[Year 12 IT Apps] Sample exam questionsandentity-relationship diagrams

Fri Apr 1 18:32:57 EST 2011

Hey Robert
many of us (esp in school situations) don't get the option of designing from the start. We have to take over from people who gave up because they could not do it and so much data is there that we have to redesign - effectively normalising.

If we can design from the start then normalising is not an issue because we design with normalising in mind (tho not all of us call it normalising! e.g. I call it top down design)

Andrew

Andrew Shortell
Heidelberg Teaching Unit in 2011

On 01/04/2011, at 6:14 PM, Robert Hind wrote:

> Hi Tim,
>  
> "Decoding the definitions for consumption by students is of course another matter"
>  
> We do need a relatively simple decoding, that is of course VCAA approved.
>  
> "the mathematical/academic gobbledy-gook" in many of the various definitions of NF1-3 is a problem for us as teachers and for the students.
>  
> The most annoying thing is that if you design a RDBS correctly from the start you don't need NF1-3 because the design takes care of all that.
>  
> Robert Hind (Semi-retired) OOF, GOM
> and Access Database Designer
> Ashwood and Traralgon
> robert at yinnar.com
>  
>  
> ----- Original Message -----
> From: Timmer-Arends
> To: Year 12 IT Applications Teachers' Mailing List
> Sent: Friday, April 01, 2011 5:08 PM
> Subject: Re: [Year 12 IT Apps] Sample exam questionsandentity-relationship diagrams
> 
> Hello Mark
>  
> I'm curious to know what these conflicting sources are.
>  
> I've followed Robert H's link and the page one gets to doesn't actually define them but does describe a (simplified) process to get to each NF - and what one gets from the process does conform with NF defs. The links from this page do go to definitions and they are in agreement with other sources I have looked at.
>  
> Mark K's quote is a definition of 2NF that conforms to other definitions.
>  
> The only difference I can see between various versions I have read is the degree of mathematical/academic gobbledy-gook involved.
>  
> 1NF, 2NF and 3NF were defined way back in the seventies and because they were formed from a theoretical basis I don't think they are going to have changed all that much.
>  
> About the only thing that seems to have changed greatly is the addition of another three NFs.
>  
> I think the issue is a problem with the question, not with the consistency of the definitions. Decoding the definitions for consumption by students is of course another matter...
>  
> Regards
> Robert T-A
>  
>  
> ----- Original Message -----
> From: Mark Scott
> To: Year 12 IT Applications Teachers' Mailing List
> Sent: Friday, April 01, 2011 2:45 PM
> Subject: Re: [Year 12 IT Apps] Sample exam questions andentity-relationship diagrams
> 
> Paula
>  
> This is good stuff but we are still struggling with Question 3c
>  
> Any chance of a VCAA definition of what actually goes in 1NF, 2NF and 3NF.
>  
> The definitions are different depending on which “source” you use.
> thanks
> Mark Scott
> Luther College
> PS I suppose we could all wait for the guru (Mark Kelly) to provide an answer. J
> 
> 
>  
>  
> From: itapps-bounces at edulists.com.au [mailto:itapps-bounces at edulists.com.au] On Behalf Of Christophersen, Paula P
> Sent: Friday, 1 April 2011 1:32 PM
> To: Year 12 IT Applications Teachers' Mailing List
> Subject: [Year 12 IT Apps] Sample exam questions and entity-relationship diagrams
>  
>  
> Dear colleagues
>  
> The examination specifications and some sample questions focusing on new content in the study design are now on the VCAA website:
>  
> http://www.vcaa.vic.edu.au/vcaa/vce/studies/infotech/it-applications/publications/IT-Apps-samp.pdf
>  
>  
> Structurally the examination remains the same – two sections: Section A multiple choice; Section B short and extended responses.
>  
> I draw your attention to a couple of matters in the sample questions:
> ·         Question 4 focuses on an entity relationship diagram – this hopefully clarifies recent concerns that have been raised.
> ·         Question 7 illustrates one way in which the examination can deal with the choice of different software in Unit 4, Area of Study 1. Here a common question is presented, and students select the software tool to explain their answer.
> ·         Question 9 is an example of an extended response (worth 8 marks) with prompts to guide answers
> ·         Question 12 is an example of the scope of a question on RDBMS – the focus can only extent to what is covered in Unit 3. Again it illustrates an extended response with prompts
>  
> Regards
> Paula
>  
> Paula Christophersen
> ICT Curriculum Manager
> VCAA
> 41 St Andrews Place
> EAST MELBOURNE 3002
> (03) 9651 4378
>  
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