General provisions

The course is included in the following degree programme:

• Bachelor's Programme in Information Systems, specialisation software engineering 180 credits
• Bachelor's Programme in Digital Business Development 180 credits

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 is expected to be able to on completion of the course:

• account for basic database concepts,
• explain concepts, structure and safety in relational databases,
• account for technologies and models for design of a database,
• describe laws and regulations regarding data storage and personal integrity.

Regarding competence and skills the student is expected to be able to on completion of the course:

• design data models based on business needs,
• analyse a conceptual data model and based on that implement a relational database,
• design a relational database and also insert, change and search data from the database,
• improve database design by applying normalisation.

Regarding judgement and approach the student should, on completion of the course, be able to:

• evaluate the quality of data models given different criteria.

Content

The course gives an introduction to databases with a focus on design of relational databases. The course includes conceptual data modelling based on ER-diagram and design of databases and work with storing and fetching of data in relational databases with the Structured Query Language (SQL). The course also deals with how the database manager provides services as well as maintains data integrity. Further, the course deals with safety and the risks with data storage based on both relevant sections of the law and ethical aspects.

Instruction

The course is given in the form of lectures, laboratory work, and seminars.

Assessment

The course is examined through laboratory work, assignments, and written 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.