Database Design - Section...

Database Design - Section 13 Instructor Guide

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Database Design - Section 13 Page i

Table of Contents

Database Design - Section 13 ..........................................................................................................................1 Lesson 1 - SQL Introduction: Querying the Database...................................................................................1 What Will I Learn? ........................................................................................................................................2 Why Learn It?................................................................................................................................................3 Tell Me / Show Me........................................................................................................................................4 Try It / Solve It ..............................................................................................................................................8 Lesson 2 - Basic Table Modifications ...........................................................................................................9 What Will I Learn? ........................................................................................................................................10 Why Learn It?................................................................................................................................................11 Tell Me / Show Me........................................................................................................................................12 Try It / Solve It ..............................................................................................................................................15 Lesson 3 - Teaming Up .................................................................................................................................16 What Will I Learn? ........................................................................................................................................18 Why Learn It?................................................................................................................................................19 Tell Me / Show Me........................................................................................................................................20 Try It / Solve It ..............................................................................................................................................21 Lesson 4 - Project Overview and Getting Started..........................................................................................23 What Will I Learn? ........................................................................................................................................25 Why Learn It?................................................................................................................................................26 Tell Me / Show Me........................................................................................................................................27 Try It / Solve It ..............................................................................................................................................37 Lesson 5 - Project Management: Final Presentation Checkpoint .................................................................38 What Will I Learn? ........................................................................................................................................39 Why Learn It?................................................................................................................................................40 Tell Me / Show Me........................................................................................................................................41 Try It / Solve It ..............................................................................................................................................42


Database Design - Section 13 Page 1

Lesson 1 - SQL Introduction: Querying the Database

Lesson 1 - SQL Introduction: Querying the Database

Lesson Preparation

Give each student a copy of the basic SQL commands. What to Watch For

Students will quickly learn the basic SQL commands and want to do more at this point. Explain to them that getting data from more than one table and other operations will have to wait a few weeks.

Connections Retrieving data is like interviewing your clients. You are trying to get specific information from that giant database of a client! Recall the animal-shelter activity when students interviewed the director. Students had to understand what the director knew about the functions of the animal shelter so that they could properly meet the director’s needs. Ask them what they would do now if the director wanted a report of all animals currently in the shelter? Possible responses: Use SQL to get it out of a database. Or build the database with create tables, enter data, and then extract data using a SELECT * FROM Animals.



What Will I Learn?

What Will I Learn?



Why Learn It?

Why Learn It?



Tell Me / Show Me

Tell Me / Show Me

Tell Me / Show Me

Write the DESCRIBE music syntax on the board. Ask students to enter the SQL command. Discuss what the statement means and what it returns.



Tell Me / Show Me

Tell Me / Show Me

Tell Me / Show Me

Write the SELECT * FROM music syntax on the board. Ask students to enter the SQL command. Discuss what the statement means and what it returns.



Tell Me / Show Me

Tell Me / Show Me

Tell Me / Show Me

Explain that the <condition> often takes the form of column name + operator (=, >, <, IS NULL, IS NOT NULL, etc.)."



Tell Me / Show Me

Tell Me / Show Me

Tell Me / Show Me

Ask what would happen if you tried to insert a row with values (9, ‘ERIC CLAPTON’, ‘ROCK’). Answer: You would get an error because there is already a row with musicid = 9. Musicid is the primary key of the table and must be unique.



Try It / Solve It

Try It / Solve It

Try It / Solve It

Give each student a copy of the basic SQL commands. Step through each command with the students. Have them enter the command and experiment on their own with variations of the commands provided.



Lesson 2 - Basic Table Modifications

Lesson 2 - Basic Table Modifications

Lesson Preparation

Give each student a copy of the basic SQL commands. What to Watch For

Students will quickly learn the basic SQL commands and want to do more at this point. Explain to them that getting data from more than one table and other operations will have to wait a few weeks.

Connections Retrieving data is like interviewing your clients. You are trying to get specific information from that giant database of a client! Recall the animal-shelter activity when students interviewed the director. Students had to understand what the director knew about the functions of the animal shelter so that they could properly meet the director’s needs. Ask them what they would do now if the director wanted a report of all animals currently in the shelter? Possible responses: Use SQL to get it out of a database. Or build the database with create tables, enter data, and then extract data using a SELECT * FROM Animals.



What Will I Learn?

What Will I Learn?

What Will I Learn?

