples and
best
practice. Answers
succinctly integrate
and link information
into cohesive and
coherent piece of
analysis and
consistently use
correct forensics
terminologies and
sophisticated
language.
Demonstrate an
ability to analyse,
reason and discuss
the concepts to draw
justified conclusions
that are logically
supported by
examples and best
practice. The
answers are logically
structured to create
cohesive and
coherent piece of
analysis that
consistently use
correct forensic
terminologies.
Demonstrate an
ability to analyse,
reason and discuss
the concepts to draw
justified conclusions
that are generally
logically supported by
examples and best
practice. The answers
are generally logically
structured to create a
comprehensive,
mainly descriptive
piece of analysis.
Some use of correct
forensic
terminologies.
Demonstrate an ability
to analyse, reason and
discuss most concepts
to draw justified
conclusions that are
generally logically
supported by
examples and best
practice. The answers
are partially
structured into
loosely-linked
rudimentary
sentences to create a
comprehensive,
descriptive piece of
analysis. Some use of
correct forensic
terminologies.
Demonstrate an
ability to analyse,
reason and discuss
some concepts to
draw conclusions
that are generally
logically supported
by examples. The
answers are
partially structured
and may tend to list
information. Uses
frequent informal
language.
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MATERIAL PROVIDED BY THE UNIVERSITY
Answer Booklet (1 X 12 page) for the final exam.
MATERIAL PROVIDED BY THE STUDENT
Writing implements, including a 2B pencil and an eraser.
Assessment Information
Academic integrity
Academic integrity means acting with honesty, fairness and responsibility, and involves
observing and maintaining ethical standards in all aspects of academic work. This subject
assumes that you understand what constitutes plagiarism, cheating and collusion. If you are a
new student we expect you to complete the modules called Academic Integrity at CSU
(http://student.csu.edu.au/library/integrity/academic-integrity-course).
Charles Sturt University treats plagiarism seriously. We may use Turnitin to check your
submitted work for plagiarism. You can use Turnitin to check for plagiarism
(http://student.csu.edu.au/library/integrity/referencing-at-csu/checking) in your assessments
before submission.
Referencing
Referencing is an important component of academic work. All assessment tasks should be
appropriately referenced. The specific details of the referencing requirements are included in
each assessment task description. Get referencing style guides and help
(http://student.csu.edu.au/library/integrity/referencing-at-csu) to use for your assessments.
How to submit your assessment items
ONLINE SUBMISSION PROCESS
Assignment(s) should be submitted through Turnitin. Please meet with your respective
lecturer in the class to enroll in the Turnitin (If you are not enrolled this subject in Turnitin and/
or do not receive any email from Turnitin) maximum by week 2
All textual elements within an assessment must be submitted in a format that is readable
by Turnitin. Specific exceptions, where an assessment requires the insertion of image
based evidence of workings will be outlined in the context of the assessment. Students
that deliberately attempt to insert content of assessments in a format that is not
readable by Turnitin may be subject to Academic misconduct investigations.
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Assessment(s) such as Blogs, Quizzes, Journals and Discussion Forums are required to submit
in the Interact2, unless your lecturer advises otherwise.
Please submit the assignments only as word document in Turnitin, unless your lecturer
advises otherwise.
Assignment(s) must be submitted through Turnitin by midnight (AEST) according to the date
mentioned in the subject outline.
Assignment(s) submitted in the RESPECTIVE FINAL FOLDER only will be considered for
marking.
Additional Submission Information:
It is recommended that your name, student ID and page number are included in the header
or footer of every page of any assignment. You are also required to rename your assignment
file before you submit via Turnitin as per below protocol:
SUBJECT CODE, SMI, SURNAME, STUDENT ID, ASSESSMENT NUMBER, SESSION.
Example – ITC597 SMI SINGH 1169XXXX A1 202030.doc
POSTAL SUBMISSION PROCESS
Under normal circumstances postal submissions will not be accepted for any of the
assessments required.
HAND DELIVERED SUBMISSION PROCESS
Under normal circumstances hand delivered submissions will not be accepted for any of the
assessments required.
ALTERNATIVE SUBMISSION PROCESS
Please check online submission process for submitting or completing your assessments.
Extensions
It is best to complete assessment items by the due date. However, when something
unavoidable comes up an extension may be possible. The following principles are used when
processing extensions
1. For in-session assessment items, an extension request for up to three (3) calendar days
can be made by emailing your subject coordinator directly before the due date. In your
email please state the reason why you need more time as well as what precisely you are
requesting. Supporting documentation is not required. If an extension is requested in the
above format with a valid reason and your request does not disadvantage other students, the
extension will be approved.
2. For in-session assessment items, extension requests of more than three (3) calendar
days must be made via the special consideration form: https://apps.csu.edu.au/
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specialcons/. The request must be made before the due date and must include supporting
documentation. Acceptable reasons are given in the Special Consideration
Policy<https://policy.csu.edu.au/view.current.php?id=00298>. Each request will be considered
on a case by case basis. The request may not be granted. The maximum extension possible
will be seven (7) calendar days.
3. If you receive an extension, then you should expect the assessment item and its feedback to
be returned later. If you submit later than the extended due date you will receive late penalties
as per guidelines below.
