Course Description: This
course teaches English in the context of an introduction to Microsoft Access.
The course focuses on the English language skills needed by beginning Access
users. Students learn English when
reading about and discussing databases, in general, and Access, in particular;
when following directions to complete exercises; and when asking questions and
finding answers to Access related topics.
Objectives: By the end of the course, students should be able:
Instructional Methods:
Classes include
language development and critical thinking sessions followed by hands-on
practice and drills. Students will
complete periodic summary exercises that require application of all skills
learned to date. Each student will
create a portfolio of finished output.
Grading: The final grade is based on the following:
|
Class Participation |
25% |
|
Assignments |
50% |
|
Exams |
25% |
|
Total |
100% |
The grading scale is: A=90-100%, B+=85-89%, B=80-84%, C+=75-79%,
C=70-74%, D=65-69%, F=60-64%
|
Week |
Topics |
Assignments and
Tests |
|
1 |
Mapping the text and course: introduction to the course and the book, including learning aids Weekly vocabulary log guidelines: write two complete sentences for each word, one that describes its meaning and one that gives an example of its use. Language preparation: basic direction words Basics: databases, database management systems, and Access Creating a database form: using Access, windows, menus, commands, toolbars, dialog boxes, etc. Close reading: on the job scenarios requiring Access solutions. |
Vocabulary log. Write at least five complete sentences beginning with direction words from the following list: TBA Exercises: 1-3. |
|
2-3 |
Planning
and creating a database: opening and navigating an Access database; entering
records; planning a database and creating a new database file; creating Table
using the Table Wizard; formatting; creating a form; exporting and publishing
an Access object to an Excel and/or Word document. Using enumerating transition words in giving directions Close reading: on the job scenarios and critical thinking situations. |
Vocabulary log. Turn any list of 5 or more directions in the text into a paragraph, using numerical transition words: first, second, third, etc. Exercises 4-11. |
|
4-5 |
Basic database editing and printing: adding, deleting, moving, and renaming fields; adding a lookup value list field; using form design toolbox; formatting; importing, copying, and linking data within Microsoft suite; etc. Using other transition words in giving directions. Close reading: on the job and critical thinking situations. |
Vocabulary log. Turn any list of 4 or more directions from Lesson 3 into a paragraph, making use of some or all of the following transition words: first, next, then, after, last. Exercises 12-19. |
|
6-7 |
Finding information in a database: using wizards and switchboards; finding and replacing data, working with multiple sorts; filtering; etc. Close reading: on the job and critical thinking situation. |
Vocabulary log. Exercises 20-26 In a paragraph or more, explain why you needed to keep information on your clients and what you did to create a client database. |
|
8-9 |
Working with queries: Oral practice: explaining the information in the "orders" table in Exercise 30. Close reading: on the job and critical thinking situations. Review for exam. |
Vocabulary log. Exercises 27-31. Look up the word "query" in the dictionary. Then write a paragraph or more explaining its meaning and why it is a good description for what you do when you use an Access query. Write a paragraph or more in which you describe the information in the "Orders" table in exercise 30 and describe the table was organized. Exam. |
|
10-11 |
Working with reports: creating reports; using design view; formatting reports; creating a report from a query, creating labels, etc. . Close reading: on the job and critical thinking situations. Oral practice: explaining to others what the Bicycle Shop client reports tells you about the company in exercise 34 or in exercise 36. |
Vocabulary log Exercises 32-38. Look up the word "wizard" in the dictionary, then write a paragraph or more in which you define the word and explain how it is used in Access. One-half the class will explain orally the information about the company in the report in exercise 34 and one-half will do the same for the report in exercise 35. Write a paragraph or more describing at least two ways you grouped information that would help you make decisions as manager of the Bicycle Shop. |
|
12-13 |
Advanced table and form design: using OLE data type; data validation; working with formats and zero length property; indexes; working with hyperlinks; using properties, other objects, form controls, subforms/subreports; etc. Oral practice: explaining data sets on tables. Close reading: on the job and critical thinking situations |
Vocabulary log. Exercises 39-47. One-half the class will explain orally the information about the information in the table in illustration A and one-half in B in exercise. Describe the database created for Expose, Inc. (exercise 47) and how you went about creating it. |
|
14 |
Working with advanced queries: parameter queries, syntax, action queries, SQL queries, etc. Close reading: on the job and critical thinking situations. |
Vocabulary log. Exercises 48-53. |
|
15 |
Advanced calculations: creating a total query, using time functions, changing values, using domain aggregate functions, etc. Close reading: on the job and critical thinking situations. |
Vocabulary log. Exercises 54-59. Describe any single database created this week and how you went about creating it |
|
16 |
Automating access: creating and using buttons, macros, and toolbars; passwords and encryption; using the table analyzer wizard. Close reading: on the job and critical thinking situations. Review for exam. |
Vocabulary log. Exercises 60-68 (TBA) Exam |
rev. 2/04