INTRODUCTION

The student project is a compulsory course to be taken by level 6 diploma students. Each student will complete a project based on their study fields. This project will allow students the opportunity to practice their theoretical knowledge and to solve problems in the area of information technology. Students will be assessed on their skills in designing, problems solving, and performing technical management work. Objective The objective of this project manual is to provide guidelines for students in the selection of projects topic according to their field of study. This manual serves as a reference in standardizing the procedures of Project Course for Diploma students in Information Technology, which is outline by the Department of Polytechnic Education (DPE). It is for this reasons that DPE has initiated the development of this Project Guideline for Polytechnic Information Technology Programme. Credit and Duration Projects are carried out in groups of TWO (2) to FOUR (4) students. Students can form group of FOUR (4) only if the scope of the project is extensive and should be delay approved by supervisor concerned. Every member must be involved in ALL aspects of the project. Total Credit Hour The project carries SEVEN (7) credit hours where Level 5 consists of THREE (3) credit hours and LEVEL 6 is FOUR (4) credit hours. Both courses comprising of 120 hours work. Project Title Selection Criteria i. Projects must be developed in accordance with the requirements of industry (industry driven) or community and can be commercialized if appropriate. ii. Projects should have future upgrade values, which can be made to improve the quality of the project. iii. All invented projects must be original. Students who are caught to have plagiarized will be STRICTLY penalized, and result in automatic failure. iv. Selection of project title can be done by choosing the title suggested either by the coordinator, supervisor and student can also choose the topic themselves, and must be approved by the coordinator or supervisor. Project Scope

Page 1 of 74

Projects should be sufficiently challenging to allow the students to demonstrate a variety of skills, including the ability to plan their work, perform the necessary research, manage their time and resources adequately, work as a team, show initiative and originality and present their work orally and in writing. Students must develop the project based on their fields of study. Any project with a similar scope to a class assignment will not be accepted. Three project types comprising of: i. Programming ii. Networking iii. Game Development Programming The project title may ranges from system development areas such as the database development, stand-alone application, web-based application, mobile (eg. PDA, handphone), to other relevant ideas. The projects may be developed on any platform. For example, in web development student can develop a dynamic web page or a commercial webpage which responds to the users needs, and provides relevant information by accessing information in a connected database. For stand-alone application, students may develop computer software that can work offline, which does not necessarily require network connection to function. Networking The project title may range from computer networking areas such as, the emerging networking technologies, network application, network security, wireless technologies, architectures, systems, services to other network and related area. This may include network simulation, network design, and network analysis. In network simulation, student will create a program that models the behavior of a network either by calculating the interaction between the different network entities (hosts/routers, data links, packets, etc) using mathematical formula, or actually capturing and playing back observations from a production network. The behavior of the network, the various applications and services the network supports can then be observed in a test lab; various attributes of the environment can also be modified in a controlled manner to assess how the network would behave under different conditions. In networking analysis student is required to perform a detailed study on a certain area related to the networking. A large portion of the research will be dedicated for documenting his studies. For example, a student who chose to perform a study on issues related to network security can develop a small application such as a packet sniffer to demonstrate the security threats that he read in the literature can actually happen in real life.

Page 2 of 74

Game Development The project titles may range from game development areas such as, stand-alone game, web-based game, mobile or multimedia game to other relevant areas. In this project, students will use their programming skills to develop a video game for commercial, educational and other purposes. Students will select a theme and general design for their 2D or 3D video game and use a programming language of their choice to develop their digital activities by combining graphics, music, sound effects, sprite and pixel art, modelling, texturing, animation and level design in the project. Focusing on a central task of modeling a character, students will analyze and build complex 3D objects piece by piece. Procedures Change project title Level 6 students are only allowed to change their titles up to week 6 (add and drop week). (Refer Appendix A). If they change the title they have to redo all their level 5 assesments. Attendance Attendance must be at least 80% , if not students coursework assesments marks will be disregarded. Copyright The Polytechnic shall be the owner of all findings, designs, patents and other intellectual property rights of the projects. Plagiarism Students may discuss with their supervisors should they are in doubt of the nature of plagiarism. If caught committing plagiarism, strict action will be taken against the students.

Responsibility and Roles Student Once a the students project is approved, it will be the students responsibility to consult their supervisors in order to ensure that they understand the objectives of the project, expectations from the project,

Page 3 of 74

the Outcome as well as the financial limitations. The students should then plan their work (Gantt Chart or equivalent) to monitor their progress. Students must set up weekly or regular meetings with their supervisor to seek advice and to review the progress of their project Evaluator The project coordinator appoints the evaluators. The role of the evaluators is to evaluate the final project presentations. Coordinator The main role of project coordinator is to ensure smooth operation of the final year project overall process. The coordinators task is to: a) Identify suitable supervisors for every type of projects. b) Plan and distribute number of group project per supervisor. c) Create timetable for all supervisors in charge in project lab. d) Set a timeframe for regular scheduled progress meeting between supervisors and student. e) Brief the students about overall procedures and process. f) Inform the regulations related to the final year projects: i. timeframe of every process; choosing supervisor, project registration, proposal, oral presentation and final project report ii. Group Formation iii. project Registration iv. evaluation g) Advise students on the preparation of final project report and the oral presentation. h) Organize the Final Project Presentation session at the end of the semester; arrange details of the date and venue, poster, presentation materials and set up schedule of the presentation panels. i) Collect the evaluation forms from supervisors and presentation panels, and work out the final grades. j) Distribute the manual project and log book.

Supervisor A project supervisor is an eligible lecturer that has been assigned by Head of Department and also Project Coordinator to supervise each group project commencing since the students are in level 5 until level 6. Students may choose their preferred supervisor using Project Registration Form refer to Appendix. The role and responsibilities of the project supervisors:

Page 4 of 74

a) guide and encourage the students in conceptualizing their project, ensures that the project objectives and scopes are relevant to Diploma in Information Technology (IT) program, valid to qualify as a project, feasible within the timeframe and have commercial value. b) follow progress meeting and discussion scheduled (according to the timetable given) between supervisor and student, and verify the project progress summary (signaturein thelog book at least once a week). c) monitor students time management (based on weekly schedule given by project coordinator) and also encourage the students work and progress soon after the allocation of project titles. d) provide a guideline on the project requirements to ensure the students accomplish a project needs. e) recommend approaches, techniques and methods appropriate to achieve the projects objectives. f) provide frequent informal feedback or comments on progress achieved by the student during weekly project meetings. g) guide on relevant literature on the topic under study and appropriate literature sources. h) guide on writing of final project report according to the standard format expected. i) review students project reports draft and provide feedback before submitting the final report.

Page 5 of 74

2.0 IMPLEMENTATION Teaching and Learning Process Teaching and learning process for project analysis and designconsist of theory and practical. Refer Table 2.1for teaching and learning detail. Leve l 5 6 Table 2.1 : Teaching and Learning Process Course Context Teaching & Learning Hour Implementation Project 30 LECTURE 2 hours Theory (Lecturer) Analysis 30 PRACTICAL 2 hours Practical & Design (Supervisor) Project 15 LECTURE 1 hour Consultation 45 PRACTICAL 3 hours Practical (Students complete their project in lab)

Planner Refer to Appendix Project Analysis & Design planner.

Page 6 of 74

2.0
Lev el

Gantt Chart W 1 Figure 2.1: Project Analysis & Design Gantt Chart Page 7 of 74 W 2 W 3 W 4 W 5 W 6 W 7 W 8 W 9 W1 0 W1 1 W1 2 W1 3 W1 4 W1 5

Week / Activity Project Briefing. Select project title and project supervisor. Create and compile project capstone Guidance & Consultation Prepare project proposal for approval Proposal presentation Submit proposal report Analysis presentation and submit analysis report Design presentation and submit design report Submission of capstone project Reviewed project and proposal Guidance & Consultation 1st Demonstration 2nd Demonstration 3rd Demonstration Submit Final draft Presentation, and submit capstone project

2.1
Flow Chart

Project Flow (Level 5)

Explanation
START

Outcome

Project analysis and design briefing

Project coordinator briefs level 5 students The projects title may be proposed by lecturers or students. The coordinator or supervisor will release the list of approved projects to the students.

List Students of titles published for propose title students to

Students choose titles from list

No

Supervisor agrees

No

Yes Fill in registration form and submit

Yes

Coordinator publishes group title Discuss project with supervisor Amendment

Yes

No
Proposal preparation and oral presentation Yes Amendment No Submit Project Planning Report

Discuss project with supervisor and make any amendment that necessary. Submit project proposal and deliver oral presentation to supervisor. Make any amendment that necessary. Submit project planning report to supervisor. Submit project analysis report and delivers oral presentation to supervisor. Submit project design report and deliverers oral presentation to supervisor. Submit capstone project to supervisor.

Project Proposal

Project Analysis Report and oral presentation

Project planning report Project Analysis report Project Design report Capstone Project and Project Document

Project Design Report and oral presentation

Submit capstone project

END

Figure 2.2 : Project Analysis and Design Flow Chart

2.2Project Flow (Level 6) Page 8 of 74

Flow Chart
START

Explanation

Outcome

Final year project review

Proposal and project review. Discuss the progress of the project development with supervision. Present the development stage to the supervisor Make any amendment that necessary Present the testing stage to the supervisor. Demontration 1

Consultation with supervisor

1st Progress demonstration

Yes Amendmen t No 2nd Progress demonstration

Demontration 2

Yes Amendmen t No 3rd Progress demonstration Yes Amendmen t No Submit final draft

Make any amendment that necessary Present the implementation stage to the supervisor Make any amendment that necessary Submit final draft to supervisor Submit final report to the supervisor. Present final presentation to evaluators. Demontration 3

Final draft report Final report, Capstone Project, User Manual, End Product.

