Portfolio assignment
Overview
The labs and prework for this course are designed to provide you with the opportunity to gain a deeper understanding of the concepts covered in workshops. The portfolio assessment task aims to assist with this by ensuring completion of the designated portfolio work.
Timelines and Expectations
Percentage Value of Task: 10%
Due:Sunday, May 5^{th}, Week 7, 23:55 pm.
Minimum time expectation: 5 hours
Learning Outcomes Assessed
The following course learning outcomes are assessed by completing this assessment:
 K1. Explain fundamental strategies for problem solving
 K2. Relate goalsetting and plan formulation to problem solving
 K3. Compare and contrast commonly used problem solving strategies
 K4. Describe tools and techniques that can be used to model and describe problems
 K5. Describe the value of reflection, attitude and selfefficacy towards success in problem solving
 S1. Decompose a problem and create goals and plans to solve that problem
 S2. Devise and implement problem solving strategies which can be applied to a range of IT problems
 S3. Develop and verify algorithms based on conceptual models used in programming
 S4. Construct documentation describing how to solve a problem
 A1. Apply problem solving strategies, tools and techniques to solve problems in a variety of domains
Assessment Details
From week 1 to week 7 inclusive, the learning materials will contain a selection of tasks in which you need to create and contribute to a personal work portfolio. A list of all these tasks is included in the marking guide provided. This assessment requires you to complete and collate all these tasks for submission as a portfolio documenting your work and learning throughout these weeks.
Submission
Your completed portfolio must be submitted in the Portfolio submission link in Moodle by the due date and time. You will not be able to edit your Portfolio once it has been submitted.
You must submit your Portfolio as a singledocument containing each week’s activities via the Portfolio Assignment submission link on Moodle. Depending on the file size of your document (and any appendices e.g. Excel spreadhsheet) you may wish to use WinZip or the Windows compression tool, and submit the compressed file directly for Moodle submission.
Marking Criteria
All portfolio tasks must be completed to be eligible for full marks for this assessment. Available marks will be reduced for incomplete work.
Knowledgebased tasks will be assessed based on the correct and accurate use or description of the theory. Do you know what the particular theory is, when it applies, how to explain it clearly?
Reflectionbased taskswill be assessed based on the quality of the reflection. Is it thoughtful and insightful? Does it show that you have considered the topic from different angles and recognized areas for potential improvement and / or areas that have been done well, things you have learnt, recognition of difficulties faced?
Applied skillbased tasks will be assessed based on your approaches to applying the skills.
 Do your attempts to solve problems demonstrate that you have planned your approach, considered multiple approaches (throughout the portfolio – not necessarily on the one task, although this would sometimes be appropriate), thoughtfully chosen a way to proceed and that you are willing to take risks, make mistakes and both learn and recover from mistakes?
 Do your modelling attempts demonstrate abstraction, the use of correct techniques and appropriate representation of the problem or scenario?
 Do your attempts to develop problems demonstrate understanding of the theory? Are your problem statements clearly and concisely written? Are the problems pitched at an appropriate level of difficulty?
 Do your attempts to apply different thinking techniques show that you understand how to use each approach? When you choose the thinking approach yourself, is your selection appropriate for the type of problem? Have you made your thinking strategies and the reasons for your choices visible to the reader?
Marking Guide
Week  Task  Marks Available 
2*  Growth Mindset video *(from prework)  
Short summary of video content  2  
Reflection on video content  
o What you have learnt  1  
o How this applies / does not apply to you  1  
o The impact this has on you  1  
3  Decision Matrix  
Creation of Excel spreadsheet for “what to eat for next meal”  1  
Inclusion of criteria for selecting the “best” option  2  
Evaluation of options against criteria  2  
4  Develop Your Own Activity (Changing States)  
Creation of a unique problem that requires analysis to determine the state of the system.  2  
Problem is nontrivial and suitably complex for intended audience  1  
