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Data Base Assignment

Understanding the Problem

This assignment asks students to prepare a data base of weather statistics from the current year and compare the data over a period of several years.


Source

Barnes, Alan. “Nicest July in Six Years Atones for ’92 Nightmare,” Toronto Star, August 1, 1993.


Classroom Development

The following activities can be used to apply simple concepts for designing and manipulating a data base, to prepare a variety of reports, and also to obtain new data. Students work in pairs to collect and enter data and to produce reports of their findings.

  1. Prepare a plan of the data structure including field names, type, width and order of field relevant to the source documents.
  2. Collect statistics for 1987 to present from newspaper articles and from the Ontario Climate Centre at Environment Canada, or from the daily newspapers. Statistics are also available on your local Freenet (See Appendix: CMC).
    a) Daily temperature (high);
    b) Rainfall;
    c) Hours of sunshine.
  3. Prepare a data base recording the data for the current year.
    a) Define a ‘hot day’ as sunny with a temperature of at least 30o C. A ‘wet day’ has more than 1 mm of rain.
    b) Prepare a report showing the date of days that were both hot and sunny.
    c) Calculate the total number of ‘hot days’ and the number of ‘wet days’ for the month.
  4. Prepare a second database to record statistics for the years 1987-present and enter the current year’s data into the file.
  5. Prepare a report showing the year, number of hot and wet days. Sort the data in descending order for good days and ascending order for wet days.

Programming Assignment

Prepare a menu screen to enter the weather data. Include the following concepts: background and foreground colour, borders, messages which are programmed to be in the centre of the screen.


Strategy for Change

Consult weather satellite software and develop a report showing any trends in July weather statistics. Work with a partner in a Geography or an Environmental Science class. Develop a more sophisticated understanding of weather patterns. Predict the weather for the next month or July of the next year. Present the information to the class using presentation or graphics software.


Cross-disciplinary Links

You may choose to use the Computer Studies classroom as the common denominator linking classes. The computer can provide the vehicle for developing projects while Marketing, Law, Entrepreneurship and Management classes provide the substance for the report.

Since the Business Studies program offers such a wide spectrum of curriculum choices, you may find that a variety of links can be established between subjects within the Business program itself. One example is the project in Unit 1 where students which can link with Law, Management Studies and Entrepreneurship classes to provide several different viewpoints. Activities 3, 4 and 5 can be linked with Science, Geography and World Issues courses.


Each activity is based on four 80 min lessons. Some activities are more difficult than others because they require expertise from a variety of subject areas. Other activities parallel the curriculum in one subject only. You may wish to consider the distribution of tasks in light of this information. The use of a computer lab will facilitate all projects. The following timelines are recommended:


Timing

  • Day 1 : Introduce the concept. Develop team-building strategies and co-operative groups. Provide an overview. Designate work teams. Define the tasks.
  • Day 2 : Work on project including research and preparation of rough drafts.
  • Day 3 : Develop final reports.
  • Day 4 : Deliver findings.


Evaluation Items

Evaluation reflects the objectives of these environmental modules; namely, to increase student awareness of environmental issues, to encourage group processing and to develop strategies for change. For these reasons evaluation is based on process rather than content. A sample evaluation sheet based on the John Fraser model found in “Grass Roots” (OSSTF:1992) is included.


Reading List

Bennett, Graham. Dilemmas: Coping with Environmental Problems. London: Earthscan, ISBN 1 83583 021 6 288PP, 1992.

Bello, Walden. Brave New Third World: Strategies for Survival in the Global Economy. Earthscan, ISBN 1 85383 086 096PP, 1990.

Pike, Graham and Selby, David. Global Teacher, Global Learner. Toronto: Hodder and Stoughton, 1988.
Business and the Environment


Evaluation Scale


When given the opportunity, the student demonstrates the following traits, skills or attitudes:

3

Always

2

Often

1

Seldom


Knowledge

  • 3 2 1 Appropriateness: conclusions appropriate to development.
  • 3 2 1 Logic: student presents findings in a logical sequence.
  • 3 2 1 Hypothesis: research shows evidence of a theme or hypothesis.
  • 3 2 1 Interest: presentation of materials captures interest.


Skills

  • 3 2 1 Focus: student identifies main ideas in lessons.
  • 3 2 1 Questioning: student poses thought-provoking questions.
  • 3 2 1 Creative Thinking: student shows evidence of creativity.
  • 3 2 1 Language Facility: student uses language effectively.
  • 3 2 1 Task Orientation: student keeps on task.
  • 3 2 1 Time Management: student demonstrates productive use of time.

Attitudes

  • 3 2 1 Team Work: student works cooperatively with peers.
  • 3 2 1 Problem Solving: student shows evidence of problem-solving ability.
  • 3 2 1 Alternate Opinions: student respects the opinions of others.
  • 3 2 1 Environment: student shows appreciation of environmental issues.
  • 3 2 1 Attitude towards Change: student shows ability to adapt to changing needs.