Secondary Curriculum 2A IPT

Assignment Two

Rees Wilson
18563476
Table of Contents

Items:
Item 1: Pre Lesson ........................................................................................................................ 2
Information System Diagram .......................................................................................................... 5
Online Comparative Study............................................................................................................ 6
Item 3.1 - Post Lesson 1 ................................................................................................................ 9
Telephone Book Photo.................................................................................................................. 12
School Enrolment Part A ............................................................................................................... 13
Item 3.2 - Post Lesson 2 .............................................................................................................. 14
Data List ........................................................................................................................................ 17
ER Diagram .................................................................................................................................... 18
Item 4 Justification .................................................................................................................. 19
References ........................................................................................................................................ 22

Appendices:
Appendix A: Scope and Sequence ............................................................................................... 23
Appendix B: Concept Map .......................................................................................................... 24
Appendix C: Assessment Items ................................................................................................... 25
Appendix C.1: Assessment Handbook .............................................................................................. 25
Appendix C.2: Assessment Task ........................................................................................................ 26
Relational Database Project .......................................................................................................... 26
Marking Guidelines ....................................................................................................................... 27
Appendix D: Unit Outline ........................................................................................................... 28
Appendix E: Relational Table ...................................................................................................... 37

IPT Assessment 2 18563476 1/44

Item 1: Pre Lesson
Topic Area: Todays Software
Environment
Lesson Time: Week 1, Lesson 2
Time: 1hr
Stage of Learner: 6
Location Booked: N/A
Total Number of Students: 24
Syllabus Pages: 32
Lesson Number: 1
Printing/Preparation:
- Information System
Diagrams

Students learn about Students learn to

information systems
the characteristics of an information system,
namely:
- the organisation of data into information
- the analysing of information to give
knowledge
Outcomes
H2.1 analyses and describes a system in terms of
the information processes involved
CCPs & GCs
Critical and creative thinking, Personal and social
capability, Work and enterprise
represent an information system using a
systems representation tool
identify the purpose, information processes,
information technology and participants
within a given system
Assessment
Student instructions and exit ticket activities.
Subject specific skills
Identify different elements of an information
system.

Quality Teaching Element Indicators of presence in lesson

Explicit Quality Criteria
Metalanguage
Background Knowledge
Clear modelling of how to fill in the Information System Diagram
through scaffolded tasks.
In creating instructions, students explain the metalanguage of the
Information System Diagram.
Topics for Information System Diagram include everyday examples.

IPT Assessment 2 18563476 2/44


Time Teaching and Learning Actions
Intro Think-Pair-Share ("Think-Pair-
Share", 2016)
5 mins
Individually, then in pairs and
finally as a class, students consider
the question
What examples of data being
organised and analysed can you
think of in your life?
Body Class use of Diagram
10 mins As a class, fill in an Information
System Diagram for a Hospital
Patient Database.
This will prepare students for the
following activity which is less
guided.
20 - 25 Group Diagram Activity
mins
In groups of 3, students choose an
information system to diagram.
Sample Options include:
- Library Database
- Street Directory
- Restaurant Menu
5 - 10 mins Reflective Class Discussion
As a class, go through each box of
the diagram, sharing from each
group what things were put there,
and giving ideas.
IPT Assessment 2 18563476
Centred
Organisation
T/S
Teacher: Instruct students, guide S
class discussion.
Students: Participate
Resources: None
Teacher: Give students the T
Information System Diagram. Walk
through each step, asking students
for ideas to put in each.
Students: Listen and give
suggestions.
Resources: Information System
Diagram (to display on board)
Teacher: Facilitate, and provide S
help where needed.
Students: Fill in their diagrams.
Resources: Information System
Diagrams (for students to fill in)
Teacher: Guide discussion T
Students: Share answers
Resources: None
3/44
 Centred
Time Teaching and Learning Actions Organisation
T/S
10 mins Create Instructions Teacher: Facilitate S

Again in their groups of three, Students: Create the instructions

students must write a definition of
what goes in each box of the Resources: None
Information System Diagram, so
that other people filling it in could
do so without help.
Conclusion Exit Ticket (Exit Ticket, 2016) Teacher: Instruct students S

5 mins Students write down one thing Students: Reflect and share, hand
they learnt in this lesson. to teacher.

Resources: Paper and pens

References:

Exit Ticket. (2016). The Teacher Toolkit. Retrieved 12 April 2017, from
http://www.theteachertoolkit.com/index.php/tool/exit-ticket

Think-Pair-Share. (2016). The Teacher Toolkit. Retrieved 12 April 2017, from

http://www.theteachertoolkit.com/index.php/tool/think-pair-share

Lesson Resources:

- Information System Diagrams

IPT Assessment 2 18563476 4/44

 Information System Diagram

Users: Environment

INFORMATION SYSTEM:

Purpose:

Information Processes:

Participants: Data/Information: Information

Technology:

IPT Assessment 2 18563476 5/44

Online Comparative Study
The Online Comparative study can be found at http://iptproj2.weebly.com/ . Below are screenshots
of each page found in the study.

