CIS 3730: Spring 2011 Database Management Systems

Transcription

1 CIS 3730: Spring 2011 Database Management Systems Dr. Vijay Vaishnavi Board of Advisors Professor, Computer Information Systems Robinson College of Business Georgia State University THE COURSE SYLLABUS PROVIDES A GENERAL PLAN FOR THE COURSE. DEVIATIONS MAY BE NECESSARY Pre-requisites: CIS 2010; CSP: I, IV, VII NOTE: Pre-requisites for all CIS courses are strongly enforced by the CIS department administration; you will not be allowed to take or continue in this course if you do not have the prerequisites stated above. Course Details Course CIS 3730: Database Management Systems CRN Semester Spring 2011 Class Sessions Tuesdays, 1:00 pm 3:30 pm, Aderhold Learning Center 224 Instructor Office Hours Dr. Vijay Vaishnavi Office: RCB vvaishna@gsu.edu; phone: Drop-ins: Tuesdays 11:00 am- 12 pm, and by appointment COURSE OVERVIEW Catalog Description Database Management Systems. Prerequisite: CIS Requires a 2.5 GSU GPA and 45 semester hours. CSP: 1, 4, 7. This course provides an introduction to the management of database systems. Major emphasis is placed on understanding the various database management functions and providing database support for the organization. Topics include types of data models and database management systems, data definition and manipulation, 1

2 administration of database systems, and the management of databases, including database security, error recovery, concurrency control, and distributed database systems. Course Description The course, Database Management Systems, provides an introduction to the management of database systems. The course emphasizes the understanding of the fundamentals of relational systems including data models, database architectures, and database manipulations. The course also provides an understanding of new developments and trends such as XML. The entire course uses a problem-based approach to learning (PBL). Student Objectives At the conclusion of the course, the student be able to: Describe terms related to databases and database management Query data using SQL Describe relational model and normalization Use normalization to design databases using existing data tables Create data models using entity-relationship data model Transform entity-relationship data models into relational database designs Define and manipulate data using SQL Describe database administration and major techniques used for multi-user database management Use major features of SQL Server Describe XML and its role in database processing Required Resources Book(s) Required: Kroenke, David. Database Processing: Fundamentals, Design, and Implementation (11 th Edition). Prentice-Hall, ISBN-13: ; ISBN-10: Recommended for SQL Server: Bordoloi, B. and Bock, D. SQL for SQL Server. PEARSON Education, ISBN-13: ; ISBN-10: Other: For those seeking a stronger technical treatment of database systems: Elmasri, R. and S. B. Navathe: Fundamentals of Database Systems (5 th Ed.), Addison Wesley, Readings See course website: 2

3 Course Readings.htm Tools - SQL Server 2008 (Developer Edition X86 or X64), available from MDDNAA (see below) - Visio Professional 2007 (Access to an instance of SQL Server 2008 at a virtual server may also be provided.) MSDNAA: The primary source of software that will be used in this course is the CIS department s MSDNAA (Microsoft Developer Network Academic Alliance) program (ELMS). The URL is: You can go to the site as a guest to see what software is available. During the second week of the class, all the students registered for the course will receive s on their GSU addresses (xx.student.gsu.edu) containing the password you can use for downloading the needed software. The id to be used is your complete GSU address. Questions pertaining to the GSU address should be directed to GSU IS&T (Tel , help@gsu.edu). If any student does not receive MSDNAA login credentials the following steps below should be followed prior to requesting support. 1. Check your junk mail folder. Sometimes the MSDNAA s are perceived as spam. 2. Access the MSDNAA login page by going to ( And then click Login. 3. Once at the login page enter their GSU address (also known as the student identifier ) in the username section and then click I ve forgotten my password! Click here for a reminder. in the login help section to the right. 4. You will then be directed to enter their username which again is the GSU address. 5. Click submit and the password will be sent to their address. If these steps do not resolve the students login issue they should then MSDNAA_SUPPORT@cis.gsu.edu Learning the use of software. GSU provides a good e-training opportunity to learn the use of software and other skills. You first need to create an account at Training on Microsoft SQL Server 2008 is available. You need to click on check catalog and then search for the desired software title. COURSE ACTIVITIES Learning Mechanisms The course is designed to promote: (a) Active-learning through implementation of a repository of 3

