Access Chapter 01 IM

Access 2010 Instructor’s Manual of 18

Microsoft Office Access 2010Chapter One: Databases and Database Objects: An

IntroductionA Guide to this Instructor’s Manual:We have designed this Instructor’s Manual to supplement and enhance your teaching experience through classroom activities and a cohesive chapter summary.

This document is organized chronologically, using the same heading in redred that you see in the textbook. Under each heading you will find (in order): Lecture Notes that summarize the section, Figures and Boxes found in the section, if any, Teacher Tips, Classroom Activities, and Lab Activities. Pay special attention to teaching tips, and activities geared towards quizzing your students, enhancing their critical thinking skills, and encouraging experimentation within the software.

In addition to this Instructor’s Manual, our Instructor’s Resources CD also contains PowerPoint Presentations, Test Banks, and other supplements to aid in your teaching experience.

For your students:Our latest online feature, CourseCasts, is a library of weekly podcasts designed to keep your students up to date with the latest in technology news. Direct your students to http://coursecasts.course.com, where they can download the most recent CourseCast onto their mp3 player. Ken Baldauf, host of CourseCasts, is a faculty member of the Florida State University Computer Science Department where he is responsible for teaching technology classes to thousands of FSU students each year. Ken is an expert in the latest technology and sorts through and aggregates the most pertinent news and information for CourseCasts so your students can spend their time enjoying technology, rather than trying to figure it out. Open or close your lecture with a discussion based on the latest CourseCast.

Table of ContentsChapter Objectives 2AC 2: Introduction 2AC 2: Plan Ahead (Critical Thinking): Project Planning Guidelines 3AC 2: Project — Database Creation 3AC 5: Plan Ahead (Critical Thinking): Database Design Guidelines 4AC 6: Designing a Database 5AC 9: Plan Ahead (Critical Thinking): Determine Relationships Between the Tables

6

AC 13: Creating a Database 6AC 13: Plan Ahead (Critical Thinking): Determine a Storage Location for the Database

7

AC 15: The Access Window 7AC 15: Creating a Table 8AC 16: Plan Ahead (Critical Thinking): Determine Additional Properties for Fields

10

AC 30: Plan Ahead (Critical Thinking): Determine the Best Method for Distributing the Database Objects

10

AC 30: Previewing and Printing the Contents of a Table 10

http://coursecasts.course.com/


AC 32: Creating Additional Tables 11AC 38: Importing Data from Other Applications to Access 12AC 42: Additional Database Objects 12AC 58: Database Properties 13AC 60: Special Database Operations 13End of Chapter Material 14Glossary of Key Terms 16

Chapter ObjectivesChapter ObjectivesStudents will have mastered the material in Chapter One when they can:


Design a database to satisfy a collection of requirements

Describe the features of the Access window

Create a database Create tables in Datasheet and

Design views Add records to a table

Close a database Open a database Print the contents of a table Create and use a query Create and use a form Create and print custom reports Modify a report in Layout view

AC 2: IntroductionAC 2: IntroductionLECTURE NOTES Define database and database management system

TEACHER TIPMost students have very little experience with a true database management system. A database management system (DBMS) is different from file management software such as Professional File or the database feature of Excel or MS Works. In a typical file management system, each department within an organization has its own set of files, often designed specifically for particular applications. In a database management system, many programs and users share the data in a database. With file management software, data only can be retrieved from one file. With a DBMS, data can be retrieved by joining tables that have a common field.

CLASSROOM ACTIVITIES1. Class Discussion: Ask students if they have ever used the database feature of Excel or other DBMS packages. Have students make a list of all the places they can think of where data about them is stored.

2. Critical Thinking: What are the implications of the same data being stored in many different databases?

3. Quick Quiz:1) What is a database? (Answer: A collection of data organized in a manner that

allows access, retrieval, and use of that data)2) What is a database management system? (Answer: A software tool that allows

you to use a computer to create a database; add, change, and delete data in the database; ask and answer questions concerning the data in the database; and create forms and reports using data in the database)

AC 2: Plan Ahead (Critical Thinking); Project Planning GuidelinesAC 2: Plan Ahead (Critical Thinking); Project Planning GuidelinesLECTURE NOTES Stress that Appendix A provides details of these guidelines Project Planning Guidelines

o Establish why the database is neededo Analyze the intended users of the database and their unique needso Gather information about the topic and decide what to includeo Determine database design and style that will be successful at delivering

message


CLASSROOM ACTIVITIES1. Critical Thinking: Who would be the intended user of a database of students?

