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01 iec t1_s1_oo_ps_session_01
1. Object-Oriented Programming Using C#
Rationale
Object-oriented concepts form the base of all modern
programming languages. Understanding the basic concepts
of object-orientation helps a developer to use various
modern day programming languages, more effectively. C#
(C-Sharp) is an object-oriented programming language
developed by Microsoft that intends to be a simple, modern,
and general-purpose programming language for application
development.
The course is applicable to students who want to enter the
world of object-oriented programming, using the C#
language. This course provides a strong foundation in
object-oriented programming approaches and the
fundamentals of C# programming language.
Ver. 1.0 Session 1 Slide 1 of 45
2. Object-Oriented Programming Using C#
Objectives
In this session, you will learn to:
Explain features of the object-oriented methodology
Describe the phases of the object-oriented methodology
Define classes in C#
Declare variables
Write and execute C# programs
Ver. 1.0 Session 1 Slide 2 of 45
3. Object-Oriented Programming Using C#
Object-Oriented Methodology
Object orientation is a software development methodology
that is based on modeling a real-world system.
An object oriented program consists of classes and objects.
Let us understand the terms—class and objects
Ver. 1.0 Session 1 Slide 3 of 45
4. Object-Oriented Programming Using C#
Object-Oriented Methodology (Contd.)
Class
Car
Suzuki Reno Toyota Camry Honda Acura
Objects
Ver. 1.0 Session 1 Slide 4 of 45
5. Object-Oriented Programming Using C#
The Foundation of Object Orientation
An object means a ‘material thing’ that is capable of being
presented to the senses.
An object has the following characteristics:
It has a state
It may display behavior
It has a unique identity
Objects interact with other objects through messages.
Let us understand these concepts.
Ver. 1.0 Session 1 Slide 5 of 45
6. Object-Oriented Programming Using C#
The Foundation of Object Orientation (Contd.)
Car positioned at one place defines it’s State
Movement of car defines it’s Behavior
Car number XX 4C 4546 shows
the Identity of the car
Ver. 1.0 Session 1 Slide 6 of 45
7. Object-Oriented Programming Using C#
The Foundation of Object Orientation (Contd.)
Car is flashing the lights to pass
the message to the other car
Ver. 1.0 Session 1 Slide 7 of 45
8. Object-Oriented Programming Using C#
Just a minute
Identify the possible states of the following objects:
1. A cell phone
2. A stereo
Solution:
1. States of a cell phone: Off, Ring, Vibrate, and Call
2. States of a stereo: Play, Pause, Rewind, and Forward
Ver. 1.0 Session 1 Slide 8 of 45
9. Object-Oriented Programming Using C#
Just a minute
Dr. James and Mr. Hyde went to the railway station to book
tickets for 3rd December. At the railway station, they
requested the clerk at the ticket counter to book two tickets
for the Flying Express in the first class. Identify the
following:
1. The possible receiver of the message in this situation.
2. The possible method that the receiver can use.
Solution:
1. The receiver of the message in this case will be the clerk at
the ticket counter.
2. The clerk will check if two tickets are available on the
requested train in the desired class and for the desired date. If
the tickets are available, the clerk will enter the details (name,
age, departure date, and seat), confirm the reservation, and
collect the required fare.
Ver. 1.0 Session 1 Slide 9 of 45
10. Object-Oriented Programming Using C#
Characteristics of the Object-Oriented Approach
Realistic modeling
Reusability
Resilience to change
Existence as different forms
Ver. 1.0 Session 1 Slide 10 of 45
11. Object-Oriented Programming Using C#
Just a minute
State whether the following situations demonstrate
reusability:
1. Recycling paper
2. Pump reusability (same pump is used in a well and in a fuel
station)
Solution:
1. It does not represent reusability because the unusable paper
is destroyed before paper is recycled for use. The unusable
paper loses its identity and cannot be considered the same as
recycled paper.
2. It represents reusability because a pump can be used for
suction of water as well as petrol. It is not necessary to use
the same pump in both the cases. Two separate machines
can be used because both belong to the ‘Pump’ class.