4 resources and a learning environment; (b) Problem-based learning (PBL) by delivering courses through in-class problems, outside-class problems; and (c) Experiential learning through team projects. Teams will be formed at the start of the semester for team project work as well as inclass and outside-class team PBL work. Each class period will generally be divided into four segments. The first segment (~30 minutes) will be devoted to team convergence on the solution to the assigned homework, its presentation, and discussion. The second segment (~30 minutes) will be devoted to discussion on the assigned reading for the topic of the session, which requires that the students have completed assigned readings for the topic including the PowerPoint slides before class. The third segment (~30 minutes) will focus on in-class problem solving work related to the topic of the current session. The last segment (~30 minutes) will be devoted to a wrap-up and class discussion of the in-class problem solution. In addition, there will be a 5- MINUTE quiz at the beginning of the class based on the topic of the prior week. Participation Attendance is a prerequisite, not a substitute for class participation. Participation mechanisms include: responding to questions asked in class initiating discussions on new points in class discussing cases and offering solutions to problems presenting and discussing solutions of in-class and assigned homework problems Interactive Study Guides Students are encouraged to use the interactive study guide provided at the website for each chapter of the 10 th edition of the text ( Quizzes There will be two closed-book quizzes each of about 60-minute duration. The quizzes cannot be taken after the dates scheduled, except in the case of emergencies. The quizzes in multiple formats such as true/false, multiple-choice, essay, problem solution are designed to test conceptual and procedural learning objectives of the course. Team Project Students will participate in one practical team project during the entire course. Teams will consist of nominally three to five students each. Each team will select the goal of the project with the approval of the instructor. It will involve the modeling, design, and implementation of a real-world database, using the techniques learned in class. Please see the separately distributed Project Guidelines for details on the team project. All the deliverables for the project except for periodic (individual and team) progress reports need to be submitted in both hardcopy and softcopy formats; the progress reports need to be submitted only in softcopy format. Each hardcopy submission must be made at the beginning of the class on the due date. Each softcopy submission must be made in the appropriate folder at the ulearn site for the course. Each submission must have a cover sheet showing the names of the student (or team members for team submissions), the date, the name of the course, the instructor s name, and the title of the submission. Correct grammar and spelling are required. Each hardcopy submission must be stapled together and submitted in a folder. 4

5 Logistics Deliverables Key deliverables include the following (see course schedule for due dates) (Individual) Assigned Homework softcopy (at ulearn) and hardcopy. (Team) Assigned Homework - softcopy (at ulearn) and hardcopy. Team Project -- Project Selection and Understanding (Proposal) softcopy and hardcopy -- Periodic Team Progress Reports - only softcopy -- Preliminary Conceptual Model only hardcopy -- Final Conceptual Model softcopy and hardcopy -- Database Design (Logical Model) - softcopy and hardcopy -- Final Project Implementation and Report softcopy and hardcopy -- Final Project Presentation and demo Assessment As noted in the sub-section ( what about grading ) of the document at the course website, Pedagogical Approach: Problem Based Learning (PBL). PBL is not optimized for outcome grading but for learning and learning how to learn, based on a set of problems. That said, a final grade nevertheless has to be rendered. Exams: 40 points Quiz 1 20 points Quiz 2-20 points Team Project: 40 points Periodic Team Progress Reports - 2 points Project Selection and Understanding (Proposal) 3 points Conceptual Model - 5 points Database Design 5 points Final Team Project and Report - 20 points Final Project Presentation - 5 points Individual Take-Home Assigned Homework: 5 points 5-MINUTE Quizzes: 3 points Class participation and discussion: 12 points (includes class attendance, class presentations, participation in class discussions and team PBL work, ulearn submissions, etc.) The course grading, as required by the College, will be on a +/- grading system. The final grade will be determined by computing your total weighted score out of 100, rounding off to the nearest integer value. The percentage grade will be rounded to an integer and converted to a letter grade as follows: 5

