Assignment Cover Page
| Programme | Course Code and Title | |
| Bachelor of Computer Science (UCSE), Bachelor of Computer Science (Hons) in Computer and Network Technology (UCNT) | CAT3053 Distributed Computing | |
| Student’s name / student’s id | Lecturer’s name | |
| Muhammad Khairul Zharif bin Nor A’zam | ||
| Date issued | Submission Deadline | Indicative Weighting |
| 12/10/2020 | 20/11/2020 | 30% |
| Assignment title | Assignment 2: Report writing ) |
This assessment assesses the following course learning outcomes
| # as in Course Guide | UOW Malaysia KDU Penang UC Learning Outcome |
| CLO2 | Discuss the various synchronization and concurrency issues in distributed computing and their solutions. |
| CLO3 | Evaluate and recommend distributing computing solution in response to business related problems |
| # as in Course Guide | UL Learning Outcome |
| NA | |
| Student’s declaration |
| I certify that the work submitted for this assignment is my own and research sources are fully acknowledged. Student’s signature: Date: |
General Instructions: Based on the following task, Students are required to review at least 10 academic articles such as journal articles, conference proceedings, academic books, or blueprint report to support the answers and minimize the use of online resources such as online magazine, newspaper, or personal blog to support the answers for each Part A, and Part B. The usage of Wikipedia and Technopedia as reference are strictly prohibited. You may use diagrams and tables to support and justify your answers. Each Part A, and Part B must have a minimum of 1000 words but less than 1500 words.
Part A CLO2 (15%)
Scheduling in distributed systems generally aims to leverage the power of diverse heterogeneous, geographically distributed, multiple-domain-spanning computational resource to provide optimal system performance, high throughput computing and maximum resource utilization. To achieve this goal, an efficient and effective scheduling system is fundamentally important. However, it is very difficult to do this using the traditional off-the-shelf scheduling software. Many issues have to be treated, such as, poor system design, limitation in heuristic-based implementation, system adaptability and scalability. This leads to the necessity of an additional software infrastructure to provide solutions to the aforementioned problems.
Critically discuss system performance model and process scheduling by comparing dynamic load sharing and balancing and real-time scheduling in a distributed system. For each of your descriptions, provide at least 3 examples.
Part B CLO3 (15%)
The concept of big data is understood differently in the variety of domains where companies face the need to deal with increasing volumes of data. In most of these scenarios the system under consideration needs to be designed in such a way so that it is capable of processing that data without sacrificing throughput as data grows in size. This essentially leads to the necessity of building systems that are highly scalable so that more resources can be allocated based on the volume of data that needs to be processed at a given point in time. Building such a system is a time-consuming and complex activity and for that reason a third-party frameworks and libraries can be used to provide the scalability requirements out of the box.
Analyze how cloud computing distributed system able to provide solution for big data processing.
Learning Outcome
This assessment provides opportunity for student to apply the knowledge and skills to assess the following learning outcomes.
| CLO2 | Discuss the various synchronization and concurrency issues in distributed computing and their solutions. |
| CLO3 | Evaluate and recommend distributing computing solution in response to business related problems |
Submission guideline
Student is required to submit a SOFTCOPY of the report and ensure that it uses the following formatting styles: 1) Font type: TIMES NEW ROMAN, 2) Font size: 12 points. Please make sure you have proper format alignment for all paragraphs, following standard writing style and use HARVARD CITATION STYLE for citation. Please include a HEADER with the following information: Student ID, Student name, Course code, and Assignment type. Please also include a proper cover page for your submission which contains information about the students, assignment, course, and department with university college logo on top. Also include page number and a list of references. Compile the copy of the REPORT, ASSESSMENT HANDOUT, MARKING RUBRICS and TURNITIN ORIGINALITY REPORTand archive it. Failure to meet the above criteria will result in mark deduction.
