1. FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

2. Table of Contents SECTION SLIDE # 6 8 13 ABOUT YOU 3
OUT-OF-CLASS SEGMENT 6
IN-CLASS SEGMENT 8
EVALUATION 13
COMMUNITY BUILDING

3. About you
I am Naga Vasundhara Desapandya working as Assistant Professor in the Department of Computer Science Engineering, VNRVJIET, Hyderabad. My topic for the flipped classroom is: Mapping of ER model to Relational Model

4. Naga Vasundhara Desapandya
MAPPING OF ER MODEL TO RELATIONAL MODEL
DATABASE MANAGEMENT SYSTEMS
CSE
2nd YEAR UG STUDENTS IN COMPUTER SCIENCE ENGINEERING
VNR VIGNANA JYOTHI INSTITUTE OF ENGINEERING AND TECHNOLOGY

5. Learning Objective(s) of Out-of-Class Activity
At the end of watching the videos student should be able to
Identify the basic notations of ER model
Know the concepts of Relational model
Construct a relational model from ER model.
Key Concept(s) to be covered
Entities, Attributes, Relationships.
Tables or Relations.

6. Out-of-class Activity Design - 2
Main Video Source URL
License of Video
CC-BY-SA
Mapping Concept to Video Source
TOTAL DURATION
24.19 Minutes

7. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
State different data models.
Q1)Can we map ER to Relational Model.
2Min
Watch V1 and then answer Q1
Identify different ER notations
Q2)Graphically represent weak entity
1Min
Watch V2 and then answer Q2
Study the definitions in relational model
Q3)Represent a table in Relational model.
Watch V3 and then answer Q3
Mapping ER into Relational Model
Q4)What is the tool used for mapping
Watch V4 and then answer Q4

8. In-class Activity Design -1
Learning Objective(s) of In-Class Activity
At the end of class student should be able to
Construct an ER model for a real time application.
Convert an ER model into Relational Model.
Key Concept(s) to be covered
Identifying Entities, Attributes, Relationships.
Constructing Tables or Relations.

9. In-class Activity Design -2
Active Learning activity planned to do
Real world problem solving using.
Think-Pair-Share
Concept clarification using.
Peer Instruction

10. In-class Activity Design -2
Peer Instruction Strategy – What Teacher Does Q1) What are different data models present for representing data in DBMS? A. ER Model B. Object Model C. Relational Model D. Both A and C
EXAMPLE

11. In-class Activity Design -2
Peer Instruction Strategy – What Teacher Does
 Q2): What are the major elements of ER model?
A. Entity
B. Object
C. Data
D. Structure
EXAMPLE

12. In-class Activity Design -2
Peer Instruction Strategy – What Student Does
For each question they will first vote individually, then discuss with peers and finally come to consensus after listening to instructors explanation.
EXAMPLE

13. In-class Activity Design -2
TPS Strategy – What Instructor does Consider the problem statement to draw an E-R diagram and convert into relational model: The annual Bolder Boulder is one of America’s top 10 km races. The race is held each Memorial Day in Boulder, Colorado. This race attracts world-class runners as well as casual joggers. It is a point-to-point race beginning at the Bank of Boulder at the northeast corner of the city, winding throughout the city streets, and ending near the town centre in the University of Colorado’s football stadium. The organizers record the following information for each race: the date of the race; the total number of runners registered for the race (on-line pre-registration is possible); the actual number of participants; the number of male runners; the number of female runners; the name of the male winner; the name of the female winner; the name of the male master (runner over the age of 40) winner; and the name of the female master winner. In addition, the following information about each participant is recorded: social security number, name, birth date, gender, address, age, and certified personal record (PR) running times for a 10 km race.

14. In-class Activity Design -2
TPS Strategy – What Instructor does
Think (~2 minutes)
Instruction: Think individually and identify the entity associated with the given problem statement to construct a ER model.

15. In-class Activity Design -2
TPS Strategy – What Instructor does
Pair (~6 minutes)
Instruction: Now pair up with your neighbour and compare your answers and identify the final set of entities.
For the final set of entities identify attribute and operations.

16. In-class Activity Design -2
TPS Strategy – What Instructor does
Share (~10 minutes)
Students share their answer with class and compare with the other answers and finalise the set of entities, relationships and attributes revealed by the instructor.
EXAMPLE

17. In-class Activity Design -2
Justify why the above is an active learning strategy
The above strategies will allow the students to explore the concept of ER model
and converting into relational model at higher levels (such as create and design).