6 Range Conversion Letter Grade Nominal Value A A A B B B C C C s D 65 < 60 F 0 COURSE MODULES AND LEARNING OBJECTIVES MODULE I: GETTING STARTED Introduction (Chapter 1) Student Learning Objectives: 1. Explain the nature and characteristics of databases. [Comprehension] 2. Identify some important and interesting database applications. [Comprehension] 3. Demonstrate a general understanding of tables and relationships. [Application] 4. Describe the components of a Microsoft Access database system and explain the functions they perform. [Comprehension] 5. Describe the components of an enterprise-class database system and explain the functions they perform. [Comprehension] 6. Define the term database management system (DBMS) and describe the functions of a DBMS. [Knowledge/Comprehension] 7. Define the term database and describe what is contained within the database. [Knowledge/Comprehension] 8. Define the term metadata and provide examples of metadata. [Knowledge/Comprehension] 9. Define and discuss database design from existing data. [Knowledge/Comprehension] 10. Define and discuss database design as new systems development. [Knowledge/Comprehension] 11. Define and discuss database design in database redesign. [Knowledge/Comprehension] 6

7 12. the history and development of database processing. [Comprehension] Introduction to Structured Query Language (Chapter 2) Student Learning Objectives: 1. the history and significance of Structured Query Language (SQL). [Comprehension] 2. the basic SQL SELECT/FROM/WHERE framework as the basis for database queries. [Comprehension] 3. Write queries in SQL to retrieve data from a single table. [Synthesis] 4. Write queries in SQL to use DISTINCT, WHERE, AND, OR, NOT, BETWEEN, LIKE, IN, IS NULL, IS NOT NULL, ORDER BY, GROUP BY, and HAVING. [Synthesis] 5. Use the built-in functions of SUM, COUNT, MIN, MAX, and AVG with and without the use of a GROUP BY clause. [Application] 6. Write queries in SQL to retrieve data from a single table but restricting the data based upon data in another table (subquery). [Synthesis] 7. Write queries in SQL to retrieve data from multiple tables using a JOIN. [Synthesis] MODULE II: DATABASE DESIGN The Relational Model and Normalization (Chapter 3) Student Learning Objectives: 1. Explain basic relational terminology. [Comprehension] 2. Explain the characteristics of relations. [Comprehension] 3. Describe alternative terminology used in describing the relational model. [Comprehension] 4. Identify functional dependencies and identify determinants and dependent attributes. [Comprehension] 5. Identify primary, candidate, and composite keys. [Comprehension] 6. Identify possible insertion, deletion, and update anomalies in a relation. [Comprehension] 7. Place a relation in BCNF normal form. [Application] 8. Identify multivalued dependencies. [Comprehension] 9. Place a relation in 4th normal form. [Application] Database Design Using Normalization (Chapter 4) 7

8 Student Learning Objectives: 1. Design updateable databases to store data received from another source. [Synthesis] 2. Use SQL to access table structure. [Application] 3. the advantages and disadvantages of normalization. [Comprehension] 4. Describe denormalization. [Comprehension] 5. Design read-only databases to store data from updateable databases. [Synthesis] 6. Recognize and correct common design problems [Comprehension/Analysis] a. The multivalue, multicolumn problem. b. The inconsistent values problem. c. The missing values problem. d. The general-purpose remarks column problem Data Modeling with the Entity-Relationship Model (Chapter 5) 1. Describe the two-phase data modeling/database design process. [Comprehension] 2. the purpose of the data modeling process. [Comprehension] 3. Describe entity-relationship (E-R) diagrams. [Comprehension] 4. Determine entities, attributes and relationships. [Analysis] 5. Create entity identifiers. [Synthesis] 6. Determine minimum and maximum cardinalities. [Analysis] 7. Describe and use ID-dependent and other weak entities. [Comprehension/Application] 8. Describe and use supertype/subtype entities. [Comprehension/Application] 9. Describe and use strong entity patterns. [Comprehension/Application] 10. Describe and use the ID-dependent association pattern. [Comprehension/Application] 11. Describe and use the ID-dependent multivalued attribute pattern. [Comprehension/Application] 12. Describe and use the ID-dependent archetype/instance pattern. [Comprehension/Application] 13. Describe and use the Line-Item pattern. [Comprehension/application] 14. Describe and use the For-Use-By pattern. [Comprehension/Application] 15. Describe and use the recursive patterns. [Comprehension/Application] 16. iterative nature of the data modeling process. [Comprehension] 17. Use the data modeling process. [Application] Transforming Data Models into Database Designs (Chapter 6) 8

