IAB201编程代写、代做Java/Python程序
- 首页 >> Java编程 Assessment 2
IAB201 Modelling Techniques
for Information Systems
Semester 1 2024
Name .............................. Assessment 2 – Design of Conceptual System Models
Due ................................. Friday 26th April at 11:59 pm
Weight.............................40%
Type ................................ Individual
Submit ............................Single PDF Document via Canvas
Rationale and Description
Foundational to addressing business concerns is an understanding of core concepts, principles and
skills required for understanding, designing and managing complex real-world information systems.
This implies an understanding of techniques that are used to model data and an ability to develop
a concise conceptual model that represents a business concern.
This assessment will involve the creation of a portfolio of different conceptual models of an
information system based on a case description provided to you. Your portfolio will consist of models
following different conceptual modelling paradigms that you will learn to build on a weekly basis. You
will compare and contrast the different conceptual modelling paradigms used to develop the
portfolio.
You will use your knowledge fromthe lectures together with the techniques practiced in the
tutorial sessions and apply both to a set of tasks that refer to some business concern that
requires the application of different modelling techniques. You will not only perform the
necessary steps to solve the tasks, but also provide an explanation of your approach.
Learning Outcomes
A successful completion of this task will demonstrate:
1. knowledge of basic modelling principles required to understand and analyse complex manmade systems.
2. evidence of skills in developing system models using appropriate techniques to understand
and solve complex business problems.
3. ability to analyse limitations and advantages of different modelling paradigms for analysing
and designing complex systems.
4. communicate effectively in written form to present information and system models to
stakeholders
Instructions
This assessment is individual. You MUST NOT work in groups. You will have to solve two tasks:
(1) Design two conceptual models for a given business concern.
(2) A concise and clear report reflecting about the modelling approaches used in Task 1
For task 1, you can use any modelling tool (including MS PowerPoint, Lucid Chart, Visio, Draw
io) to draw your models. You can also do your drawings handwritten but they must be legible,
clear and understandable.
Your solution of Assessment 2 must be submitted via Canvas before the due date indicated
above. Assessment submissions MUST be a single PDF file properly identified (student name
and student number).
Each submission must contain a declaration, signed by you, stating that it is your own original
work (see Appendix for the template).
Your Assessment 2 report should be structured as follows:
• Cover page (including name, student number, and a completed declaration of original
work)
• Your response to Task 1.
• Your response to Task 2.
Feedback
Feedback will be provided on specific questions related to the assessment during the drop-in
session times, and via Microsoft Teams. Please note, that the teaching team will NOT respond
to general “is this good enough” style questions or requests to pre-assess your work.
Submission of assessment
All assessment will be submitted via standard QUT electronic submission methods (e.g. Canvas,
Turnitin), and you will need to submit your assessment in the format specified in the assessment
task sheet. Assessment will not be accepted by any other method or in any other format. Please
note that the assessment is due on a Friday 26th April 11:59pm. You should submit early to avoid
delays from technical issues. The most recent assessment prior to the due date will be used for
marking. Please ensure that you are aware of QUT’s policy on late assignments:
Late Submission – requesting an extension
No member of the teaching team, including the unit coordinator, can grant you an extension for
an assignment. If you need one, you must apply through HiQ:
http://external-apps.qut.edu.au/studentservices/concession/
You now have two options for assignment extension. There is one assignment extension online form
with options for longer extension and an Automatically approved 48-hour extension. You must select
unit, assignment and extension type. More information and extension form: qut.to/lateassessment
If you don't have an approved extension, you should submit the work you have done by the due
date, and it will be marked against the assessment criteria. Assignments submitted without an
approved extension will not be marked and will receive a grade of 1 or 0%.
Reviews
We cannot remark assessments. All assessments will be returned with feedback explaining the
reasons for the marks allocated. If you require additional feedback or clarification, discuss it with
your tutor. If you believe that there is a component that has not been marked in accordance with the
criteria sheet, you must identify it in writing to your tutor.
Academic Honesty
Any action or practice on your part which would defeat the purposes of assessment is regarded
as academic dishonesty. The penalties for academic dishonesty are provided in the Student Rules.
For more information consult the QUT Library resources for avoiding plagiarism.
Resources
The following resources (referencing is required) may assist with the completion of this task:
• Refer to tutorial materials, Microsoft Teams, and any lecture videos.
• Refer to the recommended books.
Questions
Questions related to the assessment should be directed to the teaching team during the
workshops or drop-in sessions, and via Microsoft Teams.
The teaching team will not be available to answer questions outside business hours, nor in the
hours immediately before the assessment is due.
Assessment Tasks
TASK 1
Your task is to design two (2) conceptual information models, using two different modelling languages, each
characterising an effective and efficient way to represent the information described in the scenario below.
See the Deliverables section following the scenario description for more details of what is required.