Ver. 1.0 Session 1 Slide 11 of 45
12. Object-Oriented Programming Using C#
Phases of Object Orientation
The following phases are involved in the software
development:
The Analysis phase
The Design phase
The Implementation phase
Let us discuss the process of constructing a building.
Ver. 1.0 Session 1 Slide 12 of 45
13. Object-Oriented Programming Using C#
Just a minute
As a member of a team that is developing software for
DialCom Telecommunications, Inc., you have been
assigned the task of creating a software module that
accepts and displays customer details such as name, age,
and phone number. Identify the class that you will create
and the methods of the class.
Solution:
As per the problem statement, the class required is:
– Customer
The class should have the methods to:
Accept customer details
Display customer details
Ver. 1.0 Session 1 Slide 13 of 45
14. Object-Oriented Programming Using C#
Introducing C#
A program is a set of instructions to perform a specific task.
Programming languages use programs to develop software
applications.
A compiler is a special program that processes the
statements written in a particular programming language
and converts them into a machine language.
This process of conversion is called compilation.
Ver. 1.0 Session 1 Slide 14 of 45
15. Object-Oriented Programming Using C#
Introducing C# (Contd.)
C#, also known as C-Sharp, is a programming language
introduced by Microsoft.
C# is specially designed to work with the Microsoft’s .NET
platform.
Let us understand the structure of a C# program.
Ver. 1.0 Session 1 Slide 15 of 45
16. Object-Oriented Programming Using C#
Classes in C#
Consider the following code example, which defines a class:
public class Hello
{
public static void Main(string[] args)
{
System.Console.WriteLine("Hello, World!
n");
}
}
Ver. 1.0 Session 1 Slide 16 of 45
17. Object-Oriented Programming Using C#
Classes in C# (Contd.)
public class Hello The class Keyword
{ Is used to declare a
public static void class
Main(string[] args)
{
System.Console.WriteLine("He
llo, World! n");
}
}
Ver. 1.0 Session 1 Slide 17 of 45
18. Object-Oriented Programming Using C#
Classes in C# (Contd.)
public class Hello The class Name
{ Is used as an identifier
public static void for a class
Main(string[] args)
{
System.Console.WriteLine("He
llo, World! n");
}
}
Ver. 1.0 Session 1 Slide 18 of 45
19. Object-Oriented Programming Using C#
Classes in C# (Contd.)
public class Hello The Main() Function
{ Is the entry point of an
public static void application
Main(string[] args)
Is used to create
{ objects and invoke
System.Console.WriteLine("He member functions
llo, World! n");
}
}
Ver. 1.0 Session 1 Slide 19 of 45
20. Object-Oriented Programming Using C#
Classes in C# (Contd.)
public class Hello System.Console.WriteLine()
{ Displays the enclosed text on
public static void the screen
Main(string[] args)
{
System.Console.WriteLine("He
llo, World! n");
}
}
Ver. 1.0 Session 1 Slide 20 of 45
21. Object-Oriented Programming Using C#
Classes in C# (Contd.)
public class Hello The Escape Character
{ Displays New line
public static void character. Other special
Main(string[] args) characters can also be
{ displayed such as t, b
System.Console.WriteLine("He and r
llo, World! n");
}
}
Ver. 1.0 Session 1 Slide 21 of 45
22. Object-Oriented Programming Using C#
Demo: Creating Classes
Problem Statement:
As a member of a team that is developing toys for JoyToys,
Inc., you have been assigned the task of creating a bike
module that accepts and displays bike details. Declare the Bike
class and its member functions. The member function that
accepts bike details should display the message “Accepting
Bike Details”. Similarly, the member function to display bike
details on the screen should display the message “Displaying
Bike Details”.
Ver. 1.0 Session 1 Slide 22 of 45
23. Object-Oriented Programming Using C#
Declaring Variables
A variable is a location in the memory that has a name and
contains a value.
A variable is associated with a data type that defines the
type of data that can be stored in a variable.