Final report and presentation

END

Figure 2.3: Project Flow Chart

Page 9 of 74

ASSESSMENTS
3.1 Type of assessments All students assessment will be evaluated based on their performance during implementing the project every week. Log book and presentation are assessed individually. Type of assessment rubric is divided into the elements as follows: Table 3.1 Assessment Level 5 and Level 6 Type of Assessment Peer Assessment Presentation Demonstration Capstone 1. Proposal 2. Portfolio 3. Logbook 4. Analysis Report 5. Design Report 6. Final Report 7. End Product 8. User Manual Total Level 5 Individual (20%) (30%) (10%) (10%) (10%) 100% Group (15%) (5%) Level 6 Individual (10%) (25%) (15%) (10%) 100% Group (5%) (20%) (10%) (5%)

3.1.1 Peer Assessment Each student will be assessed by his group members based on: Table 3.2 : Peer Assessment Level 5 Knowledge Communication Leadership Team work 3.1.2 Presentation The evaluation for presentation is done individually. It will be assessed by Supervisor and Invited Assessor. Evaluation mark will be based on soft skill only. However, student should bring together their report for presentation. Level 6 Social skills & Responsibilities Management & Entrepreneurial Skills Leadership Team work

Page 10 of 74

Soft Skill Presentation/Demonstration Level 5 and Level 6 The evaluation will be based on communication, answering ability, posture and eye contact, enthusiasm, leadership and team work, material ans added tools, intonation and volumn and self appearence. It is compulsory to be evaluated in every presentation which are Proposal Presentation, Analysis Presentation and Design Presentation. End Product Presentation The evaluation for end product will be based on achievement of the objectives, construction and functionality, feasibility, user interface layout, testing, marketability, originality and creativity. Capstone Capstone Project is intended to be intensive, active learning projects, require significant effort in the planning and implementation, as well as preparation of a substantial final written work product. The capstone project demonstrates the student's analytical and interpretive skills. It serves as a summative expression of what a student has learned in the Diploma program. Level 5 and Level The evaluation will be based on Table 3.3. Table 3.3: Capstone Project 1. 2. 3. 4. 5. FP521(Level 5) Report 15% Proposal 5% Portfolio 10% Log book 10% Report 10% Analysis Report Design 1. 2. 3. 4. 5. FP621(Level 6) Portfolio 5% Log book 10 Final Report % End Product 20 User Manual % 10 % 5%

Portfolio A student portfolio is a systematic collection of students work and related material that depicts a student's activities, accomplishments and achievements in one or more subjects. The collection should include evidence of students reflection and self-

Page 11 of 74

evaluation, guidelines for selecting the portfolio contents, and criteria for judging the quality of the work. Level 5 and Level 6 The evaluation will be based on the required items and overall organization including log book. Development Demonstration Student will demonstrate the project progress to the Supervisor. Level 6 There are three development demonstrations. Demonstration 1 Development Demonstration The evaluation will be based on input development, output development, user interface development, project application development, system security and features and progress of project development. Demonstration 2 Testing Demonstration The evaluation will be based on testing plan, unit testing, integration testing and system testing. Demonstration 3 Implementation Demonstration The evaluation will be based on feasibility/functionality, marketability, objectives achievement, originality and user interface. 3.2 Rubric/Schema Refer to Appendices for all assessments.

Page 12 of 74

3.0

DOCUMENTATION FORMAT

4.1 Documentation This section describes the documentation guidelines for manual Final Year Project as described in previous section. These guidelines must be strictly followed by the final year students and supervised lecturers. Table 4.1: Documentation Format Content No. 1. Items Cover Page Description The cover for all proposal, report and documentation must contain the project title, author names, registration number, department name, polytechnic name and session of study. See Appendix B1. Use only high quality white A4 70-gramor A4 80gram paper,size 210mm X 297mm. For each page, the margin should be: Left: 40 mm Right, Top and Bottom: 25 mm Header and Footer: 15 mm 1.5 spacing should be use in preparing the proposal, report and documentation includes for tables or charts. The typesetting which acceptable is: Font Type: Times New Roman, Font Size : 12 pt Chapter Title: Uppercase, Bold, Centered Chapter Sub-section: Title Case, Bold, Align left Paragraph: Justify All tables, charts, figures, and graphs should be numbered and have titles. Both the number and the title should be centered either directly above or directly below the table. The numbering must be related to the Chapter. For example: Figure 2.4 is the fourth figure in Chapter 2. Project Proposal must be written in minimum of 10 pages length. It is only considered text EXCLUDING front page, appendix and references. Analysis and Design Report must be written in maximum of 5 pages length. It is only considered text EXCLUDING front page, appendix and references. Final Project Report must be written in not more than 100 pages length. It only considered text EXCLUDING front page, appendix and references. Bottom right Any material taken from another source must be identified, and a brief reference to its source included in the text. A complete reference to the document is included in the reference at the end of Page 13 of 74

2. 3.

Paper and Size Margin

4.

Typesetting

5.

Figure and Table

6.

7.

Project Proposal (Level 5) Analysis and Design Report (Level 5) Final Project Report (Level 6) Paging References

8. 9. 10.

11.

Binding

student final project report. The student must follow The American Psychological Association (APA) reference citations style for references in text. See Appendix C1. Semester 5: All report must be using Black Tape Binding with white cover. Semester 6: Report cover must be Buckram (hardcover), gold printing and 1418 times New Roman font face. See Appendix B1 and Appendix B2.

4.2 Proposal Supervisor and coordinator will check students project proposal to determine whether or not the title and content can be accepted based on the DIP curriculum. The contents of proposal must include the entire list in Table 4.2. Table 4.2: Proposal Content Description Table of Contents Each students contribution to the relevant chapters and section should clearly be indicated by chapter in the proposal. 1.0 Introduction Briefly explain on introductory project that carried out together current issue related to project. 2.0 Problem Statement Briefly explain the problems that arise which made project chosen to be conducted. 3.0 Objective List the reason why the project is carried out. It should be in form point (1....2.3.) and not in paragraph form. The objectives must be specific, measurable, achievable, relevent and time oriented (using SMART criteria) 4.0 Scope Student needs to state the scope or project boundaries while doing this project. This scope will make sure that this project will be done correctly according to the stated scope. a. System Scope This section refers to the coverage of your. The project scope and concept is also related your target users. b.Users Scope Target users are people who can interact with your. However, you may want to narrow down your target users based on the accessability of your project. 5.0 Project Significant Briefly explain the interest of implementing project that carried out. 6.0 Literature Review Briefly explain about the study that was carried out by other project existing, related to project field which is on going. It is also make an explanation on the comparison between current projects with the project that need to develop. (Can probably stated previous project weakness). Page 14 of 74

Briefly explains about the technique / method / equipment or technology that would be taken in implementing project. Students need to make numerous references comprise whether from books, conference working paper, journal article, magazine, report or Internet. All source of reference need to be recorded clearly in text and are stated in index. Minimum of 3 literature review. 7.0 Methodology Briefly explain the project development model and framework comprehensively that adopt in systems development or study implementation. The content can be contained method, technique or approach which will be used during design and project implementation phase. 8.0 Conclusion Briefly summarize the whole chapters that were implemented for the project. Reference References mean a list of works cited from published books, public document, journals, articles, thesis, magazines, films, videos, slides, maps, unpublished materials and electronic materials including websites. The way of written is follow the American Psychological Association (APA) format. Minimum of 5 references. Gantt Chart Create the timeline of the project progress to complete the project.

Page 15 of 74

4.3 Report Table 4.3: ProjectOutcome Outcome Final project report Portfolio Description A final project report is a written documentation of the project and declare with signature saying the report represent the students original work and no act of plagiarism is present in their work. Project portfolio is a complete record of all the work or documentation done by the students based on the project progress. Students need to complete the checklist form for final submission to the supervisor Documentation that contains major functions performed by the system and describes the architecture of the system in non-technical terms. Student must produce a final product in softcopy (CD) to supervisor and coordinator.

User manual Final product

4.3.1 Final Project Report A final project report is a written documentation of the project and declare with signature saying the report represent the students original work and no act of plagiarism is present in their work. The contents of final project report must include the entire list in the Table 4.4. Table 4.4: Final ReportContent
No . 1. 2. 3. 4. 5. 6. 7. Description Cover & Report Backbone See Appendix. Plain paper Title Page See Appendix. Declaration of Originality Student makes declarationon their project originality, with the exclusion of quotations in the written report. See Appendix. Approval for Submission See Appendix Acknowledgements See Appendix. Abstract An abstract is not same as synopsis or project overview. It must state the scope project domain, problem statement, the solution, research methodology and the outcome. Abstract should be a one page summary of 150 300 words and typed in 1.5 line spacing. See Appendix. Table of Contents Each students contribution to the relevant chapters and section should clearly be indicated by chapter in the project report I. See Appendix. List of Tables List of table title with page numbers. The number sequence must follow the chapter. See Appendix.

8.

9.

Page 16 of 74

10.

11.

12.

13.

List of Figures Figures include pictures, photograph, painting, graph, cart and map. Same with table list, the figure must have page number and it is sequence follow the chapter. See Appendix. List of Appendices This page will list all the Appendices in the project. Include all relevant documentation, source code of system, screen displays, user manual and Gantt Chart. See Appendix. Chapter 1 (Introduction) i. Introduction Explain on introductory project that carried out together current issue related to project. ii. Problem Statement Explain the problems that arise which made the chosen project is carried out. iii. Objective List the reason why the project is carried out. It should be in form point (1....2.3.) and not in paragraph form. The objectives must be measurable and achievable. iv. Scope Student needs to state the scope or project boundaries while doing this project. This scope will make sure that this project will be done correctly according to the stated scope. a. System Scope This section refers to the coverage of your system (area, time, payment, delivery, cancellation). Student needs to elaborate objectives of project. b. Users Scope Target users are people who can interact with your system (e.g: E Learning: target user: students, lecturers). However, you may want to narrow down your target users based on the accessability of your project. v. Project Significant Explain the interest of implementing project that carried out. vi. Conclusion Summarize the chapter content that were implemented for the project. Chapter 2 (Literature Review) Explain about the study that was carried out by other existing project, related to the project being carried out. Its also provides the comparison between current projects with the project that needs to be developed. (Can probably stated project weakness earlier). Minimum of three(3) literature reviews. It explains the technique / method / equipment or technology that would be taken in implementing project. Students need to make numerous references from books, conference working paper, journal article, magazine, report or Internet. All source of references need to be recorded clearly in the text and are stated in index. Chapter 3 (Methodology) Explain the project development model and framework comprehensively that adopt systems development or study implementation. The content should of method, technique or approach which will be used during design and project implementation phase. Chapter 4 (Analysis & Design) Students need to explain and show the detailed project analysis and design that has been done to complete the project. It includes all system developmentdiagrams, flowcharts, schematic diagrams and screenshots. Students need to refer to level 5 for the content of analysis report and design report . Chapter 5 (Development and Testing)

14.

15.

16.

Page 17 of 74

17.

18.

Students need to explain the development process and their result of the project. The testing processes also must be done to verify the functionality of the project. Chapter 6 (Suggestion and Conclusion) Student must make some conclusion about the project and discuss about importance of the outcome. Students also have to make some suggestion in order to enhance the project. Reference References mean a list of works cited from published books, public document, journals, articles, thesis, magazines, films, videos, slides, maps, unpublished materials and electronic materials including websites. The way of written is follow the APA style format. Refer Appendix.

4.3.2 Project Analysis Report Table 4.5: Analysis Report Content Outcome Analysis Report Contents of Analysis Report A comprehensive analysis of a particular data using fact-finding techniques: 1. Interviews 2. Documentation review 3. Observation 4. Sampling 5. Research Students need to interpret and explain the results or findings of the project critically to link the achievement of the project objectives. Literature Review (minimum THREE) Students should explain the theory or writing related to the projects. This is necessary to obtain background information and assist students in achieving the objectives. This would avoid duplication of projects implemented.

Page 18 of 74

4.3.3 Project DesignReport Table 4.6: Design ReportContent Outcome Design Report Contents of Design Report Written to introduce the structure of the project that will be implemented. Logical Design Entity Life History Relational Data Analysis Context Diagram Data Flow Diagrams Entity Relational Diagrams Logical designs are according to project background. 2. 1.