Add Column: Mention that this type of change to a table is different from adding or removing data. You’re changing the structure. This is called DDL (data definition language -- you’ll learn more about this in SQL). it’s good to mention this at this point so that, when students hear it later, it will be familiar.



Why Learn It?

Why Learn It?



Tell Me / Show Me

Tell Me / Show Me

Tell Me / Show Me

You may want to demonstrate this on your computer if you can share your screen with the students. Add a column to the MUSIC table using the ALTER TABLE command, -- but misspell the column (e.g., COUNTRI instead of COUNTRY).



Tell Me / Show Me

Tell Me / Show Me

Tell Me / Show Me

Demonstrate this by dropping the misspelled column. Have students suggest how to add the column again. Ask for the syntax.



Tell Me / Show Me

Tell Me / Show Me

Tell Me / Show Me

Point out that numbers do not require quotes around them (example: 10), but text does (example: ‘ERIC CLAPTON’).



Try It / Solve It

Try It / Solve It

Try It / Solve It

Suggest some new columns, such as rating (they can assign their own rating system), comments, etc., but encourage students to make up their own. Note that some students will want to add a column named "song." Point out that song would probably have multiple values, but they can call it “example song,” or “best-selling song,” etc. Have them recall the rules of data modeling at this point. Students can get frustrated when commands don't work. Make sure they know how to read the error messages. Don't be alarmed if they create something and delete it by accident. The music.sql script can always recreate the original table and data.



Lesson 3 - Teaming Up

Lesson 3 - Teaming Up

Lesson Preparation

During the course of the data-modeling curriculum, students have worked in teams for various activities. They will have experienced the pros and cons of being a team member (pros: two heads are better than one, it’s reassuring to have someone else come up with the same solution, etc.; cons: you may not agree with team members, personality conflicts, etc.). Some of them may like working in teams, and some may not. They will once again work in groups for the final presentation project. This is an important project for the course, and working well as a team is key to getting the project done accurately. and on time. At this point, it is a good idea engage in some team-building exercises to generate or renew their enthusiasm for teamwork and to have them realize its value to the individual, as well as to the group. Students may also have been teaming up with people they already know. They should be encouraged to expand their circle and seek out other team members work with. The team-building activities in this lesson are designed to get class members to know and be comfortable talking to others in the class. The second activity, Totem Truths, will use the list of totems. Print out this list and hand it out to the students during the activity.



What to Watch For None.

Connections Ask students to relate experiences with teams -- positive and negative. What jobs do they have that require team work? What about team work in their own household?



What Will I Learn?

What Will I Learn?



Why Learn It?

Why Learn It?



Tell Me / Show Me

Tell Me / Show Me

Tell Me / Show Me

Acknowledge that there may be some anxiety about working in teams: Will I be able to work with my friends? Will I like the people on my team? Tell students that the next two activities will give them a chance to find out more about their classmates and potential teammates.



Try It / Solve It

Try It / Solve It

Try It / Solve It

1. Divide the class into groups of three (preferred) or four. 2. Provide each group with a large piece of flipchart paper or butcher paper. 3. For groups of three, use the three-circle Venn diagram; for groups of four, use the four-circle diagram. Draw the Venn diagram shapes on the board and ask each group to draw it on their paper as large as possible. 4. Using different colored pencils/markers for each member of a group, have each student put his/her name in one of the diagram's circles (see example). 5. Tell each group that their assignment is to find ten things they have in common with the other members in the group. If the entire group has a common item, place it in the center of the Venn diagram. To help the groups get started, use one or more of the following questions: When were you born? Where were you born? Do you like dogs or cats best? 6. Allow 15-20 minutes to complete the activity. Ask each group to show their diagrams and name all the items the entire group had in common (the center of the diagram).



Try It / Solve It

Try It / Solve It

Try It / Solve It

Allow 20 minutes for the entire process. This exercise is excellent for team building. Often teens are embarrassed or shy and can be easily overwhelmed by more outgoing team members. Observe group behavior and discuss observations with the class after the activity concludes.