AC 2: Project — Database CreationAC 2: Project — Database CreationLECTURE NOTES Describe/review the Camashaly Design database Define relational database Review the fundamental database concepts of record, field, unique identifier, and

primary key using Figures 1-1a and 1-1b Review the tasks that will be covered in this chapter

o Designing and creating a databaseo Creating tables in both Datasheet view and Design viewo Adding records and importing recordso Previewing and printing the contents of tableso Creating a query, a report and a form

FIGURES and TABLES: Figures — 1-1a, 1-1b

BOXES:1. BTW: BTWs. Point out the link to the complete listing of BTWs on the Web. Information in BTWs is included in the test bank.

TEACHER TIPSDatabase concepts such as record, field, and primary key are often difficult for students to grasp. Use examples that students can relate to, for example, a school database, or a database maintained by the state department of public safety (driver’s licenses). A record describes a person, a place, a thing, an event. A field is really an attribute that contains a specific piece of information within a record. A good analogy to use is an employment application form. The items that we complete on the form are fields and the completed application is a record that describes the individual who completed it.

Students will work with Camashaly Design in every chapter. They should become familiar with the database and have an understanding of the purpose of each field in the database.

This chapter introduces the student to the fundamental objects in a database management system: table, query, form, and report. Subsequent chapters build on the concepts presented in Chapter 1.

You can use the Lecture Success System for Access in conjunction with the Figures in the Book. To do this, start Access and open the database from the appropriate folder. Then, start your slide show containing the figures for the project. You can switch back and forth between the slide show and Access by using the ALT+TAB keys combination. You can use the Figures in the Book to show the steps students should follow. If students need additional reinforcement or ask questions about the task, you can switch to Access to do a live demonstration.

CLASSROOM ACTIVITIES1. Class Discussion: Ask students what other type of data a computer graphics design and marketing company would need to maintain.


2. Assign a Project: Divide the class into small groups. Ask each group to determine the fields that could be used to describe a student in one of the following situations. Students should indicate which field would be the unique identifier (primary key):

(1) A database that stores information about students in a student organization(2) A database that stores information about students in a course(3) A database that stores information about students on an athletic team(4) A database that stores information about student health records

3. Critical Thinking: In what career paths would knowledge of Access benefit you?

4. Critical Thinking: A record contains information about a given person, product, or event. Suppose you volunteer at the local animal shelter. What records would a database for an animal shelter have?

LAB ACTIVITIES1. Have students use the Internet to research companies in your local area that provide Internet marketing solutions. You may want students to interview some of these companies to learn more about how these companies use databases to track clients, employees, and the status of current projects.

AC 5: Plan Ahead (Critical Thinking): Database Design GuidelinesAC 5: Plan Ahead (Critical Thinking): Database Design GuidelinesLECTURE NOTES General guidelines for database design

o Identify the tableso Determine the primary keyso Determine the additional fieldso Determine relationships between the tableso Determine data types for the fieldso Identify and remove any unwanted redundancyo Determine a storage location for the databaseo Determine additional properties for tableso Determine the best method for distributing the database objects

TEACHER TIPThese guidelines are intended to help students with their critical thinking skills. Students should understand the principles of database design. Spend a significant amount of class time reviewing each of these guidelines and use example databases to which students can relate. Each of these points is emphasized at appropriate locations in the chapter. Also, In the Lab 3 and the Cases and Places exercises challenge students to apply these guidelines to designing a database.

CLASSROOM ACTIVITIES1. Assign a Project: Divide the class into small groups. Assign each group a different database to design using the Plan Ahead guidelines. Example databases include: University database (students, teachers, courses); Employment database (Employees, Departments); Bookstore database (Books, Authors, Publishers); Video Store database (Movies, Directors, Actors, DVDs).