The following scenario is based on emergency medical services dispatch as it is carried out in
Queensland. For the purposes of this exercise, emergency medical services will be taken to be ground
and/or air ambulances dispatched to attend a medical emergency of some sort, e.g., a motor vehicle
accident, a fall resulting in injury, a medical episode, and other incidents where the appropriate medical
response is outside the capabilities of people witnessing the incident.
This assessment is based ONLY on the following scenario.
Scenario
Dispatching emergency medical services (EMS) begins with the receipt of an emergency call (i.e., in
Queensland, a ‘000’ phone call) by a Queensland Ambulance Service (QAS) Dispatcher. Incoming ‘000’
calls are automatically logged in the QAS Computer Aided Dispatch (CAD) system. The date and time of
the incoming call, the calling phone number, the GPS coordinates of the incoming call (Latitude and
Longitude), and the ID of the Dispatcher answering the call are recorded. The Dispatcher will then ask
the caller several questions. The answers to these questions will help the Dispatchermake decisions about
the appropriate response (i.e., the number and type of ambulance vehicle/crews to be sent to attend the
incident, and the priority and timeframe in which a response required). The phone call, including the
questions from the Dispatcher and the caller’s answers are recorded as an audio file and saved in the
CAD system. Note that the individual questions and responses are also recorded in the CAD system.
Typically, the Dispatcher, will ask the following questions:
• the address of where the ambulance is required;
• what the problem is;
• how many people are injured;
• the patient's age;
• the patient's gender;
• if the patient is conscious; and
• if the patient is breathing.
Based on the information supplied by the caller, the Dispatcher will attach a priority to the call, and
determine the number and type of response units that are required. Using the GPS location of the
incoming call and/or the caller supplied address, the Dispatcher will dispatch suitable, available response
units and crews. The dispatch date/time of each assigned response unit is automatically recorded in the
CAD system.
For instance, an incident determined to be ‘non-urgent’ involving only a single patient may get a singleberth ambulance crewed by Paramedic 1 or Paramedic 2 ambulance officers. Whereas a motor vehicle
crash involving multiple vehicles and multiple injured persons may get several ground-based response
units, a HARU (High Acuity Response Unit), possibly a Rotary wing aircraft (helicopter) and involve highly
skilled paramedics (e.g., Paramedic 4, Flight doctor).
NB. Any ‘incident’ may involve multiple patients, and multiple response units. Further, HARU units must
be crewed by Paramedic 4 paramedics and Rotary and Fixed wing aircraft must be crewed by Flight
doctors.
At the scene of the incident, each patient is attended by a response unit/crew. Details of the attendance
are recorded in an Accident Report Form (ARF). The ARF will include the incident identifier (from the
CAD system), a patient identifier, the ID of the response unit, patient age and gender (estimated if not
able to be determined), a textual description of the paramedic’s assessment of the patient’s condition,
and a decision as to whether the patient requires transport to a hospital. If the patient requires transport
to a hospital, the name of the hospital is recorded. The ARF also includes way-point date/times to indicate
when the response unit arrived at the incident scene, when the patient was loaded for transport, when
the response unit arrived at destination (hospital), when the response unit left the destination (hospital),
and when the response unit arrived back at its base.
Table 1 – Response categories
Category Description Attend
1 Emergency 15 minutes
2 Urgent 25 minutes
3 Non-urgent 60 minutes
Table 2 – Paramedic/Doctor designations
Designation Description Attend
Paramedic 1 Trained
Paramedic 2 Advanced skills
Paramedic 3 Advanced care
Paramedic 4 Critical care
Flight doctor Critical care
Table 3 – Vehicle types
Vehicle type Description
Ambulance single berth Ground-based vehicle fitted with single trolley
Ambulance multiple berth Ground-based vehicle fitted with two trolleys
Rotary wing aircraft Helicopter fitted with single trolley
Fixed wing aircraft Aircraft fitted with two trolleys
High Acuity Response Unit Ground-based vehicle – no trolleys
In Tables 4, 5 and 6 below only a sample of rows are provided.