IPT Assessment 2 18563476 6/44

IPT Assessment 2 18563476 7/44
IPT Assessment 2 18563476 8/44
Item 3.1 - Post Lesson 1

Topic Area: Non-computer Stage of Learner: 6 Syllabus Pages: 32,33

databases
Lesson Time: Week 2, Lesson 1 Location Booked: N/A Lesson Number: 1
Time: 1hr Total Number of Students: 24 Printing/Preparation:
- Phone Book Photo
- School Enrolment Part A

Students learn about Students learn to

organisation choose between a computer based or non-
non-computer methods of organising computer based method to organise data,
including: given a particular set of circumstances.
telephone books
computer based methods of organising,
including:
flat-file systems
the logical organisation of flat-file databases,
including:
files
records
fields, key fields
characters
the advantages and disadvantages of
computer based and non-computer based
organisation methods
Outcomes Assessment
H3.1 evaluates and discusses the effect of Diagram of learning at end of lesson.
information systems on the individual, society
and the environment
CCPs & GCs Subject specific skills
Personal and social capability, Critical and Students learn to be critical about the place of
creative thinking, Ethical understanding, Literacy computer systems in society.

Quality Teaching Element Indicators of presence in lesson

Background Knowledge In creating arguments for debate, students draw on their life
experience.
Social Support Students work as a group to come up with arguments for the debate.
Higher Order Thinking Students must be critical about the concepts in the debate.

IPT Assessment 2 18563476 9/44


Time Teaching and Learning Actions
Intro Examine Phone Book
5 mins Students are given a photo of a
page from the White Pages and
must identify the data types, and
determine what is found on it.
Body Class Flat-File System
5 - 10 mins Teacher introduces the flat-file
system of designing a database,
using the School Enrolment
registration from the online lesson
as stimulus.
Only using Part A, creating a
diagram representing a possible
table implementation as a class.
Also create a few sample students
to examine how data would be
entered.
5 mins Individual Flat-File System
Using the Phone Book Photo from
the first activity in this lesson,
students create a diagram of an
equivalent flat-file system
representation of the phone book.
20-25 mins Class debate (Planning)
Class is split in to 2 groups, which
each need to make points for and
against the topic:
A non-computer organisation
method is better than a computer-
based one for a phone book.
IPT Assessment 2 18563476
Centred
Organisation
T/S
Teacher: Lead discussion following S
individual thinking.
Students: Identify data types and
names on a piece of paper.
Resources: Phone Book Photo
Teacher: Guide students through T
process, explaining how a flat-file
system works.
Students: Participate in class
discussion.
Resources: School Enrolment Part
A
Teacher: Give instructions S
Students: Create diagram
Resources: Phone Book Photo
Teacher: Split groups, give topic S
out.
Students: Come up with
arguments for and against.
Resources: None
10/44
 Centred
Time Teaching and Learning Actions Organisation
T/S
In this stage, the groups must
determine the key points that they
will argue for their side.
Spokespersons are also decided
upon.
10 mins Class debate (debating) Teacher: Facilitate S

In this stage, 3 people from each Students: Debate points

team are given 1 minute to make
their points and rebut previous Resources: None
points by the opposing team.
5 mins Class debate (debrief) Teacher: Guide discussion T

Here, the debate is debriefed as a Students: Share thoughts

whole class, and the points raised
are able to be further discussed as Resources: None
a class.

Also, any group issues that need to

be addressed as a class can be
now, in order to improve this
activity in the future.
Conclusion Diagram of learning Teacher: Facilitate, see student S
diagrams
5 mins Students are instructed to draw a
diagram of the key points from this Students: Reflect
lesson. They may structure this
however they wish, but the Resources: Paper, pens.
suggestion of two boxes for
benefits of computer and non-
computer based organising is to be
given to help.

References:

None

Lesson Resources:

- Phone Book Photo

- School Enrolment Part A

IPT Assessment 2 18563476 11/44

 Telephone Book Photo

Picture from https://www.bitterwallet.com/media/images/2010/04/Picture-19.jpg

IPT Assessment 2 18563476 12/44

 School Enrolment Part A

This is Part A of the Application to enrol in a NSW Government School Form as found at
http://www.schools.nsw.edu.au/gotoschool/enrolment/enrolment-form.php.