9 1. Describe how to transform data models into database designs. [Comprehension] 2. Identify primary keys and describe when to use a surrogate key. [Comprehension] 3. the use of referential integrity constraints. [Comprehension] 4. the use of referential integrity actions. [Comprehension] 5. Represent ID-dependent, 1:1, 1:N, and N:M relationships in tables. [Application] 6. Represent weak entities in tables. [Application] 7. Represent supertype/subtypes as tables. [Application] 8. Represent recursive relationships as tables. [Application] 9. Represent ternary relationships in tables. [Application] 10. Implement referential integrity actions required by minimum cardinalities. [Synthesis] SQL for Database Construction (Chapter 7) Student Learning Objectives: 1. Create and manage table structures using SQL. [Synthesis] 2. Explain how referential integrity actions are implemented in SQL code. [Comprehension] 3. Create constraints that use the CHECK clause in SQL. [Synthesis] 4. several uses for views. [Comprehension] 5. Use SQL to create views. [Application] 6. Update Views. [Application] 7. how SQL is used in an application program. [Comprehension] 8. how to use triggers to enforce integrity constraints. [Comprehension] 9. how to create stored procedures in SQL. [Comprehension] MODULE III: SELECTED TOPICS Managing Multi-User Databases (Chapter 9) Student Learning Objectives: 1. the purpose and importance of database administration. [Comprehension] 2. the need for concurrency control and the basic techniques used. [Comprehension] 3. Explain the meaning of ACID transactions and the standard types of consistency and isolation. [Comprehension] 4. differences in cursor types. [Comprehension] 5. Explain techniques for database security. [Comprehension] 9

10 6. Describe the fundamental concepts of database backup and recovery. [Comprehension] 7. Explain concepts related to managing the DBMS itself. [Comprehension] Database Processing with XML (Chapter 12) Student Learning Objectives: 1. Explain the importance of XML. [Comprehension] 2. Explain the elements of XML, including XML documents, document type declarations (DTD), and XML style sheets. [Comprehension] 3. Explain the role of XSLT in materializing XML documents. [Comprehension] 4. Explain the basic concepts of XML Schema and understand their importance to database processing. [Comprehension] 5. Create XML documents from database data [Application] SCHEDULE (tentative, subject to change) Week Dates Primary Reading Milestone/ Submission In-Class Week s Outside-Class Module I: Getting Started 1 Jan. 11 Course Overview Pre-Test 2 Jan. 18 Chap. 1 Sign-Up for Project Teams at ulearn Problem- Based Learning (PBL) Introduction (Chap. 1) (In- Class) IC-1 IC-1 (Assigned Homework) AH-1 (team) 3 Jan. 25 Chap. 2 AH-1 (team) 1 AH-1: SQL Introduction (Chap. 2) IC-2 IC-2 AH-2 (for grade - individual) Module II: Database Design and Implementation 4 Feb. 1 Chap. 3 For-Grade AH-2 1 AH-2: Relational Model and Normalization (Chap. 3) IC-3 IC-3 AH-3 (team) 10

11 5 Feb. 8 Chap. 4 a. AH-3 (team) 1 ; b. Team Project Selection and Understanding 1 ; c. Team Project Progress Report- 1 2 AH-3: DB Design Using Normalization (Chap. 4) IC-4 IC-4 & Quiz 1 Review AH-4 (for grade - individual) 6 Feb. 15 For-Grade AH-4 1 AH-4: Quiz 1 7 Feb. 22 Chap. 5 Quiz 1 discussion ER Data Modeling (Chap. 5) IC-5a IC-5a AH-5a (team) Feb. 25: Last Day to Withdraw to possibly get W March 1 Spring Break 8 March 8 Chap. 5 a. AH-5a (team) 1 ; b. Prel. Conceptual Model 3 (only hard copy) AH-5a: ER Data Modeling (Chap. 5) ER-Data Modeling and ion AH-5b (for grade - individual) March 9-13: Project consulting sessions for each team related to the submitted preliminary conceptual model 9 March 15 Chap. 6 a. For-Grade AH- 5b 3 (submit 2 hardcopies) b. Project Conceptual Model 1 ; c. Team Project Progress Report- 2 2 ; d. Mid-Term Individual Project and PBL Peer Evaluation 2 AH-5b Peer Evaluation (Each student will evaluate AH-5b for two students.) Transforming Data Models into DB Designs (Chap. 6) IC-6 IC-6 AH-6 (for grade - individual) 10 March 22 Chap. 7 For-Grade AH-6 1 AH-6: SQL/DB Construction (Chap. 7) IC-7 IC-7 AH-7 (team) 11

