Module Number: SWE4304

Module Name: Databases

Year/Semester: 2024-25 / Semester-1 (Part time)
Module Tutor/s: Roselin Xavier, Faisal Maramazi, Syed
Mohammad Raza, Julia Makivic, Behzad Farsijani, Bilal
Armiyawo

Assessment Number 1
Assessment Type (and Design Documents -Report -(50%)
weighting)
Assessment Name Budget and Expense Tracking System
Assessment TBC / Week-8
Submission Date

Learning Outcomes Assessed:

LO1: Construct a relational data model
LO2: Normalise a relational schema to 3NF

Use of Generative Artificial Intelligence (GAI) Applications in this

Assessment

AI Status Application Notes

Category No GAI tool While grammar and/or spell checkers may be
A is permitted. used to correct individual words and sentences,
the use of GAI is not allowed. This is because
the learning outcomes require you to produce
original assessment work without any GAI
assistance.
Any GAI generated content which is presented
as your own original work and is not
acknowledged will be assessed for academic
misconduct.

Assessment Brief
The assessment components for this assignment is a Design document as
mentioned below. You are required to submit a MS-Word document
describing all stages of the project based on the case scenario provided
below.

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This is worth 50% of your overall grade for this module. Word Count for
the coursework is: 1500 (+/- 10%)

The context
Envisage that you are working on placement in a Software Development
Company. You have been asked to design a database system for Budget
and Expense Tracking System application. This application is going to be
developed by the company for a client to manage the expenses and track
as the client is a self employed and seeking to manage the finances so
that profits can be made. The details of the case specification are given
below.

Case Scenario: Budget and Expense Tracking System

The system should be able to record the sources of income and the
frequency of the income in terms of daily, weekly or monthly. There
should be a provision for storing categories of the expenses like groceries,
transport etc. Ensure that the emergency fund are also allocated in the
case of emergency situations. You should have the budget allocated for
these categories. When the expenses are occurring these to be recorded
in the expenses with the required data as required. The expenses to be
reviewed regularly in terms of weekly or monthly as required. In addition,
savings are to be calculated and displayed monthly based on the required
specifications.

Use your understanding of database design concepts studied in this

module to accomplish the below tasks. You are free to include any
assumptions for the scenario given for the requirements with justification.
The conceptual schema design to be created using any diagramming tool
like Lucid Chart, [Link] or others as relevant. Logical mapping to be
created using Workbench or any other suitable tool.

Task 1:
a. For the given tasks, identify a list of references (including at least 1
journal article and 2 book chapters, at least 2 websites to provide an
evidence base from which you can draw information about the tasks.
[LO1]

b. Requirements Analysis: Understanding the needs of the system and its

users. [LO1]
Classify the various requirements in terms of the files and the various
users of the database system

c. Conceptual Schema Design: Design an appropriate database schema.

[LO1]

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Design the Conceptual design to meet the above requirements in terms
of the various entities and the relationship relevant to the scenario.
Discuss the design created and explain how the above requirements are
going to be fulfilled.

d. Logical Design: Defining relationships, constraints, and business rules.

[LO1]

Building on your Database Design, make a video of 10-20 min which

should represent the completed version of your hypothetical logic design
creations for the case scenario given above. In the video, state all the
steps of mapping the conceptual design to the logical design using a
suitable tool like Workbench. The link to the video to be given in the
Appendix.
In the report, all the stages of mapping to be shown as well with
annotations of the screenshots and justifications as discussed in the video.

Task 2:
a. For the given tasks, identify a list of references (including at least 1
journal article and 2 book chapters, at least 2 websites to provide an
evidence base from which you can draw information about the tasks.
[LO2]

b. Issues with the Logical Design: Identification of Insert, Update and

Delete Anomalies. [LO2]
Present in the form of a table what you think are the principal anomalies
identified in the logical design data with at least 5 records for each logical
relations.

b. Performance Optimization: Ensuring efficient data retrieval, integrity

and reduces storage space.[LO2]
Provide a rationale for the recommendations you are making by showing
all the stages of performance optimization.

Task 3: Personal Reflection [LO1 & LO2]

 You are required to provide reflections on the design created for the
case scenario in terms of the learning, challenges faced in the
design and how these are addressed by you by evidence by
signposting in the report.

Note: ASSESSMENT DELIVERABLES

Weigh
Assessment item Due Date t

Coursewor LO1 & LO2: Design Documents -

Week 8 50%
k-Report Report

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Declaration: At the end of the assessment you should also include a
declaration of any software tools including Generative AI (GAI) applications
that you used in developing and completing the assessment.

