UNIVERSITY OF PHOENIX
DBM/405
DATABASE MANAGEMENT SYSTEMS
Begins 5/27/2004
Course
Description:
This course continues the subjects studied in DBM380, Database
Concepts. Emphasis is placed on transforming data models into physical
databases. An overview is given of various database systems as well as
data warehousing. The role of databases in e-Business is also examined.
The course uses Microsoft Access.
Location:
Main Campus
Schedule:
Thursdays, 6 p.m.
Calendar:
May 27 and Jun 3, 10, 17 and 24, 2004
Required Texts:
All materials can be found on resource, which can be accessed through the
University of Phoenix eCampus Web site
Kroenke, D. M. (2000). Database Processing: Fundamentals, Design and
Implementation: Sections 7 – 12 [Volume 2 of 2 volume set] (University
of Phoenix Custom Edition). Needham Heights, MA: Pearson Custom
Publishing (in eText format.)
Duffy, T. (2000). Microsoft Access 2000. Needham Heights, MA: Pearson
Custom Publishing.
The Unified Modeling Language User Guide – Safari Online Library
Instructor:
Biography:
Greg Binder
Your instructor comes to you with over 28 years of teaching experience. He is a
graduate of the US Military Academy at West Point and holds a Masters Degree
in Computer Science from the University of Arizona. He taught Computer
Science at the Academy for three years. Subsequently he served on the staff of the
US Army Management Systems Support Agency at the Pentagon. Since 1980, he
has worked for the City of Phoenix Information Technology Department,
consulted for the US Army Pentagon and the State Department, and taught in the
Business College and School of Public Affairs at Arizona State University. He
has been a faculty member with the University of Phoenix since 1983, in all
aspects of graduate and undergraduate information systems subjects. He is
involved with both classroom delivery and Directed Study programs. At the City
of Phoenix Mr. Binder manages development of the e-government (e-commerce
and e-privacy) program, and web-based applications systems development as
major assignments.
Telephone/Mail
Home:
15437 N 2nd Ave
Phoenix, AZ 85023
(602) 942-6448 (H)
(602) 256-3589 (W)
Office:
Electronic Mail Address:
gbinder@email.uophx.edu
gbinder69@qwest.net
gbinder@phoenix.gov
Web Site:
http://www.users.qwest.net/~gbinder69/
Availability:
I can be reached by any means above. In many cases, you will have to
leave a message, however, I will return your contact as soon as possible.
You may call the work number at any time. Home calls should be limited
to 7 a.m. to 10 p.m. For sending documents by e-mail, use the following
address: gbinder@email.uophx.edu
Assignments:
This syllabus interprets and changes the homework assignments in
the module. Use this syllabus as your guide to the nature of graded
assignments. Please do not be misled: you are responsible for the
material in the assignments. The following specific guidelines are
provided:
The Learning Team will be used as a major vehicle in the various class
activities, both during workshops and in outside assignments. Established
teams will be modified to accommodate changed in class enrollment.
As with many University courses, class participation is a valued attribute,
contributing to the final grade. Several other measures of student
performance are noted in the Grading Criteria.
Grading:
%
95-100
91-94+
87-90+
83-86+
80-82+
78-79+
Grade
A
AB+
B
BC+
%
75-77+
72-74+
68-71+
65-67+
<65
Please remember:
A=
Excellent performance.
Grade
C
CD+
D
F
B=
C=
D=
F=
Above average performance
Average performance. Accomplishes only the minimum
requirements. Oral and written communication is at an acceptable
level for an under- graduate student.
Meets minimally acceptable levels of performance.
Does not meet the most minimal requirements of the course.
All written work (does not include homework questions) will be according
to APA or MLA guidelines. Your grade will be based on style, content
and format including such items as clarity of communication, sentence and
paragraph construction, punctuation, spelling, and grammar. Late cannot
be accepted. If you are unable to complete the coursework you should seek
