代写program、代做Java程序设计
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Overview This assignment delivers practical experience developing a Java project based on a supplied speci fication. The specification is provided in the form of “javadoc”, which describes the classes and interfaces that your
assignment mustimplement. You will be assessed on your ability to:
• implement a program that complies with the specification,
• and develop code that conforms to the style conventions of the course.
Task In Queensland, the assessment of secondary school “senior” (Years 11 & 12) students is controlled by the
Queensland Curriculum and Assessment Authority (QCAA). Senior school students are required to take up to six
different subjects for their final two years of schooling. That is, senior school students take six subjects over four
semesters. For each subject, each semester is called a “unit” ofthat subject – thus, senior school students take six “
units” ofsubjects every semester, forfoursemesters.
All of their Year 11 and Year 12 results count towards what is called their Queensland Certificate of Edu cation (QCE), which is the qualification that says they finished High School (Years 11 & 12). However, only
their Year 12 subjects count towards their ranking for entry to university.
A student can change a subject, but such changes generally occur during Year 11, because in Year 12 students
must complete both Year 12 units of a subject for it to be counted towards entry to university.
Assessments are a combination of assignments and exams. Assessments can be internal assessments (marked
by the school staff) or external assessments (marked by the QCAA).
Exams are conducted in such a manner that all students in Queensland sit the same exam at the same time
on the same day, this requires scheduling across the State by the QCAA, and all schools must follow the QCAA
schedule for examinations. Because of this, schools have no control over when an exam is to occur and must
allocate all students undertaking the relevant subject two an appropriate exam venue within their school, at
the same time as every other student in every other school in the State.
You are going to develop a system for a school to use, to schedule students to assigned exam sessions, using
a time schedule dictated by the QCAA; and arranging those students within the school’s available exam venues,
providing the seating plans within those venues, in accordance with the school’s requirements.
Figure 1: An exam venue.
Page 1
Students are seated in alphabetical order by surname starting from the desk in the front left corner of the
room, as seen when facing towards the front of the room, filling the desks (leaving gaps where possible) in
alphabetical order from front desk to the rear desk in each “column” of desks, before moving to the next column
of desks and again filling from front to rear in each column, from left to right across the room.
For example, a venue with 5 rows of 6 desks (6 columns), could be represented like this:
Front of Venue
Figure 2: A representation of the desk layout in an exam venue.
The students would fill the venue in the following order, alphabetical by surname:
Front of Venue
1 6
2 7
3
4
5
Figure 3: The order in which students are seated in an exam venue.
An exam venue can consist of one more (joined) rooms. A room can only be used for one exam venue at any
one time. For example, say three interconnecting rooms (separated by collapsable walls) are “R1”, “R2”, and
“R3”. Any of these can be an exam venue by itself, say “V1” can hold 25 desks in a 5x5 configuration, “V2”
can hold 25 desks in a 5x5 configuration, and “V3” can hold 25 desks in a 5x5 configuration. However, these
rooms can also be joined. Say the venue “V1+V2” is made by joining rooms R1 and R2 together and V1+V2
can hold 55 desks in a 5x11 configuration (slightly more space than two separate rooms because the wall has
been removed). However, this now means that the venues V1 and V2 are no longer available because rooms R1
and R2 have been used to make the venue called “V1+V2”.
Exam venues can come in any configuration and are simply specified by the number of rows (front to rear)
and the number of columns (left to right) of desks in the venue. Note that rooms do not have desk con figurations recorded, only exam venues. (Rooms can normally hold many more desks when they are not set
up as exam venues, but our model does not need that information – only the desk configuration of exam venues.)
For example, a venue with 5 rows x 9 columns of desks:
Front of Venue
Figure 4: A larger exam venue (two rooms joined side-by-side).
Page 2
Or maybe, 15 rows x 4 columns:
Front of Venue
Figure 5: A larger exam venue (two rooms joined front-to-back).