Table 4 – CAD Incident recordings
Incident Received
(yyyy-mm-dd HH:MM:ss) Dispatcher Response
Priority Latitude Longitude Audio
1521070900 2023-02-19 09:31:45 13 1 -27.374804 153.03925 Link_1521070900
1533082022 2023-02-19 09:42:35 101 3 -26.145016 151.846437 Link_1533082022
1533174221 2023-02-20 03:47:35.000 210 1 -22.673053 149.598642 Link_1533174221
Table 5 – CAD Dispatch events (Recording Response Units Assignments)
Incident Response Unit Type Dispatched
(yyyy-mm-dd HH:MM:ss)
Response
Unit ID Crew Base
1521070900 Ambulance single berth 2023-02-19 09:31:45 1045 Paramedic 3 Darra
1521070900 Ambulance single berth 2023-02-19 09:32:15 2349 Paramedic 3 Brisbane
1533082022 Ambulance single berth 2023-02-19 09:45:55 878 Paramedic 1 Murgon
1533174221 Ambulance single berth 2023-02-19 04:00:13 2461 Paramedic 3 Marlborough
1533174221 Ambulance dual berth 2023-02-20 04:01:27 2235 Paramedic 3 Marlborough
1533174221 Ambulance dual berth 2023-02-20 03:56:58 2124 Paramedic 3 St Lawrence
1533174221 Ambulance dual berth 2023-02-20 03:57:36 2288 Paramedic 3 Rockhampton
1533174221 Rotary wing aircraft 2023-02-20 06:38:46 8300 Flight doctor Townsville
1533174221 Ambulance single berth 2023-02-20 07:25:24 2112 Paramedic 3 Rockhampton
Table 6 – ARF events
Row# Incident ARF Response
Unit ID Patient Age Gender Transported Narrative
1 1521070900 120710300 1045 1894 55 M Y Call to single vehicle RTC,
patient, …
2 1521070900 120400288 2349 1894 55 M N Support QAS unit
already at scene…
3 1533082022 130100180 878 1732 85 F N Fall at home …
4 1533174221 140400300 2461 28293 33 M N Cardiac episode…
5 1533174221 140400304 2235 28291 33 F N Kitchen burn …
6 1533174221 110203662 2124 28290 43 M N Dog bite…
7 1533174221 110203664 2288 28290 43 M Y Xxxxxx xxxxx …
8 1533174221 110203664 2288 28291 33 F Y Xxxxxx xxxxx …
9 1533174221 118208230 8300 28292 21 F Y Xxxxxx xxxxx …
10 1533174221 9417554 2112 28292 19 M Y Xxxxxx xxxxx …
Table 6 – ARF events (continued)
Row# Destination
At Patient
(yyyy-mm-dd
HH:MM:ss)
Patient Loaded
(yyyy-mm-dd
HH:MM:ss)
At Destination
(yyyy-mm-dd
HH:MM:ss)
Leave
Destination
(yyyy-mm-dd
HH:MM:ss)
Back at Base
(yyyy-mm-dd
HH:MM:ss)
1
RBWH
2023-02-19 2023-02-19 2023-02-19 2023-02-19 2023-02-19
09:41:25 09:54:12 10:19:21 10:42:11 11:15:11
2
2023-02-19 2023-02-19
09:49:18 10:55:11
3
QH 2023-02-19 2023-02-19
MURGON 10:05:55 11:45:55
4
2023-02-20 2023-02-20
04:19:00 04:26:10
5
2023-02-20 2023-02-20
04:21:00 05:01:00
6
2023-02-20 2023-02-20
04:16:08 04:31:18
7
QH 2023-02-20 2023-02-20 2023-02-20 2023-02-20 2023-02-20
ROCKHAMP TON 04:40:00 07:07:00 08:20:38 08:06:18 08:46:23
8
QH 2023-02-20 2023-02-20 2023-02-20 2023-02-20 2023-02-20
ROCKHAMP TON 04:40:00 07:07:00 08:20:38 08:06:18 08:46:23
9
QH 2023-02-20 2023-02-20 2023-02-20 2023-02-20 2023-02-20
ROCKHAMP TON 08:20:00 08:27:00 07:42:56 07:54:08 09:17:56
10
QH 2023-02-20 2023-02-20 2023-02-20 2023-02-20 2023-02-20
ROCKHAMPTON 08:20:00 08:27:00 07:47:43 08:25:33 08:55:09
NB: Where a response unit does NOT transport a patient the Patient Loaded, At Destination, and Leave
Destination times will be blank. Some other constraints that are relevant include (i) a patient can only
be attended/transported by a response unit assigned to the incident, (ii) a response unit can only
attend/transport a patient involved in the incident.
Deliverables
TASK 1
You are required to submit the following items for Task 1:
1. A complete list of elementary facts that fully and explicitly verbalise the fact types
contained in the scenario description.
2. A conceptual schema model produced using the Entity Relationship Diagram (ERD)
language, using the Barker notation, which fully captures all the fact types and any necessary
constraints.
3. A conceptual schema model produced using the Object Role Modelling (ORM) language,
which fully captures all the fact types and any necessary constraints.
Having completed the two (2) models. In items 4 and 5 below, describe to your business owner
specific elements that perhaps are not able to be shown in the model.
Think of it as telling a story to the business owner so they can fully understand what the solution will
and will not include.
4. A textual description of the ERD model, prepared for the business owner, as an aid to
communicating and understanding the less obvious features of the model (200-300 words)
5. A textual description of the ORM model, prepared for the business owner, as an aid to
communicating and understanding the less obvious features of the model (200-300 words)
TASK 2
Using a reflective style (your opinion) of writing compare and contrast the two languages used to model
the scenario in Task 1. Refer to any lecture materials or research (reference any sources).