AC 6: Designing a DatabaseAC 6: Designing a DatabaseLECTURE NOTES


Discuss database requirements for Camashaly Design using Figures 1-2a through 1-2d

Review rules for naming tables and fields Identify the tables (objects) that must be tracked Determine which field uniquely identifies each record in a table Decide which fields describe each object to be tracked Define Text, Number, and Currency data types Review the other available data types in Table 1-1

o Calculated is a new data type in Access 2010 Discuss the field sizes for Number fields in Table 1-2 Explain redundancy using Figure 1-3 Explain how to minimize redundancy by placing redundant data in a separate table

using Figure 1-4 Discuss the problems with redundancy Review the steps to start Access

FIGURES and TABLES: Figures — 1-2a, 1-2b, 1-2c, 1-2d, 1-3, 1-4; Tables — 1-1, 1-2

BOXES:1. BTW: Determining Database Requirements. Discuss the role systems analysis plays in gathering database requirements.

2. BTW: Additional Data for Camashaly. Point out that the database used in the book is a subset of all the data necessary for Camashaly to operate their organization.

3. BTW: Naming Files. Make sure students understand that there are certain characters they cannot use in naming files.

4. BTW: Naming Fields. Refer students to additional rules on reserved words. For a complete list of reserved words, consult Access Help.

5. BTW: Database Design Language (DBDL). Mention that DBDL is a shorthand representation for showing the structure of a relational database.

6. BTW: Data Types. Mention that each DBMS will have its own data types.

7. BTW: Postal Codes. Review why postal codes may need to be in a separate table.

8. Yellow Box: Direct students to the Office 2010 and Windows 7 chapter at the beginning of this book for an introduction to Windows 7 and for instruction on how to perform basic Windows 7 tasks.

TEACHER TIPSIn the Camashaly Design database, the one table is the Business Analyst table and the many table is the Client table. Other relationships types are one-to-one and many-to-many. A good analogy to use for explaining relationships follows:

One-to-one: Every state has one and only one capital city.One-to-many: Every state has many cities.Many-to-many: Every state has many interstate highways and one interstate highway goes through many states.


Relationships are determined by the business rules, that is, a statement that defines or constrains some aspect of the business. If Camashaly had the business rule that multiple analysts could work with multiple clients, then the relationship between clients and analysts would be many-to-many. CLASSROOM ACTIVITIES1. Quick Quiz:

1) What are three data types? (Answer: Any three of the following: Text, Number, Date/Time, Currency, Memo, AutoNumber, Yes/No, OLE Object, Hyperlink, Attachment, and Calculated)

2) What is the maximum length of field and table names? (Answer: 64 characters)3) What is the maximum field width for a text field? (Answer: 255 characters)

2. Critical Thinking: Divide the class into small groups. Have each group make a list of all the different places on campus that might have records about one of them. In the small group, discuss: What happens if this student moves to a new address? How many of these records have to be changed? What if one or more of them is not updated? Is this a problem? How might this problem be solved on your campus?

3. Class Discussion: Use In the Lab 3 on page AC 70 as an in-class exercise on database design. The Philamar Training database is similar in design to Camashaly Design.

AC 9: Plan Ahead (Critical Thinking); Determine Relationships AC 9: Plan Ahead (Critical Thinking); Determine Relationships Between the TablesBetween the TablesLECTURE NOTES Determine relationships between tables Discuss one-to-many relationship

o Discuss the general guidelines: identify the “one” table, identify the “many” table, and include the primary key from the “one” table as a field in the “many” table

AC 13: Creating a DatabaseAC 13: Creating a DatabaseLECTURE NOTES Use Figure 1-5 to review the steps to create a database using the Blank database

optiono Review the steps to create a database using a template

TEACHER TIPSExtend Your Knowledge has students use a template to create and modify a Students database.

FIGURES and TABLES: Figure — 1-5

BOXES:1. BTW: Q&As. Point out the link to the complete listing of Q&As on the Web. Information in Q&As is included in the test bank.

2. BTW: Available Templates. Point out that Web-based templates are new in Access 2010.


3. Yellow Box: Direct students to the Office 2010 and Windows 7 chapter at the beginning of this book for an introduction to Windows 7 and for instruction on how to perform basic Office 2010 tasks.