Unfortunately, most rooms used for exam venues are not perfect rectangles. Some rooms have various
obstacles around the perimeter of the room, such as teacher-desks, bookcases, plan cabinets, and filing cabinets
– meaning some rows or columns of desks in the venue will have a different number of desks to other rows or
columns. These are to be recorded in the model you use by simply marking a venue as having a full complement
of desks for its rows and columns and then identifying particular desks as not present. Moved to Assignment 2.
Front of Venue (Moved to Assignment 2)
Figure 6: Disregard: An exam venue with various obstacles making some desks unavailable.
Given the venues set up in this manner, your system must then determine for each scheduled exam in the
QCAA schedule: which students undertake that subject, and therefore that exam, and then allocate students
in alphabetical order by surname to the available desks starting on the left hand side of the room from the
front left desk to the rear left desk, and then in successive columns, only using available desks in the exam room.
This process is further complicated by the fact that the QCAA will schedule multiple smaller subjects to
have exams at the same time. You must allocate the students undertaking all such subjects into the available
desks in the exam venue at the same time.
Page 3
There are a number of conditions In varying order of importance that must be satisfied when doing this.
• Firstly, when more than one exam is occurring at the same time, if a student his undertaking more than
one of the subjects involved in those exams this must be flagged as a clash, as an individual student cannot
undertake multiple exams at the same time.
• Secondly, where possible, students sitting multiple subjects in the same room should be separated by as
many empty desks as possible.
• Next, in any exam, students should be separated as much as possible within the exam venue. Separating
columns of students is more important than separating roles of rows of students, as it is easier to supervise
wandering eyes when students are laterally further apart; distances front to rear are not as important as
side to side.
For Assignment 1 (only 4 weeks), you are to implement your solution using only a single exam venue for all
exams , called “V1+V2+V3”, made up of rooms R1, R2 and R3. “‘V1+V2+V3” has 5 rows x 16 columns of
desks. (Assignment 2 will have many additional features, including expanding this to multiple venues and also
certain desks will be unavailable for use.)
The final step after allocating the students to desks is to print out the desk assignment you have created, in
tabular form, exactly as you would view the venue, but broken into the three component venues
(as V1: 6 columns, V2: 5 columns, and V3: 5 columns) like this:
Venue V1
Desk 1: Desk 6: Desk 11: Desk 16: Desk 21: Desk 26:
Surname1 Surname6 Surname11 Surname16 Surname21 Surname26
Given1 I. Given6 I. Given11 I. Given16 I. Given21 I. Given26 I.
Desk 2: Desk 7: Desk 12: Desk 17: Desk 22: Desk 27:
Surname2 Surname7 Surname12 Surname17 Surname22 Surname27
Given2 I. Given7 I. Given12 I. Given17 I. Given22 I. Given27 I.
Desk 3: Desk 8: Desk 13: Desk 18: Desk 23: Desk 28:
Surname3 Surname8 Surname13 Surname18 Surname23 Surname28
Given3 I. Given8 I. Given13 I. Given18 I. Given23 I. Given28 I.
Desk 4: Desk 9: Desk 14: Desk 19: Desk 24: Desk 29:
Surname4 Surname9 Surname14 Surname19 Surname24 Surname29
Given4 I. Given9 I. Given14 I. Given19 I. Given24 I. Given29 I.
Desk 5: Desk 10: Desk 15: Desk 20: Desk 25: Desk 30:
Surname5 Surname10 Surname15 Surname20 Surname25 Surname30
Given5 I. Given10 I. Given15 I. Given20 I. Given25 I. Given30 I.
Figure 7: Sample output (where I. represents the initial of the student’s middle name).
Common Mistakes Please carefully read Appendix A. It outlines common and critical mistakes which you
must avoid to prevent a loss of grades. If at any point you are even slightly unsure, please check as soon as
possible with course staff.