IPT Assessment 2 18563476 13/44

Item 3.2 - Post Lesson 2

Topic Area: Relational Stage of Learner: 6 Syllabus Pages: 32,33

Databases
Lesson Time: Week 2, Lesson 2 Location Booked: N/A Lesson Number: 1
Time: 1hr Total Number of Students: 24 Printing/Preparation:
- Data List
- ER Diagram

Students learn about Students learn to

organisation represent an existing relational database in
the logical organisation of relational a schematic diagram
databases, including: choose and justify the most appropriate
schemas as consisting of: type of database, flat-file or relational, to
- entities organise a given set of data
- attributes describe the similarities and differences
- relationships between flat-file and relational databases
one to one
one to many
many to many
tables as the implementation of entities
consisting of:
- attributes
- records
linking tables using primary and foreign
keys
user views for different purposes
Outcomes Assessment
H1.1 applies and explains an understanding of Point of Most Significance, as well as the
the nature and function of information diagrams students design
technologies to a specific practical situation
CCPs & GCs Subject specific skills
Personal and social capability, Information, and Ability to graph database representations.
communication technology capability

Quality Teaching Element Indicators of presence in lesson

Explicit Quality Criteria
Deep Knowledge
Problematic Knowledge
Learning activities are scaffolded, so that class instruction proceeds
individual/group activity.
Students gain a deep knowledge of graphing databases, as well as
relationships in databases.
Discussion of types of relationships highlights misunderstandings.

IPT Assessment 2 18563476 14/44

 Centred
Time Teaching and Learning Actions Organisation
T/S
Intro Construct Data Entries Teacher: Facilitate S

10 mins Students are given a list of Students: Work individually on

information they must create a flat creating system and entries.
file system table for, and then also
create the data for each entry. Resources: Data List

This is then discussed as a class.

Body Convert to Schematic Diagram Teacher: Guide discussion and T
conversion to relational schema.
10 mins Class discussion about the issue of
people in the current system Students: Participate in discussion.
changing name, then multiple
entries must be changed. Resources: Whiteboard.
Introduce idea of redundant
information.

Following this, as a class, convert

the flat-file system into a relational
table system.

Discuss the need for primary keys

and foreign keys.
15-20 mins Group Relational Table Design Teacher: Walk around room S
offering help where needed.
In groups of 4, using a shared
Google Sheets Doc, students must Students: Create relational table.
create a schema for a family tree
database. They are then to write Resources: Computers.
entries for each of their immediate
families, and if time permits, their
extended families each. There
must be entries for each member,
including information such as age,
name, occupation, etc.

IPT Assessment 2 18563476 15/44

 Centred
Time Teaching and Learning Actions Organisation
T/S
5-10 mins Create ER Diagram Teacher: Lead students through T
the process.
As a class, create an ER Diagram
which relates to the first schematic Students: Create the diagram
diagram made. Explain the use of themselves.
this method of diagramming in
designing a database. Resources: Whiteboard

10 mins Individual ER to Relational Teacher: Give instructions S

Schema
Students: Convert diagram
Using the ER diagram provided,
students are to convert it to a Resources: ER Diagram
relational schema diagram.
5-10 mins Discuss different relationship Teacher: Facilitate and guide S/T
representations discussion

In groups, students discuss how to Students: Discuss and share

represent one-to-one, one-to- thoughts
many and many-to-many
relationships in both ER and Resources: None
Relational Schema Diagrams.

Discuss as a class.
Conclusion Point of Most Significance Teacher: Facilitate, collect answers S
5 mins
Students write down the piece of Students: Write answers
information which was most
important to them from this Resources: Paper, pens.
lesson.

References:

None

Lesson Resources:

- Data List
- ER Diagram

IPT Assessment 2 18563476 16/44

 Data List
Design a Flat-File System which could store the following data in one table. Then write out the data
entries in that table.

1. Andrew Fewchuk owns a blue Ford Laser with the number plate 111-2F4
2. Andrew Fewchuk also owns a green Mazda 3 with the number plate HF3-38S
3. Jacinda Cantlay owns a black Aston Martin MGB with the number plate 74H-d84
4. Tom Lingley owns an orange BMW M3 Sedan with the number plate 7H5-349
5. Tom Lingley also owns a pink Renault Scenic with the number plate 57G-84S
6. Tom Lingley also owns a red Bugatti Veyron with the number plate YR7-4U8

IPT Assessment 2 18563476 17/44

 ER Diagram
Create a Schematic Diagram to represent this Entity Relationship Diagram.

IPT Assessment 2 18563476 18/44

Item 4 Justification
To increase student achievement and motivation in IPT, it is important that effective learning

opportunities are presented to them. Following are the justifications for decisions made in the

designing of an online comparative study, as well as a lesson which prepares students for it and two

which follow and expand on the learning it provides. Decisions were made to ensure that the

learning is relevant to student experiences outside of the schooling environment as well as to

incorporate collaborative learning. These, among other decisions, provide effective learning

opportunities for students.

Before the lessons and online study were created, the course content was organised in a Scope and

Sequence and Unit Outline. The Unit focused on provides students with their first experience of the

HSC IPT course, and as such it aims first to generate student interest in interacting with data by

examining a collection of case studies (Lee, Lee & Hwang, 2015). The lessons and online study were

taken from the content to be taught in the initial lessons of the HSC course. The SQL language is

introduced in the first unit, after student interest in the subject has been generated by the use of the

case studies, and this language is used heavily in the assessment and following units. SQL was

chosen as it is required that students know SQL commands for the HSC (BOSTES, 2009).