(300-500 words)
Consider the following;
• Compare the and contrast the two (2) modelling languages against themselves.
• Compare each model to the model quality criteria as presented in lectures.
• Which modelling language was easier, why, and at what cost (trade-off)?
• Were there any aspects of the scenario that were difficult to model? How did you work around
these?
• Draw your opinions together and conclude which modelling language is better.
Criteria Sheet
TASK 1 [30 marks]
Criteria High Distinction Distinction / Credit Credit / Pass Pass / Borderline Fail
Derive
elementary
facts and
apply quality
checks
[6 marks]
All elementary fact
types from the scenario
are identified and each
is exemplified by at
least one correct deep
structure sentence. All
significant fact types are
included.
The stated deep
structure sentences
correctly reflect most of
the elementary fact
types from the scenario.
The stated deep
structure sentences
correctly reflect some of
the elementary fact
types from the scenario.
The stated deep
structure sentences
correctly reflect few
of the elementary fact
types from the
scenario.
The stated deep
structure sentences
do not reflect any of
the elementary fact
types from the
scenario.
Syntactic
Correctness
[4 marks]
Eachmodel is complete
and fully syntactically
correct.
Each model is complete
and mostly syntactically
correct.
Each model is mostly
complete and/or
reasonably syntactically
correct.
Each model is
partially complete
and/or mainly
syntactically
incorrect.
Eachmodel is mostly
incomplete and/or
syntactically
incorrect.
Semantic
Correctness
[11 marks]
Each model fully and
correctly reflects every
aspect of the facts
described in the
scenario.
Each model fully and
correctly reflects most
aspects of the facts
described in the
scenario.
Each model correctly
reflects many aspects of
the facts described in
the scenario or reflects
most aspects but is
somewhat incorrect or
inefficient in structure.
Eachmodel reflects a
few aspects of the
facts described in the
scenario and/or has
an incorrect or
inefficient structure.
Each model
incorrectly reflects
the facts described in
the scenario.
Pragmatic
Correctness
[3 marks]
Eachmodel has a clear
structure designed for
maximal
understandability by
stakeholders (layout,
labels, annotations,
etc).
Each model has a
mostly clear structure
and/or is designed for
high understandability
by stakeholders (layout,
labels, annotations,
etc).
Each model has a
mainly clear structure
and/or is designed for
reasonable
understandability by
stakeholders (layout,
labels, annotations,
etc).
Each model has a
somewhat messy
structure and/or does
not reflect that it has
been designed with
consideration for
stakeholder
understandability.
Eachmodel has an
unclear structure
and/or most would
find it difficult to
understand.
Textual
Descriptions
[6 marks]
The textual descriptions
of each model fully
complement them and
would thoroughly aid in
communicating and
understanding the less
obvious features of
each model.
The textual descriptions
of each model mostly
complement them and
would aid in
communicating and
understanding the less
obvious features of
each model.
The textual descriptions
of each model
somewhat complement
them and may aid in
communicating and
understanding the less
obvious features of
each model to some
degree.
The textual
descriptions of each
model are mostly
irrelevant to them
and/or may not aid in
communicating and
understanding the
less obvious features
of each model.
The textual
descriptions of each
model do not
complement them
and/or would not
serve the purpose of
communicating and
understanding the
less obvious features
of each model.
TASK 2 [10 marks]
Criteria High Distinction Distinction / Credit Credit / Pass Pass / Borderline Fail
Modelling
Languages
Discussion
[10 marks]
The appropriateness of
each language tomodel
the scenario is
discussed in a highly
cogent manner.
Advantages and
disadvantages of using
each language in terms
of the quality criteria are
clearly defined and
thoroughly relevant.
The appropriateness of
each language tomodel
the scenario is
discussed in a mostly
cogent manner.
Advantages and
disadvantages of using
each language in terms
of the quality criteria are
well defined and mostly
relevant.
The appropriateness of
each language tomodel
the scenario is
discussed in a
reasonably cogent
manner. Advantages
and disadvantages of
using each language in
terms of the quality
criteria are adequately
defined andmoderately
relevant.
The appropriateness
of each language to
model the scenario is
discussed with some
clarity. Advantages
and disadvantages of
using each language
in terms of the quality
criteria are stated and
have some relevance.
The appropriateness
of each language to
model the scenario is
not discussed or is
not applicable.
Advantages and
disadvantages of
using each language
in terms of the quality
criteria are not
defined or aremostly
irrelevant.
Appendix
Declaration Template
By submitting this assessment, I am aware of the University rule that a student must not act in a manner
which constitutes academic dishonesty as stated and explained in the QUT Manual of Policies and
Procedures. I confirm that this work represents my individual effort. I declare that it does not contain
plagiarised material.
