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Module Booklet

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Module Booklet

1.  INTRODUCTION

An understanding of database tools and technologies is key to many of today’s industries. Database systems are predominant in the world of IT, and continue to demand more complex data structures and interface, as applications get increasingly sophisticated.

Databases provide the infrastructure to many organisations, and they offer support to key business applications and information systems. The m ost common database model used commercially is the relational one. 

The aim of this unit is to provide a knowledge and understanding of database systems including design principles, practical implementation and development skills for both the system designer and software engineer. The importance of structured query languages should be stressed, in terms of how they can be used to manipulate data and how they are used for a variety of tasks including querying and report writing.


On completion of this unit the learner should be able to understand, design, query and implement a database(s). Learners will also have a theoretical insight into the requirement for designing a database that meets a given user or system requirement and that is functional, user friendly and robust.

Aim:

To provide learners with the knowledge and skills needed to understand, design, query and implement database systems. 

Key Objectives:

 

  1. Understand data models and database technologies
  1. Be able to design and implement relational database systems
  2. Be able to use manipulation and querying tools

4.      Be able to test and document relational database systems.

 Unit Content:

Indicative content:

1 Understand data models and database technologies

Data models: Hierarchical; Network; Relational; data manipulation languages; data definition languages; data independence; data redundancy issues; data integrity; schema; e.g. tables fields relationships, views, indexes; conceptual scheme; physical scheme, data dictionary.

Approaches: top down and bottom up; tools and techniques e.g. entity analysis, Entity Relation Diagrams (ERDs), determinacy diagrams, data flow diagrams; entities; attributes and key identifiers; relationship types and enterprise rules; degrees of relationships; functional dependency; first, second and third normal forms New developments: dynamic storage; data mining and data warehousing; web enabled database applications; other developments e.g. multimedia databases, document management systems, digital libraries

2 Be able to design and implement relational database systems

Designs: data types; entity and referential constraints; conversion of logical database design to a physical implementation; tools and techniques; issues around the degree of normalisation chosen; verification and validity checks; data definition; control mechanisms

Requirements: requirements specification; relational requirements; other requirements e.g. need to integrate with legacy systems, future requirements, timescales, costs. User interface: requirements e.g. functionality, reliability, consistency, performance, menu driven, HCI interface

3 Be able to use manipulation and querying tools

Data manipulation: query languages; visual tools; typical tasks e.g. for database maintenance, inserts, updates and amendments. 

Queries and reporting: query languages and query by example (QBE); formatting; functions/formulae; report writing tools

4 Be able to test and document relational database

Control mechanisms: example systems e.g. Total Quality Management (TQM); connection to requirements specification; sign off procedures.

Testing procedures: test plans; test models e.g. white box, black box; test documentation; other e.g. organisational requirements; user documentation e.g. help menu, pop-ups, hot-spots.

Section 2: Assessment Criterias and assessment criteria

LO1 Understand data models and database technologies

1.1 critically compare different data models and schemas

1.2 critically discuss the benefits and limitations of different database technologies

1.3 analyse different approaches to database design 

LO2 Be able to design and implement relational database systems

2.1 design a relational database system to meet a given requirement

2.2 build a relational database system based on a prepared design

2.3 apply a range of database tools and techniques to enhance the user interface

LO3 Be able to use manipulation and querying tools

3.1 explain the benefits of using manipulation and query tools in a relational database system

3.2 implement a query language into the relational database system

3.3 critically evaluate how meaningful data has been extracted through the use of query tools

LO4 Be able to test and document relational database systems

4.1 critically review and test a relational database system

4.2 create documentation to support the implementation and testing of a relational database system

4.3 create user documentation for a developed relational database system

4.4 explain how verification and validation has been addressed

4.5 explain how control mechanisms have been used.

Knowledge and Understanding:

What will 21st century database system development challenges. The data analysis and design related problem to database system development.Tools use for data analyses and design for logical database design such requirements collection for IT system development. Creating Database physical design.Validation and verification of designed database system.  Documentation to support data analysis and design for database system.

Section 3: Teaching and learning Methods

The module tutor(s) will aim to combine lectures with tutorial activities. This environment will provide opportunities for the student to understand the course material through case study and text and to apply it in a practical way. The intent is to facilitate interactive class activities, and discussion about the significant role of research in a global and local business environment.

Teaching Ethos

The College’s approach towards teaching and learning is simple and effective. The main aim of UKCBC is to assist learners in maximising their potential by ensuring that they are taught clearly and effectively. This will enable students to engage in the learning environment and promote success in both their academic studies and subsequent careers.