Physical Design Graphical User Interface Design Flow chart Storyboard Task-Flow-Network

Physical designs are according to project background. 4.4 User Manual User manual is a technical communication document intended to give assistance to user using a particular system. Most user manual contains both a written guide and the associated images. Students must include screenshots of how the project should appear and hardware manuals with clear or simplified diagrams. 4.5 Final Product Students must produce a final product in hardcopy and softcopy (CD) to supervisor. a. Hardcopy Binded Final Project Report (1 copy department). b. Softcopy User Manual, System, Final Project Report and source code of system.

4.6 Log Book 4.6.1 Introduction The Final Project Log Book is used specifically for writing notes on all the activities and work done by students throughout the duration of the project. The Log Book is Page 19 of 74

one of the ways in which the department can identify and assess the attitude, initiative, achievement of the students project. It is one of a requirement for students to complete during the project is carried out either work individually or in a team under supervision of respective supervisors. Therefore, it is important for students to fully utilize the Log Book and submit to a panel of examiners for evaluation. 4.6.2 Reminder To The Students 1. The Log Book must be handed in to the supervisor to be graded and verified at least once in every week. 2. Students must bring along their Log Book at every meeting and discussion with their supervisor so that verification can be done after the session. 3. The Log Book must be handed in to the supervisor with the Final Project Report for evaluation and grading. 4.6.3 Meeting Duration The students attendance will be taken during SLT by the superviser as follow: 1. FP521 2 hours theory and 2 hours practical in a week 2. FP621 1 hours theory and 3 hours practical in a week 4.6.4 Log Book Format Forms and Conditions of the Log Book 1. Students must write down their activities for the whole week during the semester. 2. Supervisor is advisable to comment every task that student has done. 3. The number of words should be not more than 100 words.

Page 20 of 74

POLYTECHNIC XXX KPT LOGO JABATAN PENGAJIAN POLITEKNIK POLYTECHNI C LOGO

DIPLOMA OF INFORMATION TECHNOLOGY (PROGRAMMING)

FINAL PROJECT LOG BOOK

INFORMATION TECHNOLOGY & COMMUNICATION DEPARTMENT JABATAN PENGJIAN POLITEKNIK

Page 21 of 74

INFORMATION TECHNOLOGY & COMMUNICATION DEPT. POLYTECHNIC XXX KEMENTERIAN PENGAJIAN TINGGI MALAYSIA

STUDENT INFORMATION

Please insert photograph here

YEAR / SESSION STUDENT INFORMATION NAME REGISTRATION NUMBER COURSE ADDRESS PROJECT INFORMATION TITLE SUPERVISOR CLASS PHONE NUMBER

Student Signature, ( )

Page 22 of 74

CONTENTS

PAGE

1.0 2.0 3.0 4.0 5.0

Introduction Reminder to the Students Meeting Duration Format of Log Book Weekly Activities Report

Page 23 of 74

WEEKLY ACTIVITIES REPORT Week : 7 Date : 18/03 22/03/2012 Time : 2.00pm

This report has to be written in every week and enclosed detail attachment to support your report if necessary. Weekly planning 1) Design Order form interfaces 2) Create following tables in Ms Access database: a) Order table b) Customer table c) Stock table 3) Create tables relationships. 4) Connect Order form and Order table using PHP and SQL. Reflective Weekly achievement 1) Completed 2) All tasks are completed accept Stock table still in progress. 3) Completed 4) Unsuccessful.

1) I cant complete item 4 because time limitation 2) I understood how to create table relationship Supervisors comment: 1) Order form - OK 2) Data group in Order table is not fixed. Please modify where applicable. 3) Please refer to suitable book for the connection above. Verified by Supervisors Signature: Date: 20/07/2012

(Amyzah binti Ahmad) Figure 4.1: Log Book Example

Page 24 of 74

Table 4.1: Reference List for Book

Basic Format for Books Author, A. A. (Year of publication). Title of work: Capital letter also for subtitle. Location: Publisher. Note: For "Location," you should always list the city, but you should also include the state if the city is unfamiliar or if the city could be confused with one in another state. Edited Book, No Author Edited Book with an Author or Authors A Translation Note: When you cite a republished work in your text, it should appear with both dates: Laplace (1814/1951). Calfee, R. C., & Valencia, R. R. (1991). APA guide to preparing manuscripts for journal publication. Washington, DC: American Psychological Association.

Edition Other Than the First

Article or Chapter in an Edited Book

Author, A. A., & Author, B. B. (Year of publication). Title of chapter. In A. Editor & B. Editor (Eds.), Title of book (pages of chapter). Location: Publisher. Note: When you list the pages of the chapter or essay in parentheses after the book title, use "pp." before the numbers: (pp. 1-21). This abbreviation, however, does not appear before the page numbers in periodical references, except for newspapers.

Duncan, G.J., & Brooks-Gunn, J. (Eds.). (1997). Consequences of growing up poor. New York: Russell Sage Foundation Plath, S. (2000). The unabridged journals (K.V. Kukil, Ed.). New York: Anchor. Laplace, P. S. (1951). A philosophical essay on probabilities. (F. W. Truscott & F. L. Emory, Trans.). New York: Dover. (Original work published 1814). Helfer, M.E., Keme, R.S., & Drugman, R.D. (1997). The battered child (5th ed.). Chicago: University of Chicago Press Rogoff, B., & Mistry, J. (1985). Memory development in cultural context. In M. Pressley & C. J.Brainerd (Eds.), Cognitive learning and memory in children (pp. 117-142). New York: Springer-Verlag.

Multivolume Work

Scruton, R. (1996). The eclipse of listening. The New Criterion, 15(30), 5-13.

Page 25 of 74

CONCLUSION
References Table 5.1: Reference List for Articles in Periodicals
Basic Form The APA style dictates that authors are named last name followed by initials; publication year goes between parentheses, followed by a period. The title of the article is in sentence-case, meaning only the first word and proper nouns in the title are capitalized. The periodical title is run in title case, and is followed by the volume number which, with the title, is also italicized or underlined. Author, A. A., Author, B. B., & Author, C. C. (Year). Title of article. Title of Periodical, volume number(issue number), pages. Article in Journal Paginated by Volume Article in Journal Paginated by Issue Journals that are paginated by volume begin with page one in issue one, and continue numbering in issue two where issue one ended. Journals paginated by issue begin with page one in every issue. Therefore, the issue number gets indicated in parentheses after the volume. The parentheses and issue number are not italicized or underlined. Harlow, H. F. (1983). Fundamentals for preparing psychology journal articles. Journal of Comparative and Physiological Psychology, 55, 893896. Scruton, R. (1996). The eclipse of listening. The New Criterion, 15(30), 5-13.

Article in a Magazine Article in a Newspaper Unlike other periodicals, p. or pp. precedes page numbers for a newspaper reference in APA style. Single pages take p., e.g., p. B2; multiple pages take pp., e.g., pp. B2, B4 or pp. C1, C3-C4.

Henry, W. A., III. (1990, April 9). Making the grade in today's schools. Time, 135, 28-31. Schultz, S. (2005, December 28). Calls made to strengthen state energy policies. The Country Today, pp. 1A, 2A.

Letter to the Editor Review

Moller, G. (2002, August). Ripples versus rumbles [Letter to the editor]. Scientific American, 287(2), 12. Baumeister, R. F. (1993). Exposing the self-knowledge myth [Review of the book The self-knower: A hero under control ]. Contemporary Psychology, 38, 466- 467.

Page 26 of 74

Table 5.2: Reference List for Other Print Sources

An Entry in an Encyclopedia Bergmann, P. G. (1993). Relativity. In The new encyclopedia britannica (Vol. 26, pp. 501-508). Chicago: Encyclopedia Britannica. List the source the work was discussed in: Coltheart, M., Curtis, B., Atkins, P., & Haller, M. (1993). Models of reading aloud: Dual-route and parallel-distributedprocessing approaches. Psychological Review, 100, 589-608. NOTE: Give the secondary source in the references list. In the text, name the original work, and give a citation for the secondary source. Dissertation Abstract Yoshida, Y. (2001). Essays in urban transportation (Doctoral dissertation, Boston College, 2001). Dissertation Abstracts International, 62, 7741A. National Institute of Mental Health. (1990). Clinical training in serious mental illness (DHHS Publication No. ADM 90-1679). Washington, DC: U.S. Government Printing Office. American Psychiatric Association. (2000). Practice guidelines for the treatment of patients with eating disorders (2nd ed.). Washington, D.C.: Author. Schnase, J.L., & Cunnius, E.L. (Eds.). (1995). Proceedings from CSCL '95: The First International Conference on Computer Support for Collaborative Learning. Mahwah, NJ: Erlbaum. Hasmah Zanuddin,& Azizah Hamzah. (2007). International trade agreement of intellectualproperty rights (TRIPS), copyright issues & burden to enforce in Malaysia. In Choi K. Y. (Ed.), Korean studies in Southeast Asia: Strategic cooperation and development in research and education: Proceedings of the 2nd International Conference of the Korean studies Association of Southeast Asia held on 29 January 1 February 2007 at the University of Malaya, Kuala Lumpur (pp. 121-138). For example, if Seidenberg and McClelland's work is cited in Coltheart et al. and you did not read the original work, list the Coltheart et al. reference in the References. In the text, use the following citation: In Seidenberg and McClelland's study (as cited in Coltheart, Curtis, Atkins, & Haller, 1993), ...

Work Discussed in a Secondary Source

Government Document

Report from a Private Organization Conference Proceedings

Published Conference Paper

Page 27 of 74

KualaLumpur: University of Malaya.

Unpublished Conference Paper

Academic Exercise / Thesis (Unpublished)

Nadaraja Kannan. (2006, Nov). The economic depression of the 1930s : Its impact on race relations in the Federated Malay State. Paper presented at the International Association of Historians of Asia Conference, Manila, Philippines. Santini, S. N. (2008). Research methods for business: A skill building approach. Unpublished masters thesis, University of Malaya, Kuala Lumpur.

Page 28 of 74

Table 5.3: Reference List for Electronic Sources

Article From an Online Periodical / Databases Online articles follow the same guidelines for printed articles. Include all information the online host makes available, including an issue number in parentheses. Author, A. A., & Author, B. B. (Date of publication). Title of article. Title of Online Periodical, volume number(issue number if available). Retrieved day, month, year, from http://www.someaddress.com/full /url/ Author, A. A., & Author, B. B. (Date of publication). Title of article. Title of Journal, volume number. Retrieved month day, year, from http://www.someaddress.com/full /url/ If the article appears as a printed version as well, the URL is not required. Use "Electronic version" in brackets after the article's title. Bernstein, M. (2002). 10 tips on writing the living Web. A List Apart: For People Who Make Websites, 149. Retrieved 2 May 2006, from http://www.alistapart.com/articles/ci te living

Online Scholarly Journal Article

Online Scholarly Journal Article with Printed Version Available Article From a Database

Kenneth, I. A. (2000). A Buddhist response to the nature of human rights. Journal of Buddhist Ethics, 8.Retrieved 20 February 2001, from http://www.cac.psu.edu/jbe/twocont .html Whitmeyer, J.M. (2000). Power through appointment [Electronic version]. Social Science Research, 29, 535-555.