Arrangement
- Cover page
- Assignment Question
- Table of Content
- Report Content
- Reference
- Marking Rubric
General rules
Penalties for Late Submission: For late submission of this Assignment, a penalty of a reduction by 10% of the maximum mark may be applicable for each Calendar Day or part thereof that the submission is late. An Assignment submitted more than TEN Calendar Days after the deadline will have a mark of zero recorded for this Assignment.
Deadline
20 November 2020.
| CAT3053 Distributed ComputingMarking Rubric ASSIGNMENT [2] Report Writing (30%) | ||||||
REPORT COMPONENT Part A (15%) | ||||||
LEARNING OUTCOME | MARKING CRITERIA | SCALE | ||||
| Level 1 (0–25) | Level 2 (25–50) | Level 3 (50-75) | Level 4 (75-100) | YOUR MARKS/COMMENTS | ||
| CLO 2 :[ Discuss the various synchronization and concurrency issues in distributed computing and their solutions..] | 1.Elaboration on understanding regarding dynamic load sharing and balancing and real-time scheduling in distributed system (10%) | Students demonstrate acquisition of new content from significant learning experiences. Report entry provides evidence of gaining knowledge, making sense of new experiences, or making linkages between old and new information. | Students demonstrate thoughts about or challenges to beliefs, values, and attitudes of self and others. Report entry provides examples of self-projection into the experiences of other, sensitivity towards the values and beliefs of others, and/or tolerance for differences. | Students demonstrate the application of learning to a broader context of personal and professional life. Report entry provides evidence of student’s use of readings, observations, and discussions to examine, appraise, compare, contrast, plan for new actions or response, or propose remedies to use in and outside structured learning experiences. | Students demonstrate examination of the learning process, showing what learning occurred, how learning occurred, and how newly acquired knowledge or learning altered existing knowledge. Report entry provides examples of evaluation or revision of real and fictitious interactions. | |
| 2. The depth of descriptive writing in regards for dynamic load sharing and balancing and real-time scheduling in distributed system (10%) | Superficial descriptive writing approach (fact reporting, vague impressions) without reflection or introspection. Main points lack detailed development. Ideas are vague with little evidence of critical thinking. | Elaborated descriptive writing approach and impressions without reflection. Writing indicates thinking and reasoning. Main points are present with limited detail and development. Some critical thinking is present. | Movement beyond reporting or descriptive writing to reflecting (i.e. attempting to understand, question, or analyse the event). Main points well developed with quality supporting detail and quantity. | Exploration and critique of assumptions, values, beliefs, and/or biases, and the consequences of action (present and future). Main points well develop with high quality and quantity support. | ||
| 3.The depth of analysis writing (10%) ( | No analysis or meaning making. Shows some thinking and reasoning but most ideas are underdevelop and unoriginal | Little or unclear analysis or meaning making. Analysis indicates thinking and reasoning applied with original thought on a few idea | Some analysis and meaning making. Critical thinking is weaved into points. Analysis indicates original thinking and develops ideas with sufficient and firm evidence | Comprehensive analysis and meaning making. Reveals high degree of critical thinking. Analysis indicate synthesis of ideas, in-depth analysis and evidence original thought and support for the topic. | ||
| 4. Style of Writing (10%) | Mostly in elementary form with little or no variety in sentence structure, diction, rhetorical devices or emphasis | Approached university level usage of some variety of sentences patterns, diction, and rhetorical devices | Attain university level style; tone is appropriate and rhetorical devices used to enhance content; sentence variety used effectively. | Shows outstanding style going beyond usual university level; rhetorical devices and tone used effectively; creative use of sentence structure and coordination | ||
| 5. Grammar and Mechanics (10%) | Spelling, punctuation, and grammatical errors create distraction, making reading difficult; fragments, comma splices, run-ons evident. Errors are frequent. | Most spelling, punctuation, and grammar correct allowing reader to progress though essay. Some errors remain. | Essay has few spelling, punctuation, and grammatical errors allowing reader to follow ideas clearly. Very few fragments or run-ons. | Essay is free of distracting spelling, punctuation, and grammatical errors; absent of fragments, comma splices, and run-ons. | ||