guidance from your academic counselor - as a matter of University policy,
incompletes are not granted.
Course Standards:
Please review University Policies regarding topics such as student conduct,
attendance, and plagiarism in your Program Handbook, which can be accessed
through the University of Phoenix eCampus Web site.
The University of Phoenix Adult Teaching Learning Model is based on the
assumption that in preparation for every course, students will satisfy all
prerequisites. During the course itself, students will achieve certain learning
outcomes. All performance assessment depends upon the accomplishment of
these outcomes. Students are graded on achievement, rather than effort. It is the
responsibility of the student to come to class prepared for each workshop.
Academic Honesty:
The University trusts that each student will maintain high standards of honesty
and ethical behavior. All assignments submitted in fulfillment of course
requirements must be the student's own work. All assignments except those
designated as "team" are meant to represent the effort of each individual student.
Team projects and assignments should represent equal efforts by all team
members.
Academic honesty is highly valued at the University of Phoenix. Students must
always submit work that represents their original words or ideas. If any words or
ideas used in a class posting or assignment submission do not represent the
student’s original words or ideas, all relevant sources must be cited along with the
extent to which such sources were used. Words or ideas that require citation
include, but are not limited to, all hard copy or electronic publications, whether
copyrighted or not, and all verbal or visual communication when the content of
such communication clearly originates from an identifiable source. Please see the
University of Phoenix Catalog for more information about academic honesty,
including consequences of academic dishonesty.
Privacy and Confidentiality in the University of Phoenix Classroom:
One of the highlights of the University of Phoenix academic experience is that
students can draw on the wealth of examples from their organizations in class
discussions and in their written work. However, it is imperative that students not
share information that is confidential, privileged, or proprietary in nature.
Students must be mindful of any contracts they have agreed to with their
companies.
Attendance:
Attendance at all class sessions is mandatory.
Absences:
If an absence is necessary, the student must contact the faculty member.
Second absences are not allowed. Please note: An absence may affect the
student's grade.
Other:
During the following workshops, graded activities will be conducted (with
point value indicated):
ASSIGNMENTS
POINTS
SCORING
45
45
30*
(presentation)
30*
(presentation)
30*
(presentation
30
45
45
Individual
Week Two Assignment (Workshop Two) – write a 2 – 3 page paper
(350 words per page) that explains what UML is and how it relates to
databases.
Week Two Assignment (Workshop Two) – Using Microsoft Access,
create and link the tables for the inventory model from DBM/380.*
Week Three Assignment (Workshop Three) - Using Microsoft
Access, create input forms for the inventory database.*
Using Microsoft Access, create reports for the inventory database.*
Week Four Assignment (Workshop Three) - Thoroughly explain the
following:
1. OLAP
2. data warehouses.
3. data marts
Team Presentation (Workshop Five) – This is an individual grade for
the presentation part of the team project.
Participation (All Workshops – 35/15 split – classroom/learning team)
45
45
40
40
Learning Team
Team Product (Workshop Three) – Each Learning Team will submit a
UML Use Case for the selected inventory system..
45
45
Team Paper (Workshop Five) – Each Learning Team will submit a
completed Class Diagram for the selected inventory system.
45
45
Optional Learning Team Project - see description below
45
Total
45
250
* Each member of the class will elect to make one of these presentations regarding his or her design.
INDIVIDUAL ASSIGNMENTS
Week One