Nonperiodical Web Document, Web Page, or Report

When referencing material obtained Smyth, A. M., Parker, A. L., & Pease, from an online database (such as a D. L. (2002). A study of enjoyment database in the library), provide of peas. Journal of Abnormal Eating, appropriate print citation information 8(3). Retrieved 20 February 2003, (formatted just like a "normal" print from PsycARTICLES database. citation would be for that type of work). Then add information that gives the date of retrieval and the proper name of the database. This will allow people to retrieve the print version if they do not have access to the database from which you retrieved the article. List as much of the following information as possible (you sometimes have to hunt around to find the information. If there is a page such as http://www.somesite.com/somepage.htm, and somepage.htm does not carry the information you are looking for, move up the URL to http://www.somesite.com/) Author, A. A., & Author, B. B. (Date of publication). Title of document. Retrieved day, month, year, from http://Web address. Title of document (Date of publication). Retrieved day, month, year, from http://Web address NOTE: When an Internet document is more than one Web page, provide a URL that links to the home page or entry page for the document. If the date is unavailable for the document use (n.d.) for no date.

Page 29 of 74

Chapter or Section of a Web Document

Author, A. A., & Author, B. B. (Date of publication). Title of article. In Title of book or larger document (chapter or section number). Retrieved day, month, year, from http://www.someaddress.com/full /url/. NOTE: Use a chapter or section identifier and provide a URL that links directly to the chapter section, not the home page of the Web site. For a message posted to an online newsgroup, forum, or discussion group, include the title of the message, and the URL of the newsgroup or discussion board. NOTE: If only the screen name is available for the author, then use the screen name. However, if the author provides a real name, use their real name instead. Be sure to provide the exact date of the posting. Follow the date with the subject line, the thread of the message (not in italics). Provide any identifiers in brackets after the title, as in other types of references.

Engelshcall, R. S. (1997). Module mod_rewrite : URL Rewriting Engine. In Apache HTTP Server Version 1.3 Documentation (Apache modules.) Retrieved March 10, 2006, from http://httpd.apache.org/docs/1.3/mod/ mod_rewrite.html

Online Forum or Discussion Board Posting

Frook, B. D. (1999, July 23). New inventions in the cyberworld of toylandia [Msg 25]. Message posted to http://groups.earthlink.com/forum/mes sages/00025.html

Computer Software

Ludwig, T. (2002). PsychInquiry [computer software]. New York: Worth.

Page 30 of 74

Table 5.4: Reference List for Other Non-Print Sources

Interview, Email, and Other Personal Communication s Motion Picture No personal communication is (E. Robbins, personal included in your reference list; communication, January 4, 2001). instead, parenthetically cite the A. P. Smith also claimed that many communicators name and the of her students had difficulties with date of the communication in APA style (personal communication, your main text only. November 3, 2002). Basic reference list format: Producer, P. P. (Producer), & Director, D.D. (Director). (Date of publication). Title of motionpicture [Motion picture]. Country of origin: Studio or distributor. Note: If a movie or video tape is unavailable in wide distribution, add the following to your citation after the country of origin: (Available from Distributor name, full address and zip code). Smith, J.D. (Producer), & Smithee, A.F. (Director). (2001). Really big disaster movie [ Motion picture]. United States: Paramount Pictures

A Motion Picture or Video Tape with International or National availability A Motion Picture or Video Tape with Limited Availability Television Broadcast or Series Episode

Harris, M. (Producer), & Turley, M. J. (Director). (2002). Writing labs: A history [Motion picture]. (Available from Purdue University Pictures, 500 Oval Drive, West Lafayette, IN 47907) Producer, P. P. (Producer). (Date of broadcast or copyright). Title of broadcast [ Television broadcast or Television series ]. City of origin: Studio or distributor. Writer, W. W. (Writer), & Director, D.D. (Director). (Date of publication). Title of episode [Television series episode]. In P. Producer (Producer), Series title. City of origin: Studio or distributor.

Single Episode of a Television Series

Wendy, S. W. (Writer), & Martian, I.R. (Director). (1986). The rising angel and the falling ape [Television series episode]. In D. Dude (Producer), Creatures and monsters. Los Angeles: Belarus Studios. Important, I. M. (Producer). (1990, November 1). The nightly news hour [Television broadcast]. New York: Central Broadcasting Service. Bellisario, D.L. (Producer). (1992). Exciting action show [Television series]. Hollywood: American Broadcasting Company. Taupin, B. (1975). Someone saved my life tonight [Recorded by Elton John]. On Captain fantastic and the brown dirt cowboy [CD]. London: Big Pig Music Limited.

Television Broadcast

A Television Series

Music Recording

Songwriter, W. W. (Date of copyright). Title of song [Recorded by artist if different from song writer]. On Title of album [Medium of recording]. Location: Label. (Recording date if different from copyright

Page 31 of 74

date).

APPENDICES
Project Planner LEVE L 5 WEEK 1 TASK

APPENDIX A

OUTCOME

3 4

9 10 11

Student Registration Divide students into groups of two-three. Discuss project title. Assign each group to a Project registration form supervisor Discuss project development Create project capstone Discuss methodologies Discuss and prepare proposal Draft proposal paper Discuss project proposal Present proposal Get supervisors approval Discuss Preliminary Investigation Prepare fact-finding materials Discuss the tasks in planning a project Develop a plan Discuss and construct Gantt Chart Prepare a planning report Discuss preliminary analysis Presentation 1 Perform fact-finding (Proposal Report) Analyze the gathered information Discuss detailed analysis Design data analysis Discuss detailed analysis Design diagram Discuss detailed analysis Design entity relationship diagrams Page 32 of 74

12 13 14 15

16

Discuss and prepare analysis report. Present analysis report Discuss project design Illustrate project Design Discuss input design Design effective source documents and input controls. Discuss output design Present project design Compile the project documentation Demonstrate initial prototype for a new system

Presentation 2 (Analysis Report)

Presentation 3 (Design report)

17 LEVE L 6 TASK

Demonstration Capstone Project Project document OUTCOME

WEEK 1 2

8 9

Student registration Project proposal review Review project plan and project design Discuss and develop problem specification, design, and code the program Report and discuss the progress of the project development PEER ASSESSMENT 1 Develop the project Report and discuss the progress of the project development Develop the project Demonstration Report and discuss the progress of the project development DEMONSTRATION 1 Develop the project Demonstration Report and discuss the progress of the project development Develop the project Demonstration Report and discuss the progress of the project development Develop the project Demonstration Report and discuss the progress of the project development Develop the project Demonstration Page 33 of 74

10

11

12

13

14 15 16 17

Report and discuss the progress of the project development Develop the project Demonstration Discuss testing Conduct unit testing, DEMONSTRATION 2 integration testing and system testing Discuss the findings of project testing PEER ASSESSMENT 2 Rectify the errors detected in the system Review Outcome Perform implementation plan Demonstration Review Outcome Perform implementation plan Demonstration Compile project documentation DEMONSTRATION 3 Present the project Inter-polytechnic final project PEER ASSESSMENT 3 competition FINAL PRESENTATION

Page 34 of 74

APPENDIX B Gantt Chart Level WEEK / ACTIVITY Project Briefing. Select project title and project supervisor. Create and compile project capstone Guidance & Consultation Prepare project proposal for approval Proposal presentation Submit proposal report Analysis presentation and submit analysis report Design presentation and submit design report Submission of capstone project Reviewed project and proposal Guidance & Consultation 1st Demonstration 2nd Demonstration W 1 W 2 Page 35 of 74 W 3 W 4 W 5 W 6 W 7 W 8 W 9 W1 0 W1 1 W1 2 W1 3 W1 4 W1 5 W1 6 W1 7

Level

WEEK / ACTIVITY 3rd Demonstration Submit Final draft Presentation, and submit capstone project

W 1

W 2

W 3

W 4

W 5

W 6

W 7

W 8

W 9

W1 0

W1 1

W1 2

W1 3

W1 4

W1 5

W1 6

W1 7

Page 36 of 74

APPENDIX C Level 5: RPP POLITEKNIK XXX SEMESTER LESSON PLAN DEPARTMENT OF INFORMATION AND COMMUNICATION TECHNOLOGY SESSION: ________ LESSON PLAN Lecturers Name Department / Unit Code & Course Name PLO : 1. Apply fundamental principles of computing and mathematics to be competent and possess strong understanding in programming. 2. Apply appropriate methodologies, models and techniques that provide a basis for analysis, design, development, testing and implementation, evaluation, maintenance and documentation of a software system. 3. Communicate effectively with it professionals, other professionals and community 4. Demonstrate strong analytical and critical thinking skills to troubleshoot and solve problems within realistic constraints by applying knowledge, principles and skills in information technology. 5. Demonstrate an awareness of and consideration for society, health, safety, legal and cultural issues and their consequent responsibilities. 6. Engage in life-long learning and professional development to enrich knowledge and competencies; 7. Inculcate entrepreneurial skills in the related discipline that contributes towards national growth and be competitive in it industries; 8. Adhere to professional codes of ethics and enhance humanistic values to adapt to the real challenges in working environment; and 9. Demonstrate effective leadership and teamwork skills. Page 37 of 74 : : INFORMATION & COMMUNICATION TECHNOLOGY : FP521 - PROJECT ANALYSIS AND DESIGN Session Class / Club : :

CLO : 1. Explain the activities that involves in Project Development and Project Management. (PLO1) 2. Construct a comprehensive information technology project proposal with high usability user interface, input design and output design. (PLO4,PLO5) 3. Communicate effectively the feasible and significance project for the community. (PLO3,PLO9) Week (Period ) W1 Topics, General Outcomes, Specific Outcomes and Coursework Assessment STUDENT REGISTRATION WEEK
1.0 INTRODUCTION 1.1 Discuss project development and project management 1.1.1 State the definitions of project development and project management. 1.1.2 Compare the process in project development and project management. 1.1.3 Explain the methodologies that can be use in developing a project. 1.1.4 Describe these three constraint and how it relate to each other in project management. a. Time b. Cost c. Scope 1.1.5 Demonstrate knowledge and understanding of intellectual properties 1.1.6 Explain common types of intellectual property: a. Patent b. Trademarks c. Trade secrets d. Copyright e. Intellectual property laws 1.1.7 Adhere to the professional ethics by avoiding plagiarism and copyright. 1.1.8 Demonstrate the human relations involve in communication, teamwork, leadership, and responsible ethical and moral behaviour in project development

Implementati on date

Notes/Reflection

W2

Page 38 of 74

Week (Period )

Topics, General Outcomes, Specific Outcomes and Coursework Assessment

1.2 Explain System Development life Cycle (SDLC). 1.2.1 Describe the activities in different phases of SDLC. a. Planning b. Analyze c. Design d. Development e. Testing f. Implementation g. Maintenance 1.2.2 Identify the various types of life cycle models such as: a. Waterfall model b. Spiral model c. Fountain model d. Prototyping model e. Iterative and Incremental development f. Rapid Application Development (RAD) g. Joint Application Development (JAD) h. Extreme Programming (XP) i. Agile Model Discuss project reports and documentation Describe types of reports: Portfolio report Planning report Analysis report Design report 1.3.2 Explain project documentation requirement , structures and styles. 1.3.3 Justify the importance of documentation. Demonstrate the use of project portfolio. 1.4.1 Create project portfolio that includes the following such as: Technical memo User documentation Technical requirement Phases of project life cycle e. Matrix table comprises of Summary of references f. Self or peer evaluation statement Draft project proposal 1.5.1 Define the purpose of a project proposal.

