Database Magic - ISTE - International Society for … Magic Using Databases to Teach Curriculum in Grades 4–12 by Sandra A. Dounce In a data-driven world, understanding how to manage

Copyright 2008, ISTE ® (International Society for Technology in Education), Database Magic, Sandra A. Dounce 1.800.336.5191 or 1.541.302.3777 (Int’l), [email protected], www.iste.org. All rights reserved. Distribution and copying of this excerpt is allowed for educational purposes and use with full attribution to ISTE.

Excerpted from

Database MagicUsing Databases to Teach Curriculum in

Grades 4–12

by Sandra A. Dounce

In a data-driven world, understanding how to manage information with powerful tools is a skill needed by both students and educators. Database Magic is filled with practical advice and tips for using databases as learning and teaching tools. Practicing educator Sandra A. Dounce guides you from the basics of using databases to the higher-level learning strategies. Sixteen ready-made curriculum-based databases on the included CD in both MS Access and Excel formats enable users to put the information from the book into use immediately.

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Section 1

Using Databases

Chapter 1 A Background on Databases and Their Uses in Schools

Chapter 2 Building a Database

Chapter 3 Retrieving Data Using Sorting and Filtering Techniques

Chapter 4 Creating Queries and Reports

Chapter 5 Teacher and Classroom Uses for Databases

Chapter 6 Using Database Functions in Excel

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Chapter 1

A Background on Databases and Their Uses in Schools

This chapter will provide the reader with a definition of a database and will discuss the history of databases. It will explain the basic structure of databases, including files, tables, forms, records, and fields. Examples of how databases are used in most jobs in business, industry, and education will be presented. The chapter will give teachers the rationale for using databases as tools to present, review, reinforce, and enhance curriculum.

Defining a DatabaseHumans have attempted to gather and organize data from the times of the first stories around the campfire, which were stored in the minds of the elders, to the advent of the printed word and creation of libraries with their card catalogs, and finally to the develop-ment of the computer. Computerized databases are collections of information that are organized by records and fields and can be easily searched to quickly retrieve the desired information by sorting or filtering the data. The simplest computer database is nothing more than an electronic filing system that can be easily searched and organized. Databases exist in hardcopy as well, such as a phone book or a set of index cards that students might use when taking notes for a research paper. The computerized database differs from the hardcopy database in that the computer database can be quickly reorganized. Those who remember the traditional card catalog system, which had been used in libraries for many years, will recall that there were at least two card catalogs—one alphabetized by author and title and the other organized by subject. Researchers spent hours searching the card catalog, reading the short descriptions of many books in order to find them on the library shelves. The computerized database systems that are currently in libraries have significantly simplified the research process.

To successfully search a database, it is important to understand how databases are orga-nized. Databases are built from fields, records, and files.

• Fields represent one piece of information about the topic. For example, in a database of the U.S. states, a field could be the state name, capital, population, size (in square miles), population density, climate, or industries. In some database programs, fields are called categories. There are a variety of field types, including text, memo, numbers, times and dates, OLE objects (pictures), hyperlinks, auto-numbering, and lookup-wizards.

• Records are collections of related fields. For example, all of the information collected on one state would be considered a record.

• Files are collections of related records. For example, all of the data on all 50 states would be considered a file.

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Section 1 Using Databases


There are two common types of computer databases, flat-file databases and relational databases. This book will concentrate on the simpler flat-file databases, which will enable students as young as fourth grade to understand what a database is, how it is organized, and how it can be searched to quickly retrieve the desired data.

• Flat-file databases consist of only one file that is not linked to other files. These databases are more useful for limited topics. A Christmas card address list can be put on a flat-file database, for example.

• Relational databases consist of two or more related files. A high school, for example, may have a database with two files on students—one that consists of personal information and another that lists their classes and grades. To link these two files, each student is assigned a unique student identification number, which appears in both the personal information file and the grades file. If, for example, the school office must send report cards through the mail, the grades file is linked to the personal information file, and the address is retrieved and added to the report card, which can then be mailed home.

A database can be presented in a variety of formats. Two common ones are table format and form format.

• Table format shows the records in a grid structure and looks very much like a spreadsheet. Figure 1.1 shows an example of a U.S. states database in this format.

• Form format contains all of the fields for a single record on one screen. Figure 1.2 shows an example of a U.S. States database in this format.