As todays world provides a school environment where students are technologically literate, and as

modern research suggests that the inclusion of technology in the classroom improves student

outcomes, an online comparative study was created to enhance student learning. There has long

been much discussion about the effectiveness of technology in the classroom, with some research

finding that technology can be implemented poorly and have little effect on student learning

(Cavanaugh, Dawson & Ritzhaupt, 2011), and other, more recent research finding that the use of

technology increases the achievement of students (Bai, Mo, Zhang, Boswell & Rozelle, 2016; Szeto &

Cheng, 2014). However, as most current research suggests that the use of technology improves

student test scores (Bai, et.al., 2016) and can have a positive effect on motivation and engagement

IPT Assessment 2 18563476 19/44

(Cavanaugh, et.al., 2011), this has been included in the lesson package in the form of an online

comparative study.

To ensure that the online comparative study has a positive effect on student learning, a series of

decisions were made to improve its educational potential. The first of these decisions was to use

real-world forms as the stimulus throughout the study. This draws on the benefit to engagement

gained when learning is related to experiences found outside of the classroom (Lee, et.al, 2015).

Furthermore, it was decided that Microsoft Excel should be used in the study as it is a software

which is widely used across a range of disciplines (Gordon, 2016) and therefore relevant outside of

this subject, as well as the need for student teachers to include technology other than simply the

Internet (Smarkola, 2008). Another step taken to ensure that the online study would be beneficial to

students was to focus on creating a clear, modern layout. As the effectiveness of e-learning is most

greatly impacted by students initial perception of the site (Sun, Tsai, Finger, Chen & Yeh, 2008), the

website where the comparative study takes place has minimal text on each page, and splits the

content into manageable and clear sections. Diagrams are also used to improve the layout of the

pages. Finally, an online discussion board was used in the study to benefit from the increased

potential that technology gives to encourage student collaboration (Bose, 2010; Lim & Chai, 2008)

The online comparative study has been carefully situated between lessons which prepare students

for it and enable them to further expand the learning gained through it. Firstly, the Pre-Lesson has

students begin to think about the different elements involved in Information Systems. This allows

their exploration of the data itself to be situated in the big picture of their learning. Furthermore, the

two lessons which follow the online study provide students with an opportunity to further expand

the understanding of the relationship between paper forms and computer-based tables. In the first

Post Lesson, students are introduced to a Flat-File Database Representation (BOSETES, 2009)

through the lens of one of the paper forms they examined in the online study. The second Post

Lesson then builds on the understanding of a Flat-File Database and introduces Relational

IPT Assessment 2 18563476 20/44

Databases. As such, the Online Comparative Study is prepared for and then used to continue student

learning after.

Furthermore, the lessons which surround the online study were designed specifically to maximise

student learning through a range of elements. Firstly, each lesson makes the use of formative

assessment. This allows the teacher to gain an understanding of where students are at to be able to

effectively adjust the learning activities performed in the lesson (Keeley & Tobey, 2011).

Furthermore, each lesson clearly models and scaffolds the designing of tables and graphs, with class

instruction, followed by group and individual activities. This is done to improve student performance

(Frank, Simper & Kaupp, 2017). As with the online study, the content for the lessons attempts to

relate to students experiences outside of school, using photos of the White Pages (Lee, et.al., 2015).

Also, the use of a class debate in one of the lessons, as well as groupwork in each of the others

attempts to draw on the benefits gained in the use of Social Learning Theory (Jacobi, Toledo &

Grandisoli, 2016) in the classroom. It should also be noted that an Interactive Whiteboard was not

used in the lessons. This was done as research has found that Interactive Whiteboards have limited

impact on student learning when they are not implemented correctly, by using applications

specifically designed for the content (Armstrong, Barnes, Sutherland, Curran, Mills & Thomspon,

2005). This decision was made in this instance, but if suitable applications had existed, the use of an

Interactive Whiteboard would be another option for improving student engagement (Kennewell &

Beauchamp, 2007) and motivation (Higgins, Beauchamp & Miller, 2007).

As such, the lessons presented here, as well as the online comparative study, all provide students

with the opportunity to not only develop an understanding of the required knowledge, but also

provide opportunities to develop an interest in the subject. This is done through the use of

collaboration, activities which are relevant to life outside of school and many other decisions made

to improve the learning.

IPT Assessment 2 18563476 21/44

References
Armstrong, V., Barnes, S., Sutherland, R., Curran, S., Mills, S., & Thompson, I. (2005). Collaborative
research methodology for investigating teaching and learning: the use of interactive
whiteboard technology. Educational review, 57(4), 457-469.