Full Name Student Number Signature
IAB201 Modelling Techniques
for Information Systems
Semester 1 2024
Name .............................. Assessment 2 – Design of Conceptual System Models
Due ................................. Friday 26th April at 11:59 pm
Weight.............................40%
Type ................................ Individual
Submit ............................Single PDF Document via Canvas
Rationale and Description
Foundational to addressing business concerns is an understanding of core concepts, principles and
skills required for understanding, designing and managing complex real-world information systems.
This implies an understanding of techniques that are used to model data and an ability to develop
a concise conceptual model that represents a business concern.
This assessment will involve the creation of a portfolio of different conceptual models of an
information system based on a case description provided to you. Your portfolio will consist of models
following different conceptual modelling paradigms that you will learn to build on a weekly basis. You
will compare and contrast the different conceptual modelling paradigms used to develop the
portfolio.
You will use your knowledge fromthe lectures together with the techniques practiced in the
tutorial sessions and apply both to a set of tasks that refer to some business concern that
requires the application of different modelling techniques. You will not only perform the
necessary steps to solve the tasks, but also provide an explanation of your approach.
Learning Outcomes
A successful completion of this task will demonstrate:
1. knowledge of basic modelling principles required to understand and analyse complex manmade systems.
2. evidence of skills in developing system models using appropriate techniques to understand
and solve complex business problems.
3. ability to analyse limitations and advantages of different modelling paradigms for analysing
and designing complex systems.
4. communicate effectively in written form to present information and system models to
stakeholders
Instructions
This assessment is individual. You MUST NOT work in groups. You will have to solve two tasks:
(1) Design two conceptual models for a given business concern.
(2) A concise and clear report reflecting about the modelling approaches used in Task 1
For task 1, you can use any modelling tool (including MS PowerPoint, Lucid Chart, Visio, Draw
io) to draw your models. You can also do your drawings handwritten but they must be legible,
clear and understandable.
Your solution of Assessment 2 must be submitted via Canvas before the due date indicated
above. Assessment submissions MUST be a single PDF file properly identified (student name
and student number).
Each submission must contain a declaration, signed by you, stating that it is your own original
work (see Appendix for the template).
Your Assessment 2 report should be structured as follows:
• Cover page (including name, student number, and a completed declaration of original
work)
• Your response to Task 1.
• Your response to Task 2.
Feedback
Feedback will be provided on specific questions related to the assessment during the drop-in
session times, and via Microsoft Teams. Please note, that the teaching team will NOT respond
to general “is this good enough” style questions or requests to pre-assess your work.
Submission of assessment
All assessment will be submitted via standard QUT electronic submission methods (e.g. Canvas,
Turnitin), and you will need to submit your assessment in the format specified in the assessment
task sheet. Assessment will not be accepted by any other method or in any other format. Please
note that the assessment is due on a Friday 26th April 11:59pm. You should submit early to avoid
delays from technical issues. The most recent assessment prior to the due date will be used for
marking. Please ensure that you are aware of QUT’s policy on late assignments:
Late Submission – requesting an extension
No member of the teaching team, including the unit coordinator, can grant you an extension for
an assignment. If you need one, you must apply through HiQ:
http://external-apps.qut.edu.au/studentservices/concession/
You now have two options for assignment extension. There is one assignment extension online form
with options for longer extension and an Automatically approved 48-hour extension. You must select
unit, assignment and extension type. More information and extension form: qut.to/lateassessment
If you don't have an approved extension, you should submit the work you have done by the due
date, and it will be marked against the assessment criteria. Assignments submitted without an
approved extension will not be marked and will receive a grade of 1 or 0%.
Reviews
We cannot remark assessments. All assessments will be returned with feedback explaining the
reasons for the marks allocated. If you require additional feedback or clarification, discuss it with
your tutor. If you believe that there is a component that has not been marked in accordance with the
criteria sheet, you must identify it in writing to your tutor.
Academic Honesty
Any action or practice on your part which would defeat the purposes of assessment is regarded
as academic dishonesty. The penalties for academic dishonesty are provided in the Student Rules.
For more information consult the QUT Library resources for avoiding plagiarism.
Resources
The following resources (referencing is required) may assist with the completion of this task:
• Refer to tutorial materials, Microsoft Teams, and any lecture videos.
• Refer to the recommended books.
Questions
Questions related to the assessment should be directed to the teaching team during the
workshops or drop-in sessions, and via Microsoft Teams.
The teaching team will not be available to answer questions outside business hours, nor in the
hours immediately before the assessment is due.
Assessment Tasks
TASK 1
Your task is to design two (2) conceptual information models, using two different modelling languages, each
characterising an effective and efficient way to represent the information described in the scenario below.
See the Deliverables section following the scenario description for more details of what is required.
