BTEC Higher Nationals in Computing

Transcription

1 BTEC Higher Nationals in Computing Assessment 04-51: Database Design Author Dr Derek Peacock Unit Unit 04: Database Design Assessor(s) Dr Derek Peacock Issued 18 th October 2005 Due Date 2 nd January 2006

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3 Database Design 1 Scenario 2 Tasks Task The scenario will be released during the appropriate lesson, and all the tasks relate to designing an appropriate database for the supplied scenario (Insert Hyper Link Here) Learning Outcomes , 2.4.1, , 2.4.3, Task Description Create a Use Case Diagram in a UML CASE tool containing most of the business processes explicitly indicated in the scenario. Develop a Class Diagram in a UML Case tool that contains appropriate classes explicitly or implicitly indicated in the scenario , In the Class Diagram identify a suitable unique identifier for each class in the diagram Check that the class diagram has appropriate relationships that match most of the business processes and rules Add appropriate operations to the classes to ensure that most of the business processes will be met , Check the requirements and ensure that the class diagram contains most of the non identifying attributes which are necessary to meet the user requirements , Add suitable descriptions to explain the purpose and format of the main attributes and operations , Design a State diagram in a UML tool that shows appropriate changes in the states of one of the main classes Produce a short summary that explains how the proposed Use Cases, Classes and States match the users requirements Produce a short summary of the strengths and weaknesses of the software tools used Demonstrate the Design to your manager and explain how it meets the user requirements. 12. M & D only Write an individual evaluation of your design in no more than 2000 words Stephenson College Derek Peacock 18/10/2005 Page 1 of 10

4 3 Assessment Form This assessment will be completed in conjunction with assessments in Unit 2: Systems Analysis. Together the assessments in Unit 2 and Unit 4 (Database Design) will illustrate most of the stages of the development of a relational database following the classic software development life cycle. Thus assessment will investigate the problem domain, identify and analyse the systems functional requirements and document the system. This assessment focuses on the next stage of Design, by producing a UML Class model. You will be asked to complete the majority of work on this assessment with a minimal of supervision from tutors. You are encouraged to discus your design with fellow students, and you can submit a model devised as a team providing it has an individual justification and evaluation that reflects your own thinking. Tutors can be approached for assistance and will give help freely on any of the theoretical concepts involved. They will however not provide any direct assistance on this particular model. As a guide it is expected that students seeking a Distinction grade would not require more than the minimal of tutor support during the completion of this assessment, and are likely to need to complete some supplementary reading. It is also expected that students seeking Merit or Distinction grades will need to spend as much time working on this assessment out of class as they do in class. Main Indicative Reading: Teach Yourself UML in 24 Hours by Joseph Schmuller (2001) Supplementary Reading: Data Analysis for Database Design David Howe (2001), Requirements Analysis and System Design by Leszek Maciaszek (2001) and Database Design for Mere Mortals Michael Hernandez (2001) Stephenson College Derek Peacock 18/10/2005 Page 2 of 10

5 4 Assessment Overview Grade Distinction Merit Pass Assessment Criteria To obtain a distinction grade the student must produce a high quality design and must individually critically evaluate their work, justify their choices, and complete their work largely independently. They should be able to suggest improvements to both product and process, and the evaluation or product should show evidence of novel or creative approaches, or evidence of a good understanding of improvements needed to make the product fit for purpose in the real world. To obtain a Merit grade the students must produce a well documented UML Model that is consistent, and accurate, and one that meets most of the user s requirements. The class diagram should be well structured and demonstrate High Cohesion and Low coupling, and show a good choice of names that match the problem domain. The summary of the design and tools used should use accurate technical language where appropriate. The demonstration of the database should be clear, concise and well structured. To obtain a Pass grade a student must produce all the deliverables indicated to meet the Learning Outcomes. Stephenson College Derek Peacock 18/10/2005 Page 1 of 10