Bai, Y., Mo, D., Zhang, L., Boswell, M., & Rozelle, S. (2016). The impact of integrating ICT with
teaching: Evidence from a randomized controlled trial in rural schools in China. Computers &
Education, 96, 1-14.

Bose, S. (2010). Learning Collaboratively with Web 2.0 Technologies: Putting into Action Social
Constructivism. Online Submission.

BOSTES. (2009). IPT Stage 6 Syllabus. BOSTES.

Cavanaugh, C., Dawson, K., & Ritzhaupt, A. (2011). An evaluation of the conditions, processes, and
consequences of laptop computing in K-12 classrooms. Journal of Educational Computing
Research, 45(3), 359-378.

Frank, B., Simper, N., & Kaupp, J. (2017). Formative feedback and scaffolding for developing complex
problem solving and modelling outcomes. European Journal of Engineering Education, 1-17.

Gordon, S. P. (2016). Functioning in Excel. Mathematics and Computer Education, 50(2), 86.

Higgins, S., Beauchamp, G., & Miller, D. (2007). Reviewing the literature on interactive
whiteboards. Learning, Media and technology, 32(3), 213-225.

Jacobi, P. R., Toledo, R. F., & Grandisoli, E. (2016). Education, sustainability and social
learning. Brazilian Journal of Science and Technology, 3(1), 3.

Keeley, P., & Tobey, C. R. (2011). Mathematics Formative Assessment, Volume 1: 75 Practical
Strategies for Linking Assessment, Instruction, and Learning. Corwin Press.

Kennewell, S., & Beauchamp, G. (2007). The features of interactive whiteboards and their influence
on learning. Learning, Media and Technology, 32(3), 227-241.

Lee, Y., Lee, J., & Hwang, Y. (2015). Relating motivation to information and communication
technology acceptance: Self-determination theory perspective. Computers In Human
Behavior, 51, 418-428.

Lim, C. P., & Chai, C. S. (2008). Teachers pedagogical beliefs and their planning and conduct of
computermediated classroom lessons. British Journal of Educational Technology, 39(5), 807-
828.

Smarkola, C. (2008). Efficacy of a planned behavior model: Beliefs that contribute to computer usage
intentions of student teachers and experienced teachers. Computers in Human
Behavior, 24(3), 1196-1215.

Sun, P. C., Tsai, R. J., Finger, G., Chen, Y. Y., & Yeh, D. (2008). What drives a successful e-Learning? An
empirical investigation of the critical factors influencing learner satisfaction. Computers &
education, 50(4), 1183-1202.

Szeto, E., & Cheng, A. Y. N. (2014). Exploring the usage of ICT and YouTube for teaching: A study of
pre-service teachers in Hong Kong. The Asia-Pacific Education Researcher, 23(1), 53-59.

IPT Assessment 2 18563476 22/44

Appendix A: Scope and Sequence

Term 4 Term 1 Term 2 Term 3

Databases in SQL Databases and the Internet Large Information Systems Sharing Information
Topic
12 weeks 12 weeks 8 weeks 8 weeks
Students are introduced to creating Students examine the use of Students look at how large- Students examine how
databases using SQL. They revisit databases on the internet and scale databases are designed information is shared from
concepts of project management other multimedia systems. They and implemented. There is databases. There is a focus on
Description and create a database in a group. work in groups to create a an emphasis on storing and communication systems and
website which heavily draws on accessing data and real how they work.
a database. world examples of
databases.
techniques for managing a characteristics of information systems characteristics of
project multimedia systems database information communication systems
understanding the problem examples of multimedia systems examples of
planning systems organisation communication systems
designing displaying in multimedia storage and retrieval transmitting and receiving
implementing systems other information in communication systems
Syllabus
testing, evaluating and other information processes processes for database other information
Outcomes
maintaining in multimedia systems information systems processes in
issues related to multimedia issues related to communication systems
systems information systems and managing communication
databases systems
issues related to
communication systems

IPT Assessment 2 18563476 23/44

Appendix B:
Concept Map

IPT Assessment 2 18563476 24/44

Appendix C: Assessment Items
Appendix C.1: Assessment Handbook
Course Components Syllabus Weightings Task 1 Task 2 Task 3 Task 4
Group Database Task Database Portfolio Relational Database Trial Exam
Term 4, Week 2 Term 1, Week 4 Term 2, Week 10 Term 3, Week 8
Project Management 20% 10% 5% 0% 5%
Information Systems
20% 0% 0% 10% 10%
and Databases
Communication
20% 0% 0% 0% 20%
Systems
Option Strand
40% 10% 15% 5% 10%
(Multimedia)
Total 100% 20% 20% 15% 35%
Outcomes H1.1, H1.2, H2.1, H3.2, H1.1, H1.2, H2.1, H2.2,
H1.1, H2.2, H3.2, H5.1, H1.1, H1.2, H2.1, H2.2,
H5.1, H5.2, H6.1, H6.2, H3.1, H3.2, H4.1, H5.2,
H6.1, H6.2 H3.2, H4.1, H6.1, H6.2
H7.1, H7.2 H6.1, H6.2