The following scenario is based on emergency medical services dispatch as it is carried out in
Queensland. For the purposes of this exercise, emergency medical services will be taken to be ground
and/or air ambulances dispatched to attend a medical emergency of some sort, e.g., a motor vehicle
accident, a fall resulting in injury, a medical episode, and other incidents where the appropriate medical
response is outside the capabilities of people witnessing the incident.
This assessment is based ONLY on the following scenario.
Scenario
Dispatching emergency medical services (EMS) begins with the receipt of an emergency call (i.e., in
Queensland, a ‘000’ phone call) by a Queensland Ambulance Service (QAS) Dispatcher. Incoming ‘000’
calls are automatically logged in the QAS Computer Aided Dispatch (CAD) system. The date and time of
the incoming call, the calling phone number, the GPS coordinates of the incoming call (Latitude and
Longitude), and the ID of the Dispatcher answering the call are recorded. The Dispatcher will then ask
the caller several questions. The answers to these questions will help the Dispatchermake decisions about
the appropriate response (i.e., the number and type of ambulance vehicle/crews to be sent to attend the
incident, and the priority and timeframe in which a response required). The phone call, including the
questions from the Dispatcher and the caller’s answers are recorded as an audio file and saved in the
CAD system. Note that the individual questions and responses are also recorded in the CAD system.
Typically, the Dispatcher, will ask the following questions:
• the address of where the ambulance is required;
• what the problem is;
• how many people are injured;
• the patient's age;
• the patient's gender;
• if the patient is conscious; and
• if the patient is breathing.
Based on the information supplied by the caller, the Dispatcher will attach a priority to the call, and
determine the number and type of response units that are required. Using the GPS location of the
incoming call and/or the caller supplied address, the Dispatcher will dispatch suitable, available response
units and crews. The dispatch date/time of each assigned response unit is automatically recorded in the
CAD system.
For instance, an incident determined to be ‘non-urgent’ involving only a single patient may get a singleberth ambulance crewed by Paramedic 1 or Paramedic 2 ambulance officers. Whereas a motor vehicle
crash involving multiple vehicles and multiple injured persons may get several ground-based response
units, a HARU (High Acuity Response Unit), possibly a Rotary wing aircraft (helicopter) and involve highly
skilled paramedics (e.g., Paramedic 4, Flight doctor).
NB. Any ‘incident’ may involve multiple patients, and multiple response units. Further, HARU units must
be crewed by Paramedic 4 paramedics and Rotary and Fixed wing aircraft must be crewed by Flight
doctors.
At the scene of the incident, each patient is attended by a response unit/crew. Details of the attendance
are recorded in an Accident Report Form (ARF). The ARF will include the incident identifier (from the
CAD system), a patient identifier, the ID of the response unit, patient age and gender (estimated if not
able to be determined), a textual description of the paramedic’s assessment of the patient’s condition,
and a decision as to whether the patient requires transport to a hospital. If the patient requires transport
to a hospital, the name of the hospital is recorded. The ARF also includes way-point date/times to indicate
when the response unit arrived at the incident scene, when the patient was loaded for transport, when
the response unit arrived at destination (hospital), when the response unit left the destination (hospital),
and when the response unit arrived back at its base.
Table 1 – Response categories
Category Description Attend
1 Emergency 15 minutes
2 Urgent 25 minutes
3 Non-urgent 60 minutes
Table 2 – Paramedic/Doctor designations
Designation Description Attend
Paramedic 1 Trained
Paramedic 2 Advanced skills
Paramedic 3 Advanced care
Paramedic 4 Critical care
Flight doctor Critical care
Table 3 – Vehicle types
Vehicle type Description
Ambulance single berth Ground-based vehicle fitted with single trolley
Ambulance multiple berth Ground-based vehicle fitted with two trolleys
Rotary wing aircraft Helicopter fitted with single trolley
Fixed wing aircraft Aircraft fitted with two trolleys
High Acuity Response Unit Ground-based vehicle – no trolleys
In Tables 4, 5 and 6 below only a sample of rows are provided.