Figure 1.1 Example of Table format

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Figure 1.2 Example of Form format

Database Use in Business, Industry, and EducationA person cannot pick up a newspaper, turn on the television, go to the library, or use the Internet without encountering references to a database. Even brides-to-be and mothers-to-be become part of a database when they register for desired gifts at a department store.

The Internet has become a database of unrelated topics that can be searched. Although the Internet allows one to search for almost anything, the concept is similar to a data-base in its ability to easily use a filter, in this case a search engine, to gather desired data. Topical databases are evident on the Internet. After the catastrophic hurricane Katrina in 2005, which destroyed parts of New Orleans, Louisiana, and seriously damaged many other cities, databases that enabled people to search for relatives and friends who had been relocated by the emergency sprang up on the Internet.

Schools use computerized databases to record personal information about students and to print report cards. Businesses keep track of inventory, employee salaries and benefits, and purchase orders. Nonprofit organizations keep track of their donors and those in need. The government uses sophisticated databases that include everything from lists of facts about other countries to lists of taxpayers and criminals. The government and many environmental organizations also use databases with Geographical Informa-tion Systems (GIS) mapping software that allows data to be superimposed in various layers on maps. The GIS 2 GPS Portal (www.gis2gps.com) has lesson plans that can be used with students and suggestions for collecting geographical and scientific data. As computers have become more sophisticated and faster, other specialized database func-tions have appeared. Fingerprints, DNA, and even eye-prints can be matched using a database of existing features.

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Rationale for Using Databases in SchoolsThe first and most obvious reason for using databases in schools is that students will encounter databases in almost any career they might pursue. In a simple way, students can become acquainted with the tools they will be using in their future careers. Simula-tions of searches that might be used in some careers are included in this book.

Introducing the use of databases as early as Grade 4 also helps students begin to gain organizational skills that will help them in research, note taking, and writing. Learning to sort and filter data on a simple database will help students understand how data can be narrowed down to a certain topic when searching a library card catalog or the Internet. For example, if a student wanted information about George Washington, the keyword entered might be “Washington.” Obviously, a student will find many answers that will not apply to “George Washington.” Learning to build a database also helps students organize research and decide what data is needed to answer an important question.

Next, creating and using databases helps teachers challenge students to advance their thinking skills beyond the knowledge level in Bloom’s taxonomy. Activities that encourage students to analyze, synthesize, and evaluate data (the higher level thinking skills) are included in this work. Closely related to Bloom’s higher order thinking skills is, of course, the scientific method. Because databases are often used for scientific inquiry and analysis in the scientific community, it is natural that activities using the scientific method are also included. The Sample Questions worksheet provided for each database (see section 2) will follow the steps from simple retrieval of data to the analysis of the data collected.

Today’s students are not satisfied with the lecture method of teaching and the simple memorization of facts. Using databases offers another teaching technique that can be attractive to students. The world today is rich in hands-on activities and multimedia experiences. Real-life simulations using database files create a realistic and fun educa-tional activity for students. Students are naturally attracted to computers, so searching databases is an exciting tool that students can use not only to find facts but also to analyze and evaluate those facts.

Simply reading questions teachers have created for use with database filters (which will be discussed later) requires students to use some critical thinking skills. They must first evaluate the question to determine what important clue word or words will help them answer the question. Then they must determine in which field those pieces of data might be found. Perhaps the clue could be contained in more than one field.

Lastly, the database itself is an analysis tool to help students evaluate the validity of data itself. Who wrote the database? What bias might the author have? What expertise might the writer have? Is the database itself a complete list of available data on the topic? Being able to evaluate the validity of the data in a database can help students evaluate data on the Internet.

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What an Educator Needs to Know to Use This BookYou may ask yourself, “What do I need to know and what software do I need to use this book?” To use the databases in this book, you should be comfortable with Microsoft Windows or a similar mouse-driven computer system. For Access and Excel, you must have Microsoft Office 2003 (or later version) on at least one computer. If you have a different version of Access or other database software, you can export the file to a different file type (click File > Export). Access 2000 seems to accept data from Access 2003. For older versions of Access, you may need to export the data to an older version of Excel and then copy and paste it into a database shell, which has field names already defined. Excel versions of the databases are also included on the accompanying CD. Using the Excel versions of the databases is covered in chapter 6. The worksheets for the databases are PDF and PowerPoint documents.