Lesson 4 - Project Overview and Getting Started

Lesson 4 - Project Overview and Getting Started

Lesson Preparation

Up to this point, students have learned data-modeling concepts and tested their understanding by solving problems and answering questions at the end of each lesson. Interspersed with the data-modeling content have been lessons on foundation skills or professional skills needed to succeed in today's competitive marketplace (What Is a Consultant?, Overcoming the Fear Factor, Leaders in IT, What About Me?, The Changing Nature of Work). Throughout the course, students have also demonstrated basic presentation skills (IOUG Case Presentation, Animal Shelter Activity). The final presentation project challenges students to “put it all together.” Using a relevant real-world example, the intent of the project is to apply data-modeling concepts as they are learned and to teach presentation skills essential for business. Working in groups of two or three, students will choose a scenario based on a real-world business example where a database would be needed. Acting as consultants to this "business," students will define the need for the database, identify the components, create an ERD, write documentation, and present their database design. Several project ideas are provided, but students can elect to explore a project of its own choosing. Each group will present its project results as a culminating activity for this course.



Review the list of project ideas. It may be difficult for some students to identify a specific project. Your task is to help students identify an area of interest: I know I would not like to…, I am not interested in..., I have always been interested in..., etc. Give students the project list and ask them to read through the suggested topics. Have them place a “+” next to their top five choices and a “-“ next to five topics they are not interested in. At this point, encourage students to choose what they find interesting and not what their best friend likes. Organize students into groups of two or three. Suggestion about forming groups: Don't reveal how you will assign the groups. After students have made their five highest and lowest choices, ask one student to verbally announce their highest choices. See if someone else also had one of these choices on his/her list. These two students form a team and compare their other choices. They then try to find another student who also shares their choice -- these will become the groups. You also can choose to have them draw numbers so that it is randomized. Give student groups time to refine or design their own topic. It is important that students choose a topic they are interested in and are committed to completing. Let them know that changing their project is not an option once started. Alternatively, you can choose a specific project and assign it to the class. You may want to have them work with a project whose solution you are familiar with.


Connections None.



What Will I Learn?

What Will I Learn?



Why Learn It?

Why Learn It?

Why Learn It?

Explain that presentation skills are essential to becoming a productive employee. Presentation skills build the foundation for success as a future IT professional. Research shows that 83% of the information we take in is by sight; only 17% is from taste, touch, smell, or hearing. Data modeling is a process that relies on presentation skills to refine the information requirements of the client as well as to demonstrate a completed database design for final approval.



Tell Me / Show Me

Tell Me / Show Me

Tell Me / Show Me

Explain that the animation presents a slice of the process they will be going through in the next seven days. Their work will be more detailed, and they will take more time than the animation, but this will give them a preview of what they’ll be doing.



Tell Me / Show Me

Tell Me / Show Me

Tell Me / Show Me

Explain the purpose of the project to the students. Have them review the list of project ideas. If they want to come up with their own topic, they are free to do so, provided that they let you know, and that you approve it for their project.



Tell Me / Show Me

Tell Me / Show Me



Tell Me / Show Me

Tell Me / Show Me

Tell Me / Show Me

Print and hand out the documentation example. Details of the written documentation will be covered in another lesson. For now, it is good for the students to have an actual hard copy of what they are expected to produce.



Tell Me / Show Me

Tell Me / Show Me

Tell Me / Show Me

Discuss the Final Presentation Rubric. Students must know what is expected and this may help them make a committed choice of a topic.



Try It / Solve It

Try It / Solve It

Try It / Solve It

Advise students that they should limit the ERD to five to six entities. They need to scope out their project realistically, because they have a little more than a week to put everything together.



Lesson 5 - Project Management: Final Presentation Checkpoint

Lesson 5 -Project Management: Final Presentation

Checkpoint

Lesson Preparation

Most of the class time today should allow students to make progress on their project. They need to refine and finalize their ERDs. A project-management tracking grid will be presented to the students as a way to track their progress. Print out copies of the final project-tracking grid for the students. They will fill this out over the course of the project.


Connections None.



What Will I Learn?

What Will I Learn?



Why Learn It?

Why Learn It?



Tell Me / Show Me

Tell Me / Show Me

Tell Me / Show Me

Hand out copies of the final project-tracking grid and review it with students. Point out that this is a way to organize all the tasks that need to be done for the final presentation.



Try It / Solve It

Try It / Solve It

Try It / Solve It

Work with each group. Have them fill out their final project-tracking grid and show you where they are in the project timeline. Remind them that they will create database tables from their ERD in two days. Note: If you feel your students will not have time to complete the database tables, you may consider requiring only the ERD and all documentation. You will be able to assess their progress and abilities. The next lesson will discuss the system-development lifecycle. After that they will map their ERDs to a table design and create the database tables using HTML DB.

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