Table 4 – CAD Incident recordings
Incident Received
(yyyy-mm-dd HH:MM:ss) Dispatcher Response
Priority Latitude Longitude Audio
1521070900 2023-02-19 09:31:45 13 1 -27.374804 153.03925 Link_1521070900
1533082022 2023-02-19 09:42:35 101 3 -26.145016 151.846437 Link_1533082022
1533174221 2023-02-20 03:47:35.000 210 1 -22.673053 149.598642 Link_1533174221
Table 5 – CAD Dispatch events (Recording Response Units Assignments)
Incident Response Unit Type Dispatched
(yyyy-mm-dd HH:MM:ss)
Response
Unit ID Crew Base
1521070900 Ambulance single berth 2023-02-19 09:31:45 1045 Paramedic 3 Darra
1521070900 Ambulance single berth 2023-02-19 09:32:15 2349 Paramedic 3 Brisbane
1533082022 Ambulance single berth 2023-02-19 09:45:55 878 Paramedic 1 Murgon
1533174221 Ambulance single berth 2023-02-19 04:00:13 2461 Paramedic 3 Marlborough
1533174221 Ambulance dual berth 2023-02-20 04:01:27 2235 Paramedic 3 Marlborough
1533174221 Ambulance dual berth 2023-02-20 03:56:58 2124 Paramedic 3 St Lawrence
1533174221 Ambulance dual berth 2023-02-20 03:57:36 2288 Paramedic 3 Rockhampton
1533174221 Rotary wing aircraft 2023-02-20 06:38:46 8300 Flight doctor Townsville
1533174221 Ambulance single berth 2023-02-20 07:25:24 2112 Paramedic 3 Rockhampton
Table 6 – ARF events
Row# Incident ARF Response
Unit ID Patient Age Gender Transported Narrative
1 1521070900 120710300 1045 1894 55 M Y Call to single vehicle RTC,
patient, …
2 1521070900 120400288 2349 1894 55 M N Support QAS unit
already at scene…
3 1533082022 130100180 878 1732 85 F N Fall at home …
4 1533174221 140400300 2461 28293 33 M N Cardiac episode…
5 1533174221 140400304 2235 28291 33 F N Kitchen burn …
6 1533174221 110203662 2124 28290 43 M N Dog bite…
7 1533174221 110203664 2288 28290 43 M Y Xxxxxx xxxxx …
8 1533174221 110203664 2288 28291 33 F Y Xxxxxx xxxxx …
9 1533174221 118208230 8300 28292 21 F Y Xxxxxx xxxxx …
10 1533174221 9417554 2112 28292 19 M Y Xxxxxx xxxxx …
Table 6 – ARF events (continued)
Row# Destination
At Patient
(yyyy-mm-dd
HH:MM:ss)
Patient Loaded
(yyyy-mm-dd
HH:MM:ss)
At Destination
(yyyy-mm-dd
HH:MM:ss)
Leave
Destination
(yyyy-mm-dd
HH:MM:ss)
Back at Base
(yyyy-mm-dd
HH:MM:ss)
1
RBWH
2023-02-19 2023-02-19 2023-02-19 2023-02-19 2023-02-19
09:41:25 09:54:12 10:19:21 10:42:11 11:15:11
2
2023-02-19 2023-02-19
09:49:18 10:55:11
3
QH 2023-02-19 2023-02-19
MURGON 10:05:55 11:45:55
4
2023-02-20 2023-02-20
04:19:00 04:26:10
5
2023-02-20 2023-02-20
04:21:00 05:01:00
6
2023-02-20 2023-02-20
04:16:08 04:31:18
7
QH 2023-02-20 2023-02-20 2023-02-20 2023-02-20 2023-02-20
ROCKHAMP TON 04:40:00 07:07:00 08:20:38 08:06:18 08:46:23
8
QH 2023-02-20 2023-02-20 2023-02-20 2023-02-20 2023-02-20
ROCKHAMP TON 04:40:00 07:07:00 08:20:38 08:06:18 08:46:23
9
QH 2023-02-20 2023-02-20 2023-02-20 2023-02-20 2023-02-20
ROCKHAMP TON 08:20:00 08:27:00 07:42:56 07:54:08 09:17:56
10
QH 2023-02-20 2023-02-20 2023-02-20 2023-02-20 2023-02-20
ROCKHAMPTON 08:20:00 08:27:00 07:47:43 08:25:33 08:55:09
NB: Where a response unit does NOT transport a patient the Patient Loaded, At Destination, and Leave
Destination times will be blank. Some other constraints that are relevant include (i) a patient can only
be attended/transported by a response unit assigned to the incident, (ii) a response unit can only
attend/transport a patient involved in the incident.
Deliverables
TASK 1
You are required to submit the following items for Task 1:
1. A complete list of elementary facts that fully and explicitly verbalise the fact types
contained in the scenario description.
2. A conceptual schema model produced using the Entity Relationship Diagram (ERD)
language, using the Barker notation, which fully captures all the fact types and any necessary
constraints.
3. A conceptual schema model produced using the Object Role Modelling (ORM) language,
which fully captures all the fact types and any necessary constraints.
Having completed the two (2) models. In items 4 and 5 below, describe to your business owner
specific elements that perhaps are not able to be shown in the model.
Think of it as telling a story to the business owner so they can fully understand what the solution will
and will not include.
4. A textual description of the ERD model, prepared for the business owner, as an aid to
communicating and understanding the less obvious features of the model (200-300 words)
5. A textual description of the ORM model, prepared for the business owner, as an aid to
communicating and understanding the less obvious features of the model (200-300 words)
TASK 2
Using a reflective style (your opinion) of writing compare and contrast the two languages used to model
the scenario in Task 1. Refer to any lecture materials or research (reference any sources).