Implementati on date

Notes/Reflection

W3
1.3 1.3.1 a. b. c. d.

1.4 a. b. c. d.

W4

1.5

Page 39 of 74

Week (Period )

Topics, General Outcomes, Specific Outcomes and Coursework Assessment

1.5.2 Determine the potential product or software that needs to be developed with high level programming language: a. Database programming b. Web programming c. Multimedia programming d. Games programming e. Networking Gather and compile information of literature review based on project proposal. State the objectives and goals of the project. Justify the requirements in a proposal paper: a. Project Synopsis b. Introduction / background c. Problem Statement d. Objectives e. Project Significance f. Methodology g. Conclusion 1.5.6 Prepare proposal paper and present the proposal.

Implementati on date

Notes/Reflection

1.5.3 1.5.4 1.5.5

W5

W6

2.0 PLANNING Discuss Preliminary Investigation 2.1.1 Identify the steps in preliminary investigation: a. Understand the problem or opportunity b. Define the project scope and constraints c. Perform fact-finding d. Evaluate feasibility e. Estimate project development time and cost f. Present results and recommendations to management 2.1.2 Identify the appropriate title for the project. 2.1.3 Identify the scope and nature of the problem. 2.1.4 Prepare a research to identify project and user requirements. 2.1.5 Identify the stakeholders of a system and formulate their needs. Planning the Project Discuss the tasks in planning a project a. Objectives of plan b. Develop a plan c. Construct project planning diagram

Page 40 of 74

Week (Period )

Topics, General Outcomes, Specific Outcomes and Coursework Assessment

d. Identify timing duration of each activity in planning diagram e. Identify costs and labor/personnel associated with each activity 2.2.2 Use a appropriate application to construct the Gantt Chart to show the activities and milestone of project. Estimate the budget for the major activities of the project. Use Work Breakdown Structure (WBS) in the project. Prepare planning report and present.

Implementati on date

Notes/Reflection

W7

W8

W9

W10

2.2.3 2.2.4 2.2.5 3.0 ANALYSING 3.1 Conduct Preliminary Analysis 3.1.1 Identify the following elements related to project requirements: a. Input b. Output c. Process d. Performance e. Control 3.1.2 Justify in depth the techniques used in fact-finding: a. Interviews b. Documentation review c. Observation d. Questionnaires e. Sampling f. Research Conduct Preliminary Analysis 3.1.3 Use the appropriate technique of fact-finding. 3.1.4Analyze the gathered information. 3.2 Conduct a feasibility study for the project 3.2.1 Identify the functional requirement for the project. 3.2.2 Explain the signficance of different types of feasibility study: a. Technical Feasibility b. Operational Feasibility c. Economic Feasibility

Page 41 of 74

Week (Period )

Topics, General Outcomes, Specific Outcomes and Coursework Assessment

Construct Detailed Analysis 3.3.1 Identify the techniques employed in analysing the information: a. Entity Life History b. Relational Data Analysis c. Context Diagram d. Data Flow Diagrams e. Entity Relationship Diagrams Construct Detailed Analysis 3.3.2 Apply the appropriate technique to conceptualise the framework of the project components. 3.3.3 Prepare analysis report and present the report. 4.0 DESIGNING 4.1 Illustrate User Interface Design 4.1.1 Explain user interface design and human computer interaction. 4.1.2 List specific guidelines for user interface design. 4.1.3 Illustrate user interface techniques such as screen elements and controls Create Input Design 4.2.1 Differentiate data capture and data entry. 4.2.2 List the objectives of input design. 4.2.3 Explain the input and data entry methods: a. Batch input b. Online input 4.2.4 Explain guidelines for data entry screen design. 4.2.5 Use validation checks for reducing input errors. 4.2.6 Design effective source documents and input controls. 4.2.7 Justify the designed source documents and input controls. 4.3 Create Output Design 4.3.1 Distinguish between internal, external and turnaround outputs. 4.3.2 List the objectives of output design. 4.3.3 List and describe several types of output: a. Printed reports b. Screens display c. Audio d. E-mail e. Computer microfilm f. Internet-based 4.3.4 Develop detail reports, exception reports and summary 3.3

Implementati on date

Notes/Reflection

W11

W12

W13

W14

W15

Page 42 of 74

Week (Period )

Topics, General Outcomes, Specific Outcomes and Coursework Assessment

reports. Explain general principles important to output design: a. Guidelines b. Process 4.3.6 Perform output design for a new system as a case study. Create a prototype to validate the design 4.4.1 Analyze between refining the specifications and building the working models of the project. 4.4.2 Build abd test the prototype of the project. 4.4.3 Prepare design report and present the projects prototype. 4.5 Compile the project documentation. 4.5.1 Prepare project documentation based on: a. Introduction of the project b. Literature review c. Methodology 4.3.5

Implementati on date

Notes/Reflection

W16

Prepared by : -----------------------------------------Signature of Course Lecturer Date :

Approved by : -------------------------------------------------Signature of Deputy Director (Academic) / Head of Department / Programme Leader Date :

APPENDIX D Level 6: RPP

POLITEKNIK XXX SEMESTER LESSON PLAN

Page 43 of 74

DEPARTMENT OF INFORMATION AND COMMUNICATION TECHNOLOGY SESSION:_______ LESSON PLAN Learning Domains (LD) LD1: Knowledge LD2: Practical Skills LD3: Communication Skills LD4: Critical Thinking and Problem Solving Skills LD5: Social Skills and Responsibilities LD6: Continuous Learning and Information Management Skills LD7: Management and Entrepreneurial Skills LD8: Professionalism, Ethics and Moral LD9: Leadership and Teamwork Skills

PROGRAMME : COURSE CODE : FP621 COURSE NAME : PROGRAMMING PROJECT NAME OF LECTURER :

Week (Period )

Topics, General Outcomes, Specific Outcomes and Implementati Notes/Reflection Coursework Assessment on date COURSE LEARNING OUTCOMES (CLO) Upon completion of this course, the student will be able to: 1. Apply the continuous knowledge and efficient methods to achieve sufficient quality for the Outcome. (P5, C3, A4) 2. Produce a very comprehensive presentation, technical documentation and end product for the project. (P5, A4) 3. Communicate effectively within the project group and supervisor(s) to meet stated tasks and milestones. (A2, A4)

Page 44 of 74

Week (Period ) W1

Topics, General Outcomes, Specific Outcomes and Coursework Assessment STUDENT REGISTRATION WEEK 1.0 PROJECT PROPOSAL REVIEW 1.1 Prepare project design review and project plan. 1.1.1 Review the project design. 1.1.2 Review the project plan developed in the analysis and design phase. 1.1.3 Propose a complete project development plan. 1.1.4 Assign tasks to project team members. 1.1.5 Plan the schedule for project group working sessions. 1.1.6 Track the progress of the project development, based on theGantt chart develop during planning phase. 1.1.7 Discuss the reviewed design and plan with the supervisor forapproval. Measurement of Specific Outcomes: At the end of the Teaching & Learning process, students should be able to: i. Prepare project design review and project plan. 2.0 DEVELOPMENT 2.1 Develop problem specification, design and code the program. 2.1.1 Develop the input, output and user interface of the project. 2.1.2 Design the application structure. 2.1.3 Develop the project application using an appropriate programming language and development tools.

Implementati on date

Notes/Reflection

Briefing on the CLOs, Topics, assessments, SLT requirements of this course, etc. Do Entrance Survey

W2

W3

W4

Page 45 of 74

Week (Period ) W5

Topics, General Outcomes, Specific Outcomes and Coursework Assessment PEER ASSESSMENT 2.1.4 Apply secure coding and features by implementing the user controls, validation control etc. 2.1.5 Review the systems program and overall development. 2.1.6 Perform debugging. Identify the errors. DEMONSTRATION 1

Implementati on date

Notes/Reflection

W6

W7

SEMESTER BREAK 2.2 Report the progress of the project development. 2.2.1 Maintain revision history for both code and documentation. 2.2.2 Assign version numbers and revision status of project progress. 2.2.3 Maintain a change log for each new version or new revision status. 2.2.4 Keep track of work efforts individually (report time). 2.2.5 Document and present the report of the progress development of the project. Measurement of Specific Outcomes: At the end of the Teaching & Learning process, students should be able to: i. Develop problem specification, design and code the program. ii. Report the progress of the project development DEMONSTRATION 2

Hari Raya Aidilfitri (19 & 20.8.2012)

W8

W9 W10

W11

Page 46 of 74

Week (Period )

W12

Topics, General Outcomes, Specific Outcomes and Coursework Assessment 3.0 TESTING 3.1 Understand type of testing in IT related project. 3.1.1 Explain different types of software testing: a. Unit testing b. Integration testing c. System testing 3.1.2 Identify the testing plan. 3.1.3 Describe policy and practice in system integration and architecture to ensure secure system operation and information assurance. PEER ASSESSMENT 2

Implementati on date

Notes/Reflection

W13

3.2 3.2.1 3.2.2 3.2.3 3.2.4 3.2.5 3.2.6 3.2.7

Conduct testing in a project. Describe testing standards and quality assurance. Use appropriate tools and techniques to do testing. Select test cases to be used. Perform project unit testing and integration testing. Perform system testing. Rectify the errors detected in the system. Analyze the data from a usability test and recommend appropriate actions. 3.2.8 Document the testing results. 3.2.9 Validate the fulfillment of the projects requirement specifications. Measurement of Specific Outcomes: At the end of the Teaching & Learning process, students should be able to: i. Understand type of testing in IT related project. ii. Conduct testing in a project. Page 47 of 74

Week (Period )

Topics, General Outcomes, Specific Outcomes and Coursework Assessment DEMONSTRATION 2 4.0 IMPLEMENTATION 4.1 Present Outcome for review. 4.1.1 Present the Time and Resource Plan: a. Milestones and Outcome for defined activities b. Persons responsible of each activity and deliverable c. Participants in each activity d. Perform implementation plan (i.e., iterations test for first draft version, finish the implementation, fix identified errors, then test again, and fix remaining errors). 4.1.2 Review requirement specification: a. Primary requirements b. Optional requirements 4.1.3 Review Design specification: a. Modular description of the complete system (e.g. class diagram, module diagrams) b. System usage and interactions between modules (e.g. based on used cases, interaction diagram, state charts) 4.1.4 Give oral presentation and present project Outcome: a. Project plan b. Interim Report c. Complete specification and design

Implementati on date

Notes/Reflection

W14

Page 48 of 74

Week (Period )

Topics, General Outcomes, Specific Outcomes and Coursework Assessment 4.2 Implement the project. 4.2.1 Integrate the modular or sub program. 4.2.2 Describe policy to ensure secure system operation and information assurance. 4.2.3 Deploy the application. 4.2.4 Record each malfunction of the work during experimentation. Measurement of Specific Outcomes: At the end of the Teaching & Learning process, students should be able to: i. Present Outcome for review. ii. Implement the project. DEMONSTRATION 3