Ver. 1.0 Session 1 Slide 23 of 45
24. Object-Oriented Programming Using C#
Declaring and Initializing Variables
You can declare and initialize variables by using the
following syntax:
<data_type> <variable_name>=<value>;
Ver. 1.0 Session 1 Slide 24 of 45
25. Object-Oriented Programming Using C#
Declaring and Initializing Variables (Contd.)
Consider the following Data Types in C#
example of declaring and Represents the kind of
initializing a variable:
data stored in a variable
int class_rank=2;
C# provides you with
various built-in data
types, such as:
• char
• int
• float
• double
• bool
• string
Ver. 1.0 Session 1 Slide 25 of 45
26. Object-Oriented Programming Using C#
Data Types in C#
Let us now understand the various data types with the help
of examples.
Ver. 1.0 Session 1 Slide 26 of 45
27. Object-Oriented Programming Using C#
Data Types in C# (Contd.)
string Name = “Peter”
float Marks = 83.56
int Age = 23
char Vowel = ‘a’
Ver. 1.0 Session 1 Slide 27 of 45
28. Object-Oriented Programming Using C#
Data Types in C# (Contd.)
Consider the following Data types in C#
example of declaring and The following types of
initializing a variable: data types are supported
int class_rank=2; by C#:
• Value types
int Num;
Num
Num=5; 5
Memory allocated
Variable declared and Initialized
Memory Allocation in Value Type
Ver. 1.0 Session 1 Slide 28 of 45
29. Object-Oriented Programming Using C#
Declaring and Initializing Variables
Consider the following Data types in C#
example of declaring and The following types of
initializing a variable: data types are supported
int class_rank=2; by C#:
• Reference types
string Str=“Hello”;
Address Str
H E L L O
0 1 2 3 4
Memory Allocation of the String Type Variable
Ver. 1.0 Session 1 Slide 29 of 45
30. Object-Oriented Programming Using C#
Declaring and Initializing Variables (Contd.)
Consider the following Naming variables in C#
example of declaring and The following rules are used
initializing a variable: for naming variables in C#:
int class_rank=2; • Must begin with a letter or
an underscore
• Should not contain any
embedded spaces or
symbols
• Must be unique
• Can have any number of
characters
• Keywords cannot be used
as variable names
Ver. 1.0 Session 1 Slide 30 of 45
31. Object-Oriented Programming Using C#
Declaring and Initializing Variables (Contd.)
Consider the following Examples and non-examples
example of declaring and of Naming Variables
initializing a variable:
Name
int class_rank=2;
#Score
Age
2Strank
Family_Size
Gender
Ver. 1.0 Session 1 Slide 31 of 45
32. Object-Oriented Programming Using C#
Declaring and Initializing Variables (Contd.)
Consider the Initializing Variables in C#
following example of Specifies the value that
declaring and needs to be stored in a
initializing a variable: variable. The value could be
int class_rank=2; an integer, a decimal, or a
character.
Ver. 1.0 Session 1 Slide 32 of 45
33. Object-Oriented Programming Using C#
Accepting and Storing Values in Member Variables
To understand how to accept Console.ReadLine()
value in a variable, let us Is used to accept input
consider the following code from the user and store it
snippet: in the variable
int Number;
Number=
Convert.ToInt32(Console.Rea
dLine());
Ver. 1.0 Session 1 Slide 33 of 45
34. Object-Oriented Programming Using C#
Accepting and Storing Values in Member Variables (Contd.)
To understand how to accept Convert.ToInt32()
value in a variable, let us Converts the value
consider the following code entered by the user to
snippet: the int data type
int Number;
Number=
Convert.ToInt32(Console.Rea
dLine());
Ver. 1.0 Session 1 Slide 34 of 45
35. Object-Oriented Programming Using C#
Writing and Executing a C# Program
Let us know learn to write, compile, and execute a C#
program.