TEACHER TIPSIf students are going to save their work in specific folders or on a network drive, discuss it here. If students are using a USB, you may want to encourage them to label the drive in case it becomes lost or left in the computer lab. Emphasize the need to back up your work. Instructions for backing up a database are on page AC 61 in this chapter. If you have any specific naming conventions for files and/or folders that you want students to use, discuss it here also.

If you are providing data files to students, discuss the location of these files with students.

Remind students that the Intro chapter has detailed instructions for working with files and folders.

Make sure students understand that all the tables, reports, and forms created in this project are stored within the database. They will not appear as separate files on their disk. Access 2010 uses the file extension, .ACCDB. If students are going to be using Microsoft Access 2010 at school and Access 2007 at home, the default format will open in both versions. However, some features, such as calculated data type are not available in Access 2007. Students should not use Access 2003 to do any of the work in this text.

CLASSROOM ACTIVITIES1. Assign a Project: Have students choose one of the templates in the Available Templates gallery and use it to create a personal database that will contain information of special interest to them. Have them enter several records into this database.

2. Critical Thinking: Why would an organization want to create a database that could be published on the Web?

AC 13: Plan Ahead (Critical Thinking): Determine a Storage Location AC 13: Plan Ahead (Critical Thinking): Determine a Storage Location for the Databasefor the DatabaseLECTURE NOTES Review the pros and cons of each of the storage media offered as locations for a

database

AC 15: The Access WindowAC 15: The Access WindowLECTURE NOTES

o Use Figure 1-5 on page AC 14 to explain Access work area, object tabs, Navigation Pane, and Status bar

TEACHER TIPThe Navigation Pane makes it easy to see all the objects in a database and the tabbed windows provide an easy way to move from one open object to another. In this text, objects are organized by object type.

CLASSROOM ACTIVITIES


1. Assign a Project: If students are familiar with other Windows applications, have them list features shared with the Access window (e.g., shortcut menus, scroll bars, status bar).

2. Class Discussion: Ask students what is different about the Access window compared to an Excel workbook or a Word document.

AC 15: Creating a TableAC 15: Creating a TableLECTURE NOTES Discuss the difference between Datasheet view and Design view Use Table 1-3 to review the structure of the Business Analyst table Point out the purpose of the ID field (default primary key) Use Figures 1-6 through 1-11 to explain how to change the name, data type, and

other properties for the primary key Discuss how to define additional fields in a table using Figures 1-12 through 1-14 Discuss ways of making changes to the structure in Datasheet view Review the steps to save a table using Figures 1-15 and 1-16 Use Figures 1-17 and 1-18 to discuss how to view a table in Design view

o Define row selector and discuss how to check the structure of a table using Design view

o Use Figure 1-19 to review the step to close a table Review the steps for adding records to a table using Figures 1-20 through 1-26 Discuss making changes to the data and define datasheet Use Figure 1-27 to review the step to close a table Describe the steps to quit Access Review the steps to start Access Use Figure 1-28 to discuss opening a database from Access Use Table 1-4 to explain Navigation buttons Use Figures 1-29 through 1-33 to show how to add additional records to a table Review the steps for resizing columns in a datasheet using Figures 1-34 and 1-35 Define resizing and layout

FIGURES and TABLES: Figures — 1-66, 1-7, 1-8, 1-9, 1-10, 1-11, 1-12, 1-13, 1-14, 1-15, 1-16, 1-17, 1-18, 1-19, 1-20, 1-21, 1-22, 1-23, 1-24, 1-25, 1-26, 1-27, 1-28, 1-29, 1-30, 1-31, 1-32, 1-33, 1-34, 1-35; Tables — 1-3, 1-4

BOXES:1. BTW: The Ribbon and Screen Resolution. Remind students that a different screen resolution can affect how the Ribbon appears.

2. BTW: Naming Tables. Point out that there are different approaches to naming tables.

3. BTW: Currency Symbols. Discuss how to change currency symbols.

4. BTW: Adding Records. Point out that you can add records in any order.

5. BTW: Organizing Files and Folders. Refer students to the Intro chapter for help in organizing files and folders.

6. Other Ways: Encourage your students to explore other ways of saving a table.


7. Other Ways: Encourage your students to explore other ways of moving to Design view.

8. Other Ways: Encourage your students to explore other ways of closing a table.

9. Other Ways: Encourage your students to explore other ways of opening a database.

10. Other Ways: Encourage your students to explore other ways of adding records.

11. Other Ways: Encourage your students to explore other ways of resizing columns.

TEACHER TIPSIn this section, students create the table in Datasheet view. Access 2010 has incorporated many new features in Datasheet view that make it easy to add fields, change data types, add captions, and change field sizes. Encourage students to open their tables in Design view to check the design structure. Making corrections to the structure is much easier in Design view.