You should be familiar with Microsoft Office basics and be comfortable using various tool bars. Other important skills you need when using databases are a desire to learn, a sense of curiosity and adventure, and creativity. These are the reasons for my 18-year “obsession” with teaching databases in schools. While I usually teach database skills in a computer lab setting, I have also successfully taught lessons in one-computer classroom settings with the use of a projection device. This is successful for beginning students, who can be guided as they take turns answering database questions.

It is also good to know where to find data. When I first began building databases, I used textbooks that often had lists in them (list of countries, mammals, etc.). Almanacs also provided me with data that was accurate and easy to find. I usually work with the academic area teachers to create databases that are relevant to what they are teaching. For example, when I created the Western Ancient History database, I consulted the history teacher to find the important historical figures the students studied. With the popularity of the Internet, I have been able to find various lists that are ready-made. First I search for “a list of famous African Americans,” for example. I then determine which sources are most credible. Although the lists are not in database form, the data is all together. It has often been easiest to copy the data from a list into Excel and then edit it and paste it into Access. Because I am not an expert in every academic field, I always check at least three valid Web sites to verify the data. Because I have taught computer skills to all subject areas in cooperation with the subject-area teachers, I have often collected the data, arranged it in a database, and made up questions. I then consulted the teachers so the database could be refined to become better suited to the teachers’ needs.

Aligning to ISTE’s NETS•SUsing databases to teach curriculum can align quite naturally with ISTE’s National Educa-tional Technology Standards for Students (see appendix C). Understanding and being able to use databases directly maps to Standard 3: Research and Information Fluency, and Standard 6: Technology Operations and Concepts. Database skills combined with innova-tive teaching methods and sound curriculum can help address each of the six standards by touching on at least one of the performance indicators. For instance, teaching students about databases can easily lead to an examination of the data, including evaluation of thedataintegrity(NETS•S4.cand5.a).Infact,databasesaresuchflexibleandpowerfultools that students, with the guidance of an imaginative educator, can meet nearly all the NETS•Sperformanceindicators.

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Chapter 2

Building a Database

In this chapter, I provide procedures for designing and creating a database in Microsoft Access. I begin with a general procedure that can be used to create a curriculum-based database. I also provide specific directions for creating two example databases: the Book Log database for students to keep track of books they have read, and the Foreign Cultures database, which can be used by foreign language classes. I also present directions for building a flat database in two formats: table and form. Instructions for these databases give directions about how to open a database to add more records. The Foreign Cultures database example includes sample questions that are based on the research done by my foreign language students. These questions may differ when your students collect data. The directions provided have worked well for me with middle school students, but are not necessarily the only way to create a database. As you practice using the database, you may change the directions to meet your students’ needs. I also provide information on how to properly name and save a database to make it easy to find later.

Creating a Curriculum-Based DatabaseWhen I guide students in creating a database, I use the scientific method. First, define what problems you and your students want the database to solve. After brief research and/or brainstorming, students can determine what data is needed to solve the problem. Knowing what data is needed allows field names and their data types to be established, and the database to be built. Students with more experience may create their own data-bases in small groups, while beginners may need more assistance. Students develop a hypothesis and then can use sort and filter techniques to gather statistics from the data-base. Lastly, students use the data to prove or disprove the hypothesis.

Teachers can use the general procedure shown in the table on the following page to create any curriculum-based database. The Book Log and Foreign Cultures database procedures are spelled out in more detail in the following sections.

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Procedure to Create a Curriculum-Based DatabaseTeachers will... Beginners Database—

Book LogAdvanced Database— Foreign Cultures

Choose the curriculum. Reading Culture of Spanish-speaking countries

Determine the time needed and available to build and use the database.

1 day to create, 4 days to enter data—spread throughout the year; 1 or more days to search the combined database.

Total class time: 4 class periods; Total teacher time to merge and edit the student databases, create questions and worksheets: 6 to 8 hours.

Decide how the database will be used (to introduce new data, to create a review, to answer problem-solving and critical thinking questions).

To keep a record of books read; to allow students to search the data collected by all students (in a combined database); to find specific data about a book such as number of pages, or whether it is a Newbery book; to be a source for peer recommendations.

To answer teacher-created questions about Spanish-speaking cultures based on student research from the topic cards (or topics of the teacher’s choice).