Ver. 1.0 Session 1 Slide 35 of 45
36. Object-Oriented Programming Using C#
Creating a Sample C# Program
A C# program can be written by using an editor like
Notepad. Consider the following code, which declares a
class Car and also creates an object MyCar of the same
class: The using keyword is used to include
using System; the namespaces in the program.
class Car Comments are used to explain the
{ code and are represented by //
//Member variables symbols.
string Engine; Member variables are used to store
int NoOfWheels; the data for a class.
//Member functions Member functions are declared inside
void AcceptDetails() the class that are used to perform a
specific task.
Ver. 1.0 Session 1 Slide 36 of 45
37. Object-Oriented Programming Using C#
Creating a Sample C# Program (Contd.)
{
Console.WriteLine("Enter the Engine Model");
Engine = Console.ReadLine();
Console.WriteLine("Enter the number of Wheels");
NoOfWheels = Convert.ToInt32(Console.ReadLine());
}
public void DisplayDetails()
{
Console.WriteLine("The Engine Model is:{0}",
Engine);
Console.WriteLine("The number of wheels are:{0}",
NoOfWheels);
}
}
Ver. 1.0 Session 1 Slide 37 of 45
38. Object-Oriented Programming Using C#
Creating a Sample C# Program (Contd.)
//Class used to instantiate the Car class
class ExecuteClass The Execute class is used as a class from
{ where the Car class can be instantiated.
public static void Main(string[] args)
{
Car MyCar = new Car();
MyCar.AcceptDetails();
MyCar.DisplayDetails();
}
}
Ver. 1.0 Session 1 Slide 38 of 45
39. Object-Oriented Programming Using C#
Compiling and Executing C# Program
After writing the program in a Notepad, you need to compile
and execute it to get the desired output.
The compiler converts the source code that you write into
the machine code, which the computer can understand.
The following steps are needed to compile and execute a
C# program.
1. Save the code written in the Notepad with an extension .cs.
2. To compile the code, you need to go to the Visual Studio
2005 Command Prompt window. Select StartAll
ProgramsMicrosoft Visual Studio 2005Visual Studio
ToolsVisual Studio 2005 Command Prompt. The Visual
Studio 2005 Command Prompt window is displayed to
compile the program.
3. In the Visual Studio 2005 Command Prompt window, move
to the location where the programs file is saved.
Ver. 1.0 Session 1 Slide 39 of 45
40. Object-Oriented Programming Using C#
Compiling and Executing C# Program (Contd.)
4. Compile the program file by using the following command:
csc ExecuteClass.cs
5. To execute the code, type the following in the command
prompt:
ExecuteClass.exe
Ver. 1.0 Session 1 Slide 40 of 45
41. Object-Oriented Programming Using C#
Demo: Creating a C# Program
Problem Statement:
David is the member of a team that is developing the
Automatic Ranking software for a tennis tournament. You have
been assigned the task of creating a program. The program
should accept the following details of a tennis player and
display it:
• Name, containing a maximum of 25 characters
• Rank as an integer
• Winning average as a decimal value
Help David to create the program.
Ver. 1.0 Session 1 Slide 41 of 45
42. Object-Oriented Programming Using C#
Summary
In this session, you learned that:
According to the object-oriented approach, systems consist of
component objects that interact with each other.
An object is an entity that may have a physical boundary.
However, it should have the following characteristics:
• State
• Behavior
• Identity
– A class consists of a set of objects that share a common
structure and behavior.
– If an object desires an action from another object, it sends a
message to that object.
– The object that receives the message is called the receiver,
and the set of actions taken by the receiver constitutes the
method.
Ver. 1.0 Session 1 Slide 42 of 45
43. Object-Oriented Programming Using C#
Summary (Contd.)
The features of the object-oriented approach are:
• Realistic modeling
• Reusability
• Resilience to change
• Existence as different forms
– A model of a system is built in the stages of analysis, design
and implementation.
– The purpose of the model is to help developers understand the
reality that they are trying to imitate.
– In C#, a class is created by using the keyword class. It is
identified by a name called the class name.
– The Console.WriteLine() method is used to display text on the
screen.
– Main() is the first function which is executed in a C# program.