Minimum Secondary Research Source Requirements:

Level HE4 - It is expected that the Reference List will contain between
five and ten sources. As a MINIMUM the Reference List should include
one refereed academic journal and three academic books

Specific Assessment Criteria/Marking Scheme:

Your document should be in a report format containing a table of content,
headings and sub-headings as necessary. You are also required to
acknowledge any source of information you have used in your document
in the form of in-text citations, and a references list at the end of your
document according to Harvard referencing format. You can add any
extra information which you deem relevant in an appendix section at the
end of your report.
 Diagrams should be captioned and discussed in the body of your
report.
 A table of contents should be included.
 Page numbers should be inserted in the centre of the footer.
 The student ID number be placed in the header of each page.
 Submission is to the Turnitin assignment section through Canvas.
 A percentage mark will be provided based on General Assessment
Guidelines for Written Assessments.

‘It is Regent College practice that students should submit their assessments through
either Canvas or Moodle using the assessment links provided. We recommend that
students submit a draft of their work using the link provided at least once, but not more
than three times to check the similarity report and to ensure all work is correctly cited
and all sources that have been used in the work are properly referenced.

If the Turnitin checking function is used more than three times this may amount to
academic misconduct.’

Marking Criteria
Criteria Mark
Task 1 50
Task 2 40
Task 3 10
Total 100

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Specific Marking Criteria

To be awarded a given grade, submissions will typically (but not

necessarily exclusively) exhibit the following indicative attributes
Fail (39% Design documentation to a below standard with incomplete
and Conceptual Requirements/ Design, logical design,
below) performance optimization and reflection in the report
explaining their use may be sparsely provided and/or may
be logical only in some places
Third Design documentation to a satisfactory standard only with
Class Conceptual Requirements/ Design, logical design and
(40-49%) performance optimization and reflection in the report
explaining their use may be sparsely provided and/or may
be logical only in some places
Lower Design documentation to good standard with only with
Second Conceptual Requirements/ Design, logical design and
Class performance optimization and reflection in the report
2(2) explained though may be far from extensive to the case
(50-59%) scenario
Upper Design documentation to very good standard with
Second Conceptual Requirements/ Design, logical design and
Class performance optimization and reflection in the report
2(1) explained mostly with relevance to the case scenario
(60-69%)
First Design documentation to an excellent standard with
Class Conceptual Design, logical design and performance
(70- optimization and reflection in the report explained with
100%) relevance to the case scenario

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GENERAL ASSESSMENT GUIDELINES – LEVEL HE4
Relevance Knowledge and Analysis, Creativity Self- Research/ Written English Presentation
Learning Understanding and Problem-Solving awareness Referencing and Structure
outcomes must and
be met for an Reflection
overall pass
Work is directly Demonstrates breadth Presents an excellent and Provides A wide range of Writing style is clear and The presentational
relevant and of knowledge and cohesive appraisal of insightful contemporary and appropriate to the style and layout are
(Exceptional Quality)

expertly addresses understanding of findings through the critical reflection and relevant reference requirements of the correct for the type
the requirements theory and practice analysis of information. self-awareness in sources selected assessment. An exceptionally of assignment.
85% - 100%

of the brief. beyond the threshold Draws clear, justified and relation to the and drawn upon. well written answer with Evidence of planning
expectation for the thoughtful conclusions. outcomes of own competent spelling, grammar and logically
Class I

Learning level. Demonstrates creative flair, work and Sources cited and punctuation. For structured.
outcomes are originality and initiative. personal accurately in both example, paragraphs are well
met. Demonstrates Demonstrates a critical responsibility. the body of text structured and include linking Where relevant,
excellent understanding of problem- and in the and signposting. Sentences there is effective
understanding of key solving approaches and Reference List/ are complete and different placement of, and
concepts in different applies strong problem- Bibliography. types are used. reference to, figures,
contexts. solving skills. A wide range of appropriate tables and images.
vocabulary is used.
Work is relevant Demonstrates an Presents an excellent and Provides A range of Writing style is clear and The presentational
and excellent breadth of cohesive discussion of excellent contemporary and appropriate to the style and layout are
comprehensively knowledge and findings through the reflection and relevant reference requirements of the correct for the type
(Excellent Quality)

addresses the understanding of interpretation and self-awareness in sources selected assessment. An excellently of assignment.
requirements of theory and practice for
evaluation of information relation to the and drawn upon. well written answer with Evidence of planning
70% - 84%

the brief. this level. sources. outcomes of own competent, spelling, grammar and logically
Class I

Draws clear, justified and work and Sources cited and punctuation. For structured.
Learning Demonstrates in-depth thoughtful conclusions. personal accurately in both example, paragraphs are well
outcomes are understanding of key Demonstrates clearly responsibility. the body of text structured and include linking Where relevant,
met. concepts. creativity and initiative. and in the and signposting. Sentences there is effective
Applies excellent problem- Reference are complete and different placement of and
solving skills. List/Bibliography. types are used. reference to, figures,
A wide range of appropriate tables and images.
vocabulary is used.