6 5 Unit 4: Outcomes Learning Outcomes Assessment Criteria 3. Design a database Apply normalisation techniques to a given data set Use a range of database tools and techniques Design a fully working database 4. Demonstrate the use of a database Demonstrate the database design to a third party Provide clear justifications as to the structure of the database or the use of particular tools and techniques provide supporting documentation to complement the design 6 Unit 2: Outcomes Outcomes Assessment Criteria 2. Understand systems analysis tools and techniques Use data modelling techniques Create entity-relationship diagrams Use modelling documentation 5. Perform systems invetigation Demonstrate the database design to a third party Provide clear justifications as to the structure of the database or the use of particular tools and techniques provide supporting documentation to complement the design 6. Perform functional and data modelling Identify systems processes and functions produce a functional model Perform data modelling Stephenson College Derek Peacock 18/10/2005 Page 2 of 10

7 7 Deliverables (to meet Learning Outcomes) No Deliverable Feedback on Deliverable Accepted (Date) 1. 4 Use Case Diagram and justification [UML Diagram][Justification Text] 2. 4 Class Diagram and justification [UML Diagram] [Justification Text] 3. 4 State Diagram [UML Diagram] [Justification Text] 4. 4 UML Documentation [UML Documentation as HTML] 5. 4 Summary of tools and techniques used [Word Document] 6. 4 Design Demonstration [Verbal Answers] 7. 4 Individual Model Evaluation (M & D only) [Evaluation Text][Bibliography] Stephenson College Derek Peacock 18/10/2005 Page 3 of 10

8 8 Evidence for Merit Grade Merit(1) Identify and apply strategies to find appropriate solutions Effective judgements have been made Complex problems with more than one variable have been explored Evidence found The class diagram has low coupling and high cohesion. The Classes chosen are appropriate for most of the user requirements Achieved Relevant theories and techniques have been applied Merit(2) Select/design and apply appropriate methods & techniques Relevant theories and techniques have been applied A range of methods and techniques have been applied A range of sources of information has been used The selection of methods and techniques/sources has been justified Evidence found The choice attributes, operations and relationships has been justified, and meets most of the user requirements There is good consistency between, UC, Class, and Sate Diagrams The summary of the design and tools used shows a good technical understanding Achieved The design of methods/techniques has been justified Complex information/data has been synthesised and justified Appropriate learning/techniques have been applied Merit(3) Present and communicate appropriate findings Appropriate structure and approach used Coherent logical development of principles/concepts for the intended audience A range of methods of presentation have been used and technical language has been accurately used Communication has taken place in familiar and unfamiliar contexts Evidence Found The classes and use cases are all well documented The choice of names is clear, consistent and unambiguous The demonstration shows a good level of understanding of design issues The demonstration was clear, concise, and well structured. Achieved The communication is appropriate for familiar and unfamiliar audiences and appropriate media have been used INDICATIVE OF MERIT (No, partly, Yes) Stephenson College Derek Peacock 18/10/2005 Page 4 of 10

9 9 Evidence for Distinction Grade Distinction(1) Validity Evidence Found Achieved The validity of the results has been judged self criticism of approach has taken place Realistic improvements have been proposed Distinction(2) Managing & Organising Autonomy and independence demonstrated The importance of interdependence has been recognised Distinction(3) Convergent, lateral and creative thinking Self evaluation has taken place Problems have been solved Capacity for innovated and creative thought has been used The evaluation contains many good suggestions for alternatives and improvements to the design and/or processes and tools used Evidence Found The design, or evaluation show clear evidence of independent thought, or show evidence of independence in locating high quality resources of literature or examples. Evidence Found The design or the evaluation show evidence of novel or creative approaches to design issues, or show a good understanding of the extra requirements needed to make the design realistic in a real world setting INDICATIVE OF DISTINCTION (No, partly, Yes) Achieved Achieved Stephenson College Derek Peacock 18/10/2005 Page 5 of 10

10 Student Name Main Unit Assess Ref 04:Database Design 04-51Database Design Grading criteria obtainable M1 M2 Hand in Date 2 nd January 2006 Grading criteria met Date Received Extension Date Tutor Feedback M3 D1 D2 M1 M2 M3 D1 D2 D3 D3 Student Comments Predicted Grade Tutor Signature Date Recorded Student Signature Date Verifier Signature Date Stephenson College Derek Peacock 18/10/2005 Page 6 of 10