9.

4 Modelling and Databases

Learning objectives Suggested teaching activities and resources Additional notes
9MD.01 Evaluate the Place learners into groups and give each group a different example of a model for The models selected should be familiar
use of models that a system, for example: to learners, but they may require further
represent real-life • a flight simulator explanation of the context and the
systems. • a virtual world simulator, such as a computer game function of the simulator.
• a biological model, such as one which simulates how a bacteria multiplies
9MD.04 Evaluate the • a geological model, such as for earthquakes or volcanos.
suitability of pre- The examples may be:
existing spreadsheets • a description, for example a flight simulator allows pilots to train using a
for given purposes. simulated cockpit
• a video, for example of a simulated volcano
• an article that describes the use of a particular model.

Ask the groups to discuss their example and identify:

• the purpose of the model
• the reasons why a model is used
• any potential problems associated with the use of the model.
For the flight simulator, example answers might include:
• Purpose: to train new pilots how to fly an aeroplane
• Reasons for use: it is safer than teaching using actual aeroplanes and can
simulate extreme conditions that may not be experienced often
• Potential problems: pilots may react differently when there is real risk, it
cannot be 100% accurate and cannot foresee every possibility.

Ask each group to present their findings and check the class understanding of each
example by asking:
When would this model not be appropriate to use?
Can the model predict every possible factor that can influence the
outcome?
In pairs, give learners a spreadsheet that has a specific purpose. Limit the total The spreadsheets may need to be
number of spreadsheets, so that some pairs are working on the same document restricted so that learners can only edit
and can combine their findings. Examples could include: specific cells, e.g. lock the cells that have
• a model of sales at a shop formulae so that learners can only enter
Learning objectives Suggested teaching activities and resources Additional notes
• a model of fundraising activities and change data in cells that will make
• a model of income and expenditure other values change.
• a model for stock control
There should be at least one element in each spreadsheet that could be improved, Learners do not need to understand the
for example calculations or formulae used, but they
• insufficient labels should be able to understand the
• poor layout spreadsheet structure.
• incorrect data types, such as decimal places for whole numbers
An example spreadsheet could be:

Ask the pairs to evaluate their given spreadsheet and identify:

• the purpose of the spreadsheet
• how the spreadsheet works
• the positive points of the spreadsheet (what it does well)
• the negative points of the spreadsheet (what it does not do well or elements
that can be improved).

Ask the pairs that analysed the same spreadsheets to share their findings with
each other. Then ask each larger group to present their overall findings. Their
presentations should answer the following questions:
Does the spreadsheet do what it is supposed to do?
Which parts of the spreadsheet work really well?
How easy is the spreadsheet to use?
What would you do to improve the spreadsheet?
If you were creating this spreadsheet, what would you have done
differently?
Learning objectives Suggested teaching activities and resources Additional notes
Support learners to work individually to capture their learning from this activity, by
producing a mind map or infographic. The content of this could be informed by their
answers to the following questions:
What is a model?
When is it appropriate to use a model?
What are the benefits of using models?
What are the drawbacks of using models?

Resources:
• Scenarios that make use of models, descriptions, videos etc.
• Spreadsheets that model systems, that have faults of limitations
9MD.02 Know how to Display a set of data, for example:
use functions in
spreadsheets to
analyse data,
including if, min, max,
count

Elicit that, in this example, there are three columns of meaningless data, some of The structure of these formulae will
which is numeric and some which is text. Ask a series of questions about the data, depend on the software spreadsheet
for example: chosen. In MS Excel the format is:
What is the smallest number in the first column? • =MIN(First cell: Last cell)
What is largest number in the third column? • =MAX(First cell: Last cell)
How many colours are there? • =COUNT(First cell: Last cell)
Learning objectives Suggested teaching activities and resources Additional notes
Ask different learners for their answers and then find out whether other learners The cell references do not need to be
agree. entered manually as learners can
highlight the cells instead.
Link the answers to the use of the functions within the spreadsheet software, for
example min, max and count, or their equivalents. Demonstrate how to use these
functions in a spreadsheet that contains the same data as above. Model how to
find the answers to the questions.

Place learners into pairs and give each pair a spreadsheet containing a range of
data and a list of tasks to complete that make use of the min, max and count
formulae. For example:

Ask the pairs to discuss their answers and to complete them within the
spreadsheet.
If learners have not studied selection
Based on the example above, ask specific learners to demonstrate how to write the statements, then introduce these using
specific formula for each cell in column ‘I’. the example given, with a focus on the
command word IF, the condition and
Discuss learner's prior knowledge of selection in programming, including the use of then the result if it is true, and the result if
IF statements. Support this discussion by displaying a series of IF statements with it is false.
Learning objectives Suggested teaching activities and resources Additional notes
actions for learners to follow, for example by giving each learner a playing card and In Excel the format is:
the following instructions: • =IF(condition, output if true, output if
IF your card is red stand up false)
ELSE IF your card is black sit on the floor. Therefore, in the age checking
Demonstrate how to create an IF statement in a spreadsheet, for example in this spreadsheet below, the formula in cell B2
spreadsheet: would be:
• "Yes" is to be displayed if the criteria is met =IF(A2 >= 16, "Yes","No")
• "No" if the criteria is not met.