Section 4: Assessment Methods -Summary

LECTURES:

These will be developed around the key concepts as mentioned in the indicative course content and will use a range of live examples and cases from business practice to demonstrate the application of theoretical concepts. This method is primarily used to identify and explain key aspects of the subject so that learners can utilise their private study time more effectively.

SEMINARS:

These are in addition to the lectures. The seminars are designed to give learners the opportunity to test their understanding of the material covered in the lectures and private study with the help of reference books. This methodology usually carries a set of questions identified in advance. Seminars are interactive sessions led by the learners. This method of study gives the learner an excellent opportunity to clarify any points of difficulty with the tutor and simultaneously develop their oral communication skills.

CASE STUDIES:

An important learning methodology is the extensive use of case studies. They enable learners to apply the concepts that they learn in their subjects. The learners have to study the case, analyse the facts presented and arrive at conclusions and recommendations. This assists in the assessment of the learner’s ability to apply to the real world the tools and techniques of analysis which they have learnt. The case study serves as a supplement to the theoretical knowledge imparted through the course work.

Recommended text and links

Books

  • Avison D and Fitzgerald G – Information Systems Development: Methodologies, Techniques and Tools (McGraw Hill Higher Publishing Company, 2006) ISBN 0077114175

  • Chao L – Database Development and Management (CRC Press, 2006) ISBN 0849392381

  • Connolly T and Be.g.g C – Database Systems: A Practical Approach to Design, Implementation and Management (Addison Wesley, 2004) ISBN 0321210255

  • Howe D – Data Analysis for Database Design (Butterworth-Heinemann Ltd, 2001) ISBN 0750650869

  • Kroenke D – Database Concepts, 2nd Edition (Prentice Hall, 2004) ISBN 0131451413

  • Ponniah P – Database Design and Development: An Essential Guide for IT Professionals: Visible Analyst Set (John Wiley & Sons Inc, 2006) ISBN 0471760943

  • Ritchie C – Relational Database Principles (Thomson Learning, 2002) ISBN 0826457134

 

Websites

Lecturer: Suneth Fernando

Campus:

Contact details: sfernando@edu.ukcbc.ac.uk

Assessment: 100% coursework

The module will be assessed meeting all the LO as specified by the awarding body, Ed Excel.

Please read the instructions carefully while addressing the tasks specified. 

Contribution: of the module

Outline Details: Report approx. 4500 words.   Details enclosed in the assignment brief.

Teaching and Learning Activities

The module tutor(s) will aim to combine lectures with tutorial activities. This environment will provide opportunities for the student to understand the course material through case study and text and to apply it in a practical way. The intent is to facilitate interactive class activities, and discussion about the significant role of research in a global and local business environment.

2.3       Teaching Ethos

The College’s approach towards teaching and learning is simple and effective. The main aim of UKCBC is to assist learners in maximising their potential by ensuring that they are taught clearly and effectively. This will enable students to engage in the learning environment and promote success in both their academic studies and subsequent career.

Plagiarism

Any act of plagiarism will be seriously dealt with according to the Colleges and awarding bodies’ regulations. In this context the definition and scope of plagiarism are presented below:

Plagiarism is presenting someone’s work as your won. It includes copying information directly from the web or books without referencing the material; submitting joint coursework as an individual effort; copying another student’s coursework; stealing coursework form another student and submitting it as your own work. Suspected plagiarism will be investigated and if found to have occurred will be dealt with according to the College procedure. (For further details please refer to the plagiarism policy and the student code of conduct.) 

Academic Misconduct’ Statement:

Academic Misconduct’ is a term used to describe a deliberate attempt by a student to take unfair advantage over other students to undermine the quality, standards and credibility of the programmes and qualifications offer by UKCBC. Academic Misconduct includes: plagiarism; collusion; falsification; replication; cheating; bribery; and impersonation. A student suspected of Academic Misconduct will be investigated by the College and appropriate action will be taken. 

Contract Cheating’ Statement:

‘Contract Cheating’ is defined by the Quality Assurance Agency (QAA) as occurring when, “a third party completes work for a student who then submits it to an education provider as their own, where such input is not permitted.” Such third party companies have become known as ‘essay mills’, and it is the responsibility of students to avoid contact and association with such third party companies throughout their entire period of study. A student suspected of Contract Cheating will be investigated by the College and appropriate action will be taken.

Assessment:

The module will be assessed meeting all the LO as specified by the awarding body, Pearson Ed Excel.

Please read the instructions carefully while addressing the tasks specified. 

Contribution: 100% of the module

Outline Details:  report approx. 4500 words.   Details enclosed in the assignment brief 



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