FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR –Normalization using BCNF and 4NF

Table of Contents SECTION SLIDE # 5 10 ABOUT YOU 3 OUT-OF-CLASS SEGMENT 5 IN-CLASS SEGMENT 10

About Team Name Position College Dr.K.Prasanna Lakshmi Team Leader GRIET Y.Prasanthi Member1 K.Archana Member2 P.Gopala Krishna Member3

Flipped Classroom Activity details Normalization using BCNF and 4NF DATABASE MANAGEMENT SYSTEM COMPUTER SCIENCE II YEAR UG STUDENTS, COMPUTER SCIENCE GRIET, JNTUH

Out-of-class Activity Design-1 Learning Objective(s) of Out-of-Class Activity At the end of watching the videos student should be able to Identify the importance of determinant (Recall Level) Explain the rules defined under BCNF, 4NF (Understand Level). Apply the rules of normal forms to eliminate the redundancy in relations. (Apply Level) Key Concept(s) to be covered Multi valued Dependency. BCNF, 4NF.

Out-of-class Activity Design - 2 Main Video Source URL https://www.youtube.com/watch?v=bAf_rYTZeEU&feature=youtu.be License of Video Standard YouTube License Duration of Video 5 Min 05 Sec

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected Duration (in min) Additional Instructions (if any) Identify the importance of determinant Q. Define Multi valued dependancy. 2 minutes Watch Video and then answer

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected Duration (in min) Additional Instructions (if any) Explain the rules defined under BCNF, 4NF Q. List the rules in BCNF, 4NF 2 minutes Watch Video and then answer

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected Duration (in min) Additional Instructions (if any) Apply the rules of normal forms to eliminate the redundancy in relations Q. Explain in detail about the rules under 4NF. 5 minutes Submit answers to all questions 3 hours before coming to class. Total activity duration 09

In-class Activity Design -1 Learning Objective(s) of In-Class Activity At the end of the class, students will be able to, Design a relation which is in BCNF, 4NF.(CREATE Level) Analyze whether the given relation satisfies the 4NF. (ANALYZE Level) Key Concept(s) to be covered Multi Valued Dependency Functional Dependency

In-class Activity Design -2 Active Learning activity(ies) that you plan to do Real world problem solving using. Think-Pair-Share Concept clarification using. Peer Instruction

In-class Activity Design -2 Peer Instruction Strategy – What Teacher Does Pose the two PI questions at the start of the class and provide summary of basic identities and expression simplification. Q 1: Consider the following relation and identify the functional dependency which is suitable for BCNF A. {sid}{teacher_id,grade} B. {teacher_id}{course_title} C. {teacher_id} {grade} D. {grade} -->{sid}

In-class Activity Design -2 Peer Instruction Strategy – What Student Does For each question they will first vote individually. Then they will discuss with peers and come to consensus. Listen to instructors explanation.

In-class Activity Design -2 TPS Strategy – What Instructor does First provide a premise Consider a relation scheme given below and convert relation to 4NF.

In-class Activity Design -2 TPS Strategy – What Instructor does Think (~2 minutes) Instruction: Think individually and identify the order of applying the clauses which provide an efficient solution.

In-class Activity Design -2 TPS Strategy – What Instructor does Pair (~5 minutes) Instruction: Now pair up and compare your answers. Agree on one final answer. While students are pairing and discussing, instructor goes to 2~3 sections to see what they are doing. Apply the solution that the students have written by considering following relation and rules of BCNF and 4NF

In-class Activity Design -2 TPS Strategy – What Instructor does Share (~8 minutes) Instructor asks a group to share their answer with class and see whether there are different answers. After sharing is done, instructor gives feedback on the correct solution and how the order of applying the operations effect the number of operations performed on the relation.

In-class Activity Design -2 Justify why the above is an active learning strategy In both the above strategies, students are required to go beyond mere listening and execution of prescribed steps. They are required to think deeply about the content they were familiarized in out-of-class and do higher order thinking. There is also feedback provided (either through peer discussion or instructor summary)

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