Ver. 1.0 Session 1 Slide 43 of 45
44. Object-Oriented Programming Using C#
Summary (Contd.)
Escape characters are used to display special characters such
as the newline character.
A variable is a named location in the memory, which contains a
specific value.
A datatype defines the type of data that can be stored in a
variable.
The two types of data type are Value type and Reference type.
The ReadLine() method is used to accept inputs from the
user.
The using keyword is used to include the namespaces in the
program.
A namespace contains a set of related classes.
Member variables are declared inside the class body.
Ver. 1.0 Session 1 Slide 44 of 45
45. Object-Oriented Programming Using C#
Summary (Contd.)
Comment entries are notes written by a programmer in the
code so that others reading that code can understand it better.
An object is an instance of a class.
The compiler software translates a program written in a
language like C# into the machine language.
Ver. 1.0 Session 1 Slide 45 of 45
Notes de l'éditeur
Students have learnt the structure of different types of dimensions and the importance of surrogate keys in Module I. In this session, students will learn to load the data into the dimension tables after the data has been transformed in the transformation phase. In addition, students will also learn to update data into these dimension tables. Students already know about different types of dimension tables. Therefore, you can start the session by recapitulating the concepts. Initiate the class by asking the following questions: 1. What are the different types of dimensions? 2. Define flat dimension. 3. What are conformed dimension? 4. Define large dimension. 5. Define small dimension. 6. What is the importance of surrogate key in a dimension table? Students will learn the loading and update strategies theoretically in this session. The demonstration to load and update the data in the dimension table will be covered in next session.
Students have learnt the structure of different types of dimensions and the importance of surrogate keys in Module I. In this session, students will learn to load the data into the dimension tables after the data has been transformed in the transformation phase. In addition, students will also learn to update data into these dimension tables. Students already know about different types of dimension tables. Therefore, you can start the session by recapitulating the concepts. Initiate the class by asking the following questions: 1. What are the different types of dimensions? 2. Define flat dimension. 3. What are conformed dimension? 4. Define large dimension. 5. Define small dimension. 6. What is the importance of surrogate key in a dimension table? Students will learn the loading and update strategies theoretically in this session. The demonstration to load and update the data in the dimension table will be covered in next session.
Students know the importance of surrogate keys. In this session students will learn the strategy to generate the surrogate key. Give an example to explain the strategy to generate the surrogate keys by concatenating the primary key of the source table with the date stamp. For example, data from a Product table has to be loaded into the Product_Dim dimension table on Feb 09, 2006. The product_code is the primary key column in the Product table. To insert the surrogate key values before loading the data into the dimension table, you can combine the primary key value with the date on which the data has to be loaded. In this case the surrogate key value can be product_code+09022006.
Students know what is the structure of Flat dimension. You can initiate the session by asking the following questions: 1. What are flat dimension tables? 2. What is the structure of flat dimension? 3. Given examples of a flat dimension? Next, tell the strategy to load the data into the flat dimension table. You can explain the loading strategy with the help of the example given in SG. Continue this session by asking the following questions: 4. What are large flat dimension tables? 5. Give examples of large flat dimensions? Then, explain the strategy to load data into the large flat dimension table. Before explaining the strategy to load data into the small dimension table ask the following questions and the tell the strategy to load the data into the dimension table. 6. What are small flat dimension tables? 7. Give examples of small flat dimension tables. With the help of these questions, students will be able to recall about flat dimensions, they have learnt in Module I. Explain this topic with the help of an example given in SG.
Student already have learnt about SCDs in Module I. Therefore, you can start this topic by asking the following questions to students: What are type 1 SCDs? Given an example to explain type 1 SCDs. This will recapitulate what they have learnt about type 1 SCD in Module 1. Now explain the strategy to load the data into these dimension tables with help of the given diagram. Relate this diagram to the example given in SG.
Student already have learnt about type 2 SCDs in Module I. Therefore, you can start this topic by asking the following questions to students: What are type 2 SCDs? Given an example to explain type 2 SCDs. This will recapitulate what they have learnt about type 2 SCD in Module 1. Now explain the strategy to update the data into these dimension tables with help the example given in SG. After explaining the examples, you can ask students to think of an example of a type 2 SCD and then tell the strategy to update the data into this dimension table.