If students add a record inadvertently and they cannot delete the record, they can press the Undo button to remove the record. They may need to press Undo more than once. They also can press the Esc key.

If students forget to assign a primary key for a table, Access will display a dialog box with the message: There is no primary key defined. Students should click the Cancel button in the dialog box, click the Primary Key button to assign a primary key to the appropriate field, and then Save the table again.

If you want your students to store databases in specific folders, mention that in this section.

Emphasize the importance of closing a table and database properly. Tables can become corrupted if the application is not closed properly. Remind students to remove their USB device after they quit Access. Also, if there are any log off procedures at your location, review them here.

CLASSROOM ACTIVITIES1. Quick Quiz:

1) When does Access save a record? (Answer: A record is saved as soon as you have entered or modified a record and moved to the next record.)

2) When a table is open, what are the five Navigation buttons found near the lower left of the screen that permit you to go to the different records in your database? (Answer: First record, Previous record, Next record, Last record, and New (blank) record)

AC 16: Plan Ahead (Critical Thinking): Determine Additional AC 16: Plan Ahead (Critical Thinking): Determine Additional Properties for FieldsProperties for FieldsLECTURE NOTES Review the additional properties for fields

o Captionso Descriptionso Field sizeso Formats


AC 30: Plan Ahead (Critical Thinking): Determine the Best Method for AC 30: Plan Ahead (Critical Thinking): Determine the Best Method for Distributing the Database ObjectsDistributing the Database ObjectsLECTURE NOTES Define hard copy or printout Discuss the pros and cons of hard copy versus electronic images Define green computing

CLASSROOM ACTIVITIES1. Class Discussion: Divide the class into four groups. Have one group list the advantages of hard copy and another group list the advantages of electronic documents. Have a third group list the disadvantages of hard copy and the fourth group list the disadvantages of electronic documents. Then, discuss the lists with the class.

2. Critical Thinking: Identify some other ways you can contribute to green computing.

AC 30: Previewing and Printing the Contents of a TableAC 30: Previewing and Printing the Contents of a TableLECTURE NOTES Introduce the terms portrait orientation and landscape orientation using Figure 1-

36 Use Figures 1-37 through 1-40 to illustrate the steps to preview and print the

contents of a table Explain how to make multiple copies of a document

FIGURES and TABLES: Figures — 1-36, 1-37, 1-38, 1-39, 1-40

BOXES:1. BTW: Changing Printers. Review the instructions to change the default printer.

2. Other Ways: Encourage your students to explore other ways of printing a table.

TEACHER TIPIf there are any special printing requirements at your institution, review them here. Students should get into the habit of previewing documents before printing to confirm that the document will print correctly.

CLASSROOM ACTIVITIES1. Quick Quiz:

1) What does portrait orientation mean? (Answer: The printout is across the width of the page)

2) What does landscape orientation mean? (Answer: The printout is across the length (height) of the page)

AC 32: Creating Additional TablesAC 32: Creating Additional TablesLECTURE NOTES Use Table 1-5 to review the structure of the Client table Use Figures 1-41 through 1-51 to explain creating a table in Design view Discuss the techniques for correcting errors in the structure Review the step to close the table


FIGURES and TABLES: Figures — 1-41, 1-42, 1-43, 1-44, 1-45, 1-46, 1-47, 1-48, 1-49, 1-50, 1-51; Table — 1-5

BOXES:1. BTW: Autocorrect Feature. Review the AutoCorrect feature of Access.

2. BTW: Other Autocorrect Options. Discuss additional ways you can use the AutoCorrect feature.

3. Other Ways: Encourage your students to explore other ways of moving between panes in the Table Design window.

CLASSROOM ACTIVITIES1. Critical Thinking: Why is it important to select the proper field size for a field whose data type is Number? What would happen if you had a field that contained only decimal values and you assigned a field size of integer or long integer?