Present the purpose of the lesson or the question(s) that will be answered.

What Newbery books did you read? What genre do you prefer? Who would you recommend to read this book? Why?

How can students studying Spanish learn more about the culture of Spanish-speaking countries? Where are the Spanish-speaking countries? What foods do the people in these countries eat? What are the important historical and cultural sites?

Explain database fields.

Brainstorm with the students to determine what fields are needed in the database.

(For the beginner’s database, the teacher should determine the fields beforehand, for consistency purposes.)

Students and teacher brainstorm about what types of data would be used to describe a book. For example, what genres will be used? Teacher guides students toward data that would fit the fields already chosen.

Students and teacher brainstorm to determine what fields would be needed. Examples: Research Topic, Location, Category, Picture, Description.

Guide students in building the database.

Students build databases from directions and enter records on books they have read.

Students build databases from the directions. Each student researches 3 to 5 topic cards and inputs records.

Explain how to combine individual databases into one.

The teacher combines the individual databases by copying and pasting records into one database and eliminating duplicates.

The teacher combines the individual databases by copying and pasting records into one database and eliminating duplicates.

Explain sort and filter functions. Students use filter or sort functions to answer questions about the books.

Students use filters to find answers to questions and perform an analysis.

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Book Log Database Example The Book Log database is a simple, general-purpose database that you can use to familiarize students with database organization and functions.

Overview

The problem: What tool will help students keep a log of books they have read, assist them in finding new books they might like to read, and meet teacher expectations?

Brainstorming: Students can suggest the data to be included in the database. Students may suggest such topics as author, title, number of pages, summary, genre, and illustrator.

Build the database: You may guide the students in choosing field names or choose the ones you had in mind to meet both your needs and the students’ needs. Detailed instruc-tions for creating the database in Access are given in the Student Directions for Creating the Book Log Database section on the following page.

Merge the individual databases and have students search the resulting database: After students have built book logs in a database form, you can combine them. Then you can write questions that require the use of filters. Students can find favorite authors or genres. After searching for the books desired, students can read the recommendations of other students and find a new book to read.

Note: I have used this database with students for more than 10 years. Although I give them time to brainstorm, I already have a format for the database set up. I simply guide them toward my format by taking their ideas and suggesting a format that will make an efficient use of time and teach students a variety of database skills.

Time and Equipment Needed for This Project

Equipment: A computer for each student with Microsoft Access or an equivalent database program, student records of books they have read, a projection device to demonstrate the project.

Time to explain databases and create the database: One 45-minute class period.

Time to enter data on books read: Three 45-minute class periods spread over three or four months in a computer lab.

Time to merge the databases and create questions: You, as the teacher, will need about three hours to copy and paste the records to a master database, double check the spelling, and create questions.

Time to search the database: Students will be able to answer ten or more questions in a 45-minute period.

Alternate activity: Create the blank database yourself and have students take time indi-vidually to enter the data about their books. This works well in a self-contained class-room. This will eliminate the time needed to copy and paste records. You do not need a computer for each student.


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Helping Students Create the Book Log Database

1. Find out what students know about databases, and then define a database.

2. Tell students how the database will be used (to keep track of books read, let other students search a combined database to find a book that sounds good to read).

3. Brainstorm with students about what types of information they might want to know in order to choose a book to read.

4. Demonstrate the directions, pointing out the items listed in the Troubleshooting Tips for Teachers section.

Student Directions for Creating the Book Log Database

1. Double-click Microsoft Access.

2. Click Create A New File.

3. Click Blank Database.

4. In the Save in box, use the pull-down menu (arrow down) to choose the location assigned by the teacher to save the database.

5. In the File Name box, name the database with your last name then the word books. Example: Smith books

6. Click Create.

7. Click Tables and then double-click Create table in Design view.

8. Add the field names from the chart below. Fill in the Field Name and choose the Data Type from the pull-down menu.

9. To make the changes noted in the third column above, go to the Field Properties box and use the pull-down menu of the Format box to change the date to Short Date. Otherwise, the user will be required to enter a date and time. The time is not relevant in this database.

10. Click the Disk icon to save.

11. In the Table Name box, name the table with your last name and then the words book table (example: Smith book table) and click OK.

12. When you see the message about creating a primary key, click NO.

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13. Exit the Table screen (not the whole database), by clicking the X on the top of the page.