Total (50%) |
| CAT3053 Distributed ComputingMarking Rubric ASSIGNMENT [2] Report Writing (30%) | ||||||
REPORT COMPONENT Part B (15%) | ||||||
LEARNING OUTCOME | MARKING CRITERIA | SCALE | ||||
| Level 1 (0–25) | Level 2 (25–50) | Level 3 (50-75) | Level 4 (75-100) | YOUR MARKS/COMMENTS | ||
| CLO 3 :[ Evaluate and recommend distributing computing solution in response to business related problems.] | 1.Elaboration on understanding regarding cloud computing distributed system (10%) | Students demonstrate acquisition of new content from significant learning experiences. Report entry provides evidence of gaining knowledge, making sense of new experiences, or making linkages between old and new information. | Students demonstrate thoughts about or challenges to beliefs, values, and attitudes of self and others. Report entry provides examples of self-projection into the experiences of other, sensitivity towards the values and beliefs of others, and/or tolerance for differences. | Students demonstrate the application of learning to a broader context of personal and professional life. Report entry provides evidence of student’s use of readings, observations, and discussions to examine, appraise, compare, contrast, plan for new actions or response, or propose remedies to use in and outside structured learning experiences. | Students demonstrate examination of the learning process, showing what learning occurred, how learning occurred, and how newly acquired knowledge or learning altered existing knowledge. Report entry provides examples of evaluation or revision of real and fictitious interactions. | |
| 2. The depth of descriptive writing in regards for cloud computing distributed system (10%) | Superficial descriptive writing approach (fact reporting, vague impressions) without reflection or introspection. Main points lack detailed development. Ideas are vague with little evidence of critical thinking. | Elaborated descriptive writing approach and impressions without reflection. Writing indicates thinking and reasoning. Main points are present with limited detail and development. Some critical thinking is present. | Movement beyond reporting or descriptive writing to reflecting (i.e. attempting to understand, question, or analyse the event). Main points well developed with quality supporting detail and quantity. | Exploration and critique of assumptions, values, beliefs, and/or biases, and the consequences of action (present and future). Main points well develop with high quality and quantity support. | ||
| 3.The depth of analysis writing (10%) ( | No analysis or meaning making. Shows some thinking and reasoning but most ideas are underdevelop and unoriginal | Little or unclear analysis or meaning making. Analysis indicates thinking and reasoning applied with original thought on a few idea | Some analysis and meaning making. Critical thinking is weaved into points. Analysis indicates original thinking and develops ideas with sufficient and firm evidence | Comprehensive analysis and meaning making. Reveals high degree of critical thinking. Analysis indicate synthesis of ideas, in-depth analysis and evidence original thought and support for the topic. | ||
| 4. Style of Writing (10%) | Mostly in elementary form with little or no variety in sentence structure, diction, rhetorical devices or emphasis | Approached university level usage of some variety of sentences patterns, diction, and rhetorical devices | Attain university level style; tone is appropriate and rhetorical devices used to enhance content; sentence variety used effectively. | Shows outstanding style going beyond usual university level; rhetorical devices and tone used effectively; creative use of sentence structure and coordination | ||
| 5. Grammar and Mechanics (10%) | Spelling, punctuation, and grammatical errors create distraction, making reading difficult; fragments, comma splices, run-ons evident. Errors are frequent. | Most spelling, punctuation, and grammar correct allowing reader to progress though essay. Some errors remain. | Essay has few spelling, punctuation, and grammatical errors allowing reader to follow ideas clearly. Very few fragments or run-ons. | Essay is free of distracting spelling, punctuation, and grammatical errors; absent of fragments, comma splices, and run-ons. | ||
Total (50%) |