2. Critical Thinking: Should you group related fields together, such as street, city, state, postal code or simply add them in random order? Why or why not?

3. Critical Thinking: Does the primary key field need to be the first field in a table?

LAB ACTIVITIES1. Ask students to open a sample database that has a Number data type. Then, try field sizes for the field and view the result.

2. AutoCorrect will correct the spelling of hundreds of commonly misspelled words automatically. Create a sample database with three columns: ID, First Word, and Second Word. Have students open the sample database and intentionally type commonly misspelled words to see which of the words are replaced with their correct spelling. For example, AutoCorrect will change the misspelled word recieve to receive when the entry is completed. Ask students to find at least 10 misspelled words that are corrected with AutoCorrect.

AC 38: Importing Data from Other Applications to AccessAC 38: Importing Data from Other Applications to AccessLECTURE NOTES Use Figure 1-52 to explain an Excel list and discuss importing data from another

application Review the steps to import an Excel workbook using Figures 1-53 through 1-58 Use Figure 1-59 to review the steps to resize columns

FIGURES and TABLES: Figures — 1-52, 1-53, 1-54, 1-55, 1-56, 1-57, 1-58, 1-59

BOXES:1. BTW: Resizing Columns. Explain how you can resize multiple columns simultaneously.

2. Other Ways: Encourage your students to explore other ways of importing data.

TEACHER TIP


Check the Camashaly Client Data workbook to make sure the Contract Hours YTD column name in the workbook is the same as the field name in the Client table. The original data file had an incorrect column name. You either can correct the column name before distributing the file to students or download the corrected file from the Cengage Instructor Companion Web site.

AC 42: Additional Database ObjectsAC 42: Additional Database ObjectsLECTURE NOTES Explain that a computerized database contains many types of objects Define queries Review the steps to create a query with the Query Wizard using Figures 1-60

through 1-65 Discuss different ways that you can use a query Use Figures 1-66 through 1-69 to discuss the steps to use a criterion in a query Review the steps to print the results of a query Define form and Form view Use Figures 1-70 through 1-73 to describe the steps to create a form Discuss using a form to view data Discuss the purpose of a report using Figure 1-74 Use Figures 1-75 through 1-78 to illustrate the steps to create a report using the

Report button Use Figures 1-79 through 1-84 to explain the steps to modify column headings and

resize columns Review the steps to add totals to a report using Figures 1-85 and 1-86 Review the steps to print a report Discuss how to print multiple copies of a report and how to print a range of pages

FIGURES and TABLES: Figures — 1-60, 1-61, 1-62, 1-63, 1-64, 1-65, 1-66, 1-67, 1-68, 1-69, 1-70, 1-71, 1-72, 1-73, 1-74, 1-75, 1-76, 1-77, 1-78, 1-79, 1-80, 1-81, 1-82, 1-83, 1-84, 1-85, 1-86

BOXES:1. Other Ways: Encourage your students to explore other ways of using a criterion in a query.

2. Other Ways: Encourage your students to explore other ways of creating a form.

3. Break Point: A good time to take a break, if necessary, is at the end of importing and before starting the additional database objects section. Direct students to page AC 26 for instructions on quitting Access; to page AC 12 for instructions on starting Access and opening the solution file in progress.

TEACHER TIPStudents save all reports that they create as well as forms and most queries. If you have students submit their databases electronically, they will not need to print reports.

CLASSROOM ACTIVITIES1. Critical Thinking: What other types of reports and forms might Camashaly Design require?

2. Critical Thinking: How do forms and reports differ?


3. Critical Thinking: You create and save a report. Are you saving the data in the report or just the report design?

LAB ACTIVITIES1. Have students create electronic versions of the Client Financial Report. Instructions for creating PDF and XPS files are on page AC 30.

AC 58: Database PropertiesAC 58: Database PropertiesLECTURE NOTES Introduce database properties (metadata) and keywords Contrast standard properties and automatically updated properties Using Figures 1-87 through 1-89, illustrate how to change database properties Review the steps to quit Access

FIGURES and TABLES: Figures — 1-87, 1-88, 1-89

TEACHER TIPRequiring students to change database properties is one way to check to see if students have cheated on an assignment.