Student already have learnt about type 2 SCDs in Module I. Therefore, you can start this topic by asking the following questions to students: What are type 2 SCDs? Given an example to explain type 2 SCDs. This will recapitulate what they have learnt about type 2 SCD in Module 1. Now explain the strategy to update the data into these dimension tables with help the example given in SG. After explaining the examples, you can ask students to think of an example of a type 2 SCD and then tell the strategy to update the data into this dimension table.
Student already have learnt about type 2 SCDs in Module I. Therefore, you can start this topic by asking the following questions to students: What are type 2 SCDs? Given an example to explain type 2 SCDs. This will recapitulate what they have learnt about type 2 SCD in Module 1. Now explain the strategy to update the data into these dimension tables with help the example given in SG. After explaining the examples, you can ask students to think of an example of a type 2 SCD and then tell the strategy to update the data into this dimension table.
Student already have learnt about type 2 SCDs in Module I. Therefore, you can start this topic by asking the following questions to students: What are type 2 SCDs? Given an example to explain type 2 SCDs. This will recapitulate what they have learnt about type 2 SCD in Module 1. Now explain the strategy to update the data into these dimension tables with help the example given in SG. After explaining the examples, you can ask students to think of an example of a type 2 SCD and then tell the strategy to update the data into this dimension table.
Student already have learnt about type 2 SCDs in Module I. Therefore, you can start this topic by asking the following questions to students: What are type 2 SCDs? Given an example to explain type 2 SCDs. This will recapitulate what they have learnt about type 2 SCD in Module 1. Now explain the strategy to update the data into these dimension tables with help the example given in SG. After explaining the examples, you can ask students to think of an example of a type 2 SCD and then tell the strategy to update the data into this dimension table.
Student already have learnt about type 2 SCDs in Module I. Therefore, you can start this topic by asking the following questions to students: What are type 2 SCDs? Given an example to explain type 2 SCDs. This will recapitulate what they have learnt about type 2 SCD in Module 1. Now explain the strategy to update the data into these dimension tables with help the example given in SG. After explaining the examples, you can ask students to think of an example of a type 2 SCD and then tell the strategy to update the data into this dimension table.
Student already have learnt about type 2 SCDs in Module I. Therefore, you can start this topic by asking the following questions to students: What are type 2 SCDs? Given an example to explain type 2 SCDs. This will recapitulate what they have learnt about type 2 SCD in Module 1. Now explain the strategy to update the data into these dimension tables with help the example given in SG. After explaining the examples, you can ask students to think of an example of a type 2 SCD and then tell the strategy to update the data into this dimension table.
Student already have learnt about type 2 SCDs in Module I. Therefore, you can start this topic by asking the following questions to students: What are type 2 SCDs? Given an example to explain type 2 SCDs. This will recapitulate what they have learnt about type 2 SCD in Module 1. Now explain the strategy to update the data into these dimension tables with help the example given in SG. After explaining the examples, you can ask students to think of an example of a type 2 SCD and then tell the strategy to update the data into this dimension table.
Student already have learnt about type 2 SCDs in Module I. Therefore, you can start this topic by asking the following questions to students: What are type 2 SCDs? Given an example to explain type 2 SCDs. This will recapitulate what they have learnt about type 2 SCD in Module 1. Now explain the strategy to update the data into these dimension tables with help the example given in SG. After explaining the examples, you can ask students to think of an example of a type 2 SCD and then tell the strategy to update the data into this dimension table.
Student already have learnt about SCDs in Module I. Therefore, you can start this topic by asking the following questions to students: What are type 1 SCDs? Given an example to explain type 1 SCDs. This will recapitulate what they have learnt about type 1 SCD in Module 1. Now explain the strategy to load the data into these dimension tables with help of the given diagram. Relate this diagram to the example given in SG.
