Bis 234 Semester 1 2016 Database Concepts Assignment 2 Prepa

Bis 234 Semester 1 2016database Concepts Assignment 2prepared By Ja

Part A: Draw the ER diagram Identify the business situation that you wish to design a database for. The situation needs to be a real life one (not an imaginary company for example) and ideally be something you are interested in or familiar with. Topics might include hobbies (cricket teams, online games), associations (hockey clubs, childcare centre), work-related concerns (fishing boats, student enrolments, art gallery) or other interests (Star Wars). Try to pick an application that is relatively substantial, but not too enormous.

If you decide to choose your own business situation will need to discuss with your lecturer if it is appropriate. If you are unable to come up with your own you have the option of choosing from a list of cases. No group can choose the same case, unless there is sufficient difference in the case (Remember it will need to be based on a real practical situation).

Part B: Map the ER diagram to 3NF · Translate your ER Diagram into a schema of normalised tables. These must be in at least 3rd Normal Form (database schema). Use a flat structure table include all attributes:

  • Determine functional dependencies
  • Use 3nf to develop the relations,show as
  • Text notation Internals

Will need to present the assignment in class in Week 11 Tuesday and outline the case, ERD and the normalisation that took place. Presentation is a maximum of 5 minutes with 2 minutes question time.

Paper For Above instruction

This assignment aims to develop comprehensive skills in database design through creating an Entity-Relationship (ER) diagram based on a real-life business scenario, and subsequently normalizing the database schema to at least Third Normal Form (3NF). The process begins with selecting a suitable business context that is practical, familiar, and manageable in scope. Examples include hobby groups, sports clubs, educational institutions, or community organizations. The chosen scenario should be specific enough to allow detailed modeling but not overly complex to hinder effective analysis and diagramming.

Once the scenario is selected, the student must construct an ER diagram that accurately captures the entities involved, their attributes, and the relationships among them. This visual representation is critical for understanding the data requirements and the structure of the prospective database. During this phase, students should identify key entities such as members, events, transactions, or resources, and determine how these entities interact. It is also important to consider cardinality and participation constraints to reflect real-world rules.

Following the ER diagram creation, the next step is to translate this conceptual model into a relational schema. This involves establishing tables from entities and relationships, ensuring that the design adheres to the principles of normalization up to 3NF. The normalization process requires identifying functional dependencies among attributes within tables and restructuring the schema to eliminate redundancy and update anomalies. This results in a set of well-structured tables optimized for integrity and efficiency.

The assignment emphasizes a mixture of diagrammatic and analytical skills. The ER diagram must be clear, well-labeled, and visually comprehensible, serving as a blueprint for the database. The normalization process should be documented, explaining the identification of dependencies and the reasoning behind the normalization steps. The final schema should be suitable for implementation and demonstrate an understanding of underlying database principles.

Finally, students are required to prepare a concise presentation of their case, ER diagram, and normalization process for class delivery. The presentation should efficiently communicate the scenario, key design choices, and normalization techniques within a brief five-minute window, followed by two minutes for questions. This practice encourages not only technical competence but also clear communication of complex data modeling concepts.

References

  • Codd, E. F. (1970). "A Relational Model of Data for Large Shared Data Banks." Communications of the ACM, 13(6), 377–387.

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