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1 QUESTION BANK FOR INSTRUCTORS VERSION DATED: June 17, 2003 TO ACCOMPANY Database System Concepts Fourth Edition Abraham Silberschatz Yale University Henry F. Korth Lehigh University S. Sudarshan Indian Institute of Technology, Bombay Copyright c 2001 A. Silberschatz, H. Korth, and S. Sudarshan

2 Contents Preface 1 Chapter 1 Introduction Chapter 2 Exercises 5 Entity-Relationship Model Chapter 3 Exercises 9 Relational Model and SQL Chapter 5 Exercises 13 Other Relational Languages Chapter 6 Exercises 15 Integrity and Security Chapter 7 Exercises 17 Relational-Database Design Chapter 8 Exercises 21 Object-Oriented and Object-Relational Databases iii

3 iv Contents Chapter 10 Exercises 23 XML Chapter 11 Exercises 25 Storage and File Structure Chapter 12 Exercises 27 Storage and File Structure Chapter 13 Exercises 31 Query Processing and Optimization Chapter 15 Exercises 37 Transactions Chapter 16 Exercises 39 Concurrency Control Chapter 17 Exercises 43 Recovery Chapter 18 Database System Architectures, Distributed and Parallel Databases Exercises 47 Chapter 21 Exercises 49 Application Development and Administration Chapter 22 Exercises 51 Advanced Querying and Information Retrieval

4 Contents v Chapter 23 Exercises 55 Advanced Data Types and New Applications Chapter 24 Exercises 57 Advanced Transaction Processing

5 Preface This manual provides a set of questions for different chapters of the book Database System Concepts 4th Ed. Most of these questions appeared in various examinations conductedat IIT Bombay.We welcome contributions of questions, to make this question bank a larger and more valuable resource. NOTE: The material in this manual may not be further distributed in any form, except by way of usage in exams/problem sets in courses for which the Database System Concepts book is the recommended textbook. The goal of this question bank is to provide instructors with a large set of questiosn that could help them in framing examinations. Towards this end each question has associated with it a number that is a rough estimate of the number of minutes that a good student should take to answer the question (for some of the tougher questions, the time taken may be significantly higher than the associated number). To take average students into account, the numbers should be inflated by a factor of around 1.5 or2. (Obviously the time depends greatly onthe specific student population, so your mileage may vary.) Our current policy is to not publish answers along with the questions, to limit the damage done if any part of the material gets accidentally published on the Web by anybody. This may be revised based on feedback from instructors. Avi Silberschatz, Hank Korth and S. Sudarshan. 1

6 C H A P T E R 1 Introduction We have not provided any questions for Chapter 1 (Introduction) currently. 3

7 C H A P T E R 2 Entity-Relationship Model Exercises 2.1 What is wrong with an ER diagram which has an entity department with primary key deptid, and an entity employee, one of whose attributes is deptid Show how to express a ternary relationship R between entity sets A, B and C as 3 binary relationships, including appropriate constraints (assume there are no constraints on R) What is the difference between disjoint and overlapping generalization? Give a meaningful example of the need for role indicators in ER diagrams. (Don t give a diagram, just an example in words.) Describe how to represent a ternary relationship between entity sets A, B and C using binary relationships with a new strong entity set E. Give constraints on the ER diagram to ensure that every relationship represented by the binary relationships corresponds to exactly one (not less or more) ternary relationship Draw an (incorrect) example ER diagram where a relationship is implicit whereas it should be explicit Give examples of (a) a recursive relationship and (b) total participation. (They can be separate examples and need not be realistic.) Draw an ER diagram for a inter-collegiate contest with multiple events, recording events(name, location, date, time), student(id, name, college), and which students participate in which events. Each student in the student relation must participate in some event

8 6 Chapter 2 Entity-Relationship Model 2.9 A weak entity, like course-offering, can always be converted to a strong entity by adding the primary key of its identifying entity. Why then does it make sense to use weak entities in ER diagrams Considering the increasing number of accidents on campus, the security section wishes to automate its accident recording section. a. Draw an ER diagram for the accident recording system. The system should track vehicles involved in accidents (license no, type and make), drivers of the vehicles, location, and all injured persons (drivers or otherwise)....6 b. Convert the ER Diagram to SQL table definitions including applicable foreign key constraints We wish to develop a tool for drawing and storing ER diagrams. The information in the ER diagrams has to be stored in a database. Multiple ER diagrams mayhavetobestored. a. Give an ER diagram for storing information about (multiple) ER diagrams. You can assume that the stored ER diagrams have only strong entities with only atomic attributes, only binary relationships with no attributes, and the relationships may have only simple cardinality constraints (many-one, oneone, one-many)....8 b. Give tables corresponding to the above ER diagram Draw an ER diagram for recording cricket players statistics. Specifically, we want to track: players, matches, matches that a player played in, his performance in each innings: batting (scores, balls, how out) and bowling (O,M,R,W) You need to help the IITB film society manage its movie voting system. a. Draw an ER diagram for the movie voting system. The system should track (i) members (id and name) (ii) movies (including title, description, when shown (null if not shown yet)), (iii) reviews for the movie (including author of review), (iv) movies proposed to be shown next month, and (v) votes cast by members for each proposed movie....5 b. Convert the ER Diagram to SQL table definitions including applicable constraints....4 c. Give constraints in SQL to ensure that (i) each member votes at most once for each movie, and (ii) each member votes for at most five movies Illustrate two ways of converting a generalization/specialization hierarchy into a set of tables, and mention (a) under what conditions each can be used, and (b) the advantages of each of the schemes You are the CEO/CTO/Sole-Programmer-Analyst of ERDiagramsRUS, a leading ER diagramming company. ShadyNDangerous Tobacco Co has asked you to come up with an ER model for their organization, including a. ProductType information (ProductTypeID, name,...) b. Product information (ProductID, ProductTypeID, weight,..) c. Distributor information

9 Exercises 7 d. Who distributes what products e. Sales for each distributor for each product for each month of each year. (Model year/month as an entity) Give an ER diagram for the above scenario. Clearly document any assumptions you have made while coming up with the diagram. Give the tables that would be generated from the above ER diagram (no need for type information etc, and don t write it in SQL) Translate the following ER diagram into relational tables, by giving appropriate create table clauses, along with all appropriate constraints. customer-name customer-id customer-street customer-city loan-number amount customer borrower loan Note: a foreign key is specified in SQL as part of create table, intheform foreign key (A1,A2) references R. A check clause can have an expression with a subquery, which is useful for representing one of the constraints....6

Database System Concepts

INSTRUCTOR S MANUAL TO ACCOMPANY Database System Concepts Sixth Edition Abraham Silberschatz Yale University Henry F. Korth Lehigh University S. Sudarshan Indian Institute of Technology, Bombay Copyright