IPT Assessment 2 18563476 25/44

Appendix C.2: Assessment Task
Relational Database Project
Date Due: Thursday 29th June Assessment Name: Weighting: 15%

Syllabus Outcomes to be Assessed:

H2.1 analyses and describes a system in terms of the information processes involved
develops and explains solutions for an identified need which address all of the information
H2.2
processes
H6.1 analyses situations, identifies needs, proposes and then develops solutions

Task Description
In this task you will create an SQL Database and write a series of SQL queries which retrieve
important information. There are two choices of database with different requirements each. For
each option, you must submit both a schematic diagram of your database, as well as the database
itself.

To get full marks, your database must store more than the bare minimum of information. Your
queries should be included in your database as functions, named something like querie_1 (x).

Option 1 - A Railway System Database

Here you will create your own railway system or base it on an existing railway. Your database
must store information on at least 30 stations, with connections between them and a collection of
20 trains with daily schedules.

You must also write a collection of queries which return the following information. These queries
must not be hard coded to return the expected answer (eg, return 1) but must actually interact
with your database to return the answer:
1. The names of all stations in alphabetical order
2. The total number of trains that pass a station of your choice daily
3. A command to return the id of the next train which will arrive at station s after time t.
4. An alphabetical list of stations passed in a day by train t.
5. The total amount of passengers which can board a train t.

Option 2 A Library Management System

In this option, you will create a database management system for a library. You must populate it
with at least 60 books and 20 customers. Some books must be on loan, and some customers must
currently have more than one book on loan. There must also be at least 5 genres which books are
sorted in to.

You will need to write a collection of queries which return the following information. Again, these
must not be hard coded.
1. A list of all books available to be loaned.
2. A list of all borrowers who are currently loaning more than 2 books, in alphabetical order.
3. The number of books written by author a.
4. A list of all books with String s making part of the title or authors name.
5. A list of genres, ordered by numbers of books.

IPT Assessment 2 18563476 26/44

 Submission Instructions
Use the command pg_dump to save a copy of your database. Place this in a text file and submit it
to assessment submission section of the class webpage.

Also submit your schematic diagram as an image in the assessments section.

Marking Guidelines
Guideline Mark
- Creates a schematic diagram which correctly caters to all requirements and
includes additional, relevant information. (H2.1)
- Implements a database which mirrors the design depicted in the schematic 14-15
diagram (H2.2)
- All queries work exactly as expected. (H6.1)
- Develops a schematic diagram which includes all required information. (H2.1)
- Implements a database which mirrors the schematic diagram almost completely
10-13
(H2.2)
- Writes queries which almost all work as expected (H6.1)
- Creates a schematic diagram which includes most of the required information
(H2.1)
8-10
- Database reflects elements of the schematic diagram. (H2.2)
- At least 3 queries work as expected (H6.1)
- Schematic diagram has some relevant information on it (H2.1)
- Database poorly follows schematic diagram (H2.2) 5-7
- At least 2 queries work as expected (H6.1)
- Schematic diagram contains incorrect information (H2.1)
- Database does not follow schematic diagram (H2.2) 0-5
- No queries exist or return the expected information (H6.1)

IPT Assessment 2 18563476 27/44

Appendix D: Unit Outline
Lesson Students Learn About Students Learn To Learning Activities
1 information systems identify the type and purpose of a given
the characteristics of an information system, information system
namely:
the organisation of data into information
the analysing of information to give knowledge
the different types of and purposes for information
systems, including systems used to:
process transactions
provide users with information about an
organisation
help decision-making
manage information used within an
organisation
2 information systems represent an information system using a systems Play with a Database
the characteristics of an information system, representation tool Modelling tool.
namely: identify the purpose, information processes,
the organisation of data into information information technology and participants within a Compare bunch of
the analysing of information to give knowledge given system information without
organisation represent diagrammatically the flow of information names. Eg
computer based methods of organising, including: within an information system 11111 hello 100110101
database management systems Without names is just
data not information

IPT Assessment 2 18563476 28/44

 Lesson Students Learn About
3 database information systems
school databases holding information on teachers,
subjects, classrooms and students
the Roads and Traffic Authority holding information
on automobiles and holders of drivers licences
video stores holding information on borrowers and
videos
Students Learn To Learning Activities
identify participants, data/information and ONLINE TASK
information technology for the given examples of
database information systems
describe the relationships between participants,
data/information and information technology for
the given examples of database information
systems

4 organisation choose between a computer based or non-

Computer non-computer methods of organising including: computer based method to organise data, given a
and non telephone books particular set of circumstances
computer card based applications
computer based methods of organising, including:
flat-file systems
database management systems
hypermedia
the advantages and disadvantages of computer
based and non-computer based organisation
methods