BOXES:1. BTW: Tabbed Documents Versus Overlapping Windows. Explain the difference between tabbed documents and overlapping windows.

AC 60: Special Database OperationsAC 60: Special Database OperationsLECTURE NOTES Define recover, backup, copy, save copy, backing up, live database, and compact Discuss why you need to back up your database and how you can recover your

database Review the steps to back up a database Explain why you should compact a database Review the steps to compact and repair a database Discuss additional operations

o Open another databaseo Close a database without exiting Accesso Save a database with another nameo Delete a table or other object in the databaseo Rename an object in the database

BOXES:1. BTW: Access Help. Stress the importance of using Help and encourage students to refer to the Intro chapter for instructions on how to use the Help feature.

2. BTW: Certification. For more information about the Microsoft Office Specialist (MOS) program, visit the Access 2010 Certification Web page.

3. BTW: Quick Reference. Point out the location for the Quick Reference Summary and the Access 2010 Quick Reference Web page.

CLASSROOM ACTIVITIES


1. Critical Thinking: You work for a company that has a large database of customers. Changes are made to the database daily. How often do you think you should back up the database?

2. Critical Thinking: You are working on an Access database that is stored on your USB device. What problems could occur if you removed your USB device before you quit Access?

LAB ACTIVITIES1. Ask students to open a sample database and then perform the operations listed in

this section.

End of Chapter MaterialEnd of Chapter Material Chapter Summary provides a brief review of key topics in the chapter

and a list of key skills referenced by page number.

Learn It Online is a series of online exercises that test students’ knowledge of chapter content and key terms.

Apply Your Knowledge is an assignment that helps students reinforce their skills and apply the concepts learned in this chapter.

Extend Your Knowledge is an assignment that challenges students to extend the skills learned in this chapter and to experiment with new skills. Students may need to use Help to complete the assignment.

Make It Right is an assignment that asks students to analyze a database and correct all errors and/or improve the database’s design.

In the Lab is a series of assignments that ask students to design and/or format a database using the guidelines, concepts, and skills presented in this chapter. The labs are listed in order of increasing difficulty.

Cases and Places is a series of assignments in which students apply creative thinking and problem-solving skills to design and implement solutions.

TEACHER TIPSThe Walburg Energy Alternatives database (In the Lab 2) includes two tables, Item and Vendor. Make sure students use the Number data type for the On Hand field in the Item table. Also, Cost and Price use the Currency data type. Item Number is a text field.

In the Lab 3 is a database design problem similar to that given in the chapter for Camashaly Design. There will be two tables, Client and Trainer in the Philamar Training database. The Word and Excel files shown in Figure 1-97 are included. Point out to students that they do not need to add records manually. If they design the database properly, they should be able to use these files, with modification, and import the data to each table. For example, you can insert the Address, City, State, and Postal Code fields from the Client Word table to the Excel workbook and then import the data from the workbook.


The data for each of the Cases and Places exercises is in Excel workbooks. You can create separate worksheets for each case and import the data from the worksheets.

In the Lab 3 and the Cases and Places exercises illustrate the integration features of Access and Excel.


Glossary of Key TermsGlossary of Key Terms Access work area (AC 15) automatically updated properties (AC

58) backing up (AC 61) backup copy (AC 61) compact (AC 61) criterion (AC 46) Currency (data type) (AC 9) data type (AC 9) database (AC 2) database management system (AC 2) database properties (AC 58) datasheet (AC 23) Datasheet view (AC 15) Design view (AC 15) field (AC 3) form (AC 48) Form view (AC 48) green computing (AC 30) hard copy (AC 30) import (AC 38) keywords (AC 58) landscape orientation (AC 30) layout (AC 29) list (AC 38) live database (AC 61) metadata (AC 58) Navigation buttons (AC 28) Navigation Pane (AC 15) Number (data type) (AC 9) object tabs (AC 15) one-to-many relationship (AC 9) portrait orientation (AC 30) primary key (AC 4) printout (AC 30) queries (AC 43) records (AC 3) recover (AC 61) relational database (AC 3) resizing (AC 29) row selector (AC 22) save copy (AC 61) standard properties (AC 58) Status bar (AC 15) Text (data type) (AC 9) unique identifier (AC 3)

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