12 Module III: Selected Topics 11 March 29 Chap. 9 a. AH-7 (team) 1 ; b. Project DB Design 1 ; c. Team Project Progress Report- 3 2 AH-7: Managing Multi-User Databases (Chap. 9) IC-8 IC-8 AH-8 (for grade individual) 12 April 5 Chap. 12 For Grade AH-8 1 AH-8: XML (Chap. 12) IC-9 IC-9 and Quiz 2 Review AH-9 (team) 13 April 12 AH-9 (team) 1 AH-9: Quiz 2 14 April 19 Quiz 2 discussion Course Project 15 April 26 (10:45 a.m. 13:15 p.m.) a. Project Report 1 b. Presentation, c. DB and code files 2 ; d. Team Project Progress Report-4 2 ; e. Final Individual Project and PBL Peer Evaluation 2 Project presentation and demo in class 1 Electronic copy to be submitted at ulearn and hardcopy to be submitted in class. 2 Only ulearn submission. 3 Only hardcopy submission - in the class. There will generally be a 5-MINUTE quiz at the beginning of a class session. You are encouraged to use the Interactive Study Guide for each chapter of the 10 th edition of the text ( Please note that the 12 th chapter of the 11 th edition corresponds to 13 th chapter of the 10 th edition. POLICIES Official CIS Department Class Policies 1. Prerequisites are strictly enforced. Students failing to complete any of the prerequisites with a grade of C or higher will be administratively withdrawn from this course with loss of tuition fees. There are no exceptions. 12

13 2. Students are expected to attend all classes and team meetings, except when precluded by emergencies, religious holidays, or bona fide extenuating circumstances. 3. Students who, for non-academic reasons beyond their control, are unable to meet the full requirements of the course should notify the instructor, by , as soon as this is known and prior to the class meeting. 4. There is a new policy on how many withdrawals a student is allowed during his/her program. If within the allowed number of withdrawals, a W grade will be assigned for the course if a student withdraws before mid-semester if (and only if) he/she has maintained a passing grade up to the point of withdrawal. Withdrawals after the midsemester date or a withdrawal exceeding the allowed number of course withdrawals will result in a grade of WF. See the GSU catalog or registrar s office for details. 5. Spirited class participation is encouraged and informed discussion in class is expected. This requires completing readings and assignments before class. 6. All exams and individual assignments are to be completed by the student alone with no help from any other person. 7. Collaboration within groups is encouraged for project work. However, collaboration between project groups will be considered cheating. 8. Copying work from the Internet without a proper reference is considered plagiarism and subject to disciplinary action as delineated in the GSU Student Handbook. 9. Any non-authorized collaboration will be considered cheating and the student(s) involved will have an Academic Dishonesty charge completed by the instructor and placed on file in the Dean s office and the CIS Department. All instructors regardless of the type of assignment will apply this Academic Dishonesty policy equally to all students. See excerpt from the Student Handbook below on Academic Honesty: (Abstracted from GSU s Student Handbook Student Code of Conduct Policy on Academic Honesty and Procedures for Resolving Matters of Academic Honesty - As members of the academic community, students are expected to recognize and uphold standards of intellectual and academic integrity. The University assumes as a basic and minimum standard of conduct in academic matters that students be honest and that they submit for credit only the products of their own efforts. Both the ideals of scholarship and the need for fairness require that all dishonest work be rejected as a basis for academic credit. They also require that students refrain from any and all forms of dishonorable or unethical conduct related to their academic work. Students are expected to discuss with faculty the expectations regarding course assignments and standards of conduct. Here are some examples and definitions that clarify the standards by which academic honesty and academically honorable conduct are judged at GSU. Plagiarism. Plagiarism is presenting another person s work as one s own. Plagiarism includes any paraphrasing or summarizing of the works of another person without acknowledgment, including the submitting of another student s work as one s own. Plagiarism frequently involves a failure to acknowledge in the text, notes, or footnotes 13