14. Click Forms, and then click the New icon.

15. In the New Form box, choose AutoForm: Columnar.

16. Choose the book table you just created (example: Smith book table) from the pull-down menu and click OK.

17. Click the Design View icon.

18. Resize the fields as necessary.

19. Click the Form View icon.

20. Begin typing in the data about your book.

21. Click the arrow to the right of the record number to add the next record (bottom left corner of the screen).

22. Type the information for your next book.

Troubleshooting Tips for Teachers

When helping students create a database, it is recommended that you first practice creating the database, checking for differences in various versions in Access. You should then demonstrate the procedure to students, pointing out the common errors they might make. The following list points out errors that are often made by students when they follow the directions for creating the Book Log database.

Step 4: Saving in the incorrect location.

Step 8: Forgetting to define the data types.

Step 11: Naming the table incorrectly. This is not a crucial error, but it is easier for the teacher to explain and find things if there is consistency.

Step 12: Clicking Yes on the Primary Key message. This creates an extra field that counts records. Note: This is a flat file database that contains one table. The Primary Key is used only when two different tables are created and must be linked. See explanation of rela-tional versus flat file databases in chapter 1.

Step 13: Exiting the whole database instead of just the table. The student must then find the location where the database is saved and open it to resume work.


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Step 16: Students often omit this step. This will result in an error message.

Step 19: Students forget to get out of Design View. Any data or pictures entered in Design View (grids and dots in background) will not be saved properly on the database. The student will need to exit the form and delete it, and then create a new form.

Step 20: Not knowing how to get to the next record. This has resulted in some students beginning from scratch and re-creating a new database.

Entering Data into the Database

At a later date, students can open the database and choose the forms they have created. They can then enter data about books they have read so far. I included a Yes/No field for Newbery books because our middle school reading teachers give students extra credit for reading Newbery books.

The following is a list of popular genres for middle school students. Students can refer to this list when entering their data. This will help ensure that the data in the field is consis-tent, which is important for sorting and filtering.

Genres for Middle School StudentsAdventure Mystery

Animals Nature

Biography Romance

Drama Science Fiction

Fairy Tales and Fantasy Science or Technology

Ghost and Horror Stories Short Stories

Historical Fiction Sports

Humor

When writing a recommendation, I encourage students to keep the recommendations short and make them exciting. I have them pretend that they work in a bookstore and get paid for each book they sell. My example from a popular book, Hatchet, by Gary Paulsen, is this:

Sputter! Clunk! Bang! The plane crashed abruptly in the trees. As the only survivor, Brian wonders how a 13-year-old can survive alone in the Canadian wilderness with only a hatchet. If you like adventure and survival stories that are also mysterious, you will like this book.

Foreign Cultures Database ExampleThe Foreign Cultures database is a more advanced example with more curriculum standards opportunities. This example focuses on learning about Spanish culture. However, resources for learning about French and German culture are also included on the accompanying CD.

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Overview

The problems: How can students studying Spanish learn more about the culture of Spanish-speaking countries? Where are the Spanish-speaking countries? What foods do the people in these countries eat? What are the important historical and cultural sites?

Brainstorming by the teacher: Determine the information needed to meet curriculum standards. Determine research topics if students are not allowed to choose their own.

Brainstorming with the students: Define the fields that will apply to all research topics. The fields suggested in the example are Research Topic, Location, Category, Web address1, Web address2, Picture, and Description.

Build the database: Detailed instructions for creating the database in Microsoft Access are given in the Student Directions for Creating the Foreign Cultures Database section.

Topic Cards: Print and distribute topic cards for students to use when they research their topics. Use the Spanish Research Topics database provided on the accompanying CD to print the topic cards. The database includes a form, Spanish Topic Cards, which can be printed 4 to 5 forms per page. If part of a card is printing on a page, it may be necessary to go into Design View and resize the page and then return to Form View. Each topic card includes the fields Research Topic, Location, Category, and Information Needed. Note: The CD also includes French Research Topics and German Research Topics databases.

Merge the individual databases and have students search the resulting database: After students have added data to their individual databases, these should be combined into a single database that can be searched by all students.

Time and Equipment Needed for This Project

Equipment: A computer for each student with Internet access, Microsoft Access or an equivalent database program; and the topics to be researched, either from the topic cards provided on the CD or from a list made by the teacher.

