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Course Title: Introduction to Database Development and Design
Course Description:
This foundational course introduces the core principles of database design and database theory. Students will learn about the role of databases in information systems, types of databases, and basic relational database concepts. This course provides an initial review and hands-on experience with SQL, covering data definition, manipulation, and querying techniques. Students will practice creating and managing databases using SQL while adhering to secure coding principles.
Introduction to Students:
Welcome to Introduction to Database Development and Design! In this course, we will explore the fundamental principles of database theory and equip you with the practical skills needed to design, develop, and manage relational databases using SQL.
Databases are at the heart of modern applications, powering everything from e-commerce platforms to enterprise systems. Whether you’re interested in software development, data analytics, or IT management, understanding how to structure, query, and optimize databases is a critical skill.
By the end of this course, you will:
· Understand core database concepts, including relational models, normalization, and data integrity.
· Learn SQL syntax to create, modify, and query databases efficiently.
· Design and implement relational databases using best practices.
· Explore secure coding and database optimization techniques.
· Gain hands-on experience with real-world database scenarios.
This course will include a mix of tutorials, instructional videos, hands-on exercises, and projects to reinforce both theoretical and practical aspects of database management.
Course Units with objectives:
Unit
1
: Database Theory
Description: This unit provides a comprehensive understanding of database theory, emphasizing the design, implementation, and management of database systems. Students will explore foundational concepts such as analytic functions, database normalization, query optimization, and contemporary topics like distributed databases, NoSQL, and database security. Through theoretical insights, instructional videos, and practical applications, the course prepares students to design robust and efficient database systems to support real-world implementations.
Objectives:
1.
Define fundamental concepts of database theory, including relational models, data structures, and database architectures.
2
. Summarize common security threats and implement strategies to safeguard database systems against unauthorized access and data breaches.
3.
Apply theoretical knowledge to practical scenarios, such as database design for business applications or data-intensive projects.
4.
Compare different database models (relational, hierarchical, and NoSQL) to evaluate their suitability for specific use cases.
5. Rank the different database models against their effectiveness to mitigate security threats, support database normalization and data integrity.
Unit 2: Structured Query Language (SQL)
Description: This unit focuses on the theory and application of Structured Query Language (SQL), a standardized programming language used to manage and manipulate relational databases. Students will gain a thorough understanding of SQL syntax, commands, and best practices for querying, updating, and managing database systems. Through hands-on exercises and real-world scenarios, students will learn to write efficient queries, design relational schemas, and ensure data integrity.
Objectives:
1.
List the fundamental SQL commands used for data definition, manipulation, and querying, such as SELECT, INSERT, UPDATE, and DELETE.
2.
Identify the components of an SQL statement, including clauses, predicates, expressions, and how SQL joins are used to combine data from multiple tables.
3.
Demonstrate the ability to write SQL queries to retrieve specific datasets using filtering conditions, sorting, and aggregation functions like GROUP BY and HAVING.
4. Modify and improve existing SQL queries to improve performance, while applying the best practices of secure coding.
5. Summarize why each of the SQL improvements was made and compare the processing time before and after each update was made.
Student will learn database theory by reviewing the resources that are provided in both lessons and completing both assignments listed below.
are a mix of articles and videos to help student define fundamental concepts of database theory, including relational models, data structures, and database architectures. The student will also gain access to a database development platform to complete an assignment on SQL statement generation and optimization.
Unit 1: Database Theory
Objective: Define fundamental concepts of database theory, including relational models, data structures, and database architectures.
Authentic Activity:
Understanding and Applying Database Theory
Resources:
Complete review of the Introduction section located at:
https://www.geeksforgeeks.org/dbms
Complete review of the DBMS Tutorial located at:
https://www.tutorialspoint.com/dbms/dbms_overview.htm
Complete review of “Difference between E-R Model and Relational Model in DBMS” located
:
https://www.geeksforgeeks.org/difference-between-e-r-model-and-relational-model-in-dbms/
Watch “Introduction to Database Management Systems” located at:
Watch “What is a relational database?” located at:
Watch “How do NoSQL databases work? Simply Explained!” located at:
Assignment #1 Part 1: Conceptual Questions
Conduct additional research to effectively answer the following questions concisely. Each response should be 3–5 sentences.
Objectives:
Define fundamental concepts of database theory, including relational models, data structures, and database architectures.
Apply theoretical knowledge to practical scenarios, such as database design for business applications or data-intensive projects.
Compare different database models (relational, hierarchical, and NoSQL) to evaluate their suitability for specific use cases.
1.
Relational Model:
Explain the relational model and its advantages over hierarchical, NoSQL, and network models.
2.
Normalization:
Define normalization and explain why it is important in database design.
3.
Functional Dependencies: What is a functional dependency, and how does it affect database design? Provide an example.
4.
ACID Properties:
Explain the ACID properties in database transactions and why they are essential.
5.
ER Model vs. Relational Model:
Compare the ER model with the relational model and discuss when to use each.
