Tài liệu Instructor Notes Module 3: Using a Conceptual Design for Data Requirements pdf

Instructor Notes Module 3: Using a Conceptual Design for Data Requirements Introduction This module provides students with a systematic method for beginning the design process by gath

Instructor Notes Module 3: Using a

Conceptual Design for Data

Requirements

Introduction

This module provides students with a systematic method for beginning the design process by gathering information and then turning that information into use cases and data requirements Both functional and nonfunctional data requirements are discussed, and students will learn to validate their work by tracing the requirements back to the original business needs

After completing this module, students will be able to:

! Describe the information investigation process

! Determine functional data requirements from use cases

! Identify nonfunctional requirements that will affect a solution’s design

Materials and Preparation

This section provides you with the materials and preparation needed to teach this module

Materials

To teach this module, you will need the following materials:

! Microsoft® PowerPoint® file P03_1609a.ppt

! Module 3, “Using a Conceptual Design for Data Requirements”

! Activity 3.1, “Identifying Data-Related Use Cases and Data Requirements”

! Activity 3.2, “Relating Data Requirements to Conceptual Design”

Preparation

To prepare for this module, you should:

! Read all materials for this module

! Complete the activities

! Refer to Course 1585, Gathering and Analyzing Business Requirements, for

further information on gathering business requirements

Presentation:

Activities:

30 Minutes

2 Instructor Notes Module 3: Using a Conceptual Design for Data Requirements

Activities

Activity 3.1: Identifying Data-Related Use Cases and Data Requirements

In this activity, students will determine data requirements, hidden data requirements, and nonfunctional data requirements for a set of given use cases This activity consists of three exercises that require the student to fill in a grid

Be sure to keep the class aware of the passage of time; otherwise, some students might spend so much time on one or two exercises that they will not be able to complete the entire activity Also try to allow some time for discussion after the activity

After completing this activity, students will be able to:

! Determine data requirements from use cases

! Determine what nonfunctional requirements will affect the solution’s conceptual design

1 Review the case study

2 Complete all three exercises Note that the answers given on the Student CD are at a fairly high level You might want to further clarify the data

requirements to prepare for possible answers from the students

Activity 3.2: Relating Data Requirements to Conceptual Design

In this activity, students will participate in an instructor-led discussion about conceptual design and data design

Ideally, this activity should be a fairly short class discussion Keep the discussion focused, but be sensitive to the opinions expressed They might reveal gaps in students’ understanding of the material you have just completed

Be sure the class understands the importance of validating data requirements After completing this activity, students will be able to:

• Discuss use cases, data requirements, and requirements validation as they relate to conceptual design for data systems

• Review the activity and anticipate possible responses from the students

Instructor Notes Module 3: Using a Conceptual Design for Data Requirements 3

Module Strategy

Use the following strategy to present this module:

! Investigation Process This section of the module provides an overview of the investigation process and how it forms the foundation for the development of data requirements The actual investigation process is thoroughly covered in

Course 1585: Gathering and Analyzing Business Requirements If students

in your class have already taken that course, this section will be a review for them For students who have not taken Course 1585, this material might contain new concepts

Be sensitive to the varying needs of your students as you teach this section

It is important that, by the end of this section, the entire class understand the basics of the requirements gathering process, especially the transformation

of gathered information into use cases

! Data Requirements

In this section, the work of defining data requirements begins The use cases from the previous section form the basis for determining data requirements, and students should be encouraged to discover not only obvious

requirements, but also requirements that might be difficult to identify Many students with database backgrounds will want to think and work in the physical data model Remind them that, at this point, the work is still in the conceptual phase

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