Course Title: Model preferred system solutions

Part B: Course Detail

Teaching Period: Term1 2012

Course Code: COSC6072C

Course Title: Model preferred system solutions

School: 650T TAFE Business

Campus: City Campus

Program: C5194 - Diploma of Information Technology (General)

Course Contact : Chandra Nannegari

Course Contact Phone: +61 3 9925 1657

Course Contact

Name and Contact Details of All Other Relevant Staff

Catherine Han Lin
Building 108-level 04
RMIT University
(w): 99251336


Joyce Liang
Building 108-level 04
Ph: 99255464

Nominal Hours: 30

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites


Course Description

This unit defines the competency required to fit a physical model into the design phase of the methodology.

If you are undertaking this course in Melbourne from semester 2, 2012 onward your class will be held in a device-equipped teaching space. Each student group will have access to a laptop. It is however recommended that you have access to a mobile computing device to allow greater flexibility in terms of where you can work on campus both in and outside class times.

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

ICAA5046B Model preferred system solutions


1. Review and confirm requirements information and existing models

Performance Criteria:

1.1. Review requirements information and clarify areas that are not understood
1.2. Identify organisational standards for developing models, and check the model development method for consistency with organisational goals
1.3. Identify assumptions and incorporate into modelling process
1.4. Identify goals and resolve into tasks required to be performed to obtain the goals
1.5. Define internal tasks needed to perform identified goals


2. Resolve conflicts and inconsistencies

Performance Criteria:

2.1. Identify missed opportunities arising from previous and current model development
2.2. Identify bottlenecks, overlooked functionalities and other issues and resolve with client input as required


3. Build and test model

Performance Criteria:

3.1. Develop model based on existing architecture
3.2. Document details of model according to agreed project or organisational standards
3.3. Develop model according to project deliverables and acceptance criteria and within a determined timeframe and project constraints
3.4. Test model against the test plan
3.5. Document test data to ensure test procedures accurately and thoroughly validate performance of model


4. Ensure that the model represents a workable solution

Performance Criteria:

4.1. Ensure a consensus view of key IT stakeholders is represented in the model
4.2. Ensure the model is checked by key IT stakeholders to confirm common understanding of the model and the proposed solution
4.3. Submit the model to appropriate person for sign-off

Learning Outcomes

Details of Learning Activities

Learning activities will include laboratory-based sessions on a variety of topics as shown in the weekly breakdown. Learning activities will generally consist of practical computer exercises based on teacher handouts. Students should attend all sessions.

Students will also be expected to undertake work on a small database project and other activities for homework.

Teaching Schedule

WeekWeek CommencingTopicsAssessment
16th Feb 2012

 Pre-training review:
Familiarisation with:
• Program
• Services/facilities
• Other students
• Teacher(s)
• Where to get support
• Student responsibilities
• Course requirements
• Course support documents
• Pre-reading
• Blackboard
• Overview of assessment requirements
• Grading
• Plagiarism
• Appeals
• Extensions
• Feedback
• Privacy
• Submission requirements
• Resubmission policy

Class Work:
• Course introduction & overview. Relational database concepts. Web forms

 Project teams & topics discussed
213th Feb 2012 Business requirements. Introduction to ERDs. 1:M relationships & foreign keys Teams finalised. Project specs available.
320th Feb 2012 More on ERDs. M:N relationships & bridging tablesClass Exercise (Task  1)
427th Feb 2012 Referential integrity. Data entry for 1:M and M:N relationships

 Assessment Task - 2

Project Proposal due (Task 2)

55th March 2012 Building up more complex ERDs 

12th March 2012

(Monday, Labour Day)

 ERDs & dependencies

Class Exercise (Task 1)

  Project Stage 1 due (Task 2) 

719th March 2012 Redundancy, dependencies & normalisation 
826th March 2012 More on normalisation Project Stage 2 due (Task 2)
92nd April 2012 Data dictionaries. Database design improvements 
                                                                                                                Mid semester break (5 April to 11 April)
99th April 2012 Data dictionaries. Database design improvements Class Exercise (Task 1)
1016th April 2012 Review of work to date. Class work on projectProject Stage 3 due (Task 2)
1123rd April 2012 Introduction to basic SQL including functions 
123oth April 2012 Two-table queries in SQL. Table aliasesClass Exercise (Task 1) &
 Project Stage 4 due (Task 2)
137th May 2012 Class work on project 
1414th May  2012

Revision for final Assessment Task – 3.

Final project work 

1521st May 2012Theory & Practical Test (Task 3) Theory & Practical Test (Task 3)
1628th May 2012 Course review. Assessment feedback 
174th June 2012 Re-submissions if required 

Learning Resources

Prescribed Texts

There is no prescribed textbook for this course.