Plagiarism All work on this assignment is to be your own individual work. By submitting the assignment
you are claiming it is entirely your own work. You may discuss the overall general design of the application
with other students. Describing details of how you implement your design with another student is considered
to be collusion and will be counted as plagiarism.
You may not copy fragments of code that you find on the Internet to use in your assignment. Code supplied
by course staff (from this semester) is acceptable, but must be clearly acknowledged as described in the next
paragraph.
You may find ideas of how to solve problems in the assignment through external resources (e.g. StackOver flow, textbooks, ...). If you use these ideas in designing your solution you must cite them. To cite a resource,
provide the full bibliographic reference for the resource in file called refs.md. The refs.md file must be in the
root folder of your project. For example:
Page 4
1 > cat refs.md
2 [1] E. W. Dijkstra, "Go To Statement Considered Harmful," _Communications of the ACM_,
3 vol 11 no. 3, pp 147-148, Mar. 1968. Accessed: Mar. 6, 2024. [Online]. Available:
4 https://www.cs.utexas.edu/users/EWD/transcriptions/EWD02xx/EWD215.html
5 [2] B. Liskov and J. V. Guttag, _Program development in Java: abstraction,
6 specification, and object-oriented design_. Boston: Addison-Wesley, 2001.
7 [3] T. Hawtin, "String concatenation: concat() vs '+' operator," stackoverflow.com,
8 Sep. 6, 2008. Accessed: Mar. 8, 2024. Available:
9 https://stackoverflow.com/questions/47605/string-concatenation-concat-vs-operator
10 >
In the code where you use the idea, cite the reference in a comment. For example:
1 /**
2 * What method1 does.
3 * [1] Used a method to avoid gotos in my logic.
4 * [2] Algorithm based on section 6.4.
5 */
6 public void method1() ...
8 /**
9 * What method2 does.
10 */
11 public void method2() {
12 System.out.println("Some " + "content.") // [3] String concatenation using + operator.
13 }
Page 5
Task
Implement each of the classes and interfaces described in the javadoc specification.
Overview This assignment delivers practical experience developing a Java project based on a supplied speci fication. The specification is provided in the form of “javadoc”, which describes the classes and interfaces that your
assignment mustimplement. You will be assessed on your ability to:
• implement a program that complies with the specification,
• and develop code that conforms to the style conventions of the course.
Task In Queensland, the assessment of secondary school “senior” (Years 11 & 12) students is controlled by the
Queensland Curriculum and Assessment Authority (QCAA). Senior school students are required to take up to six
different subjects for their final two years of schooling. That is, senior school students take six subjects over four
semesters. For each subject, each semester is called a “unit” ofthat subject – thus, senior school students take six “
units” ofsubjects every semester, forfoursemesters.
All of their Year 11 and Year 12 results count towards what is called their Queensland Certificate of Edu cation (QCE), which is the qualification that says they finished High School (Years 11 & 12). However, only
their Year 12 subjects count towards their ranking for entry to university.
A student can change a subject, but such changes generally occur during Year 11, because in Year 12 students
must complete both Year 12 units of a subject for it to be counted towards entry to university.
Assessments are a combination of assignments and exams. Assessments can be internal assessments (marked
by the school staff) or external assessments (marked by the QCAA).
Exams are conducted in such a manner that all students in Queensland sit the same exam at the same time
on the same day, this requires scheduling across the State by the QCAA, and all schools must follow the QCAA
schedule for examinations. Because of this, schools have no control over when an exam is to occur and must
allocate all students undertaking the relevant subject two an appropriate exam venue within their school, at
the same time as every other student in every other school in the State.
You are going to develop a system for a school to use, to schedule students to assigned exam sessions, using
a time schedule dictated by the QCAA; and arranging those students within the school’s available exam venues,
providing the seating plans within those venues, in accordance with the school’s requirements.
Figure 1: An exam venue.