Complete assignments posted on the rEsource course page.
Discussion Question(s):
 Why do we see the Entity-Relationship model used more than the Semantic Object
model?
Week Two



Discussion Question(s):
 Why has the use of databases increased dramatically?
Using Microsoft Word write a 2 – 3 page paper (350 words per page) that explains what
UML is and how it relates to databases.
Using Microsoft Access, create and link the tables for the inventory model from
DBM/380. Depending on which version of Microsoft Access you have, there are two
references in the Safari Online Library for which you can refer: “10 minute Guide to
Microsoft Access 2002” and “Visual Quickstart Guide to Access 2000 for Windows.”
Week Three


Discussion Question(s):
 What is the relationship among ODBC, OLE DB, and ADO?
Using Microsoft Access, create input forms for the inventory database.
Week Four



Discussion Question(s):
 What is the relationship of “tier” in “three-tier architecture” and “tier” in ODBC?
 What are the different ways databases can be accessed in Web sites?
Write a short paper explaining:
 OLAP
 Data Warehouse and Data Mart
 Three-tier architecture
 ASP
Using Microsoft Access, create queries for the inventory database.
Week Five



Discussion Question(s):
 In what ways has the Web changed how databases are used?
Using Microsoft Access, create reports for the inventory database.
Complete a Learning Team Evaluation.
OPTIONAL LEARNING TEAM PROJECT
This is the project: Problem Computer Sciences Department frequent fliers have been complaining to
Dane County Airport officials about the poor organization at the airport. As a result, the officials have
decided that all information related to the airport should be organized using a DBMS, and you've been
hired to design the database. Your first task is to organize the information about all the airplanes that are
stationed and maintained at the airport. The relevant information is as follows:
_ Every airplane has a registration number, and each airplane is of a specific model. The airport
accommodates a number of airplane models, and each model is identified by a model number (e.g.,
DC10) and has a capacity and a weight.
_ A number of technicians work at the airport. You need to store the name, SSN, address, phone number,
and salary of each technician.
_ Each technician is an expert on one or more plane model(s), and his or her expertise may overlap with
that of other technicians. This information about technicians must also be recorded.
_ Traffic controllers must have an annual medical examination. For each traffic controller, you must store
the date of the most recent exam.
_ All airport employees (including technicians) belong to a union. You must store the union membership
number of each employee.
_ You can assume that each employee is uniquely identified by the Employee Number.
_ The airport has a number of tests that are used periodically to ensure that airplanes are still airworthy.
Each test has a Federal Aviation Administration (FAA) test number, a name, and a maximum possible
score.
_ The FAA requires the airport to keep track of each time that a given airplane is tested by a given
technician using a given test. For each testing event, the information needed is the date, the number of
hours the technician spent doing the test, and the score that the airplane received on the test.
Here are the specific tasks you have to address based on the above information:
1. Design a conceptual database schema (aka Entity-Relationship Diagram) for Dane County Airport
according to the above information needs. Try to use simple attribute types whenever possible. In case
of a complex attribute type, you can model this as an entity type. Be sure to indicate primary key
attributes for each entity type! For each relationship type, clearly specify the semantics of a relationship
type using the (min,max) notation. Make only use of the modeling concepts discussed in DBM380
(e.g., don't use weak entity types). Also, you don't have to specify the data types for the attributes.
2. Identify (reasonable) constraints that you are unable to capture using the ER modeling constructs. State
them in natural language (plain English). For each constraint, give a brief explanation why you need the
constraint and why you cannot express it in the ER schema, e.g., using cardinalities etc.
3. Identify all the tables you can derive from your ER diagram. For each table, list all attributes. For which
relationship type(s) don’t you don't need a table?
4. The FAA passes a regulation that tests on a plane must be conducted by a technician who is an expert
on that model. How would you express this constraint in the ER diagram? If you cannot express it,
explain briefly.
5.
Based on the problem statement, your learning team can design data entry screens and reports,
so as to build a basic Access application to support this business function. Details of this requirement
will be discussed in class.
Grading for Written Work
50% Content/Development



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


All key elements of the assignment are covered in a substantive way
Content is comprehensive, accurate, and/or persuasive
Major points are stated clearly, are supported by specific details, examples, or analysis and are
organized clearly
Where appropriate, the paper supports major points with theory relevant to development of the ideas,
and uses the vocabulary of the theory correctly
There is integration of theory and practice whereby the writer is able to link theories to practical
experience
Research is adequate and timely for the topic
The context and purpose of the writing is clear
20% Organization

The structure of the paper is clear and easy to follow






The paper’s organization emphasizes the central theme or purpose and is directed
Paragraph transitions are present and logical, and maintain the flow of thought throughout the paper
The conclusion is logical and flows from the body of the paper
The conclusion reviews the major points toward the appropriate audience
Ideas flow in a logical sequence
The introduction provides sufficient background on the topic and previews major points
10% Format






The paper, including citations and the reference page, follows designated guidelines for format
The paper is laid out effectively and uses reader-friendly aids (e.g., sections, summaries, tables of
contents, indices, appendices, etc.) when appropriate
The paper utilizes references appropriately
Headings, the use of italics, etc., aid the readability of the paper and are not overdone
The paper is neat, with attention given to format requirements
Original work
10% Grammar/Punctuation/Spelling


Rules of grammar, usage, and punctuation are followed
Spelling is correct
10% Readability/Style



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Sentences are complete, clear and concise
Sentences are well-constructed with consistently strong, varied structure
Sentence transitions are present and maintain the flow of thought
Words used are precise and unambiguous
The tone is appropriate to the content and assignment
Grading for Oral Presentations
20% Organization and Structure



Presentation is well-organized, clear, and effectively structured
If this is a team presentation, it is integrated rather than a disjointed series of individual presentations
Topic is researched adequately
10% Effective Use of Visual Aids


Visual aids are clear and effective
Visual aids contribute to a focused and integrated presentation
50% Content of Presentation


Content of presentation clearly follows the written paper on which it is based (if applicable)
The topic is relevant and addresses the specifications of the assignment

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The content presented is comprehensive, accurate and believable
Key points are noted and presented logically
10% Style, Presentation, and Appearance
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Dress and grooming are professional and appropriate for the setting
Non-verbal gestures are appropriate to the purpose of the presentation and flow of ideas
Confidence and knowledge of content are evident
Audience is engaged, when appropriate, in a professional manner
Delivery time is used well-presentation is not rushed
Speaker adheres to the time limit
10% Questions and Comments


Audience feedback is solicited
Audience questions are effectively addressed and correctly answered