Student already have learnt about type 2 SCDs in Module I. Therefore, you can start this topic by asking the following questions to students: What are type 2 SCDs? Given an example to explain type 2 SCDs. This will recapitulate what they have learnt about type 2 SCD in Module 1. Now explain the strategy to update the data into these dimension tables with help the example given in SG. After explaining the examples, you can ask students to think of an example of a type 2 SCD and then tell the strategy to update the data into this dimension table.
Student already have learnt about type 2 SCDs in Module I. Therefore, you can start this topic by asking the following questions to students: What are type 2 SCDs? Given an example to explain type 2 SCDs. This will recapitulate what they have learnt about type 2 SCD in Module 1. Now explain the strategy to update the data into these dimension tables with help the example given in SG. After explaining the examples, you can ask students to think of an example of a type 2 SCD and then tell the strategy to update the data into this dimension table.
Student already have learnt about type 2 SCDs in Module I. Therefore, you can start this topic by asking the following questions to students: What are type 2 SCDs? Given an example to explain type 2 SCDs. This will recapitulate what they have learnt about type 2 SCD in Module 1. Now explain the strategy to update the data into these dimension tables with help the example given in SG. After explaining the examples, you can ask students to think of an example of a type 2 SCD and then tell the strategy to update the data into this dimension table.
Student already have learnt about SCDs in Module I. Therefore, you can start this topic by asking the following questions to students: What are type 1 SCDs? Given an example to explain type 1 SCDs. This will recapitulate what they have learnt about type 1 SCD in Module 1. Now explain the strategy to load the data into these dimension tables with help of the given diagram. Relate this diagram to the example given in SG.
Student already have learnt about type 2 SCDs in Module I. Therefore, you can start this topic by asking the following questions to students: What are type 2 SCDs? Given an example to explain type 2 SCDs. This will recapitulate what they have learnt about type 2 SCD in Module 1. Now explain the strategy to update the data into these dimension tables with help the example given in SG. After explaining the examples, you can ask students to think of an example of a type 2 SCD and then tell the strategy to update the data into this dimension table.
Student already have learnt about type 2 SCDs in Module I. Therefore, you can start this topic by asking the following questions to students: What are type 2 SCDs? Given an example to explain type 2 SCDs. This will recapitulate what they have learnt about type 2 SCD in Module 1. Now explain the strategy to update the data into these dimension tables with help the example given in SG. After explaining the examples, you can ask students to think of an example of a type 2 SCD and then tell the strategy to update the data into this dimension table.
Student already have learnt about type 2 SCDs in Module I. Therefore, you can start this topic by asking the following questions to students: What are type 2 SCDs? Given an example to explain type 2 SCDs. This will recapitulate what they have learnt about type 2 SCD in Module 1. Now explain the strategy to update the data into these dimension tables with help the example given in SG. After explaining the examples, you can ask students to think of an example of a type 2 SCD and then tell the strategy to update the data into this dimension table.
Student already have learnt about type 2 SCDs in Module I. Therefore, you can start this topic by asking the following questions to students: What are type 2 SCDs? Given an example to explain type 2 SCDs. This will recapitulate what they have learnt about type 2 SCD in Module 1. Now explain the strategy to update the data into these dimension tables with help the example given in SG. After explaining the examples, you can ask students to think of an example of a type 2 SCD and then tell the strategy to update the data into this dimension table.
Student already have learnt about type 2 SCDs in Module I. Therefore, you can start this topic by asking the following questions to students: What are type 2 SCDs? Given an example to explain type 2 SCDs. This will recapitulate what they have learnt about type 2 SCD in Module 1. Now explain the strategy to update the data into these dimension tables with help the example given in SG. After explaining the examples, you can ask students to think of an example of a type 2 SCD and then tell the strategy to update the data into this dimension table.
Student already have learnt about type 2 SCDs in Module I. Therefore, you can start this topic by asking the following questions to students: What are type 2 SCDs? Given an example to explain type 2 SCDs. This will recapitulate what they have learnt about type 2 SCD in Module 1. Now explain the strategy to update the data into these dimension tables with help the example given in SG. After explaining the examples, you can ask students to think of an example of a type 2 SCD and then tell the strategy to update the data into this dimension table.
