Database Design - Section 14 - Oracle...

Database Design - Section 14 Instructor Guide

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Database Design - Section 14 Page i

Table of Contents

Database Design - Section 14 ..........................................................................................................................1 Lesson 1 - System Development Life Cycle.................................................................................................1 What Will I Learn? ........................................................................................................................................2 Why Learn It?................................................................................................................................................3 Tell Me / Show Me........................................................................................................................................4 Try It / Solve It ..............................................................................................................................................9 Lesson 2 - Creating Tables for the Final Presentation...................................................................................10 What Will I Learn? ........................................................................................................................................11 Why Learn It?................................................................................................................................................12 Tell Me / Show Me........................................................................................................................................13 Try It / Solve It ..............................................................................................................................................14 Lesson 3 - Overview of Final Presentation....................................................................................................15 What Will I Learn? ........................................................................................................................................16 Why Learn It?................................................................................................................................................17 Tell Me / Show Me........................................................................................................................................18 Try It / Solve It ..............................................................................................................................................19 Lesson 4 - Preparing Written Documentation ...............................................................................................20 What Will I Learn? ........................................................................................................................................23 Why Learn It?................................................................................................................................................24 Tell Me / Show Me........................................................................................................................................25 Try It / Solve It ..............................................................................................................................................32 Lesson 5 - Preparing Visual Materials...........................................................................................................33 What Will I Learn? ........................................................................................................................................34 Why Learn It?................................................................................................................................................35 Tell Me / Show Me........................................................................................................................................36 Try It / Solve It ..............................................................................................................................................40


Database Design - Section 14 Page 1

Lesson 1 - System Development Life Cycle

Lesson 1 -System Development Life Cycle

Lesson Preparation

None. What to Watch For

None. Connections

None.



What Will I Learn?

What Will I Learn?

What Will I Learn?

In this lesson, we discuss the system development life cycle and tie it in with professional skills needed at each stage. We go through an overview of the system development life cycle to show students where they've been and where they're going in the process of designing and creating a database.



Why Learn It?

Why Learn It?

Why Learn It?

Explain to students that the system development life cycle is quite common in the business world. Although the names of the stages may change (some will call it planning instead of strategy, etc.), the tasks and the sequence remain largely the same.



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Some diagrams will have documentation as part of build. In reality, documentation should really be a part of every stage.



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Data modeling happens in the strategy and analysis phase.



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In the design phase, we create table diagrams, not actual tables. At this stage, several implementation issues will be taken into consideration, such as type of database, storage, location of the database (centralized or distributed?), the way the data is used, etc. These types of considerations affect decisions such as supertype/subtype implementations, where to put the foreign key in a 1:1 mandatory relationship, etc.



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This is also the stage where applications (screens, reports, web pages, etc.) are built to run against the database.



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Note: The various phases of the system development life cycle can be carried out iteratively. This course focuses on the analysis phase of the system-development life cycle. Parallel operations refer to that part of transition where both systems (old and new) are running at the same time. This is done to give users time to train and switch over to the new system and to check that the new system is producing the same results as the old system (e.g., sales totals are the same, monthly statistical reports are the same, etc.) User-acceptance testing involves having the users try out the system and provide feedback on the interface, compare it with the old system, etc. This feedback is used to tweak the system -- make a few adjustments to satisfy the users. Existing data often has to be converted for several reasons: the database system uses different formats, the new database design requires that the data be broken down into more detail or summarized into group totals, the new system tracks data that did not exist in the old system but can be derived somehow, etc.



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Some possible answers: 1. The answers here will vary depending on the group and the project. Some will take a long time getting business requirements; others will spend a lot of time on the data model; others will struggle with business rules. 2. The next stage is design. The ERD will be mapped to tables, columns, and constraints. After that comes build. This is where the tables are built and populated in the database. 3. It is easier and quicker to fix an error in the earlier stages of the life cycle. Revising an ERD means making changes to a diagram. Changing a table means having to use the proper SQL commands. Changing a table that already has data is even more complicated. This tells us that it is important to get as much right in the early stages as possible to avoid later expense (time and resources).