14 the quotation of the paragraphs, sentences, or even a few phrases written or spoken by someone else. The submission of research or completed papers or projects by someone else is plagiarism, as is the unacknowledged use of research sources gathered by someone else when that use is specifically forbidden by the faculty member. Failure to indicate the extent and nature of one s reliance on other sources is also a form of plagiarism. Any work, in whole or part, taken from the Internet or other computer based resource without properly referencing the source (for example, the URL) is considered plagiarism. A complete reference is required in order that all parties may locate and view the original source. Finally, there may be forms of plagiarism that are unique to an individual discipline or course, examples of which should be provided in advance by the faculty member. The student is responsible for understanding the legitimate use of sources, the appropriate ways of acknowledging academic, scholarly or creative indebtedness, and the consequences of violating this responsibility. Cheating on Examinations. Cheating on examinations involves giving or receiving unauthorized help before, during, or after an examination. Examples of unauthorized help include the use of notes, texts, or crib sheets during an examination (unless specifically approved by the faculty member), or sharing information with another student during an examination (unless specifically approved by the faculty member). Other examples include intentionally allowing another student to view one s own examination and collaboration before or after an examination if such collaboration is specifically forbidden by the faculty member. Unauthorized Collaboration. Submission for academic credit of a work product, or a part thereof, represented as its being one s own effort, which has been developed in substantial collaboration with another person or source or with a computer-based resource is a violation of academic honesty. It is also a violation of academic honesty knowingly to provide such assistance. Collaborative work specifically authorized by a faculty member is allowed. Falsification. It is a violation of academic honesty to misrepresent material or fabricate information in an academic exercise, assignment or proceeding (e.g., false or misleading citation of sources, the falsification of the results of experiments or of computer data, false or misleading information in an academic context in order to gain an unfair advantage). Multiple Submissions. It is a violation of academic honesty to submit substantial portions of the same work for credit more than once without the explicit consent of the faculty member(s) to whom the material is submitted for additional credit. In cases in which there is a natural development of research or knowledge in a sequence of courses, use of prior work may be desirable, even required; however the student is responsible for indicating in writing, as a part of such use, that the current work submitted for credit is cumulative in nature. CIS 3730 Class Policies Classroom Attendance To buttress the (CIS) departmental policy that attendance is generally expected at all classes, class participation grades will be significantly reduced for unexcused absences. 14

15 Moreover, the nature of PBL requires that you actively participate in team problem solving during the class time. In the event of an absence, you are responsible for receiving all administrative and course announcements given in class. If you do not expect to attend a session, both the instructor and your team members along with the reason for your absence. One absence is excused, although the participation grade is zero. The second absence garners minus 2 points on your overall final grade (i.e. against 100 points) unless you can provide a compelling reason for the absence. Classroom Timeliness and Staying for Entire Class Period Related to attendance is being on time and staying in the class for the entire period. While travel on Atlanta s thoroughfares can be vexing at times, you are expected to plan your departure and arrival times so that you arrive to class at or before it begins. More than two late arrivals or early departures will be treated as unexcused absences. Class Contribution Individual contributions to class sessions are important and will be evaluated as a component of the course grade (participation). This component will be based upon your questions asked as well as responses to questions asked of in-class presentations, cases, and exercises. Instructor Expectations 1. Please ensure that your GSU student account (@student.gsu.edu) is properly forwarded to whichever account you actually read your from. It is your responsibility to ensure this works and that you are able to receive s and attachments at whatever account you may choose to forward this to. Normally the ulearn Mail for the course will be used for communication. 2. As this is an interactive class (the nature of PBL approach) you are expected to attend all sessions *and* participate. Frequent tardiness, leaving the class, or absence will result in substantial reduction in your course grade. 3. Eating in class or the use of cell phones is not allowed. 4. The classroom we will be using is computer equipped. However, it is not for your convenience to check s or visit unrelated web sites, etc. The same applies to a laptop you bring to class. Students who wish to request accommodation for a disability may do so by registering with the Office of Disability Services. Students may only be accommodated upon issuance by the Office of Disability Services of a signed Accommodation Plan and are responsible for providing a copy of that plan to instructors of all classes in which an accommodation is sought. Your constructive assessment of this course plays an indispensable role in shaping education at Georgia State. Upon completing the course, please take the time to fill out the online course evaluation. 15