The mathematical conditions may need

recapping, these should include
= (equal to)
> (greater than)
< (less than)
>= (greater than or equal to)
<= (less than or equal to)

Give learners access to a copy of the spreadsheet and ask them to complete the
remainder of the formulae. Remind them how to copy a formula from one cell to
those below it.

In pairs, give learners a prepared spreadsheet with a set of data entered, and that
contains cells where IF formulae are required. Example spreadsheets could
include:
• a set of data for a shop
Learning objectives Suggested teaching activities and resources Additional notes

• a set of data about users and logins to a system

Ask the pairs to work together to complete the formulae in the spreadsheet. They
should then compare their answers with another pair, identifying any differences or
errors.

Support learners to recall their learning from this activity by asking the following
questions:
Which formula finds the smallest number in a list?
Answer: MIN
Which formula finds the largest number in a list?
Answer: MAX
Which formulae counts how many items are in a list?
Answer: COUNT
Which formula do you use to find the highest number of sales?
Answer: MAX
Which formula do you use to find how many records are in a spreadsheet?
Answer: COUNT
What are the similarities between an IF statement in programming and in
spreadsheets?
Answer: They both have:
o the same key word
9MD.03 Create Introduce this activity by holding a discussion to help learners to recall their prior
spreadsheets that understanding of spreadsheets. Base this discussion around the following
model real-life questions:
systems. What is the purpose of spreadsheet software?
Answers will include: to enter numerical data, to perform calculations
Learning objectives Suggested teaching activities and resources Additional notes
What are the key features of a spreadsheet?
Answers will include: Cells, formulae
What formulae can you use in a spreadsheet?
Answers will include: SUM, COUNT

Provide learners with a narrative for a spreadsheet, for example:

A model is needed to help the school to work out how much to charge for each
learner to attend a school trip. The cost will change depending on the number
of learners that decide to attend. The total cost includes:
o entry to the museum, which is $15.00 per learner
o lunch, which is $3.50 per learner
o coach hire, which is $500 overall
o insurance, which is $150 overall.
Explain that the spreadsheet needs to allow the user to enter the number of
learners who will be attending the trip and needs to output the cost for each
learner.
Some pairs may need further support
with identifying the required data, and
In pairs, ask learners to design the structure of a spreadsheet and enter the data
this could come from a simplified
that they have been given. They should not enter the formulae at this moment.
description where they are given:
Ask each pair to join with one other pair to compare their spreadsheet designs. • the labels and data, for example:
This comparison should identify differences between the designs, any missing Entry cost = $15.00
items, any incorrectly entered data etc. Ask learners to nominate a spreadsheet • a description of the formulae, for
from one of their group that demonstrates a good and accurate example of what is example:
required for this task. Ask the nominated pair to display their spreadsheet design Divided costs = (coach +
and to explain the key elements. insurance) / number of
learners
Lead a discussion of the calculations that will be needed, for example: This will support the pairs to convert this
• you will need to divide the coach and insurance total by the number of learners into spreadsheet formulae.
that are attending
• you will need to add the costs for lunch and museum to find the total cost for
each learner.
Ask the pairs to continue with their spreadsheet, by entering the formulae and
formatting their spreadsheet to make it appropriate for its end purpose.
Learning objectives Suggested teaching activities and resources Additional notes

Ask the pairs to compare their spreadsheets with another pair, and to test whether
they get the same results. Where the results differ, the group should discuss the
changes needed to create a final version of each spreadsheet.

Discuss learners’ experience during this activity by asking:

What are the key features of your spreadsheet?
What decisions did you make while creating the spreadsheet?
Were the results correct first time? If not, what did you change?
How did you make sure your spreadsheet worked?
Did your spreadsheet meet all of the requirements? How did you make sure
they were all met?
How effective do you think your solution is? Does it solve the problem?
Is it appropriately designed? It is usable?

Resources:
• Description of a model for a spreadsheet
o a condition
o a process that runs if the condition is true
o a process that runs if the condition is false.
9MD.05 Know how to Display an example set of data that contains many repeated values. For example,
create relational data regarding user's logging onto a website, and the posts that they make:
Learning objectives Suggested teaching activities and resources Additional notes
databases with two or
more linked tables.