IPT Assessment 2 18563476 29/44

 Lesson Students Learn About Students Learn To Learning Activities
5 organisation represent an existing relational database in a
Logical or the logical organisation of flat-file databases, schematic diagram
Relational including: choose and justify the most appropriate type of
DB files database, flat-file or relational, to organise a given
records set of data
fields, key fields describe the similarities and differences between
characters flat-file and relational databases
the logical organisation of relational databases,
including:
schemas as consisting of:
- entities
- attributes
- relationships
one to one
one to many
many to many
tables as the implementation of entities consisting of:
- attributes
- records
linking tables using primary and foreign keys
user views for different purposes

IPT Assessment 2 18563476 30/44

 Lesson Students Learn About Students Learn To Learning Activities
6 organisation identify situations where one type of database is
data modelling tools for organising databases, more appropriate than another
including: represent an existing relational database in a
data dictionaries to describe the characteristics of data schematic diagram
including: create a schematic diagram for a scenario where
- field name the data is to be organised into a relational
- data type database
- data format create documentation, including data modelling, to
- field size indicate how a relational database has been used
- description to organise data
- example
schematic diagrams that show the relationships
between entities
normalising data to reduce data redundancy

7 organisation create a simple relational database from a

computer based methods of organising, including: schematic diagram and data dictionary
hypermedia modify an existing schema to meet a change in user
the logical organisation of hypermedia, including: requirements
nodes and links populate a relational database with data
uniform resource locators demonstrate an awareness of issues of privacy,
metadata such as HTML tags security and accuracy in handling data

IPT Assessment 2 18563476 31/44

 Lesson Students Learn About Students Learn To Learning Activities
8 organisation create a data dictionary for a given set of data
tools for organising hypermedia, including: compare and contrast hypermedia and databases
storyboards to represent data organised using for organising data
hyperlinks design and develop a storyboard to represent a set
software that allows text, graphics and sounds to be of data items and links between them
hyperlinked construct a hypertext document from a storyboard
use software that links data, such as:
HTML editors
web page creation software

9 organisation represent an existing relational database in a Work On Assignment

the logical organisation of relational databases, schematic diagram
including:
schemas as consisting of:
- entities
- attributes
- relationships
one to one
one to many
many to many
tables as the implementation of entities consisting of:
- attributes
- records
linking tables using primary and foreign keys
user views for different purposes
10 storage and retrieval summarise, extrapolate and report on data
database management systems (DBMS) including: retrieved from the Internet
the role of a DBMS in handling access to a database describe the principles of the operation of a search
the independence of data from the DBMS engine

IPT Assessment 2 18563476 32/44

 Lesson Students Learn About Students Learn To Learning Activities
11 storage and retrieval search a database using relational and logical
direct and sequential access of data operators
output sorted data from a database
generate reports from a database
12 storage and retrieval output sorted data from a database
on-line and off-line storage generate reports from a database
centralised and distributed databases
storage media including:
hard discs
CD-ROMs
cartridge and tape
13 storage and retrieval summarise, extrapolate and report on data
encryption and decryption retrieved from the Internet
backup and security procedures use search engines to locate data on the World
Wide Web
14 storage and retrieval output sorted data from a database
tools for database storage and retrieval, including: generate reports from a database
extracting relevant information through searching and construct an SQL query to select data from a given
sorting a database database, matching given criteria
15 selecting data from a relational database using Query calculate the storage requirements for a given
by Example (QBE) and Structured Query Languages number of records (given a data dictionary for a
(SQL) commands, including: database)
- select
- from
- where
- order by

IPT Assessment 2 18563476 33/44

 Lesson Students Learn About Students Learn To Learning Activities
16 storage and retrieval summarise, extrapolate and report on data
tools for hypermedia search and retrieval, retrieved from the Internet
including: use search engines to locate data on the World
free text searching Wide Web
operation of a search engine describe the principles of the operation of a search
- indexing and search robots engine
- metadata
reporting on data found in hypermedia systems
17 other information processes for database information design and create screens for interacting with
systems selected parts of a database and justify their
displaying appropriateness
reporting on relevant information held in a database design and generate reports from a database

18 other information processes for database information design and create screens for interacting with
systems selected parts of a database and justify their
displaying appropriateness
constructing different views of a database for different design and generate reports from a database
purposes
19 issues related to information systems and databases identify and apply issues of ownership, accuracy,
acknowledgment of data sources data quality, security and privacy of information,
the Freedom of Information Act data matching
privacy principles discuss issues of access to and control of
information
20 issues related to information systems and databases identify and apply issues of ownership, accuracy,
quality of data data quality, security and privacy of information,
accuracy of data and the reliability of data sources data matching
access to data, ownership and control of data discuss issues of access to and control of
information

