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: 55 Minutes 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. ! To prepare for the activity 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. ! To prepare for the activity • 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. THIS PAGE INTENTIONALLY LEFT BLANK . Using a Conceptual Design for Data Requirements ! Activity 3.1, “Identifying Data- Related Use Cases and Data Requirements ! Activity 3.2, “Relating. Data- Related Use Cases and Data Requirements In this activity, students will determine data requirements, hidden data requirements, and nonfunctional