Ask learners to imagine that this data set was a large quantity of data, for example
with millions of rows. Ask:
What are the potential problems with this volume of data?
Discuss the learners’ responses and, in particular, elicit the following:
• it will take up a lot of memory because the same data is stored many times
• there is more likely to be a mistake if the same data is recorded multiple
times.
Display the term ‘Primary Key’ and ask a learner to explain, from their prior Learners do not need an understanding
knowledge, what it is and why it is needed in a database. Elicit that it is a unique of the term ‘foreign key’. The foreign key
identifier for a record, so that records that contain some of the same data can be is a field within a table that is the primary
differentiated. key in another table. Learners do need to
understand that this field is in both tables
Give learners the same set of data as above, but this time split into two tables. as it joins the tables together.
There will need to be a primary key in one table that is also present in the second
table, for example:
Learning objectives Suggested teaching activities and resources Additional notes

Provide learners with a set of questions that they should answer using this data.
Ask:
Identify the title of all the posts by Fred.
What is the earliest date post of the user who joined in 2017?
Learners need to gather the information in one table, and then use the linking field, At this level there is no requirement to
which in this case is ‘Username’, to find the results. Explain that this is what is understand that there are different types
meant by a relational database, because there are links, or relationships, between of relationship. Learners are also not
the tables. expected to achieve normalised
relational databases. However, the use
Elicit the importance of the primary key field being in both tables, as this is what of carefully chosen scenarios will make
allows a user to find the matching data in both tables. sure there are clear links between the
tables.
Demonstrate how to create two database tables and how to link them in your
chosen database software. For example, in Microsoft Access, learners will need to The method of completing this will
set up the primary key in one table, then navigate to the relationship function and depend on the chosen software. Creating
drag the primary key field to its equivalent in the second table. the key field needs to be done before
Learning objectives Suggested teaching activities and resources Additional notes
linking the tables to avoid errors
Ask learners to work in pairs to setup the two tables for the example used above. occurring in the relationship.
Provide a printout of the data and ask them to insert some of this data into the
database, as follows: The data needs to be entered in this
• firstly, add to the table the primary key which, in the tables above, is the order because a post cannot be added
users table until there is a matching username in the
• then add the remaining data to the linked table, which is the posts table. user table.

Display the following questions and ask learners to discuss them in groups of four.
Why is it sometimes better to have two linked tables rather than one table?
Why is the amount of data being stored reduced?
What do both tables need to contain, for them to be linked?

Ask one group to share their answer to the first question and then ask if any of the
other groups disagree or have further detail to add. Repeat this for the remaining
questions but choose a different group to offer the first answer on each occasion

Resources:
• Set of data with repeated data items
• Same set of data but split into two related tables
• Set of questions to find answers to from the related tables
• Print-out of data for learners to enter into their database
9MD.06 Know how to Display a table of data, for example: A complex query could make use of AND
create complex (both criteria are required), or it could
searches for data in a make use of OR (only one of the criteria
database using two or is required).
more criteria
At this level, queries only need to take
9MD.07 Create place on a single table.
complex searches in
relational databases.
Learning objectives Suggested teaching activities and resources Additional notes
Provide a series of questions worded in prose, as opposed to a query language.
Start with simple searches (one criteria) and then move to complex (2+ criteria).
For example:
1. Which food items cost more than $1.00?
2. Which items are fruits?
3. Which items are fruit, and cost more than $1.00
4. Which items have either more than 25 in stock, or less than 10 in stock?
5. Which vegetables have more than 50 items in stock?
Ask learners for their answers. Draw attention to the use of 'AND' and 'OR' in these
questions. In the examples above:
• Q3 includes 'AND'
• Q4 includes 'OR'
• Q5 includes 'AND', although it is not explicit.

Discuss learner's prior experiences of creating queries by asking: In Microsoft Access, AND would contain
What is the purpose of a query? two criteria on the same row. OR would
How do you create a query in our database software, for example Microsoft contain one criteria on one row, and the
Access? second on a different row.
Display a database table that matches the fruit and vegetable example above. Ask
specific learners to either describe or demonstrate how to create the single criteria
queries.

Demonstrate how to add a second criteria using ‘AND’, and then how to create one
using ‘OR’.

In pairs, give learners a database and a list of questions about the data that make
use of complex queries. The database could include:
• a list of items that are sold in a shop, for example computer games
• a list of books available in a library
• a list of learners in a class and their grades

Ask the pairs to write queries to answer each question. They should compare the
results of their queries with another pair, and work as a group to identify the reason
Learning objectives Suggested teaching activities and resources Additional notes
for any differences. Review the answers by asking specific learners to give their
answer to each query in turn. Address any differences or misunderstanding.