(300-500 words)
Consider the following;
• Compare the and contrast the two (2) modelling languages against themselves.
• Compare each model to the model quality criteria as presented in lectures.
• Which modelling language was easier, why, and at what cost (trade-off)?
• Were there any aspects of the scenario that were difficult to model? How did you work around
these?
• Draw your opinions together and conclude which modelling language is better.
Criteria Sheet
TASK 1 [30 marks]
Criteria High Distinction Distinction / Credit Credit / Pass Pass / Borderline Fail
Derive
elementary
facts and
apply quality
checks
[6 marks]
All elementary fact
types from the scenario
are identified and each
is exemplified by at
least one correct deep
structure sentence. All
significant fact types are
included.
The stated deep
structure sentences
correctly reflect most of
the elementary fact
types from the scenario.
The stated deep
structure sentences
correctly reflect some of
the elementary fact
types from the scenario.
The stated deep
structure sentences
correctly reflect few
of the elementary fact
types from the
scenario.
The stated deep
structure sentences
do not reflect any of
the elementary fact
types from the
scenario.
Syntactic
Correctness
[4 marks]
Eachmodel is complete
and fully syntactically
correct.
Each model is complete
and mostly syntactically
correct.
Each model is mostly
complete and/or
reasonably syntactically
correct.
Each model is
partially complete
and/or mainly
syntactically
incorrect.
Eachmodel is mostly
incomplete and/or
syntactically
incorrect.
Semantic
Correctness
[11 marks]
Each model fully and
correctly reflects every
aspect of the facts
described in the
scenario.
Each model fully and
correctly reflects most
aspects of the facts
described in the
scenario.
Each model correctly
reflects many aspects of
the facts described in
the scenario or reflects
most aspects but is
somewhat incorrect or
inefficient in structure.
Eachmodel reflects a
few aspects of the
facts described in the
scenario and/or has
an incorrect or
inefficient structure.
Each model
incorrectly reflects
the facts described in
the scenario.
Pragmatic
Correctness
[3 marks]
Eachmodel has a clear
structure designed for
maximal
understandability by
stakeholders (layout,
labels, annotations,
etc).
Each model has a
mostly clear structure
and/or is designed for
high understandability
by stakeholders (layout,
labels, annotations,
etc).
Each model has a
mainly clear structure
and/or is designed for
reasonable
understandability by
stakeholders (layout,
labels, annotations,
etc).
Each model has a
somewhat messy
structure and/or does
not reflect that it has
been designed with
consideration for
stakeholder
understandability.
Eachmodel has an
unclear structure
and/or most would
find it difficult to
understand.
Textual
Descriptions
[6 marks]
The textual descriptions
of each model fully
complement them and
would thoroughly aid in
communicating and
understanding the less
obvious features of
each model.
The textual descriptions
of each model mostly
complement them and
would aid in
communicating and
understanding the less
obvious features of
each model.
The textual descriptions
of each model
somewhat complement
them and may aid in
communicating and
understanding the less
obvious features of
each model to some
degree.
The textual
descriptions of each
model are mostly
irrelevant to them
and/or may not aid in
communicating and
understanding the
less obvious features
of each model.
The textual
descriptions of each
model do not
complement them
and/or would not
serve the purpose of
communicating and
understanding the
less obvious features
of each model.
TASK 2 [10 marks]
Criteria High Distinction Distinction / Credit Credit / Pass Pass / Borderline Fail
Modelling
Languages
Discussion
[10 marks]
The appropriateness of
each language tomodel
the scenario is
discussed in a highly
cogent manner.
Advantages and
disadvantages of using
each language in terms
of the quality criteria are
clearly defined and
thoroughly relevant.
The appropriateness of
each language tomodel
the scenario is
discussed in a mostly
cogent manner.
Advantages and
disadvantages of using
each language in terms
of the quality criteria are
well defined and mostly
relevant.
The appropriateness of
each language tomodel
the scenario is
discussed in a
reasonably cogent
manner. Advantages
and disadvantages of
using each language in
terms of the quality
criteria are adequately
defined andmoderately
relevant.
The appropriateness
of each language to
model the scenario is
discussed with some
clarity. Advantages
and disadvantages of
using each language
in terms of the quality
criteria are stated and
have some relevance.
The appropriateness
of each language to
model the scenario is
not discussed or is
not applicable.
Advantages and
disadvantages of
using each language
in terms of the quality
criteria are not
defined or aremostly
irrelevant.
Appendix
Declaration Template
By submitting this assessment, I am aware of the University rule that a student must not act in a manner
which constitutes academic dishonesty as stated and explained in the QUT Manual of Policies and
Procedures. I confirm that this work represents my individual effort. I declare that it does not contain
plagiarised material.
Full Name Student Number Signature