Using UML class diagrams for a comparative analysis of relational, object-oriented, and object-relational database mappings

Susan D. Urban, Suzanne Dietrich

Research output: Chapter in Book/Report/Conference proceedingConference contribution

4 Scopus citations

Abstract

This paper illustrates the manner in which UML can be used to study mappings to different types of database systems. After introducing UML through a comparison to the EER model, UML diagrams are used to teach different approaches for mapping conceptual designs to the relational model. As we cover object-oriented and object-relational database systems, different features of UML are used over the same enterprise example to help students understand mapping alternatives for each model. Students are required to compare and contrast the mappings in each model as part of the learning process. For object-oriented and object-relational database systems, we address mappings to the ODMG and SQL99 standards in addition to specific commercial implementations.

Original languageEnglish (US)
Title of host publicationSIGCSE Bulletin (Association for Computing Machinery, Special Interest Group on Computer Science Education)
Pages21-25
Number of pages5
StatePublished - 2003
EventProceedings of the 34th SIGCSE Technical Symposium on Computer Science Education - Reno,NV, United States
Duration: Feb 19 2003Feb 22 2003

Other

OtherProceedings of the 34th SIGCSE Technical Symposium on Computer Science Education
CountryUnited States
CityReno,NV
Period2/19/032/22/03

Keywords

  • Database design
  • Entity-relationship model
  • Object-oriented data model
  • Object-relational data model
  • Relational model
  • Schema mappings
  • Unified modeling language

ASJC Scopus subject areas

  • Hardware and Architecture
  • Software
  • Food Science

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    Urban, S. D., & Dietrich, S. (2003). Using UML class diagrams for a comparative analysis of relational, object-oriented, and object-relational database mappings. In SIGCSE Bulletin (Association for Computing Machinery, Special Interest Group on Computer Science Education) (pp. 21-25)