Implementati on date

Notes/Reflection

W15

W16

5.0 DOCUMENTATION 5.1 Prepare project documentation. 5.1.1 Review the formalize and completed project documentationconsist of: a. Project plan b. Requirement specification c. Final design d. Test description and results e. Major findings and conclusions f. Further work and recommendations g. References 5.1.2 Prepare and compile the project documentation based on documentation requirement, structures and styles. 5.1.3 Prepare an appropriate user manual for the Page 49 of 74

Week (Period )

Topics, General Outcomes, Specific Outcomes and Coursework Assessment application. 5.1.4 Provide a compilation of the following: a. Executable program or application b. Source code PEER ASSESSMENT 3 5.1.5 Present the final product. Measurement of Specific Outcomes: At the end of the Teaching & Learning process, students should be able to: i. Prepare project documentation. PRESENTATION

Implementati on date

Notes/Reflection

W17

Do Exit Survey

W18 W19 W20

STUDY WEEK EXAMINATION WEEK

Prepared by : -----------------------------------------Signature of Course Lecturer Date :

Approved by : ---------------------------------------------------------Signature of Deputy Director (Academic) / Head of Department / Programme Leader Date :

Page 50 of 74

APPENDIX E APA Format Single Author Two Authors GENERAL RULES Last name first, followed by author Berndt, T. J. (2002). Friendship quality and initials. social development. Current Directions in Psychological Science, 11, 7-10. List by their last names and initials. Wegener, D. T., & Petty, R. E. (1994). Mood Use the ampersand (&) instead of management across affective states: The "and." hedonic contingency hypothesis. Journal of Personality & Social Psychology, 66, 10341048. List by last names and initials; Kernis, M. H., Cornell, D. P., Sun, C. R., Berry, commas separate author names, A., & Harlow, T. (1993). There's more to selfwhile the last author name is esteem than whether it is high or low: The preceded again by ampersand (&). importance of stability of self-esteem. Journal of Personality and Social Psychology, 65, 1190-1204. If there are more than six authors, Harris, M., Karper, E., Stacks, G., Hoffman, list the first six as above and then D., DeNiro, R., Cruz, P., et al. (2001). Writing "et al.," which stands for "and labs and the Hollywood connection. Journal others." Remember not to place a of Film and Writing, 44(3), 213-245. period after "et" in "et al." Omit bin/binti Asmah Binti Omar Cite as Asmah Omar. (1991). Kemahiran berbahasa. Kuala Lumpur: Penerbitan Pustaka Antara. First name first, followed by author Chu Chin Ning initials. Cite as Chu, C. N. (1995). Simulated counter-current adsorption processes; A comparison of modeling strategies. Chemical Engineering Journal, 56, 59-65. Page 51 of 74

Three to Six Authors

More Than Six Authors

Author - Malay Names (without family names) Author - Chinese Names

Author - Chinese Names with English Names Author-Indian & Sikh Names (without family names) Inherited Names Conferred titles Local Government Institution as Author Foreign Government Institution as Author Unique Corporate Body Names Organization as Author Conference Names with Numbers Unknown Author

Family names followed by the initials of the English name and the author initials Omit d/o, s/o, a/l, a/p

Vincent Foo Hiap Khian Cite as Foo, V. H. K. (1983). Sarawak: Mini episodes of the past. Petaling Jaya: Fajar Bakti. Narrayani a/p Jeganathan. Cite as Narrayani Jeganathan. (2009). Raja Ahmad Niza. Cite as Raja Ahmad Niza. (2009). Tun Mahathir Mohamad Cite as Mahathir Mohamad Pahang, Jabatan Alam Sekitar. (2009). New Zealand, Department of External Affairs. (2009). Yayasan Sabah. (2009). American Psychological Association. (2003).

Cite as it is Omit title Cite under state and followed by the name of department in Malay Cite under state or country and followed by the name of department in English If the name starts with Foundation (Yayasan), Board (Lembaga), cite as it is given Do not include the numbers

Fifth Asia-Pacific Physics Conference Cite as Asia-Pacific Physics Conference Merriam-Webster's collegiate dictionary (10th ed.).(1993). Springfield, MA: MerriamWebster.

Page 52 of 74

APPENDIX F Level 5 : Proposal Report Rubric

CRITERIA Introduction 5 Always clearly explains the project to be undertaken Always clearly explains the problems The main objective is very clear during first submission. Always clearly clarify system scope and user scope Very clear explanation of the project significance The study carried out very clearly in evidence Methodology associated with building projects. 4 Clearly explain s the project to be undertaken most of the time Clearly explain the problems most of the time The main objective is clear during first submission. Clearly clarify system scope and user scope most of the time Clear explanation of the project significance The study carried out in few evidence Most methodology associated with building projects. 3 Sometimes clearly explains the project to be undertaken Sometimes clearly explain the problems The main objective needs to be improved Most of the required system scope and user scope are included Somewhat clear explanations of project significant Less evidence of research done Few of methodology associated with building projects. 2 Occasionally explains the project to be undertaken Occasionally explains the problems faced The main objective is clear after review. Few of the required system scope and user scope are included Less clear about project significant 1 Unclear and incomplete understanding of the project to be taken Vague explanations of the problems The main objective is clear with guidance. No clear clarification between system scope and user scope State very little about the project significance Explanation is too general Methodologyused was notappropriate. 0 Vague about the project to be undertaken No problem stated The main objective is not clear Do not clarify user between system scope and user scope Do Not state the project significance Not state the explanation Do not correlate with the methodology of project work.

Problem Statement Objectives

Scope

Project Significant (cannot be measured) Literature Review Methodology

No evidence of research done Lack of methodology associated with building projects.

Page 53 of 74

References

Gantt Chart

More than 5 from books or journals and follow APA styles. Not have website reference. Chart is accurate based on project schedule. Meets all normal requirements and reasonable Student concludes the presentation confidently

5 from books or journals but not follow APA styles. Not have website reference. Chart is accurate based on project schedule but less specific. Meets most normal requirements and reasonable Student concludes the presentation

Cost

Less than 5 references books or journals but follow APA styles. Not have website reference. Chart is accurate based on project schedule but not specific. Meet few normal requirements. Student concludes the presentation with few point.

Have 5 reference include books, journals and website. Follow APA styles. Chart is less accurate based on project schedule. Meet very little normal requirements. Conclusionis vague.

Less than 5 reference include books, journals and website and not follow APA styles. Chart is not accurate based on project schedule. None meet the normal requirements. Inappropriate conclusion.

Not have references.

Not have chart.

Not cost specified. No conclusion.

Conclusion

Page 54 of 74

APPENDIX G Level 5: Analysis Report Rubric

CRITERIA Fact finding technique 5 Questions are answered thoroughly with suitable techniques supported by data from the fact finding. Accurate representation of the data using suitable diagrams. Data is precise with accepted values. Analysis is insightful. All data are logically analyzed. Thorough reference to more than 3 key literature and explicit relationship between the literature and the project demonstrated 4 Demonstrate most techniques to answer the question. Good representation of the data using suitable diagram s but data lacks precision. Analysis is insightful. All data are most logically analyzed. Adequate to good reference to the key literature. Provides adequate explanation of the literatures relationship to the project. 3 Demonstrate many techniques to answer the question. Brief representation of the data using suitable diagrams but data lacks precision. Analysis is general. Data are logically analyzed for the most part. Some reference to the key literature and provide some explanation of relationship of literature to the project. 2 Demonstrate some suitable technique to answer the question. Contains only some data which use suitable diagrams. Contains only some data analysis Contains some related literature review and some that are not related to the project 1 Demonstrate little suitable technique to answer the question. Contains only little data or data is not accurate 0 Demonstrate little or no suitable technique to answer the question. Data is not presented.

Data

Analysis

Contains only little data analysis Contains literature review that are not related to the project

Analysis is not presented No literature reiview

Literature Review

Page 55 of 74

APPENDIX H Level 5:
CRITERIA Graphical User Interface (GUI) (exclude DNS Project) Design problem solution 5 Exemplary user interface, superior over GUIs for similar purposes, many innovative ideas. Clear and complete understanding of design goal and constraints for the whole project All diagrams are constructed accurately based on information provided and calculated. All diagrams are effectively used to work towards a verifiable solution 4 innovative ideas and user friendly.

Design Report Rubric

3 Some innovative ideas, relatively user friendly. 2 Difficult to understand and only little effort have been spent to design the GUI. Little understanding of design and constraints for the whole project Diagram are suitable based on information provided 1 GUI are poorly design 0 GUI is not shown.

Diagram Reliability

Clear and complete understanding of design goal and constraints for the most part of the project Most diagrams are accurately constructed based on information provided and calculated. Most of the diagrams are effectively used to work towards a verifiable solution

Clear but incomplete understanding of design goal and constraints for the whole project Some diagrams are accurately constructed based on information provided and calculated. Identifies some items to include in the diagrams that will lead toward a solution

Unclear and incomplete understanding of design and constraints for the whole project Does not identify appropriate information to include in diagram.

Not discussed

Diagram not shown.

Problem Solving Using Diagram

Diagrams are suitable that will lead toward a solution

Diagrams are inappropriate

No diagram used.

Page 56 of 74

APPENDIX I Level 5: Peer Assessment Rubric

CRITERIA KNOWLEDGE 5 Very clear, comprehensive understanding of theoretical foundations. Great knowledge in field of study. Excellent gestures and postures. Good eye contact with the audience. Attractive, big and clear. Listens to, shares with, and supports the efforts of others. A definite leader who contributes a lot of effort. Consistently stays focuses. Actively looks for 4 Good grasp of theoretical foundations. 3 Fair grasp of theoretical foundations. 2 Vague conceptions, but lack of clarity of theories and/or models. Very basic knowledge base. Weak gestures and postures. Sometimes look at the audience. Big but unclear. 1 Lack of understanding of basic theories & models. Very limited knowledge. Bad gestures and postures. Rarely look at the audience. Small and unclear. 0 No understanding of basic theories & models. Lack of knowledge. No gestures and postures. No eye contact (read the text). Unclear.

Comprehension

Content Nonverbal Language Eye Contact

LEADERSHIP NCOMMUNICATIO

Good amount of knowledge in field of study. Good gestures and postures. Consistent use of direct eye contact with the audience. Big and clear.

Fair amount of knowledge in field of study. Good gestures. Frequently looking at the audience. Small but clear.

Visual Aids

Working with Others

Always listens to, shares with, and supports the efforts of others. A good group member who tries hard. Always stays focuses. Always looks for

Usually listens to, shares with, and supports the efforts of others. A strong group member who tries hard. Stays focuses most of the time. Most of the time

Contributions Focus on the Task Problem-

Often listens to, shares with, and supports the efforts of other. A satisfactory group member who does what is required. Stays focuses some of the time. Refines

Rarely listens to, shares with, and supports the efforts of others. Rarely participate.

Does not listen to, shares with, and supports the efforts of others. Refuse to participate. Lost focuses. Does not try to

Rarely focuses. Does not suggest

Page 57 of 74

solving

and suggests solutions to problems. Fully participated.

and suggests solutions to problems. Always participate. Always listens to others ideas. Offered constructive feedback when appropriate. Usually treated others respectfully.