Problem demonstrates an understanding of changing states  1  
Valid solution provided  1  
5  BuildYourOwn Scenario (UML Diagrams)  
Development of a unique scenario to generate UML diagram (any of: Activity Diagram, Class Diagram, State Chart Diagram, Use Case Diagram)  2  
Scenario is nontrivial and suitably complex for intended audience  1  
Scenario demonstrates understanding of the purpose of the selected UML diagram  1  
Valid solution provided  1  
6  Envelope #1: Sudoku  
Identification of strategies and explanation of why these are appropriate  1  
Solution tested to evaluate instructions. Changes identified to fix problems.  1  
Solution tested with “Tough” problems to evaluate instructions. Reflection on strategies and approach  2  
Human Against Machine: Reflection on difficulty of developing instructions for problems of this type and why computers solve these problems more quickly than people  1  
6  Envelope #2; Pins  
Identification of strategy / technique used to develop a winning algorithm. Discussion of what was discovered using this process (OR: if algorithm not developed after genuine attempt, discussion of process followed and issues encountered)  2  
Testing solution against computer to determine effectiveness of algorithm  1  
Human Against Machine: Generalize algorithm to work out how to win from any starting position, using explanation or graphical representation (OR, if generalization not identified, develop table showing numbers and outcomes to try to identify pattern)  2  
6  Envelope #3: A Century of Sundays  
Identification, justification and evaluation of strategy / technique used to generate solution  1  
Identification of alternative strategy / technique to generate solution  1  
Comparison of both strategies / techniques for efficiency at obtaining accurate solution  1  
Use of an identified strategy / technique to obtain solution to provided variant of the problem  2  
Human Against Machine: Observations comparing own efforts to obtain solution against computer’s efforts used to develop and justify recommendation for completing similar tasks  1  
6  Envelope #4: Noughts & Crosses  
Identification of strategy / technique to not lose, for either playing first or playing second  1  
Evaluation of effectiveness of strategy  1  
Human Against Machine:  
o Results of playing computer 5 times at each level  1  
o Observations of results and discussion of possible algorithms the computer uses at each level  2  
6  Envelope #5: Spies  
Identification of strategy / technique  1  
Reason for choosing strategy / technique and discussion about whether other strategies / techniques were considered  1  
Reflection on number of possible strategies available and consideration of how to help identify when multiple strategies may be available for solving problems  2  
Human Against Machine: Discussion of observations from computer simulation  1  
7  Rock, Paper, Scissors  
Development of algorithm to determine who will win the game  2  
Algorithm repeats until one player wins three rounds  2  
TOTAL:  50 
Feedback
Marks will be uploaded in fdlMarks and a completed marking feedback sheet uploaded in Moodle within 2 weeks of the assessment due date.
Plagiarism:
Plagiarism is the presentation of the expressed thought or work of another person as though it is one’s own without properly acknowledging that person. You must not allow other students to copy your work and must take care to safeguard against this happening. More information about the plagiarism policy and procedure for the university can be found at http://federation.edu.au/students/learningandstudy/onlinehelpwith/plagiarism.
Week 2
Growth Mindset video *(from prework)
Short summary of video content
The video was inspiring. It reflects the skills, availability, and struggle for the living. As shown in the example in video of the difference between zoo tiger and the jungle tiger, how the jungle tiger can survive on its own, searching for shelter, food and defending itself whereas zoo tiger can’t. So the conclusion of the video is to be independent on our own. The more we struggle, try the more we learn, we gain ideas.
Reflection on video content
 What you have learnt
 To be independent on our own
 To struggle
 Live by own.
 How this applies / does not apply to you
This content is applied in our daily life. As we work, struggle for our living, food, whereas we can’t survive without our struggle unless there is someone to take care of ours. So we can learn many things, gain new ideas which make us tough, intelligent and independent.
 The impact this has on you
 To live our lives struggling,
 To learn the new ideas
 To be selfdependent.
Decision Matrix 
Creation
of Excel spreadsheet for “what to eat for next meal”