Lesson 2 - Creating Tables for the Final Presentation

Lesson 2 - Creating Tables for the Final Presentation

Lesson Preparation

Print out copies of the table instance chart and hand out to students during the activity. What to Watch For

None. Connections

If students need to refresh themselves on mapping, have them go back Section 12, Lessons 2-4.



What Will I Learn?

What Will I Learn?



Why Learn It?

Why Learn It?



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Using the ERD each group has developed for their final presentation project, students should be able to create sample tables using HTML DB. Assist students with SQL syntax as needed. Give each student printed copies of the table instance chart to help them map their ERD.



Lesson 3 - Overview of Final Presentation

Lesson 3 - Overview of Final Presentation

Lesson Preparation

By this time, students should have finalized their ERDs, created their tables, and populated them with sample data. They need to start thinking about the other aspects of the presentation: written documentation, visual materials, and the presentation flow. This lesson proposes a presentation sequence. Written documentation and visual materials will be discussed in the next lessons.

What to Watch For None.

Connections Relate the lesson to English classes where students prepare outlines for term papers. Also, try relating this lesson to sports in which plays are mapped out by coaches before a game. You can even share with students your efforts in lesson planning as you prepare for your classes.



What Will I Learn?

What Will I Learn?



Why Learn It?

Why Learn It?



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Remind students that they will need to provide written documentation, but that they may not hand this out at the presentation.



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Students must divide up the work to accomplish all the requirements on time. Check with each group for specifics about the progress of their project. Impress on them that this is not something that can be done the night before or during class the day of the presentation. Use some of the class time to go over the final project-tracking grid with each group. This lists tasks that they need to perform before the presentation. Check off items on their grid and monitor their progress. Use the grid to keep students focused on what remains for successful completion of the project.



Lesson 4 - Preparing Written Documentation

Lesson 4 - Preparing Written Documentation

Lesson Preparation

Print and hand out to the students: Written Presentation Outline Guide Introduction: - State the business need as defined by the stakeholders - State the problem that currently exists as defined by the stakeholders - State the proposed solution that directly addresses the business need Overview: - Describe the business/organization and it's mission - State the information requirements of the business/organization - State the business rules as they apply to the information requirements of the company/organization - List and describe the assumptions and constraints that had to be considered Entity Relationship Diagram - Prepare an ERD of the database proposed solution.



- All of the entities modeled are clearly explained and justified in the documentation. - All identified entities use the correct naming conventions. - Of the entities modeled, all of them contain the appropriate attributes. All attributes listed use the correct naming conventions. - The unique identifiers are indicated and clearly labeled. - All the relationships have the appropriate name, direction, optionality, and degree/cardinality. - The position of the entities and direction of relationships are logical and clear from the client's perspective. - Any or all assumptions made in creating the ERD are clearly explained and supported by the case study. - The ERD is in Third Normal Form. Tables: - Prepare sample tables of the primary entities. Conclusion: - Summarize how the database solution effectively meets the needs of the stakeholders. Recommendations: - State any recommendations for further work that will benefit the stakeholders. You have already printed and handed this out in Section 13, Lesson 4. Students can refer to this as an example. Documentation Example: Proposal for Overland Travel Agency Introduction Increased business, duplicate business functions, and delays in servicing client requests point out the need for improvements in handling client information. The addition of an easily accessible, readily updateable database would allow agents to personalize phone and email requests from repeat customers by being able to access past records from one location. In addition, new client information could be entered by each agent at their computer terminal, thus eliminating the backlog of data entries that now exist. Oracle Data Modeling Consultants offers the best solution for this problem. The full implementation of the database should take less than four weeks from the date of approval. All staff will be trained and using the database within that time period. Oracle Data Modeling Consultants can remedy the existing problem of handling client information by creating a database that agents can access from their computer terminals. Agents, while on the phone or responding to email, will be able to enter a last name and be presented with past travel agendas, travel requests, or pending travel arrangements. Agents will be able to add new clients and be able to generate mailing lists for advertising. Data entry will be immediate, therefore eliminating the backlog that now exists. Agents will be able to share information for group travel events and present an "any agent can" interface to the customer. This remedies the problem of clients having to speak to the same agent to have questions answered. Clients will not need to wait or be called back as is presently done. Business and Mission Overland Travel Agency is a small but growing company that specializes in personal travel arrangements for business and individuals. The mission of the company is to provide personalized service to any client from all of Overland’s agents. Overland strives to create a



