1. From Chaos to Database

2. Part 1: From Chaos to Database

3. Part 1: From Chaos to Database Outcomes I have experienced the look and feel of unorganised information. I can recognise the drawbacks of unorganised information. I have devised, experimented with and evaluated the effectiveness of different ways of organising information.

4. Discuss… What would happen if the programmes in the TV guide were all muddled up? What would happen if the numbers in the phone book were in numerical order?

5. The Rules

6. Organisation In your groups of three you need to identify the customer, the sales person and the observer. The sales person will need the unsorted product cards and the Sales Person name card. The customer needs the customer cards and the Customer name card. The observer needs the observer recording sheet, the timer, a pencil and the Observer name card.

7. Round 1 – Part 1 1.The customer takes a customer card and asks the sales person for the relevant item or items. 2.Once the customer has asked for a product, the observer starts the timer. 3.The sales person searches through the cards until the relevant products have been identified. 4.The sales person describes the item or items to the customer, who then selects which they would like to purchase. 5.The observer stops the timer. 6.The observer records the time taken on the recording sheet. 7.The observer asks the questions on the recording sheet and records the answers.

8. http://arrows-free.com/84-metal/131-metal.html

9. Round 1 – Part 2 1.The customer takes a customer card and asks the sales person for the relevant item or items. 2.Once the customer has asked for a product, the observer starts the timer. 3.The sales person searches through the cards until the relevant products have been identified. 4.The sales person describes the item or items to the customer, who then selects which they would like to purchase. 5.The observer stops the timer. 6.The observer records the time taken on the recording sheet. 7.The observer asks the questions on the recording sheet and records the answers.

10. http://arrows-free.com/84-metal/131-metal.html

11. Round 1 – Part 3 1.The customer takes a customer card and asks the sales person for the relevant item or items. 2.Once the customer has asked for a product, the observer starts the timer. 3.The sales person searches through the cards until the relevant products have been identified. 4.The sales person describes the item or items to the customer, who then selects which they would like to purchase. 5.The observer stops the timer. 6.The observer records the time taken on the recording sheet. 7.The observer asks the questions on the recording sheet and records the answers.

12. Calculate… The average time taken to serve the customer.

13. What’s it like to use unorganised information? 1.How long did it take? Your teacher will display the average times from each group. 2.How easy was it for the sales person to find what the customer wanted? 3.How did it feel when you were the sales person? 4.When you were the customer, what did you think of the speed of service? 5.Why was it difficult to find the right products? 6.How could you do it differently, so that it is easier to find the right products? 7.What might that make it easier?

14. Organising Information In your groups of three spend some time experimenting with organising the cards. You’ll need to agree on a method that you’ll try out in the next round and organise your cards accordingly.

15. Round 2 – Part 1 1.The customer takes a customer card and asks the sales person for the relevant item or items. 2.Once the customer has asked for a product, the observer starts the timer. 3.The sales person searches through the cards until the relevant products have been identified. 4.The sales person describes the item or items to the customer, who then selects which they would like to purchase. 5.The observer stops the timer. 6.The observer records the time taken on the recording sheet. 7.The observer asks the questions on the recording sheet and records the answers.

16. http://arrows-free.com/84-metal/131-metal.html

17. Round 2 – Part 1 1.The customer takes a customer card and asks the sales person for the relevant item or items. 2.Once the customer has asked for a product, the observer starts the timer. 3.The sales person searches through the cards until the relevant products have been identified. 4.The sales person describes the item or items to the customer, who then selects which they would like to purchase. 5.The observer stops the timer. 6.The observer records the time taken on the recording sheet. 7.The observer asks the questions on the recording sheet and records the answers.

18. http://arrows-free.com/84-metal/131-metal.html

19. Round 2 – Part 1 1.The customer takes a customer card and asks the sales person for the relevant item or items. 2.Once the customer has asked for a product, the observer starts the timer. 3.The sales person searches through the cards until the relevant products have been identified. 4.The sales person describes the item or items to the customer, who then selects which they would like to purchase. 5.The observer stops the timer. 6.The observer records the time taken on the recording sheet. 7.The observer asks the questions on the recording sheet and records the answers.