Participation Listens carefully to others ideas. Offered detailed, constructive feedback when appropriate. Treated others respectfully and shared the workload fairly. Completed assigned tasks on time.

looks for and suggests solutions to problems. Most of the time participated. Usually listens to others ideas. Offered constructive feedback when appropriate. Usually shared the workload fairly.

solutions suggested by others. Some of the time participated. Sometimes listens to others ideas. Occasionally offered constructive feedback. Sometimes treated others disrespectfully or did not share the workload fairly. Sometimes completed assigned tasks on time.

or refine solutions.

solve problems.

Rarely participated. Rarely listens to others and often interrupts them. Rarely offered constructive or useful feedback. Often treated others disrespectfully or did not share the workload fairly. Often did not complete assigned tasks on time.

Does not participate. Does not listen to others and often interrupts them. Did not offer constructive or useful feedback. Treated others disrespectfully or did not share the workload fairly. Did not complete most of the assigned tasks on time.

Listening TEAM WORK

Feedback

Cooperation

Time Management

Always completed assigned tasks on time.

Usually completed assigned tasks on time.

Page 58 of 74

APPENDIX J Level 5 And 6: Soft Skill Presentation/Demonstration Rubric

5 Communicates and interacts with audience with a high Communication degree of effectiveness and ideas Accurately answer Answering all questions posed Ability with high confidence. Hold attention of entire audience with the use of direct eye Posture and Eye contact, student Contact displays relaxed, self-confident with no mistakes. Demonstrates a strong, positive feeling about topic during entire presentation Good leadership role and works as a cohesive unit to make the presentation Criteria 4 Communicates and interacts with audience with a moderate degree of effectiveness and ideas Accurately answer almost all questions posed with high confidence. Hold attention of entire audience with the use of direct eye contact, student displays relaxed, selfconfident with few mistakes. Demonstrates a positive feeling about topic during entire presentation. Assume leadership role and works as a cohesive unit to make the presentation 3 Communicates and interacts with audience with some effective ideas Accurately answer a few questions posed with confidence. Consistent use of direct eye contact with audience, displays no nervousness and stress. 2 Communicates and interacts with audience with considerable ideas 1 Communicates and interacts with audience with limited ideas 0 Little to no communication or interaction with audience Unable to answer all questions posed and has no confident. No eye contact with audience, show nervousness and stress.

Able to answer Able to answer some questions with some questions lack of confidence posed but lacks of confident Consistent use of Displayed minimal direct eye contact eye contact with with audience, audience, show displays modest nervousness and nervousness and stress. stress.

Enthusiasm

shows some Occasionally Shows Shows lack of positive feelings interest towards the interest in the towards the topic. topic presented. topic presented. Assist in coordinating task and works together to make the presentation Minimum contribution coordinating task and work together to make presentation

Shows no interest at all in topic presented

Leadership & Team work

Minimum No contribution to contribution to the the presentation presentation

Page 59 of 74

Shows an excellent attitude during the presentation session. Dresses nicely & appropriately (tie, Self Appearance students card, jacket, shoes) Used full effectively material and new technology to explain and organized Material and information along Added Tools the presentation session. Intentionally adjusts intonation and volume to achieve Intonation and purpose. volume

Shows presentable attitude during the presentation session. Dresses nicely & appropriately (tie, students card, jacket, shoes) Used effectively material and new technology to explain and organized information along the presentation session. Adjusts intonation and volume appropriately to make the presentation attractive.

Shows a good attitude along the presentation session. Dresses nicely & appropriately (tie, students card, jacket, shoes) Used effectively material and added tools to explain and organized information along the presentation session Voiceand theintonationis slow. Not enough to impede understanding.

Shows a mild attitude along the presentation session. Dressing appropriately (tie, students card, jacket, shoes). Used with moderate effectiveness material and added tools to explain and organized information along the presentation session Speaks too fast or slow in a way that impedes understanding. Voiceand theintonationis slow.

Shows a poor attitude along the presentation session. Dressing appropriately (tie, matric card, jacket, shoes). Minimal using of material and added tools to explain and organized information along the presentation session Voiceand theintonationis not clear.

Does not show a good attitude in the presentation session. Dressing inappropriately.

Does not use any material or tools to explain and organized information along the presentation session Voiceand intonationare notheard.

Page 60 of 74

APPENDIX K Level 6: Peer Assessment Rubric

CRITERIA SOCIAL SKILLS & RESPONSIBILITIES Self Expression Response to Others Cooperation 5 Integrates own feelings, ideas and experiences with those of others. Listens actively to others. Shows consideration for others. Uses appropriate language when talking with peers. Works well with others. Participate in the decision-making process. Sets challenging goals with a step-bystep plan and time frame for achieving them. Sets goals, and achieves them ahead of schedule; offers to mentor others. Sets new and challenging goals independently. Gives and 4 Always integrates own feelings, ideas and experiences with those of others. Always listens actively to others. Always shows consideration for others. Always uses appropriate language when talking with peers. Always works well with others. Always participate in the decision-making process. Sets realistic, attainable goals; uses a process for achieving them. Sets and achieves goals on schedule. 3 Regularly and accurately expresses own feelings, ideas and experiences. Regularly listens actively to others. Regularly shows consideration for others. Regularly uses appropriate language when talking with peers. Regularly works well with others. Regularly participate in the decisionmaking process. Routinely sets goals; requires assistance to establish a process for achieving goals. Sets and achieves goals, or has reasonable explanation for not doing so. Sets new goals independently. Evaluates differing 2 Sometimes expresses personal feelings, ideas and experiences. Sometimes listens attentively to others. Sometimes shows consideration for others. Sometimes uses appropriate language when talking with peers. Sometimes works well with others. Sometimes participate in the decision-making process. Occasionally sets goals; does not have a process for achieving goals. Sets goals and does not achieve goals. 1 Rarely expresses personal feelings, ideas and experiences. Rarely listens to others. Rarely shows consideration for others. Rarely uses appropriate language when talking with peers. Rarely works well with others. Rarely participate in the decisionmaking process. Rarely sets goals; does not have a process for achieving goals. May not fully appreciate the need to set and reach goals. Lacks motivation to set new goals. Occasionally 0 Does not express personal feelings, ideas and experiences. Does not listen to others. Does not show consideration for others. Does not use appropriate language when talking with peers. Does not work well with others. Does not participate in the decision-making process. Does not set goals; does not have a process for achieving goals. Does not appreciate the need to set and reach goals. Does not have motivation to set new goals. Demonstrates

Respect Group Interaction Group Decisionmaking

MANAGEMENT &

Planning

Accountabili ty Renewed Commitmen t

Sets challenging goals independently. Encourages a variety

Requires assistance to set new goals. Considers differing

Page 61 of 74

SKILLSENTERPRENEURAL

encourages a variety of points of view. Tolerance Of Others Ideas

of points of view.

points of view.

points of view.

demonstrates intolerance towards differing points of view.

intolerance towards differing points of view.

Working with Others LEADERSHIP Contribution s Focus on the Task Problemsolving TEAM WORK Participatio n Listening

Listens to, shares with, and supports the efforts of others. A definite leader who contributes a lot of effort. Consistently stays focuses. Actively looks for and suggests solutions to problems. Fully participated. Listened carefully to others ideas. Offered detailed, constructive feedback when appropriate. Treated others respectfully and shared the workload fairly. Completed assigned tasks on time.

Always listens to, shares with, and supports the efforts of others. A good group member who tries hard. Always stays focuses. Always looks for and suggests solutions to problems. Always participate. Always listen to others ideas. Offered constructive feedback when appropriate. Usually treated others respectfully.

Usually listens to, shares with, and supports the efforts of others. A strong group member who tries hard. Most of the time. Most of the time looks for and suggests solutions to problems. Most of the time participated. Usually listened to others ideas. Offered constructive feedback when appropriate. Usually shared the workload fairly.

Often listens to, shares with, and supports the efforts of other. A satisfactory group member who does what is required. Some of the time. Refines solutions suggested by others. Some of the time participated. Sometimes did not listen to others ideas. Occasionally offered constructive feedback. Sometimes treated others disrespectfully or did not share the workload fairly. Sometimes completed assigned

Rarely listens to, shares with, and supports the efforts of others. Rarely participate. Rarely focuses. Does not suggest or refine solutions. Rarely participated. Rarely listen to others and often interrupted them. Rarely offered constructive or useful feedback. Often treated others disrespectfully or did not share the workload fairly. Often did not complete assigned

Does not listen to, shares with, and supports the efforts of others. Refuse to participate. Lost focuses. Does not try to solve problems. Does not participate. Did not listen to others and often interrupted them. Did not offer constructive or useful feedback. Treated others disrespectfully or did not share the workload fairly. Did not complete most of the

Feedback

Cooperation Time Managemen

Always completed assigned tasks on

Usually completed assigned tasks on

Page 62 of 74

time.

time.

tasks on time.

tasks on time.

assigned tasks on time.

Page 63 of 74

APPENDIX L Level 6: End Product

Criteria Achieve the objectives 5 All objectives are achieved and exceeded expectation. Always describes effectively how the system was constructed and how it functions. 4 Most of the objectives are achieved. Most of the time describes how the system was constructed and how it functions. Clearly communicated feasibility of construction and implementation most of the time. Minor error. Almost usable layout, but may appear busy or boring. It is easy to locate most of the important elements. 3 A few of the objectives are achieved. Sometimes describes how the system was constructed and how it functions. Sometimes communicated feasibility of construction and implementation. Minor error. Moderately usable layout, but may appear busy or boring. It is easy to locate most of the important elements. 2 1 0 only two objectives Only one objective No objective. are not achieved. is achieved

Construction and functionally

Occasionally describes how the system was constructed and how it functions. Occasionally communicated feasibility of construction and implementation. Minor error. Slightly usable layout, but may appear busy or boring. It is easy to locate most of the important elements.

Always clearly communicated feasibility of Feasibility construction and implementation. No errors with notification. Exceptionally attractive and usable layout. It is User Interface easy to locate all Layout important elements. organize material effectively. Testing test procedures are clear and well documented. Results are excellently

Least attempts are made to describe how the system was constructed and how it functions. Least communicated feasibility of construction and implementation. Major error.

No attempt is made to describe construction or functionally. No meaningful attempt was made to develop a solution. Major error. Cluttered looking or confusing. It is often difficult to locate important elements. No meaningful attempt is made to document test procedures.

Least usable layout, but may appear busy or boring. It is easy to locate most of the important elements. attempt is made to Moderately attempt Slight attempt is Least attempt is document test is made to made to document made to document procedures most of document test test procedures. test procedures. the time. Results procedures. Results Results are Results are not are well are very well documented but not documented and

Page 64 of 74

Marketability

documented, valid, and reliable. project marketability is clearly communicated as to how this design is different, better, set apart from what already exists. Product shows an excellent original thought. Excellent ideas, creative and inventive.

documented , valid and reliable. attempt is made to communicate the devices marketability most of the time as to , how this design is different, better, set apart from what already exists. Product shows a good original thought.

documented but not valid and reliable. Moderate attempt is made to communicate the devices marketability as to how this design is different, better, set apart from what already exists. Product shows a moderate amount of original thought.

valid and reliable.

not valid and reliable. Slight attempt is Least attempt is made to made to communicate the communicate the devices devices marketability, how marketability, how this design is this design is different, better, set different, better, apart from what set apart from what already exists. already exists.

