Queensland Curriculum

Revision 1.3.0

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 theQueensland Curriculum and Assessment Authority (QCAA). Senior school students are required to take up to sixdifferent subjects for their final two years of schooling. That is, senior school students take six subjects over foursemesters. 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 Education (QCE), which is the qualification that says theyfinished 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, athe same time as every other student in every other school in the State.

ou are going to develop a system for 代写Queensland Curriculum 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,

roviding the seating plans within those venues, in accordance with the school’s requirements.

Figure 1: An exam venue.age 1Students are seated in alphabetical order by surname starting from the desk in the front left corner of theroom, 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 VenueFigure 2: A representation of the desk layout in an venue.The students would fill the venue in the following order, alphabetical bysurname: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 anyone 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, theserooms can also be joined. Say the venueV1+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 R1and 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

For example, a venue with 5 rows x 9 columns of desks:

Front of VenueFigure 4: A larger exam venue (two rooms joined side-by-side).age 2Or maybe, 15 rows x 4 columns:Front of Venuegure 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 variousobstacles around the perimeter of the room, such asteacher-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 orcolumns. These are to be recorded in the model you use by simply marking a venue as having a full complementof 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 thendetermine 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 3There 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 cannotundertake multiple exams at the same time.Secondly, where possible, students sitting multiple subjects in the same room should be separated by asmany empty desks as possible.Next, in any exam, students should be separated as much as possible within the exam venue. Separatincolumns 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 allexams , 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: