General provisions

This course belongs to the minor subject Database Technology.

Entry requirements

General entry requirements and English 6, Mathematics 3b/3c, Social Studies 1b/1a1+1a2 or English B, Mathematics C, Civics A

Learning outcomes

Regarding knowledge and understanding, the student should be able to

- Explain basic database concepts,

- Describe the relational model,

- Explain ER-diagrams, relational schemas, and the role of normalisation in information modeling,

- Explain relational algebra, and how it relates to the query language SQL,

- Describe the fundamental principles of transaction processing,

- Explain the importance of database management and relational database management systems (RDBMS).

Regarding competence and skills, students should be able to

- Use ER diagrams to perform information modeling,

- Use normalisation to transform and simplify an information model,

- Use relational algebra as a basis for querying,

- Implement and utilise a relational database using the query language SQL,

- Apply the fundamental principles of transaction management.

Regarding judgement and approach the student should be able to

- Discuss the implications of different database designs.

Content

The course introduces database systems with a focus on the relational database model. The course begins with conceptual information modelling based upon ER diagrams. The information model is then refined into a collection of normalised tables that remove duplicated and redundant information. Relational algebra is taught in order to show how information can be extracted and modified in a relational database. Subsequently, the Structured Query Language (SQL) is shown as an industrial variant for practical database querying and transformation. Finally, fundamental principles for transaction management, and the role of database management and database management systems, are discussed.

Instruction

Lectures, lessons, and laboratory exercises.

Assessment

Assignments, exam.

If there are special reasons for doing so, an examiner may make an exception from the method of assessment indicated and allow a student to be assessed by another method. An example of special reasons might be a certificate regarding special pedagogical support from the University's disability coordinator or a decision by the department's working group for study matters.