A good introductory text suitable for this course is:
Pratt, P & Adamski, J , Concepts of Database Management, 7th edn, Thomson Course Technology,   


A more advanced text used in semester 2 courses is:

Peter Rob , Carlos Coronel & Steven Morris, Database Systems: Design, Implementation & Management, 10e Edition, Course Technology.


Other Resources

Overview of Assessment

Students must demonstrate an understanding of all elements of competency to be deemed competent.

A range of assessment methods are used to assess practical skills and knowledge, for example:

• direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate
• review of authenticated documents from the workplace or training environment
• demonstration of techniques

Assessment Tasks

You are required to complete 3 tasks. You must successfully complete all 3 tasks to be deemed competent in this unit.

TASK 1 Class Exercises (Due Date: Refer to Teaching Schedule)

Student will be expected to demonstrate class work and submit screen shots of solutions to certain class exercises. Work is to be submitted within one week of the corresponding class exercise.

TASK 2 Project (Due Date: Refer to Teaching Schedule)

• Project Proposal: Initial draft of proposal outlining business operations, business rules & project requirements
• Project Stage 1: First draft of ERD created in Visio with Access Relationships
• Project Stage 2: Updated ERD and Relationships. Some sample data inserted into tables in Access
• Project Stage 3: ERD and Relationships for whole group. Initial draft of data dictionary
• Project Stage 4: Data dictionary finalised. Data entry completed
• Final Version of Project: Final Access database with SQL queries. Final project documentation including query documentation.

TASK 3 Theory & Practical Test (Due Date: Week 15)

For this assessment task you need to determine requirements, design logical data model, data structures and SQL queries under TEST conditions.

Assessment Matrix

Other Information

Submission Requirements

Assessment tasks need to be submitted via Blackboard.

You should:

• Ensure that you submit assessments on or before the due date. If your performance in the assessment is affected by unexpected circumstances, you should consider applying for Special Consideration. Information on the process and application forms is available at;ID=ls0ydfokry9rz website.
• Always retain a copy of your assessment tasks. (hard copy and soft copy)
• When you submit work for assessment at RMIT University you need to use a cover sheet that includes a declaration and statement of authorship. You must complete, sign and submit a cover sheet with all work you submit for assessment, whether individual or group work. On the cover sheet you declare that the work you are presenting for assessment is your own work. An assignment cover sheet for submission of work for assessment is available on blackboard.
• Each page of your assessment should include footer with your name, student number, the title of the assessment, unit code and title and page numbers. For example, Julie Macpherson, 324567, Task 2, OHS2345C Ensure safe workplace, Page 1 of 10.

Marking Guide (competency):

Vocational Education and Training (VET) is based on current industry needs and the focus on preparing you for the workplace. Because VET courses are informed by practical application of knowledge and skills, they are based on a system known as ‘competency based training’ (CBT). So when you are assessed in VET it is about whether you are competent to do the job, as well as having a firm grasp on the knowledge and skills required to do that job, as opposed to traditional curriculum based education settings that are often based on knowledge retention.

You need to demonstrate you are competent in each element of the unit of competency you are studying.

You will receive feedback on each assessment task that will inform you whether you are competent or not and how well you are performing. Once competent in all elements of the unit you receive a competency grading.

Please refer to the Final Grades table below.

Marking Guide (Grading)

After achieving competency we then grade your performance in the unit; this gives you the opportunity to have the level of your performance formally recognized against industry standards and employability skills.

The grading is according to the following criteria:


We are looking for a high level of ability to complete all tasks independently as per the specifications as well as demonstrating a high level of initiative in your approach to designing a well-structured database that represents the client’s business reality and provides the user with a productive business tool.


We are looking for depth of understanding of the key concepts and knowledge required to design a well-structured database. You should be able to demonstrate a thorough understanding of all applicable design principles in all the assessment tasks.


We are looking for appropriate use of technology and design tools to assist in presenting all tasks clearly and suitable for the intended clients. You also need to show an understanding of the kinds of problems that can arise in designing a well-structured database and how these might be addressed.


We expect to see ongoing progress both in document portfolio and project relevant to the unit, full utilisation of Blackboard as per course requirements and timely submission of all required assessment tasks.


We expect to see contributions to relevant discussions and scheduled group sessions. In addition your tasks should demonstrate a very good understanding of strategies for a collaborative approach towards teamwork and designing a well-structured database that meets client requirements.

Final Grades table:

CHD      : Competent with High Distinction

CDI       : Competent with Distinction

CC       : Competent with Credit

CAG    : Competency Achieved – Graded

NYC    : Not Yet Competent

DNS   : Did Not Submit for assessment

Further information regarding the application of the grading criteria will be provided by your teacher.

Course Overview: Access Course Overview