Database Concepts
8th Edition
David M. Kroenke • David J. Auer • Scott L. Vandenberg• Robert C. Yoder
Instructor’s Manual
Prepared by David J. Auer
Chapter One
Getting Started
© 2018 Pearson Education, Inc. Page 2 of 25
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted,
in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior
written permission of the publisher. Printed in the United States of America.
Instructor’s Manual to accompany:
Database Concepts (8th Edition)
David M. Kroenke • David J. Auer • Scott L. Vandenberg• Robert C. Yoder
Chapter One – Getting Started
CHAPTER OBJECTIVES
• Understand the importance of databases in Internet Web applications and mobile apps
• Understand the nature and characteristics of databases
• Understand the potential problems with lists
• Understand the reasons for using a database
• Understand how using related tables helps you avoid the problems of using lists
• Know the components of a database system
• Learn the elements of a database
• Learn the purpose of a database management system (DBMS)
• Understand the functions of a database application
• Introduce Web database applications
• Introduce data warehouses and business intelligence (BI) systems
• Introduce Big Data and cloud computing
CHAPTER ERRATA
These are the known errors at this time. Any errors that are discovered in the future will
be reported and corrected in the online DBC e08 Errata document, which will be
available at http://www.pearsonhighered.com/kroenke.
THE ACCESS WORKBENCH
Solutions to the Access Workbench exercises may be found in Solutions to all Sections:
The Access Workbench, which is a separate document within the Instructor’s Manual.
NOTES ON MICROSOFT WINDOWS 10
This book uses the Microsoft Windows 10 operating system as the basis for screenshots
and step-by-step instructions. However, with Windows 10, Microsoft has introduced a
continuous update system that has already resulted in some fundamental differences in
how different versions of Windows 10 look and operate.
For example, in the original version of Microsoft Windows 10, clicking the Windows
Start button (or pressing the Windows key on the keyboard) displayed the menu shown
in Figure 1. In this menu, we need to click the All apps button in order to see the All
apps menu shown in Figure 2.
Chapter One – Getting Started
© 2018 Pearson Education, Inc. Page 4 of 25
Figure 1 – Windows 10 Main Menu
Figure 2 – Windows 10 All Apps Menu
The All apps button
The File Explorer button
The File Explorer icon
The All apps menu
Chapter One – Getting Started
© 2018 Pearson Education, Inc. Page 5 of 25
Figure 3 – Windows 10 Anniversary Update Main Menu with All Apps Menu Included
Microsoft then released the Windows 10 Anniversary Update (Feature update to
Windows 10, version 1607) (see the blog discussion at
https://blogs.windows.com/windowsexperience/2016/08/02/how-to-get-the-windows–10–
anniversary-update/#K1CZuiw4auiuE9A5.97 ). One of the changes introduced in the
Anniversary Update was a major change to the menu system. Now, as shown in
Figure 3, the All apps menu is immediately available when the Start button is used (or
when the keyboard Windows key is pressed).
Therefore, note that the step by step instructions in this book may need to be altered for
your use depending upon which version of Microsoft Windows 10 you or your students
are using!
The All apps menu
The File Explorer button
The File Explorer icon
Chapter One – Getting Started
TEACHING SUGGESTIONS
• The Art Course database discussed in Chapter One is a good database to use for an
in-class demo of the concepts in this chapter. See the list, data, and database files
supplied, and use the following material:
• Microsoft Access 2016:
• “Art Course List” in DBC–e08-Lists-And-Data.xlsx
• DBC–e08-Art-Course-Database-CH01.accdb
• Microsoft SQL Server 2014 Express Edition:
• DBC–e08-MSSQL-Art-Course-Database-Create-Tables.sql
• DBC–e08-MSSQL-Art-Course-Database-Insert-Data.sql
• DBC–e08-MSSQL-Art-Course-Database-SQL-Queries-CH01.sql
• NOTE: Create a database diagram for the database
• Oracle Database Express Edition XE:
• DBC–e08-ODB-Art-Course-Database-Create-Tables.sql
• DBC–e08-ODB-Art-Course-Database-Insert-Data.sql
• DBC–e08-ODB-Art-Course-Database-SQL-Queries-CH01.sql
• Oracle MySQL 5.7:
• DBC–e08-MySQL-Art-Course-Database-Create-Tables.sql
• DBC–e08-MySQL-Art-Course-Database-Insert-Data.sql
• DBC–e08-MySQL-Art-Course-Database-SQL-Queries-CH01.sql
• Introduce the course by explaining that database processing is the heart of all
applications today. Use the material in the section “The Importance of Database in
the Internet and Mobile App World,” and in Figures 1-1 and 1-2. Illustrate this
material with some actual Internet searches and searches at Web sites such as
amazon.com.
• Point out that the demand for knowledgeable people (both users and technicians) is
high, but the supply is low. The knowledge gained in this course will be valuable at
job-hunting time. Internet technology has tremendously amplified the need for
database knowledge—that technology can be used inside organizations as well as
outside for e-commerce applications.
• Many students wonder why we need a separate course for keeping track of lists. If
you compare and contrast Figures 1-3, 1-4, and 1-5, and especially if you consider
the need to change data (while keeping the data rows consistent), this may become
more clear. Also, add the problems of concurrent processing, and students should
begin to understand why database processing is necessary (and important to their
future).
Chapter One – Getting Started
• Another important idea that may be new to students is the fact that storing a
relationship is just as important as storing a data item. The fact that a particular
supplier can supply a particular part, or that an advisor is assigned to a particular
student, is a “relationship fact” that needs to be recorded. Point out the relationship
links in Figures 1-8.