Student already have learnt about type 2 SCDs in Module I. Therefore, you can start this topic by asking the following questions to students: What are type 2 SCDs? Given an example to explain type 2 SCDs. This will recapitulate what they have learnt about type 2 SCD in Module 1. Now explain the strategy to update the data into these dimension tables with help the example given in SG. After explaining the examples, you can ask students to think of an example of a type 2 SCD and then tell the strategy to update the data into this dimension table.
Student already have learnt about type 2 SCDs in Module I. Therefore, you can start this topic by asking the following questions to students: What are type 2 SCDs? Given an example to explain type 2 SCDs. This will recapitulate what they have learnt about type 2 SCD in Module 1. Now explain the strategy to update the data into these dimension tables with help the example given in SG. After explaining the examples, you can ask students to think of an example of a type 2 SCD and then tell the strategy to update the data into this dimension table.
Student already have learnt about type 2 SCDs in Module I. Therefore, you can start this topic by asking the following questions to students: What are type 2 SCDs? Given an example to explain type 2 SCDs. This will recapitulate what they have learnt about type 2 SCD in Module 1. Now explain the strategy to update the data into these dimension tables with help the example given in SG. After explaining the examples, you can ask students to think of an example of a type 2 SCD and then tell the strategy to update the data into this dimension table.
Student already have learnt about type 2 SCDs in Module I. Therefore, you can start this topic by asking the following questions to students: What are type 2 SCDs? Given an example to explain type 2 SCDs. This will recapitulate what they have learnt about type 2 SCD in Module 1. Now explain the strategy to update the data into these dimension tables with help the example given in SG. After explaining the examples, you can ask students to think of an example of a type 2 SCD and then tell the strategy to update the data into this dimension table.
Student already have learnt about type 2 SCDs in Module I. Therefore, you can start this topic by asking the following questions to students: What are type 2 SCDs? Given an example to explain type 2 SCDs. This will recapitulate what they have learnt about type 2 SCD in Module 1. Now explain the strategy to update the data into these dimension tables with help the example given in SG. After explaining the examples, you can ask students to think of an example of a type 2 SCD and then tell the strategy to update the data into this dimension table.
Student already have learnt about type 2 SCDs in Module I. Therefore, you can start this topic by asking the following questions to students: What are type 2 SCDs? Given an example to explain type 2 SCDs. This will recapitulate what they have learnt about type 2 SCD in Module 1. Now explain the strategy to update the data into these dimension tables with help the example given in SG. After explaining the examples, you can ask students to think of an example of a type 2 SCD and then tell the strategy to update the data into this dimension table.
Student already have learnt about type 2 SCDs in Module I. Therefore, you can start this topic by asking the following questions to students: What are type 2 SCDs? Given an example to explain type 2 SCDs. This will recapitulate what they have learnt about type 2 SCD in Module 1. Now explain the strategy to update the data into these dimension tables with help the example given in SG. After explaining the examples, you can ask students to think of an example of a type 2 SCD and then tell the strategy to update the data into this dimension table.
Student already have learnt about type 2 SCDs in Module I. Therefore, you can start this topic by asking the following questions to students: What are type 2 SCDs? Given an example to explain type 2 SCDs. This will recapitulate what they have learnt about type 2 SCD in Module 1. Now explain the strategy to update the data into these dimension tables with help the example given in SG. After explaining the examples, you can ask students to think of an example of a type 2 SCD and then tell the strategy to update the data into this dimension table.
You can summarize the session by running through the summary given in SG. In addition, you can also ask students summarize what they have learnt in this session.
You can summarize the session by running through the summary given in SG. In addition, you can also ask students summarize what they have learnt in this session.
You can summarize the session by running through the summary given in SG. In addition, you can also ask students summarize what they have learnt in this session.
You can summarize the session by running through the summary given in SG. In addition, you can also ask students summarize what they have learnt in this session.