Display a database table alongside multiple complex queries, that are displayed
one at a time. Also display four possible answers of what is returned by the query.
Ask learners to vote for which is the correct answer. Ask the following questions to
specific learners before allowing other learners to speak:
Why is this answer correct?
Why is this answer not returned?

Display a database table with complex queries that are incorrect, the queries
should be displayed one at a time. Ask learners to discuss in pairs why the query is
incorrect. Ask the following questions to specific learners before allowing other
learners to speak:
What is the error in the query?
How can we correct the query?

Demonstrate how to setup a query across two tables, for example by adding both
tables to the query and then selecting fields from both tables. Give each pair of
learners a database with two linked tables, for example a relational database that
includes film titles and actors. Also provide a set of questions and ask them to write
the appropriate queries, for example:
Which films have actors with the surname 'Smith' been in?
Which actors are been in [insert film title]?
Review each query in turn, by asking a pair to give their answer and to explain the
tables, fields and criteria that they have selected.

Remaining in their pairs, ask learners to revisit the relational databases they have
created in previous activities, such as that related to users and their media posts.
Ask each learner to give their partner a set of queries to answer. The partners
should then write the queries to answer the questions before discussing and
agreeing the solutions with their partner.
Learning objectives Suggested teaching activities and resources Additional notes
Display the following questions and ask learners to create written answers, based
upon what they have learned during this activity:
What is a complex query?
Answer: A query that has more than one criteria, or that is across two
database tables.
What is the difference between AND, and OR in a query?
Answer: AND requires both criteria to return a value, OR requires one or
both.
How do you make a query across multiple tables?
Answer: Add both tables to the query and then the fields from each.
Discuss the answers as a class and encourage learners to either add to, or
change, their written answers based upon what they learn during the discussion.

Resources:
• Example database table and prose-style questions
• Database and list of queries to write
• Set of example database tables and queries that are correct, and that are
incorrect
9MD.08 Describe the Introduce this activity by asking the following question: When discussing the quantity of data, it
term 'Big Data' and its What data is collected when you visit a website? is important to emphasise how large it is.
applications. Elicit example answers such as: Learners need to understand that a
• the links you have clicked on person could not possibly look through
• the pages you visited the data to find specific data or trends,
• how long was spent on a page. and that a computer would not be able to
instantly generate an answer. This
Now ask: understanding could be related to the
What extra data is generated if you use the website to create an account? database work that was completed
Elicit a range of answers, including earlier in the unit. Learners need to
• name understand that, comparatively, their own
• address databases contained a very small
• email address amount of data. Support them to
• age. visualise a database with hundreds of
tables, with billions of entries in each
one, by providing figures such as the
Learning objectives Suggested teaching activities and resources Additional notes
Continue to ask a range of questions to illustrate the range and volume of data that number of purchases that are made from
is generated by online activity. Ask: major online retailers each month.
What data is generated each time a person buys an item? Estimates of this information are readily
Example answers: item name, cost, quantity, date of order. available on the web.
How much data will be collected if a website has 100 members?
What about 1000? What about a million?
Discuss the large quantity of data that is collected and how this is referred to as
'Big Data'.

Ask learners to speculate about how many people have access to the internet
globally. Lead them to understand that the answer is in excess of 4.5 billion. Ask
them to consider the amount of data that this generates based upon the fact that
information is gathered from every online input, including clicks, personal
information and searches.

Give learners an example of an organisation that would collect large amounts of It is important that the scenarios are
data, such as a computer game company where users can play games online. related to the learners’ own experience,
Discuss some examples of data this company would collect, for example: so they can identify some of the data that
• player name could be collected. As an example,
• player date of birth learners may not be aware of the data
• games the player has downloaded that a government might collect about tax
• date the games were downloaded payers, but they may have experience
• date and time each time the player logs on using game websites.
• amount of time spent on each game
• progress on each game.
Ask the learners to work in small groups to discuss how the company could make
use of this data. Support them to get started in their discussion by providing the
following example:
in finding out which age group has the most players, the company would be
able to make decisions about who to target future games to.
Collate each groups’ answers through a class discussion to generate a list of ways
the data might be used.

Give each group a different scenario, such as:

Learning objectives Suggested teaching activities and resources Additional notes
• an internet search engine
• an online video sharing website
• an online clothes shop
• a social networking website
Ask the groups to complete the following table to identify the data that could be
collected from its users, and how it could make use of the data.

Ask each group to present their data and to explain how each could be used.

Resources:
• Example organisation and data that it could collect
• Table for groups to complete
• List of scenarios that could collect and make use of big data