Grading Rubic:
|
Learning Activities and Resources
|
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|
Criteria |
Ratings |
Points |
||||||||||||
| Explain the relational model and its advantages over hierarchical, NoSQL, and network models. |
Distinguished (20 to > 15 pts) Provides clear and through explanation of all relational models |
Proficient (15 to > 10 pts) Provides clear and through explanation of most relational models |
Basic (10 to > 0 pts) Provides partial clarity and limited explanation of most relational models |
Non-Performance (0 pts) Does not provide explanation of relational models |
/ 20 pts |
|||||||||
| Define normalization and explain why it is important in database design. |
Distinguished (20 to > 15 pts)
Provides clear, concise definition of data normalization and importance |
Proficient (15 to > 10 pts)
Provides adequate definition of data normalization and importance |
Basic (10 to > 0 pts)
Provides limited definition of data normalization and importance |
Non-Performance (0 pts)
Does not provide a definition of normalization and importance |
||||||||||
|
Provide an example of functional dependency, and how does it affect database design. |
Distinguished (20 to > 15 pts)
Example successfully articulates functional dependency and effect of database design |
Proficient (15 to > 10 pts)
Example that articulates functional dependency and partially describes its effect of database design |
Basic (10 to > 0 pts)
Example partial articulates functional dependency and lacks effect on database design |
Non-Performance (0 pts)
Example does not articulates functional dependency and lacks effect on database design |
||||||||||
| Explain the ACID properties in database transactions and why they are essential. |
Distinguished (20 to > 15 pts)
Provides complete review of ACID and why they are essential |
Proficient (15 to > 10 pts)
Provides partial review of ACID and why they are essential |
Basic (10 to > 0 pts)
Provides limited review of ACID and did not address essentiality |
Non-Performance (0 pts)
Did not provide a review of ACID and did not address essentiality |
||||||||||
| Compare the ER model with the relational model and discuss when to use each. |
Distinguished (20 to > 15 pts)
Provides clear and concise comparison of both models and articulates when to use each |
Proficient (15 to > 10 pts)
Provides adequate comparison of both models and articulates when to use each |
Basic (10 to > 0 pts)
Provides limited comparison of both models and articulates when to use each |
Non-Performance (0 pts)
Did not provide comparison of both models or when each are to be used |
||||||||||
|
Total Points: 0/100 |
Assignment #2: Database Design & Normalization
Objectives:
Identify the components of an SQL statement, including clauses, predicates, expressions, and how SQL joins are used to combine data from multiple tables.
Demonstrate the ability to write SQL queries to retrieve specific datasets using filtering conditions, sorting, and aggregation functions like GROUP BY and HAVING.
List the fundamental SQL commands used for data definition, manipulation, and querying, such as SELECT, INSERT, UPDATE, and DELETE.
Additional Resources:
https://www.oracle.com/database/sqldeveloper/
https://apex.oracle.com/pls/apex/r/apex/quick-sign-up/request-workspace
Review the “Beginner’s Guide to Oracle APEX” located at:
Scenario:
You have been hired by a university to design a database system for managing student enrollments, courses, and instructors. A sample database generation script will be provided to run in the student free APEX workspace. The university wants to track:
Tasks:
1.
Draw an Entity-Relationship (ER) Diagram
· Identify entities, attributes, and relationships.
· Indicate primary and foreign keys.
2.
Convert the ER Diagram into a Relational Schema
· Represent entities and relationships in tabular form.
3.
Provide SQL Table Creation Statements
· Write SQL CREATE TABLE statements for each table, including constraints (PRIMARY KEY, FOREIGN KEY, NOT NULL).
Assignment #2 Part 1:
Practical SQL Queries
Create a free Oracle APEX workspace and download the free SQL Developer and generate SQL scripts that will create the tables and database objects needed to support the tasks associated with the assignment. You will then write SQL queries based on the university database that you generated.
Assignment #2 Part 2:
Practical SQL Queries
Once your database has been developed, generate SQL scripts that provides the following:
1. Retrieve All Students Enrolled in a Specific Course
2. Find the Total Number of Students in Each Course
3. List Instructors Who Teach More Than Two Courses
4. Retrieve Students Who Have a Grade at Or Below ‘C’
5. Delete All Enrollments for a Course that has been dropped from a program
Combine the SQL statement and the returned results into one document to be reviewed be submitted for review and grading.
Grading Rubic:
|
Generated SQL and output to include all students enrolled in IT100 |
Distinguished (20 to > 15 pts)
Successfully generated SQL statement and included all expects outputs |
Proficient (15 to > 10 pts)
Provided partial or limited errors in SQL statement effecting expected output |
Non-Performance (0 pts)
SQL statement and output not provided |
|||||||||
|
Generated SQL and output to find all total number of students in IT100, IT101, and UT 102 |
||||||||||||
|
Generated SQL and output of all teachers that are teaching more than two classes. |
Non-Performance (0 pts) SQL statement and output not provided |
|||||||||||
|
Generated SQL and output of all students that have at least one grade at or below ‘C’ |
||||||||||||
|
Generated SQL and output that effectively removes all student’s enrollment in IT104 |
Provide a brief overview of the topic, why you chose it, your qualifications for teaching this course, or the anticipated need for a course in this area. Keep in mind that you are designing this course for adult learners.
For the two-unit learning plan you developed, who is your audience? What do you know about their learning styles? How would you determine their learning styles? And how are your decisions as a teacher influenced by this analysis?
How did you determine your learning objectives (for instance, did you draw on industry standards, personal experience, et cetera)? How do you know they are appropriate?
Required and supplemental resources
List the resources that will be needed to teach the course as well as those that are needed fro your learners. This will also include a brief synopsis of each resource and the reason why.
What main strategies and delivery methods did you choose to support learning, and why did you choose those strategies? For example, if you chose to use discussion as a learning activity in your course, what is it about discussion as a learning tool that makes it appropriate for your lesson? If you decided an online simulation is the best way to teach a topic, how did you come to that conclusion? What were your other options, and why did you not choose those options? How does the literature support your choices?]
What is the role of critical reflection in your teaching? Also, what considerations would you need to make in alternative delivery situations? In other words, if your current course is taught in a classroom setting, what would need to change for you to be able to deliver it online?
Resources
Provide a reference list of all resources you used. Use current APA style and format for your references. Your paper should include 5–10 scholarly sources.
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