IPT Assessment 2 18563476 34/44

 Lesson Students Learn About Students Learn To Learning Activities
21 issues related to information systems and databases validate information retrieved from the Internet
data matching to cross link data across multiple
databases
current and emerging trends in the organisation,
processing, storage and retrieval of data, such as:
data warehousing and data mining
Online Analytical Processing (OLAP) and Online
Transaction Processing (OLTP)

22 issues related to information systems and databases discuss issues of access to and control of
current and emerging trends in the organisation, information
processing, storage and retrieval of data, such as:
data warehousing and data mining
Online Analytical Processing (OLAP) and Online
Transaction Processing (OLTP)

23 storage and retrieval output sorted data from a database Students work on
tools for database storage and retrieval, including: generate reports from a database Assignment
extracting relevant information through searching and construct an SQL query to select data from a given
sorting a database database, matching given criteria
selecting data from a relational database using Query calculate the storage requirements for a given
24 by Example (QBE) and Structured Query Languages number of records (given a data dictionary for a Assignment Due at end
(SQL) commands, including: database) of Lesson
- select
- from
- where
- order by

IPT Assessment 2 18563476 35/44

IPT Assessment 2 18563476 36/44
Appendix E: Relational Table
Question Students Learn About Students Learn To
2016. computer based methods of choose and
Q3 organising, including: justify the most
flat-file systems appropriate type
database management systems of database, flat-
hypermedia file or relational,
to organise a
given set of data

2016. issues related to information systems and identify and

Q4 databases apply issues of
the Freedom of Information Act ownership,
privacy principles accuracy, data
access to data, ownership and control quality, security
of data and privacy of
information, data
matching
discuss issues of
access to and
control of
information
2016. tools for hypermedia search and construct an SQL
Q12 retrieval, including: query to select
data from a given
database,
matching given
criteria

IPT Assessment 2 18563476 37/44

 Question Students Learn About Students Learn To
2016. data modelling tools for organising create a
Q23.b databases, including: schematic
schematic diagrams that show the diagram for a
relationships between entities scenario where
the data is to be
organised into a
relational
database

2016. tools for database storage and construct an SQL

Q23.c retrieval, including: query to select
extracting relevant information through data from a given
searching and sorting a database database,
selecting data from a relational database matching given
using Query by Example (QBE) and criteria
Structured Query Languages (SQL)
commands, including:
- select
- from
- where
- order by

IPT Assessment 2 18563476 38/44

 Question Students Learn About Students Learn To
2015. issues related to information systems and identify and
Q2 databases apply issues of
the Freedom of Information Act ownership,
privacy principles accuracy, data
access to data, ownership and control quality, security
of data and privacy of
information, data
matching
discuss issues of
access to and
control of
information
2015 storage and retrieval
Q16 centralised and distributed databases

IPT Assessment 2 18563476 39/44

 Question Students Learn About Students Learn To
2015 tools for database storage and construct an SQL
Q18 retrieval, including: query to select
extracting relevant information through data from a given
searching and sorting a database database,
selecting data from a relational database matching given
using Query by Example (QBE) and criteria
Structured Query Languages (SQL)
commands, including:
- select
- from
- where
- order by
2015 organisation
Q19 the logical organisation of relational
databases, including:
schemas as consisting of:
- relationships
one to one
one to many
many to many

IPT Assessment 2 18563476 40/44

 Question Students Learn About Students Learn To
2014 Storage and retrieval calculate the
Q5 tools for database storage and storage
retrieval, including: requirements for
a given number
of records (given
a data dictionary
for a database)

IPT Assessment 2 18563476 41/44

 Question Students Learn About Students Learn To
2014 Organisation describe the
Q20 the logical organisation of flat-file similarities and
databases, including: differences
files between flat-file
records and relational
fields, key fields databases
characters

IPT Assessment 2 18563476 42/44

 Question Students Learn About Students Learn To
2014 Storage and retrieval construct an SQL
Q23 b tools for database storage and query to select
retrieval, including: data from a given
selecting data from a relational database database,
using Query by Example (QBE) and matching given
Structured Query Languages (SQL) criteria
commands, including:
- select
- from
- where
- order by
2013 Organisation describe the
Q14 the logical organisation of relational relationships
databases, including: between
participants,
data/information
and information
technology for
the given
examples of
database
information
systems

IPT Assessment 2 18563476 43/44

 Question Students Learn About Students Learn To
2013 tools for database storage and construct an SQL
Q19 retrieval, including: query to select
extracting relevant information through data from a given
searching and sorting a database database,
selecting data from a relational database matching given
using Query by Example (QBE) and criteria
Structured Query Languages (SQL)
commands, including:
- select
- from
- where
- order by
2013 the logical organisation of relational create a
Q24 b databases, including: schematic
schemas as consisting of: diagram for a
- entities scenario where
- attributes the data is to be
- relationships organised into a
one to one relational
one to many database
many to many
tables as the implementation of entities
consisting of:
- attributes
- records
linking tables using primary and foreign
keys
user views for different purposes

IPT Assessment 2 18563476 44/44