Originality

Creativity

Good ideas, creative Moderate ideas, and inventive. creative and inventive.

No meaningful attempt is made to communicate the projects marketability, how this design is different, better, set apart from what already exists. Uses other people's Uses other people's No originality and ideas but there is ideas. plagiarism. little reference of original thinking. Fairly creative ideas Lack of ideas, No creativity and inventive creativity and invention.

Page 65 of 74

APPENDIX M Level 6: Final Report Rubric

5 Describe excellent and specific sentence for main purpose, scope, Abstract method, result, recommendation and conclusion of project without grammatical errors. Very good Introduction explanations of the project Methodology is clearly presented, Methodolog relevant and y appropriate ly applied to project development. Excellent literature review . Sources are Literature cited when specific review statements are made and significant to the project. Excellent ,demonstrates clear understanding and Analysis elaboration of diagrams and flow charts. Excellently defines and shows process Design in design CRITERIA 4 Describe good sentence for main purpose, scope, method, result, recommendation and conclusion of project without grammatical errors. Clear explanations of the project Methodology is clearly presented, relevant and appropriately applied to project development. Good literature review. Sources are cited when specific statements are made and significant to the project. Good ,demonstrates clear understanding and elaboration of diagrams and flow charts. 3 Describe clear sentence for main purpose, scope, method, result, recommendation and conclusion of project without grammatical errors. 2 Describe moderate sentence for main purpose, scope, method, result, recommendation and conclusion of project with moderate grammatical errors. 1 Describe less sentence for main purpose, scope, method, result, recommendation and conclusion of project with many grammatical errors. 0 Sentence is not for main purpose, scope, method, result, recommendation and conclusion of project with many grammatical errors.

Moderate explanations Not clear of the project explanations of the project Methodology is clearly Methodology is presented, but not moderately appropriately or presented but not adequately applied to appropriately or project development. adequately applied to project development. Moderate literature Only two sources of review . Sources are literature review are cited when specific covered without statements are made citation but related to and significant to the the project. project. Clear analysis and Moderate analysis demonstrates good and demonstrates deal of understanding good deal of of diagrams. understanding diagrams. Moderately shows and elaborates the design process.

Vague explanations No explanation of the of the project. project. Methodology is not clearly presented, not appropriately or adequately applied to project development. Only one sources of literature review is covered without citation and not related to the project. Not very clear analysis and no understanding of diagrams. Not clearly shows and elaborate the design process. No methodology is presented.

No literature review is presented.

No analysis is presented .

Very well defines and Clearly shows and shows process in elaborates the design design process.

Not shown and elaborate design process.

Page 66 of 74

Use good testing Implementa technique and tion & suitable data. Good testing result elaboration. Specific and good conclusion. Conclusion Objectives are achieved. Information is excellently organized Arrangemen with well-constructed t paragraphs and subheadings. Diagrams and Diagram & illustrations are illustration excellent, neat and accurate. References are significant to project References and very organized with well-constructed using APA format. Good writing and no grammatical , Writing spelling or punctuation errors.

Use good testing technique and show clear result after testing. Specific and clear but only shows a few objectives are achieved. Information is very well organized, and paragraphs are wellconstructed. Diagrams and illustrations are good, neat and accurate.

Use suitable testing technique and show clear result after testing. Clear but does not show the objectives are achieved. Information is well organized, but paragraphs are not well-constructed.

Use suitable testing Use unsuitable technique but not testing technique. show clear result after testing. Moderate conclusion. No specific and clear conclusion. Information is moderately organized, but paragraphs are not well-constructed. Diagrams and illustrations are less accurate.

no testing technique.

No conclusion.

Lack of information Not organized.

Diagrams and illustrations are moderate and accurate. References are references are Reference are not organized and significant to project significant to the significant to project and follow APA format. project but follow APA and follow APA format. format. Clear writing and no grammatical spelling, or punctuation errors. No grammatical Moderate spelling or punctuation grammatical spelling, errors in writing. or punctuation errors in writing.

Diagrams and No diagrams and illustrations are not illustrations are accurate. presented. Reference does not No references follow APA format.

Few grammatical, spelling, or punctuation errors in writing.

Many grammatical, spelling, or punctuation errors.

Page 67 of 74

APPENDIX N Level 6: Development Demonstration Rubric

CRITERIA Input Developmen t

5 Input Form 100% complete Suitable data 100% can be added using this form. 100% develop

Output Developmen t User Interface Developmen t

4 Input Form More than 90% complete Suitable data More than 90% can be added using this form. More than 90% develop Layout Almost exceptionally attractive and user-friendly layout. Important elements Easy to locate Material Almost effectively organized More than 90% develop

3 Input Form More than 80% complete Suitable data More than 80% can be added using this form. More than 80% develop Layout Attractive and userfriendly layout Important elements Easy to locate Material Moderately organized More than 80% develop

2 Input Form More than 50% complete Suitable data More than 50% can be added using this form. More than 50% develop Layout Not user-friendly Important elements Easy to locate most of the important elements.

1 Input Form Less than 50% complete Suitable data Less than 50% can be added using this form. Less than 50% develop Layout Not user-friendly Important elements Difficult to locate most of the important elements.

0 0% develope the input form of the system.

0% develope the output of the system Layout Clutter and confuse Important elements Cannot locate important elements.

Layout Exceptionally attractive and userfriendly Important elements Easy to locate Material Organized effectively 100% develop

Project Application Developmen t

More than 50% develop

Less than 50% develop

0% develop the project application

Page 68 of 74

System Security and Features Progress of Project Developmen t

Implement 100%.

Implement up to 90% More than 90% complete

Implement up to 80% More than 80% complete

Implement more than 50% More than 50% complete

Implement less than 50% Less than 50% complete

100% complete.

0% apply user controls and validation controls 0% complete the progress of project development

Page 69 of 74

APPENDIX O Level 6: Testing Demonstration Rubric

CRITERIA Testing Plan 5 4 3 2 1 0

100% complete testing plan 100% complete unit testing 100% complete integration testing 100% complete system testing

More than 90% complete testing plan More than 90% complete unit testing More than 90% complete integration testing More than 90% complete system testing

More than 80% complete testing plan More than 80% complete unit testing More than 80% complete integration testing More than 80% complete system testing

More than 50% complete testing plan More than 50% complete unit testing More than 50% complete integration testing More than 50% complete system testing

Less than 50% complete testing plan Less than 50% complete unit testing Less than 50% complete integration testing Less than 50% complete system testing

0% complete testing plan 0% complete unit testing 0% complete integration testing 0% complete system testing

Unit Testing

Integration Testing System Testing

Page 70 of 74

APPENDIX P
Level 6: Implementation Demonstration Rubric CRITERIA Feasibility / functionality Marketabilit y (commercial value) Objective Achievement 5 4 3 2 1 0

100% complete 100% complete

More than 90% complete Minor Errors More than 90% complete

More than 80% complete Minor Errors More than 80% complete

More than 50% complete Minor Errors More than 50% complete

Less than 50% complete Major Errors Less than 50% complete

0% complete Major Errors

No meaningful attempt is made to communicate the projects marketability. Do not achieve bjectives at all. Uses other peoples ideas but does not give them credit.

100% complete 100% original

More than 90% complete 90% original Ideas,

creative and inventive

More than 80% complete 80% original Ideas,

creative and inventive

More than 50% complete More than 50%

original Ideas, creative and inventive

Less than 50% complete Less than 50%

original Ideas, creative and inventive

Originality

Ideas, creative and inventive

User interface (layout)

Layout Exceptionally attractive and user-friendly Important elements Easy to locate Material Organized effectively

Layout Almost exceptionally attractive and userfriendly layout. Important elements Easy to locate Material Almost effectively organized

Layout Attractive and userfriendly layout Important elements Easy to locate Material Moderately organized

Layout Not userfriendly Important elements Easy to locate most of the important elements.

Layout Not userfriendly Important elements Difficult to locate most of the important elements.

Layout Clutter and confuse Important elements Cannot locate important elements.

Page 71 of 74

APPENDIX Q

Level 6: Portfolio Rubric

Criteria Required items 5
All required items are included, with a significant number of additions. Items are clearly introduced, well organized, and creatively displayed, showing connection between items.

4
All required items are included, with a few additions. Items are introduced and well organized, showing connection between items.

3
All required items are included.

2
A significant number of required items are missing. Items are introduced, lack of organization and do not show any connection between items.

1
Only a slight number of required items are included. Items are not introduced, lack of organization and do not show any connection between items.

0
No work submitted

Overall Organizati on

Items are introduced and somewhat organized, showing some connection between items.

Items are not introduced and not organized

Page 72 of 74

APPENDIX R

Level 6: Log Book Rubric

Criteria Weekly activities Supervis or signature s 5 All 15 weeks of activities are recorded in the log book. Supervisors signature of verification is shown for all 15 weeks. Log book is exceptionally detailed, provide an in-depth look into the project activities, and reflects the students commitment. The log book is exceptionally neat. The pages are in very good condition, handwriting is neat and an obvious effort has been made to keep the log book presentable. 4 More than 12 weeks of activities are recorded in the log book. Supervisors signature of verification is shown for more than 10 weeks. Log book is exceptionally detailed, provide an in-depth look into the project activities. 3 More than 8 weeks of activities are recorded in the log book. Supervisors signature of verification is shown for more than 8 weeks. An appropriate amount of detail is used to explain the project activities done. 2 More than 5 weeks of activities are recorded in the log book. Supervisors signature of verification is shown for more than 5 weeks. Details are missing, insufficient illustration of the project activities are done. 1 Less than 5 weeks of activities are recorded in the log book. Supervisors signature of verification is shown for less than 5 weeks. Details are missing and do not illustrate the project activities done. 0 No activity is recorded in log book. No signature of verification of the supervisor. No activity done is recorded.

Details

Neatness

The log book is neat. The pages are in good condition, handwriting is neat and some effort has been made to keep the log book presentable.

The log book is averagely neat. The pages are in satisfactory, readable condition, handwriting is legible and some effort has been made to keep the logbook presentable.

The log book is relatively neat. The pages are in unsatisfactory but still in readable condition, handwriting is legible and less effort has been made to keep the logbook presentable.

The log book is unkempt. The pages are in unsatisfactory condition. It is in virtually unreadable condition. Handwriting is illegible. Less effort has been made to keep the logbook presentable.

The log book is in unsatisfactory condition. It is in virtually unreadable condition. Handwriting is illegible. No effort has been made to keep the logbook presentable.

Page 73 of 74

APPENDIX S Portfolio Checklist Project Title : ................................................................ Level 5 PaperProject Proposal Level 6 User manual

Analysis Report

No.

Verified by: ______________________ ( Level 5 Supervisor Name ) Date : Verified by: ______________________ ( Level 6 Supervisor Name )

Log book

Log book

Student Name

End product

Final report

Registrati on Number

Design Report

Page 74 of 74