4. Unless your extension permits otherwise, submissions received 10 days after the original
due date will receive zero.
5. For end of session exams, you can request a supplementary exam via
https://apps.csu.edu.au/specialcons/. This request must be made within 3 working days of the
date of exam and must include supporting documentation. Acceptable reasons are given in
the Special Consideration Policy <https://policy.csu.edu.au/view.current.php?id=00298>. For
medical issues, a CSU medical certificate is required. If the supplementary exam (SX) is
awarded then your exam is moved to the next examination period. In order to preserve exam
integrity and manage the logistics of exams, the timing of a supplementary exam is heavily
restricted.
How to apply for special consideration
Academic regulations provide for special consideration to be given if you suffer misadventure
or extenuating circumstances during the session (including the examination period) which
prevents you from meeting acceptable standards or deadlines. Find the form on the Student
Portal Special Consideration, Misadventure, Advice and Appeals (http://student.csu.edu.au/
study/academic-advice) page.
Penalties for late submission
The penalty for late submission of an assessment task (without obtaining the Subject
Coordinator’s approval for an extension) will be:
10% deduction per day, including weekends, of the maximum marks allocated for the
assessment task, i.e. 1 day late 10% deduction, or 2 days late 20% deduction.
An example of the calculation would be:
Maximum marks allocated = 20
Penalty for one day late = 2 marks (so, a score of 18/20 becomes 16/20 and a score of 12/20
becomes 10/20).
If an assignment is due on a Friday but is not submitted until the following Tuesday, then the
penalty will be four days (40% deduction or 8 marks in the example above).
Submissions more than 10 days late will be acknowledged as received but will not be marked.
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Resubmission
Under normal circumstances resubmission of assessment items will not be accepted for any of
the assessments required in this subject.
Feedback processes
Feedback for assessment items will be provided by subject lecturer/s. You may also approach
the lecturer for further clarification or feedback on the assignment.
Assessment return
You should normally expect your marked assessment to be returned to you by the return date,
if your assessment was submitted on time. If you submitted your assessment on time but have
not received the marks by the return date, you should make inquiries in the first instance to
the subject lecturer. If subject lecturer is not available please contact respective Course
Coordinator.
Student Feedback & Learning Analytics
Evaluation of subjects
Charles Sturt University values constructive feedback and relies on high response rates to
Subject Experience Surveys (SES) to enhance teaching. Responses are fed back anonymously
to Subject Coordinators and Heads of Schools to form the basis for subject enhancement and
recognition of excellence in teaching. Schools report on their evaluation data; highlighting
good practice and documenting how problems have been addressed. You can view a summary
of survey results via the Student Portal SES Results (https://student.csu.edu.au/study/subjectexperience-
survey-results) page.
We strongly encourage you to complete your online Subject Experience Surveys. You will be
provided with links to your surveys via email when they open three [3] weeks before the end of
session.
Changes and actions based on student feedback
The subject that you are studying has been developed over several years and we have taken
notice of feedback from students in the past. In particular, this year the subject has been
changed in response to feedback from last year’s class in the following ways: CSU online
weekly meetings and or Podcasts will be used extensively in this subject to provide students
with an opportunity to review lecture content at times outside of the scheduled lecture times.
Learning analytics
Learning Analytics refers to the collection and analysis of student data for the purpose of
improving learning and teaching. It enables the University to personalise the support we
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provide our students. All Learning Analytics activities will take place in accordance with the
Charles Sturt University Learning Analytics Code of Practice. For more information, please visit
the University’s Learning Analytics (http://www.csu.edu.au/division/student-learning/home/
analytics-and-evaluations/learning-analytics) website.
Data about your activity in the Interact2 site and other learning technologies for this subject
will be recorded and can be reviewed by teaching staff to inform their communication,
support and teaching practices.
Services & Support
Your Student Portal (http://student.csu.edu.au/) tells you can how you can seek services and
support. These include study, admin, residential, library, careers, financial, and personal
support.
Develop your study skills
Develop your study skills (https://student.csu.edu.au/study/skills) with our free study services.
We have services online, on campus and near you. These services can help you develop your
English language, literacy, and numeracy.
Library Services
CSU Library (https://student.csu.edu.au/library) provides access to the eBooks, journal
articles, books, and multimedia resources needed for your studies and assessments. Get the
most out of these resources by contacting Library staff either online or in person, or make use
of the many Library Resource Guides, videos and online workshops available.
Policies & Regulations
This subject outline should be read in conjunction with all academic policies and regulations.
Please refer to the collated list of policies and regulations relevant to studying your subject(s)
(http://student.csu.edu.au/administration/policies-regulations-subjects) which includes links
to Charles Sturt University’s Policy Library (http://www.csu.edu.au/about/policy) – the sole
authoritative source of official academic and administrative policies, procedures, guidelines,
rules and regulations of the University.
Subject Outline as a reference document
This Subject Outline is an accurate and historical record of the curriculum and scope of your
subject. Charles Sturt University’s Subject Outlines Policy (https://policy.csu.edu.au/
view.current.php?id=00267) requires that you retain a copy of the Subject Outline for future
use such as for accreditation purposes.
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