friendly "one-stop" place for clients to make travel arrangements. Overland wants to appear "fresh and up-to-date." They strive to inform clients about new and exciting travel deals and adventures. Information Requirements Overland Travel needs up-to-date client information, including business and home addresses, last name and first name, past travel arrangements, future travel plans, and client-preferred modes of travel. They also need travel particulars such as handicap accommodations, special meals required, where tickets are billed and delivered, persons who regularly accompany them traveling, and other information pertinent to the customer. Client families or groups must be able to be identified both as a group and as individuals. Business Rules At Overland Travel, each travel agent should be able to assist any customer that calls on the phone or sends an email without having to leave his/her desk. A customer may be referred to as a client. A customer is anyone who has made a request for travel but may or may not have actually booked a reservation. Agents do not work on a commission basis, so access to client information is shared by all agents. Agents should be able to enter and store comments related to each client as needed. Assumptions - Clients are aware that the information they provide will be shared with all agents, and they are agreeable to this. - Clients are willing to work with different agents on their travel plans. They may request a “preferred agent,” but are willing to talk with someone else if that person is not available. - Past data will be entered into the database to provide a “history” for clients who have previously done business with Overland Travel.

What to Watch For Some students may have difficulty coming up with assumptions. This is natural because they are not experts on the business they are modeling -- they probably don’t know what to assume. Try to help them come up with at least one assumption by looking for: - Possible future enhancements to the data model that are not currently there (business going global, need to keep track of different currencies, languages, locations, etc.). - Indirect relationships: These cannot be directly derived from the data model but seem to be a logical conclusion (in the Global Fast Foods model, a cook takes care of food items and isn’t responsible for assembling them by order).

Connections None.



What Will I Learn?

What Will I Learn?



Why Learn It?

Why Learn It?



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Explain that your interview notes are a good source for the business need and problem as stated by the customer. It is the job of the consultant to find out how a database system can address the customer’s business requirements.



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Again, good interview notes will help here, but there will also be a lot of discussion among the team members to make sure that they have a common understanding of the business.



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Tell students that assumptions usually come from a knowledge of the business. In the Global Fast Foods example, the more experience the data modeler has with the restaurant business, the more questions he or she will ask. Remember that the customer may not necessarily know how much information to give! The data modeler should try to keep assumptions to a minimum, and therefore should try to get all the answers to his/her questions. However, this is not always possible, so assumptions will need to be documented. Tell students that they should try to come up with at least one assumption for their project. This is expected since they are not experts on the business and have limited time to do research.



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Remind students of softboxes, writing relationship names on both sides of the relationship line, leaving enough white space, etc. The next lesson, “Preparing Visual Materials,” will discuss pointers for presenting diagrams, tables, charts, and more.



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Remind students that using the table instance charts will help them catch mapping errors or problems before they actually create the tables in the database. Remind them that they will be using HTML DB for this.



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Tell Me / Show Me Suggest that this is a good place to restate the customer’s problem and your answer to it.



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Some areas that can be sources for recommendation are: - Expansion to global markets (translation, currency conversion, connecting multiple databases, etc.) - Integration with existing systems - Creating a separate historical database (data warehouse) for trend analysis - Creating online self-service systems for customers



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Students can use the sample documentation as a guide. There are also many websites that can help students with technical writing skills. One of the easiest and most relevant is: http://www.technical-writing-course.com/type-of-technical-report.html Grade the rough drafts in a timely manner and provide specific feedback to meet your standards for writing conventions, neatness, etc.



Lesson 5 - Preparing Visual Materials

Lesson 5 - Preparing Visual Materials

Lesson Preparation

None. What to Watch For

None. Connections

None.



What Will I Learn?

What Will I Learn?

What Will I Learn?

Visual materials are part of the written documentation that is presented to support the oral presentation. The ERD and tables were covered in a previous lesson, but they are discussed in more detail here.



Why Learn It?

Why Learn It?



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Review the guidelines with the students.



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