Inclusion
of criteria for selecting the “best” option

Evaluation
of options against criteria

Develop Your Own Activity (Changing States) 
Creation
of a unique problem that requires analysis to determine the state
of the system.

Problem
is nontrivial and suitably complex for intended audience

Problem
demonstrates an understanding of changing states

Valid solution provided 
BuildYourOwn Scenario (UML Diagrams) 
Development
of a unique scenario to generate UML diagram (any of: Activity
Diagram, Class Diagram, State Chart Diagram, Use Case Diagram)

Scenario
is nontrivial and suitably complex for intended audience

Scenario
demonstrates understanding of the purpose of the selected UML
diagram

Valid solution provided 

Envelope #1: Sudoku 
Identification
of strategies and explanation of why these are appropriate
Tip
1: Look for rows, columns of 3×3 sections that contain 5 or
more numbers. Work through the remaining empty cells, trying the
numbers that have not been used. In many cases, you will find
numbers that can only be placed in one position considering the
other numbers that are already in its row, column, and 3×3
grid.
Tip
2: Break the grid up visually into 3 columns and 3 rows. Each
large column will have 3, 3×3 grids and each row will have 3,
3×3 grids. Now, look for columns or grids that have 2 of the
same number. Logically, there must be a 3rd copy of the same
number in the only remaining 9cell section. Look at each of the
remaining 9 positions and see if you can find the location of
the missing number.

Solution
tested to evaluate instructions. Changes identified to fix
problems.

Solution
tested with “Tough” problems to evaluate instructions.
Reflection on strategies and approach
Playing Sudoku with the above tips is interesting and it helps to increase our sense of time. We will learn how to make a decision and take an action with less hesitation. So, any kind of Sudoku problem is solved by this process. 
Human
Against Machine: Reflection on difficulty of developing
instructions for problems of this type and why computers solve
these problems more quickly than people
Refrences Board games Strategy. (n.d.). Retrieved from www.boardgamestrategy.com: Counting to 21 Strategy Sudoku. (n.d.). Retrieved from www.sudoku.com: https://sudoku.com/ Sudoku. (n.d.). Retrieved from www.sudoku.com: https://sudoku.com/ 
Envelope #2; Pins 
Identification
of strategy / technique used to develop a winning algorithm.
Discussion of what was discovered using this process (OR: if
algorithm not developed after genuine attempt, discussion of
process followed and issues encountered)
Step 1: First you
need to get them to say 19 or 20; therefore, if you say 18, you
will win.
Step 2: So to say
18, you need to get them to say 16, or 17, so if you say 15, you
will win.
Step 3:
Continuing on, if you say 12 you will win
Step 4:
Next you need to say 9 or 6 or 3, you will win,
Step 5:
So, if you go second, you can guarantee that you will say 3, and
you can win
every
time

Testing
solution against computer to determine effectiveness of algorithm
If you go first, just hope that they don’t know the dominant strategy and mess up one time. Once that happens, you can get back onto the winning track and win every time. 
Human
Against Machine: Generalize algorithm to work out how to win from
any starting position, using explanation or graphical
representation (OR, if generalization not identified, develop
table showing numbers and outcomes to try to identify pattern)

Refrences
Board games Strategy. (n.d.). Retrieved from www.boardgamestrategy.com: https://boardgamestrategy.blog/2017/02/13/countingto21strategy/
Envelope #3: A Century of Sundays 
Identification,
justification and evaluation of strategy / technique used to
generate solution

Identification
of alternative strategy / technique to generate solution

Comparison
of both strategies / techniques for efficiency at obtaining
accurate solution

Use
of an identified strategy / technique to obtain solution to
provided variant of the problem

Human Against Machine: Observations comparing own efforts to obtain solution against computer’s efforts used to develop and justify recommendation for completing similar tasks 
Envelope #4: Noughts & Crosses 
Identification
of strategy / technique to not lose, for either playing first or
playing second

Evaluation
of effectiveness of strategy

Human Against Machine: 
o Results of playing computer 5 times at each level 
o Observations of results and discussion of possible algorithms the computer uses at each level 
Envelope #5: Spies 
Identification
of strategy / technique

Reason
for choosing strategy / technique and discussion about whether
other strategies / techniques were considered

Reflection
on number of possible strategies available and consideration of
how to help identify when multiple strategies may be available
for solving problems

Human Against Machine: Discussion of observations from computer simulation 
Rock, Paper, Scissors 
Development
of algorithm to determine who will win the game

Algorithm
repeats until one player wins three rounds