Page 1
Students are seated in alphabetical order by surname starting from the desk in the front left corner of the
room, as seen when facing towards the front of the room, filling the desks (leaving gaps where possible) in
alphabetical order from front desk to the rear desk in each “column” of desks, before moving to the next column
of desks and again filling from front to rear in each column, from left to right across the room.
For example, a venue with 5 rows of 6 desks (6 columns), could be represented like this:
Front of Venue
Figure 2: A representation of the desk layout in an exam venue.
The students would fill the venue in the following order, alphabetical by surname:
Front of Venue
1 6
2 7
3
4
5
Figure 3: The order in which students are seated in an exam venue.
An exam venue can consist of one more (joined) rooms. A room can only be used for one exam venue at any
one time. For example, say three interconnecting rooms (separated by collapsable walls) are “R1”, “R2”, and
“R3”. Any of these can be an exam venue by itself, say “V1” can hold 25 desks in a 5x5 configuration, “V2”
can hold 25 desks in a 5x5 configuration, and “V3” can hold 25 desks in a 5x5 configuration. However, these
rooms can also be joined. Say the venue “V1+V2” is made by joining rooms R1 and R2 together and V1+V2
can hold 55 desks in a 5x11 configuration (slightly more space than two separate rooms because the wall has
been removed). However, this now means that the venues V1 and V2 are no longer available because rooms R1
and R2 have been used to make the venue called “V1+V2”.
Exam venues can come in any configuration and are simply specified by the number of rows (front to rear)
and the number of columns (left to right) of desks in the venue. Note that rooms do not have desk con figurations recorded, only exam venues. (Rooms can normally hold many more desks when they are not set
up as exam venues, but our model does not need that information – only the desk configuration of exam venues.)
For example, a venue with 5 rows x 9 columns of desks:
Front of Venue
Figure 4: A larger exam venue (two rooms joined side-by-side).
Page 2
Or maybe, 15 rows x 4 columns:
Front of Venue
Figure 5: A larger exam venue (two rooms joined front-to-back).
Unfortunately, most rooms used for exam venues are not perfect rectangles. Some rooms have various
obstacles around the perimeter of the room, such as teacher-desks, bookcases, plan cabinets, and filing cabinets
– meaning some rows or columns of desks in the venue will have a different number of desks to other rows or
columns. These are to be recorded in the model you use by simply marking a venue as having a full complement
of desks for its rows and columns and then identifying particular desks as not present. Moved to Assignment 2.
Front of Venue (Moved to Assignment 2)
Figure 6: Disregard: An exam venue with various obstacles making some desks unavailable.
Given the venues set up in this manner, your system must then determine for each scheduled exam in the
QCAA schedule: which students undertake that subject, and therefore that exam, and then allocate students
in alphabetical order by surname to the available desks starting on the left hand side of the room from the
front left desk to the rear left desk, and then in successive columns, only using available desks in the exam room.
This process is further complicated by the fact that the QCAA will schedule multiple smaller subjects to
have exams at the same time. You must allocate the students undertaking all such subjects into the available
desks in the exam venue at the same time.
Page 3
There are a number of conditions In varying order of importance that must be satisfied when doing this.
• Firstly, when more than one exam is occurring at the same time, if a student his undertaking more than
one of the subjects involved in those exams this must be flagged as a clash, as an individual student cannot
undertake multiple exams at the same time.
• Secondly, where possible, students sitting multiple subjects in the same room should be separated by as
many empty desks as possible.
• Next, in any exam, students should be separated as much as possible within the exam venue. Separating
columns of students is more important than separating roles of rows of students, as it is easier to supervise
wandering eyes when students are laterally further apart; distances front to rear are not as important as
side to side.
For Assignment 1 (only 4 weeks), you are to implement your solution using only a single exam venue for all
exams , called “V1+V2+V3”, made up of rooms R1, R2 and R3. “‘V1+V2+V3” has 5 rows x 16 columns of
desks. (Assignment 2 will have many additional features, including expanding this to multiple venues and also
certain desks will be unavailable for use.)