Time to build the database and do the research: Two 45-minute class periods

Time to merge the databases: One hour per class

Time to edit the database, create and test the questions: Two to four hours.

I have pared the time down a bit, in that I used the previous year’s database by deleting records that were not complete or had pictures that were not clear. I then added only the best records from the current year’s work. Another way to streamline this project is for you to create the database form and load it on all of the computers. If you teach five Spanish classes, for example, you will have five students working on the same database. That gives you only 20 to 30 databases to merge, instead of databases from more than 100 students.


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Student Directions for Creating the Foreign Cultures Database

1. Double-click Microsoft Access.

2. Click Create a New File.

3. Click Blank Database.

4. In the Save in box, choose the desired location to save the file.

5. In the File Name box, name your database with your last name, class, and period (example: Smith French1 per 5). Click Create.

6. Click Tables and then double-click Create table in Design view.

7. Add the field names from the chart below, using pull-down menus to change the data type.

8. Change Field Size (bottom of screen) for each text field to 100.

9. Click the Disk icon to save.

10. In the Table Name box, name the table Foreign Cultures and click OK.

11. At the message, “There is no primary key,” click No. Note: A primary key is needed only when creating two separate tables with different fields of data.

12. Exit the Table screen (not the whole database), by clicking the X on the top of the page.

13. Click Forms, and then click the New icon.

14. In the New Form box, choose AutoForm: Columnar.

15. Choose the Foreign Cultures table from the pull-down menu and click OK.

16. Click the Design View icon.

17. Resize the fields, especially the picture field, as necessary.

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18. Click the Form View icon.

19. Never type data or paste a picture in the design view (screen with dots in background).

Begin the research. Your teacher will distribute the topic cards.

20. Minimize the database and log on to the Internet.

21. Use a search engine to begin the research on the topic on your topic card.

Copy the pictures.

22. Make sure you copy the full-sized picture (not the thumbnail).

23. Click the right mouse button and choose Copy.

24. Click the database Form on the tool bar at the bottom of the screen.

25. Paste the picture in the picture field.

26. Go back to the Internet picture and copy the Web address.

27. Return to the database and paste the Web address in one of the Web address boxes.

Find information about your research topic.

28. Return to the Internet to find information about your topic.

29. Record the information under the Description field.

30. Keep it short (4 or 5 sentences), using correct sentence structure.

31. Paste the Web address of the data source in one of the Web address boxes.

32. Click the Disk icon to save the database.

33. Click the Next Record (right) arrow in the lower left corner of the database to add another record.

34. Repeat steps 21–33 for the next record.


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Format pictures.

35. To format a picture, right-click the picture and choose Properties.

36. Click the Format tab and change the Size Mode to Zoom.

37. Click out of the Properties screen.

To add data to a database that already exists:

38. Double-click the desired database to open it.

39. If there is a security warning, choose No then Open, and then open your form. A security warning may be due to limitations on a school network.

40. Click the Next Record arrow in the lower left corner.

41. Repeat steps 21–33 to add new records.

Guide to International Characters

These charts show most accent marks students may need to use in a foreign language database.

ALT Code Shortcuts for International CharactersTo use these codes, hold down the Alt key, and enter the numbers on the number pad (with num lock on).

Character Keystrokes Character Keystrokes Character Keystrokes Character Keystrokes

Á alt 0193 á alt 0225 Ó alt 0211 ó alt 0243

Ä alt 0196 ä alt 0228 Ö alt 0214 ö alt 0246

É alt 0201 é alt 0233 Ú alt 0218 ú alt 0250

Ë alt 0203 ë alt 0235 Ü alt 0220 ü alt 129

Í alt 0205 í alt 0237 Ñ alt 0209 ñ alt 0241

ß alt 225

Keyboard Shortcuts for International CharactersCharacter Keystrokes

À, È, Ì, Ò, Ù, à, è, ì, ò, ù CTRL + ` (accent grave) + the letter

Á, É, Í, Ó, Ú, Ý, á, é, í, ó, ú, ý CTRL + ’ (apostrophe) + the letter

Â, Ê, Î, Ô, Û, â, ê, î, ô, û CTRL + SHIFT + ^ (caret) + the letter

Ã, Ñ, Õ, ã, ñ, õ CTRL + SHIFT + ~ (tilde) + the letter

Ä, Ë, Ï, Ö, Ü, Ÿ, ä, ë, ï, ö, ü, ÿ CTRL + SHIFT + : (colon) + the letter

ç, Ç CTRL + , (comma) + c or C

¿ ALT + CTRL + SHIFT + ?

