Credit Points: 15

Prerequisite: N/A

Co-requisite: N/A

Workload: 48 contact hours

Campus: Melbourne, Sydney

Aims & Objectives

This is a second trimester core unit out of a total of 24 units in the Bachelor of Networking (BNet) and Bachelor of Engineering Technology (Telecommunications) BEngTech(Tel). This unit addresses the BNet and BEngTech(Tel) course learning outcomes and complements other courses in a related field by developing students’ knowledge and skills in programming. For further course information refer to: http://www.mit.edu.au/study-with-us/programs/bachelor-networking and http://www.mit.edu.au/study-with-us/programs/bachelor-engineering-technology-telecommunications. This unit is part of the AQF Level 7 (BNet and BEngTech(Tel)) courses.

This unit introduces students to the fundamental techniques involved in programming using an object-oriented approach. Students are introduced to the basics of the object-oriented design and concepts and to object-oriented techniques for reusable components in developing complex software.

Specifically, this unit covers: classes; objects; data encapsulation techniques; and inheritance. This unit also gives students an opportunity to learn different roles and responsibilities for becoming a class user and class designer.

This unit will cover the following topics:

  1. Introduction to classes and objects
  2. Data types, Operators
  3. Control structures: sequence, repetition and selection
  4. Application programming interface (API)
  5. Application design and testing

Learning Outcomes

On successful completion of this unit, students should be able to:

  1. describe the fundamental principles of object-oriented programming;
  2. interpret a user’s needs while dealing with simple program specifications;
  3. design a simple class using UML notation;
  4. create a simple application based on UML design and incremental development process of coding, debugging, and testing;
  5. apply basic control structures – sequence, repetition, and selection – to program development;
  6. produce simple interactive applications.

Teaching Method

Lecture: 2 hours
Tutorial/Workshop: 2 hours
Face to Face

Assessment

Assessment Task
Learning Outcomes Assessed
Weighting
Midterm Test  a,e,f* 10%
Assignment 1 a-f* 20%
Assignment 2 a-f* 25%
Laboratory participation & submission a-f* 10%
Final Examination (2 hours) a-f* 35%
Total   100%

*refer to learning outcomes above.

Textbook

  • S. Reges, M. Stepp, Building Java Programs: A Back to Basics Approach, 4th Edition, Pearson, Australia, 2017

Reference Reading

  • J. Lewis and W. Loftus, Java Software Solutions,  8th ed. Pearson, 2014
  • Y. D. Liang, Introduction to Java Programming. 10th ed. Pearson, 2014
  • P. Deitel and H. Deitel, Java How to Program, 10th ed.  Pearson, 2014
  • C. Horstmann, Big Java, Binder Ready Version: Early Objects, 6th ed. Wiley, 2016

MIT is committed to ensure the course is current, practical and relevant so that graduates are “work ready” and equipped for life-long learning. In order to accomplish this, the MIT Graduate Attributes identify the required knowledge, skills and attributes that prepare students for the industry.
The level to which Graduate Attributes covered in this unit are as follows:

Ability to communicate Independent and Lifelong Learning Ethics Analytical and Problem Solving Cultural and Global Awareness Teamwork Cooperation, Participation and Leadership Specialist knowledge of a field of study
             

Legend

Colour coding    

Extent covered

                                The standard  is covered by theory and practice, and addressed by assessed activities in which the students always play an active role, e.g. workshops, lab submissions, assignments, demonstrations, tests, examinations
  The standard is covered by theory or practice, and addressed by assessed activities in which the students mostly play an active role, e.g. discussions, reading, intepreting documents, tests, examinations
  The standard is discussed in theory or practice; it is addressed by assessed activities in which the students may play an active role, e.g. lectures and discussions, reading, interpretation, workshops, presentations 
  The standard is presented as a side issue in theory or practice; it is not specifically assessed, but it is addressed by  activities such as lectures or tutorials
  The standard  is not considered, there is no theory or practice or activities associated with this standard