The final step after allocating the students to desks is to print out the desk assignment you have created, in
tabular form, exactly as you would view the venue, but broken into the three component venues
(as V1: 6 columns, V2: 5 columns, and V3: 5 columns) like this:
Venue V1
Desk 1: Desk 6: Desk 11: Desk 16: Desk 21: Desk 26:
Surname1 Surname6 Surname11 Surname16 Surname21 Surname26
Given1 I. Given6 I. Given11 I. Given16 I. Given21 I. Given26 I.
Desk 2: Desk 7: Desk 12: Desk 17: Desk 22: Desk 27:
Surname2 Surname7 Surname12 Surname17 Surname22 Surname27
Given2 I. Given7 I. Given12 I. Given17 I. Given22 I. Given27 I.
Desk 3: Desk 8: Desk 13: Desk 18: Desk 23: Desk 28:
Surname3 Surname8 Surname13 Surname18 Surname23 Surname28
Given3 I. Given8 I. Given13 I. Given18 I. Given23 I. Given28 I.
Desk 4: Desk 9: Desk 14: Desk 19: Desk 24: Desk 29:
Surname4 Surname9 Surname14 Surname19 Surname24 Surname29
Given4 I. Given9 I. Given14 I. Given19 I. Given24 I. Given29 I.
Desk 5: Desk 10: Desk 15: Desk 20: Desk 25: Desk 30:
Surname5 Surname10 Surname15 Surname20 Surname25 Surname30
Given5 I. Given10 I. Given15 I. Given20 I. Given25 I. Given30 I.
Figure 7: Sample output (where I. represents the initial of the student’s middle name).
Common Mistakes Please carefully read Appendix A. It outlines common and critical mistakes which you
must avoid to prevent a loss of grades. If at any point you are even slightly unsure, please check as soon as
possible with course staff.
Plagiarism All work on this assignment is to be your own individual work. By submitting the assignment
you are claiming it is entirely your own work. You may discuss the overall general design of the application
with other students. Describing details of how you implement your design with another student is considered
to be collusion and will be counted as plagiarism.
You may not copy fragments of code that you find on the Internet to use in your assignment. Code supplied
by course staff (from this semester) is acceptable, but must be clearly acknowledged as described in the next
paragraph.
You may find ideas of how to solve problems in the assignment through external resources (e.g. StackOver flow, textbooks, ...). If you use these ideas in designing your solution you must cite them. To cite a resource,
provide the full bibliographic reference for the resource in file called refs.md. The refs.md file must be in the
root folder of your project. For example:
Page 4
1 > cat refs.md
2 [1] E. W. Dijkstra, "Go To Statement Considered Harmful," _Communications of the ACM_,
3 vol 11 no. 3, pp 147-148, Mar. 1968. Accessed: Mar. 6, 2024. [Online]. Available:
4 https://www.cs.utexas.edu/users/EWD/transcriptions/EWD02xx/EWD215.html
5 [2] B. Liskov and J. V. Guttag, _Program development in Java: abstraction,
6 specification, and object-oriented design_. Boston: Addison-Wesley, 2001.
7 [3] T. Hawtin, "String concatenation: concat() vs '+' operator," stackoverflow.com,
8 Sep. 6, 2008. Accessed: Mar. 8, 2024. Available:
9 https://stackoverflow.com/questions/47605/string-concatenation-concat-vs-operator
10 >
In the code where you use the idea, cite the reference in a comment. For example:
1 /**
2 * What method1 does.
3 * [1] Used a method to avoid gotos in my logic.
4 * [2] Algorithm based on section 6.4.
5 */
6 public void method1() ...
8 /**
9 * What method2 does.
10 */
11 public void method2() {
12 System.out.println("Some " + "content.") // [3] String concatenation using + operator.
13 }
Page 5
Task
Implement each of the classes and interfaces described in the javadoc specification.