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Session: 2022/23
Last modified: 21/07/2022 15:46:47
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Title of Module: Database Applications |
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Code: COMP09050 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Computing, Engineering and Physical Sciences |
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| Module Co-ordinator: | Carolyn
Begg |
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| Summary of Module |
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This module considers how recent advancements in technologies have resulted in what is commonly referred to as the ‘data explosion’. Vast quantities of data (structured, semi-structured and unstructured) are being created and businesses are seeking ways to effectively capture, organise and secure this valuable asset. This module examines how database technologies can fulfil this role.
Management of data is normally achieved through the use of database management system (DBMS) and it is this complex software that enables the creation and sharing of this valuable resource. As a centralized resource, a database must support the differing requirements of numerous concurrent users – presenting/using data in ways that is appropriate throughout a business. This module investigates the services provided by multi-user DBMSs and considers how modern database systems can ensure that data is both accessible and secure.
The most popular way to store and manage critical business data is using SQL (Structured Query Language) and relational databases. This module examines how relational databases can be designed and implemented to protect the underlying database while presenting appropriate interfaces (e.g. through views and stored procedures) to many the many different user groups/application programs accessing the database.
This module also explores increasingly popular approaches to the delivery of database services such as through cloud computing and examines alternative approaches and technologies (i.e. NoSQL) to the storage and management of Big Data.
- These days most of us spend an ever increasing amount of time at home and in the workplace using technology in one way or another. A key component of much of this technology is the database component, which is often hidden from us. This module explores the increasing prevalence of database applications and explores the nature of the underlying database technology.
- This module examines how the data requirements for a case study (using a company conducting business on the Web) can be met using the facilities provided by a client-server DBMS such as Microsoft SQL Server DBMS or MySQL.
- The purpose of this module is to look at the topics associated with designing and implementing database systems in more depth and have more consideration of the real issues and techniques associated with dealing with 'live' databases.
- This module will work to develop a number of the key 'I am UWS' Graduate Attributes to make those who complete this module: Universal (Critical Thinker, Ethically-minded, Research-minded), Work Ready (Problem-Solver, Effective Communicator, Ambitious) and Successful (Autonomous, Resilient, Driven).
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Demonstrate broad and integrated knowledge of the typical functions of a DBMS with particular attention on those supporting the integrity/security of multi-user database system.
L2.
Demonstrate a critical understanding of the issues associated with physical database design and monitoring and tuning the operational database system.
L3.
Use a range of routine and some advanced skills and techniques to produce a conceptual, logical and physical database design for a database system that supports different database views.
L4.
Use a range of routine and some advanced skills and techniques to implement a prototype database for a particular case study using a commercial client-server DBMS.
L5.
Demonstrate a broad knowledge of the range of current and emerging database applications and technologies. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 9.
A broad and integrated knowledge and understanding of the scope and main areas associated with database systems.
Knowledge and understanding of the database system development lifecycle with particular emphasis on ensuring the integrity and security of database systems support many users.
Knowledge and understanding of the Structure Query Language (SQL) with particular focus on the creation of database tables, views, indexes and stored procedures.
Knowledge and understanding of the enhanced concepts associated with entity-relationship (ER) and the factors that influence good design.
Knowledge and understanding of the main issues associated with physical database design and monitoring and tuning the operational database system.
Knowledge and understanding of the main concepts and issues associated with security, transaction management and concurrency control.
Knowledge and understanding of current and emerging trends in database applications and technologies
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| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Use a selection of principal skills, techniques and practices associated with the database system development lifecycle to facilitate the development of a multi-user database system for a given case study. |
| Generic Cognitive skills |
SCQF Level 9.
Identify and analyse routine professional problems and issues associated with the development and use of database systems in the business world. |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Use a range of routine skills and some advanced and specialised skills in the establishing the requirements for a multi-user database system and in designing and implementing that database. |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Take some responsibility for the work of others and for a range of resources in undertaking the necessary activities to complete the module coursework. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
COMP08002
| Module Title:
Database Development
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| Other: | or similar module |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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| This module is mostly taught using the traditional approach of lecturing to groups of students. Lectures are periodically supplemented with external speakers to re-visit and illustrate the more complex aspects of the syllabus. Lab (PC)-based classes complement the lectures by providing an environment to support the learning of the more practical-based aspects of the syllabus. |
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 20 |
| Tutorial/Synchronous Support Activity | 8 |
| Laboratory/Practical Demonstration/Workshop | 20 |
| Independent Study | 152 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Database Systems: A Practical Approach to the Design, Implementation and Management, by Connolly T. and Begg C., Addison Wesley Publishing Company.
Microsoft SQL Server 200X Bible by Paul Nielsen, Wiley.
A relational DBMS such as SQL Server or Oracle DBMSs.
Internet access to Moodle to allow student access to all teaching material, including slides, labs, tutorials and coursework.
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure |
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Supplemental Information
| Programme Board | Computing |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Business & Applied Computing |
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| Moderator | Stephen Devine |
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| External Examiner | T Gaber |
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| Accreditation Details | This module is accredited by BCS as part of a number of specified programmes. |
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| Version Number | 2.14 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Formative assessment is available through completion of the practical labs - that allow students to test their progress and understanding of the practical aspects of the syllabus. The summative assessment is lab-based, group work coursework worth 50% which is undertaken in the second half of the module.
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| Formative assessment is available using on-line practice tests (on Moodle) - that allow students to test their progress and understanding of the syllabus. The summative component of assessment is a class test worth 10% (individual) and this takes place approximately half way through the module and the third summative component of assessment is towards the end of the module and this class test is worth 40% (individual). The results for these two summative assessments are combined to give a total worth 50%. |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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Nothing in the module should present difficulties for students on the basis of their gender, ethnicity, or sexual orientation. In relation to students with special needs, when a student discloses a disability the individual module tutor, in consultation with the special needs co-ordinator, will agree any appropriate adjustments to be made. Students should note that the language of instruction is English and that they will need to have a reasonable grasp of the language in order to keep abreast of the teaching materials and in submitting assessed work.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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