20. Calculate… The average time taken to serve the customer this time.

21. What’s it like to use organised information? Part 1… 1.How did you organise the cards? 2.How long did it take this time? Your teacher will display the average times from each group so that they can be compared to those from round one. 3.Did you shorten the time with your new method of working? 4.Did the sales people find it easier? 5.How did the sales people feel this time?

22. What’s it like to use organised information? Part 1… 1.How did the customers feel this time about the speed of service? 2.Did your method of organising the cards solve all of the problems? If not, why not? 3.What problems did you encounter when trying to put the cards into the categories? 4.Were there any products that were difficult to fit into categories? Why? 5.Did you make any adjustments to your method as you were working it through? What did you do and why?

23. Organising Information Discuss the best way you can think of to sort the cards – write words, phrases or pictures to summarise your method (2 minutes). Pass your sheet to the next group. Think of and summarise on the sheet of paper (in words, phrases or pictures) the possible pros and cons of the method on the sheet in front of you (2 minutes). Pass your sheet to the next group (until your original sheet is returned). Read all the comments, discuss them, summarise them and present a brief report to the class.

24. Discuss… Why was it hard to find the right products at the start? What did we do to make the information easier to use? So, what is a database? Why do we need databases? When are databases useful?

25. Definition Can you come up with a definition of a database? You have 5 minutes.

26. Part 2: Importing Data

27. Codebreaker! Can your group be the first to break the code and decipher the message?

28. Part 2: Importing Data Outcomes I can import a.csv file into a blank database.

29. Importing Data http://ww15.b-id.com/830995-star-trek-data

30. Dominoes! http://en.wikipedia.org/wiki/Dominoes

31. Part 3: Importing Data

32. Data Types AutoNumber Text Number Memo Date/Time Currency Yes/No ID Category In Stock Quantity Additional Details Delivery Date Price

33. Part 3: Importing Data Outcomes I can explain the difference between the data types in a database. I can assign appropriate data types to each field of data.

34. Assigning Data Types http://en.memory-alpha.org/wiki/Lore

35. Wheel of Fortune! http://www.betterbouncedirect.com/twister_spinner_copy.jpg

36. Part 4: Data Validation

37. Validate What does the word ‘validate’ mean?

38. Part 4: Validation Outcomes I can incorporate appropriate validation checks into my data structure. I can add new records to my database in datasheet view.

39. Data Validation http://pixabay.com/en/photos/ticks/

40. Memory Board! < Less than <=Less than or equal to <> Not equal to =Equal to > Greater than >=Greater than or equal to BETWEENBetween two values ANDAs well as OROr NOTLeave this out

41. Part 5: Forms

42. Hide and Seek! DatabaseWizardNumber InformationAutoNumberRecord OrganisedCurrencyText UnorganisedData typeYes/No DataDatasheet viewOperators Database window Date/TimeRequired ImportDesign viewValidation rule Naming convention FieldValidation text ObjectField nameCombo box TableMemoForm

43. Part 5: Forms Outcomes I can create an efficient data entry form. I can incorporate appropriate data input tools into my data entry form. I can add new records to my database using my data entry form.

44. Forms http://en.wikipedia.org/wiki/Keypunch

45. Verbal Football http://upload.wikimedia.org/wikipedia/commons/f/f7/Allblacks_playing_football_1905.jpg

46. Part 6: Interrogating a Database

47. Interrogation http://www.nytimes.com/2008/03/09/weekinreview/09shane.html?_r=0

48. Part 6: Interrogating a Database Outcomes I can create simple queries to interrogate my database and answer a question. I can create complex queries to interrogate my database and answer a question. I can include comparison operators and sorting in my queries to answer a question effectively.

49. Queries http://commons.wikimedia.org/wiki/File:Query-road.png

50. Database Challenge! http://www.math.cornell.edu/~numb3rs/lipa/checkmate.html

51. Part 7: Producing Reports

52. Quick on the Draw! http://www.marklaurie.com/be-a-gunslinger-photographer/

53. Part 7: Producing Reports Outcomes I can create a printed report for Hasmat to take away. I have made sure my report contains the correct information. The records in my report have been sorted to make the information easier to read.

54. Reports http://www.forbes.com/fdc/welcome_mjx.shtml

55. Bingo! http://www.onlinebingo.me.uk/