¡ ALT + CTRL + SHIFT + !

ß CTRL + SHIFT + & + s

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Troubleshooting Tips for Teachers

When helping students create a database, it is recommended that the teacher first practice creating the database, checking for differences in various versions in Access. The teacher should then demonstrate the procedure to students, pointing out the common errors students might make. The following list points out errors that are often made by students when they follow the directions for creating the Foreign Cultures database.

Step 4: Saving in the incorrect location.

Step 8: Forgetting to define the data types.

Step 10: Naming the table incorrectly. This is not a crucial error, but it is easier for the teacher to explain and find things if there is consistency.

Step 11: Clicking Yes on the Primary Key message. This creates an extra field that counts records.

Step 12: Exiting the whole database instead of just the Table. The student must then find the location where the database is saved and open it to resume work.

Step 15: Students often omit this step. They will not get an error message, as a result.

Step 18: Students forget to get out of Design View. Any data or pictures entered in Design View (grids and dots in background) will not be saved properly on the database. The student will need to exit the form and delete it, and then create a new form.

Step 22: Copying the thumbnail instead of the full-sized picture. This results in a blurry picture and often in the picture not showing up if the database is moved to a computer with no Internet connection, since a thumbnail can often be just a pointer to the Web site (Teacher should include this in a demonstration).

Step 33: Not knowing how to get to the next record. This has resulted in some students beginning from scratch and re-creating a new database.

Naming and Saving FilesIdentifying and organizing files is important, so deciding what a file will be called and where it will be saved is critical. There is nothing more discouraging than spending hours working on a computer project and not being able to quickly retrieve it later. Therefore it is essential to instruct students in the proper way to name and save their files.

Choosing an appropriate file name is the first step. A good file name protects a student’s work. If a file has a generic name, such as “My Books,” other students could overwrite it. It is helpful to use the student’s last name, an indication of what the project is about, and perhaps the teacher’s name or class period. (Example: Smith books Mrs. Jones per 4). This is a rather long name, but since students often save data in a common area this amount of detail is essential. Even if a student has an external device for saving data or a folder on the network or desktop, he or she may unintentionally save in the wrong loca-tion, so a distinct and easily identified file name is crucial.


20 Database Magic



Many students and adults are accustomed to just clicking the Save button without regard to the file name or location. This can cause some disappointing situations when students are not able to find the file later. Students do not always pay attention to where they are saving a file, so even if a student has a personal folder or USB drive, the file might end up in a common area. The teacher should assign the student a location where the database will be saved. If the teacher must look at the file on the computer, as would probably be the case with a database, the location should be one the teacher can easily access. In the case of the Foreign Cultures database, the records are merged by the teacher, so all students can later search the database. Note that Access does not permit a database to be saved in two locations using the Save As option, as one can do in other Microsoft applica-tions. If the database must be saved in two locations, however, it can be copied to another location. For the Access files on the accompanying CD, is important to copy and paste the files. Do not drag the files to copy them. I found that doing so might create short-cuts instead of copying the file. Lastly, if a student saves a file on any removable storage media, the file must be exited before removing the disk. Removing the disk too soon results in the file not being finalized and the data could be lost. Similarly, students must use the “safely remove hardware” icon before removing a flash drive from the USB port.


Database Magic

Using Databases to Teach Curriculum in Grades 4–12

Sandra A. Dounce is certified in Elementary Education and Instructional Technology. She has a BA in French and an MA in Student Personnel Work. Her diverse interests have made it possible for her to work with databases in most curriculum areas. These interests include traveling to three continents on a semester at sea, working with Girl Scouts, camping, hiking, writing, enjoying crafts, participating in choirs and orchestras, and working on the Technology Committee for the Archdiocese of Philadelphia. She grew up in the San Francisco Bay Area and currently lives in the Philadelphia suburbs. She is married and has two grown daughters.

180 pp. 8 ½ x 11Illustrations, CDPaper Product code DATMAG-927978-1-56484-245-9

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Database Magic - ISTE - International Society for … Magic Using Databases to Teach Curriculum in Grades 4–12 by Sandra A. Dounce In a data-driven world, understanding how to manage