• This chapter uses the term theme (an equivalent term is topic) to refer to the notion
that a group of columns are related to one another. During class ask the students to
take a credit card receipt out of their wallet and identify the “themes” / “topics” on that
receipt. You can do the same with their grade report or class schedule. This is good
practice for learning and doing normalization later.
• If your students are using Microsoft Access, or another personal DBMS product, be
sure to point out that personal DBMS products combine the Database Application
and the DBMS sections in Figure 1-17 as shown in Figure 1-25. Contrast these
figures in class. Students need to understand that there is a difference between a
database application and a DBMS. You can use Figure 1-28 to show the multiple
people, roles, and skills involved in managing a large-scale database system
• As an aside, we find the term DBMS products easier to pronounce than DBMSs.
• If the students are coping well with this material, you can take an excursion into
epistemology. Examine Figure 1-13 again. All of the text discussion makes the
underlying assumption that the relationship from a project (ProjectName) to an owner
(OwnerContact) is 1:1. What if it’s 1:N (many owners for a project)? What if it’s N:1 or
N:M? All are possible.
Two questions arise:
o What do we do in these cases? (We’ll deal with this in Chapters 4 and 5.)
o How do we know which is true?
• We believe that a database is a model of a user’s mental model and not of reality.
But what are user’s models? Are they models of reality? Or just some shared
hallucination about “what is out there—outside of our brains?” The instruction set of a
computer determines what kinds of “thoughts” that computers can have. Doesn’t the
instruction set of the human brain determine what kinds of “thoughts” we can have,
or what kinds of models of reality we can have? So, there may be a lot more going
Chapter One – Getting Started
on than we can model. Immanuel Kant had much to say on this topic. It’s been the
focus of one thread of philosophy for centuries.
• If you choose to present these questions, you might want to parcel them out over
several lectures. Maybe in the last five minutes (not the first five minutes or you’ll
never get to the lecture). If you go too far in the first session, there’s a danger the
students will just think you’re a nut (trust us on that one). You can also defer all of
this discussion to the data modeling material in Chapter 4.
• Today’s Internet world relies on Web database applications and their mobile app
counterparts, which rely on Big Data non-relational databases (so called NoSQL
databases), often stored “in the cloud”. Because Facebook, Twitter and Instagram
are all great examples of this, use these as your examples as you introduce these
topics. These topics are covered in greater depth in Chapter 7, Chapter 8, and
Appendix K.
• Many analytical jobs in business are dependent on Business Intelligence (BI)
systems and data warehouses. Introduce these topics, which are covered in greater
depth in Chapter 8 and Appendix I.
ANSWERS TO REVIEW QUESTIONS
1.1 Describe the historic development of Internet and smartphone technology from the early
days of personal computers (PCs) to today’s Internet Web application and smartphone
app–based information systems environment.
1.2 Why do today’s Internet Web applications and smartphone apps need databases?
Chapter One – Getting Started
1.3 Read the description of the search process on the Pearson Web site. Using your own
computer, find another retailer Web site (other than those discussed or mentioned in this
chapter), and search for something of interest to you. Write up a description (with screen
shots if possible) of your search.
1.4 Why is the study of database technology important?
1.5 What is the purpose of this book?
1.6 Describe the purpose of a database.
1.7 What is a modification problem? What are the three possible types of modification
problems?
Chapter One – Getting Started
1.8 Figure 1-34 shows a list that is used by a veterinary office. Describe three modification
problems that are likely to occur when using this list.
1.9 Name the two themes in the list in Figure 1-34.
1.10 What is an ID column?
1.11 Break the list in Figure 1-34 into two tables, each with data for a single theme. Assume
that owners have a unique phone number but that pets have no unique column. Create
an ID column for pets like the one created for customers and courses for the Art Course
database tables in Figure 1-12.
1.12 Show how the tables you created for question 1.11 solve the problems you described in
question 1.8.
1.13 What does SQL stand for, and what purpose does it serve?
1.14 Another version of the list used by the veterinary office is shown in Figure 1-35. How
many themes does this list have? What are they?
Chapter One – Getting Started
1.15 Break the list in Figure 1-35 into tables, each with a single theme. Create ID columns as
you think necessary.
1.16 Show how the tables you created for question 1.15 solve the three problems of lists
identified in this chapter.
1.17 Describe in your own words and illustrate with tables how relationships are represented
in a relational database.
1.18 Name the four components of a database system.
1.19 Define the term database.
1.20 Why do you think it is important for a database to be self-describing?
Chapter One – Getting Started
1.21 List the components of a database.
1.22 Define the term metadata, and give some examples of metadata.
1.23 Describe the use of an index.
1.24 Define the term application metadata, and give some examples of application
metadata.
1.25 What is the purpose of a DBMS?
1.26 List the specific functions of a DBMS.
1.27 Define the term referential integrity constraint. Give an example of a referential
integrity constraint for the tables you created for question 1.11.
Chapter One – Getting Started
1.28 Explain the difference between a DBMS and a database.
1.29 List the functions of a database application.
1.30 Explain the differences between a personal database system and an enterprise-class
database system.
1.31 What is the advantage of hiding complexity from the user of a DBMS? What is the
disadvantage?
1.32 Summarize the differences between the database systems in Figures 1-25 and 1-28.
1.33 What is a Web database application? Why are Web database applications important in
today’s Web and mobile computing environment?
1.34 What is online transaction processing (OLTP), and what is online analytical processing
(OLAP)? What is a business intelligence (BI) system, and where is the data used by a BI
system stored?