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 Work is relevant Demonstrates a Presents a perceptive and Provides justified A range of Writing style is clear and The presentational
and addresses thorough breadth of cohesive discussion of reflection and appropriate appropriate to the style and layout are
most of the knowledge and findings through the self-awareness in reference sources requirements of the correct for the type
(Very Good Quality)

requirements of understanding of interpretation and relation to the selected and drawn assessment. A very well of assignment.
the brief well. theory and practice for evaluation of information outcomes of own upon. written answer with Evidence of planning
60% - 69%
Class II/i

this level. sources. work and competent spelling, grammar and logically
Learning Draws clear and justified personal Sources cited and punctuation. For structured in the
outcomes are Demonstrates very conclusions. responsibility, as accurately in the example, paragraphs are well main.
met. good understanding of Demonstrates creativity and required by the main in the text structured and include linking Where relevant,
key concepts. initiative. assessment. and in the and signposting. Sentences there is effective
Applies strong problem- Reference List/ are complete and different placement of figures,
solving skills. Bibliography. types are used. tables and images.
A range of appropriate
vocabulary is used.
Relevance Knowledge and Analysis, Creativity Self- Research/ Written English Presentation
Learning Understanding and Problem-Solving awareness Referencing and Structure
outcomes must and
be met for an Reflection
overall pass
Work addresses Demonstrates a sound Presents a logical discussion Provides valid Relevant reference Writing style is mostly The presentational
key requirements breadth of knowledge of findings through the reflection and sources selected appropriate to the style and layout are
of the brief. Some and understanding of interpretation and self-awareness in and drawn upon. requirements of the largely correct for
irrelevant content. theory and practice for evaluation of information relation to the assessment Grammar, the type of
(Good Quality)

this level. sources. outcomes of own Some sources spelling and punctuation are assignment.
50% - 59%
Class II/ii

Learning Draws clear and justified work and accurately cited in generally competent and Logically structured
outcomes are Demonstrates sound conclusions. personal both the body of minor lapses do not pose in the most part.
met. understanding of key Demonstrates some responsibility, as text and in the difficulty for the reader.
concepts. creativity and initiative. required by the Reference Paragraphs are structured Where relevant,
Applies sound problem- assessment. List/Bibliography. and include some linking and effective placement
solving skills. signposting. Sentences are of some figures,
complete. tables and images.
A range of appropriate
vocabulary is used.
Work addresses Demonstrates a Presents a valid discussion Provides some Some relevant Writing style is occasionally The presentational
the requirements sufficient breadth of of findings through the reflection and reference sources not appropriate for the style and layout are
(Satisfactory Quality)

of the brief, knowledge and interpretation and self-awareness in selected and drawn assessment. Grammar, largely correct for
although understanding of evaluation of information relation to the upon. spelling and punctuation are the type of
40% - 49%

superficially in theory and practice for sources. outcomes of own generally competent, but may assignment.
Class III

places. Some this level. Draws justified conclusions. work and Some weaknesses pose minor difficulties for the Adequately
irrelevant content. Demonstrates creativity and personal in referencing reader. Some paragraphs structured.
Demonstrates a initiative in places. responsibility, as technique. may lack structure, and there
Learning sufficient Applies sufficient problem- required by the is limited linking and Inclusion of some
outcomes are understanding of key solving skills. assessment. signposting. figures, tables and
met. concepts. Some appropriate vocabulary images but not
is used always relevant
and/or clear.

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 Work addresses Demonstrates limited Presents a limited Provides limited Sources selected Writing style is unclear and For the type of
only some of the knowledge and discussion of findings reflection and are limited and does not match the assignment the
requirements of understanding of through the interpretation self-awareness in lack relevance. requirements of the presentational style,
35% - 39%
Borderline

the brief. Irrelevant theory and practice for of information sources. relation to the assessment in question. layout and/or
and superficial this level. Draws some irrelevant outcomes of own Poor referencing Deficiencies in spelling, structure are lacking.
Fail

content. Demonstrates a lack of conclusions. work and technique grammar and punctuation Figures, tables and
understanding of key Creativity and initiative are personal employed. makes reading difficult and images included
One or more concepts. lacking. responsibility, arguments unclear in places. when required but
learning Problem-solving skills are when required. Paragraphs are poorly these lack clarity and
outcomes have lacking. structured. relevance.
not been met.
Work does not Demonstrates Presents a limited Provides There is an Writing style is unclear and For the type of
address the inadequate knowledge discussion of findings with inadequate absence of relevant does not match the assignment the
requirements of and understanding of little consideration of the reflection and sources. requirements of the presentational style,
the brief. Irrelevant theory and practice for quality of information drawn self-awareness in assessment in question. layout and/or
<34%

and superficial this level. upon. relation to the Poor referencing Deficiencies in spelling, structure are lacking.
Fail

content. outcomes of own technique grammar and punctuation Figures, tables and
Demonstrates Draws irrelevant work and employed. makes reading difficult and images are absent
One or more insufficient conclusions. personal arguments unclear. when required or
learning understanding of key Creativity, initiative and responsibility, Unstructured paragraphs. lack
outcomes have concepts. problem-solving skills are when required. relevance/clarity.
not been met. absent.