Chapter 18

Databases

IN THIS CHAPTER YOU WILL:

• describe the types of databases, primary and foreign keys, and form design
• create a database structure
• create and use a data entry form
• manipulate data by performing calculations, sorting and searching data
• display data in different output layouts.
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GETTING STARTED
Here are two lists. One contains terms relating to databases and the other their definitions or explanations.
Unfortunately, they are not in the same order. Working with a partner, try to work out which number from
the first list goes with which letter from the second.

1 Database a A collection of records.

2 Field b A yes/no or true/false field.
3 Record c A search to find information.
4 File d A field containing unique data.
5 Query e A structured store of data.
6 Numeric field f A field for storing numbers.
7 Boolean field g A collection of fields.
8 Key field h One item of information.

DATABASES RULE THE WORLD

It is thought that the first written language was invented
5000 years ago in Sumer, now in modern-day Iraq. One
of the first uses that the rulers used this new invention for,
was to create a database.
They carried out a census and made lists of all the people
and what they owned. This knowledge gave them power
and allowed them to start taxing people. William the
Conqueror had the same idea when he invaded Britain in
1066 and compiled them in the Domesday Book. It listed
what everyone owned and, of course, how much they
could be taxed!
Figure 18.1: Organising data in a database
Until the 20th century, all databases were on paper and
took up lots of space. It was a problem when new data
had to be added between other bits of data and searching for specific information could take days. It got a bit
easier when someone had the brilliant idea of storing it in alphabetical order. The first structured database.
In the 20th century, the first database management system for computers was invented by Edgar F. Codd,
and overnight, searching and sorting data became almost instantaneous.
Today, practically everything we do, where we go and what we buy is stored on a database, somewhere.
Governments, public bodies and business organisations run on databases storing details of their citizens,
employees and customers.
All of these databases are structured or organised so that data can be easily searched and sorted, with links
made between them (see Figure 18.1). But it is estimated that almost 80% of the data in organisations is not
in databases, it is unstructured in emails, letters, memos, etc.
Research is ongoing into making use of this data using techniques such as data mining, natural language
processing and text analytics.
Data is definitely a valuable commodity.

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CONTINUED
Discussion questions
1 How many databases hold information about you? Discuss this in your group and make a list of as many
as you can.
2 One of the organisations holding information about you is your school or college. Make a list of all of
the items of information that are stored about you.

Pupil Number Surname First Name Subject Coursework Examination Total

1036 Suparmanputra Hasan Science 60 70 130
2872 Elmasry Anat History 56 82 138
1725 Nasution Abdul Geography 90 80 170
3916 Megat Amina Computing 82 69 151
7321 Nababan Annisa Computing 73 67 140
1328 Mansour Hasina Science 42 39 84
1712 Zaky Khalid Maths 76 85 161
2482 Sakura Abe Science 39 52 91
2223 Mazur Lucia Languages 68 54 122
3669 Sayid Haziq Technology 32 76 108
Table 18.1: A database of students’ details and subject information

18.1 Creating an KEY WORDS

data: raw, unorganised items without any
appropriate database description or explanation, e.g. 69, 90, 30. Data
values don’t have any meaning until they are put
structure into context
When data was first stored in an organised way, the table: a collection of rows and columns forming
obvious place to put it was in tables where the columns cells that are used to store data in a structured
represented the data items being stored and the rows and organised manner in a database
contained specific values of that data.
entity: a thing that is recognised as being
Any person or object that the data is about is called capable of an independent existence, which can
the entity. For example, if a teacher wanted to store be uniquely identified, and about which data
the names of their students and their results for can be stored. It is usually a physical object (e.g.
different subjects, they could create a table like the a gym member, car, person, book) or it can be
one shown in Table 18.1. Therefore, the entity of this a concept (e.g. a customer transaction storing
table is Pupil. details of the items that were purchased)

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The table clearly shows all of the information, all

together, in one place. ACTIVITY 18.1
Each of the columns is called a field. In this example, With a partner, carry out research and create a
there are fields for Pupil Number, Surname, First name, document to explain where flat-file databases are
etc. Each of the rows shows the complete information still used.
for each pupil. These are called records. Therefore, in
this table there are seven fields and ten records.
A program used to create and manage relational
A database with one table is called a flat-file database. databases is called a Relational Database Management
They are easy to create, use and understand, and the System (RDMS). Microsoft Access is an RDMS. Access
data can be sorted and searched. itself is NOT a database; it creates and manages them.
BUT there are problems with using a flat-file database.
What if the teacher wanted to add more subjects for KEY WORDS
each pupil? It is quite easy to insert more rows (as we
have already seen in Chapter 13, Section 13.2 Tables). field: one item of information about an entity,
If the teacher wanted to add more subjects for Amina e.g. Pupil Number, Surname, First Name
Megat, part of the table could look like the one shown
in Table 18.2. record: consists of all the fields about an
individual instance of an entity in a database,
This table now shows two major disadvantages of e.g. all the details about one gym member
flat-file databases:
database: an example of application software,
• Data redundancy: This means that some of the data used to store organised data electronically,
is repeated. Pupil Number, Surname and First Name so that data can easily be retrieved, managed
are repeated in each of Amina’s records. This or updated
repetition wastes time and takes up storage space.
flat-file database: a database that has only one
• Data integrity: If the same data is entered
table. Each line of the table holds one record
several times, then some of it could be entered
incorrectly. If you look at the second record for data redundancy: when the same piece of data
Amina you can see that the teacher has typed it is held in two separate places
incorrectly by writing Ammina instead of Amina.
That wouldn’t be too bad if a human was searching data integrity: the maintenance of data accuracy
the records as they would just assume that the and consistency
teacher had made an error. But a computer would relational database: a database with many
not do this and could treat them as different people. linked tables
These are major problems and, as such, flat-file
Relational Database Management System
databases are not often used.
(RDMS): software to create and manage
To solve these problems, a relational model was relational databases, e.g. Microsoft Access
proposed in 1970 by E. F. Codd where the data was
stored, not in one, but in many linked tables. These are
called relational databases.

Pupil Number Surname First Name Subject Coursework Examination Total

1725 Nasution Abdul Geography 90 80 170
3916 Megat Amina Computing 82 69 151
3916 Megat Ammina Science 76 48 124
3916 Megat Amina Maths 58 73 161
7321 Nababan Annisa Computing 73 67 140
Table 18.2: Inserting information in a flat-file database

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To convert his flat-file database into a relational The obvious choice is the Pupil Number. This can be
database the teacher could create two linked tables: one given when the pupil enters the school or college and
showing the personal details of the students and the can be unique for each pupil. No other pupil can ever
other showing their academic results. have the same Pupil Number. A field that holds unique
information is a key field and, as the Pupil Number field
Pupil table is going to be used to identify each record, it is called the
primary key.
Pupil Number Surname First Name
1036 Suparmanputra Hasan Therefore, in order to link the two tables together, Pupil
Number, the key field in the Pupil table, can be added
2872 Elmasry Anat to the Academic table to provide the link. This field will
1725 Nasution Abdul identify the students who the results belong to.
3916 Megat Amina The Academic table will now look like Table 18.5.
7321 Nababan Annisa
1328 Mansour Hasina Academic table
1712 Zaky Khalid Pupil Subject Course- Examination Total
Number work
2482 Sakura Abe
1036 Science 60 70 130
2223 Mazur Lucia 2872 History 56 82 138
3669 Sayid Haziq 1725 Geography 90 80 170
Table 18.3: Personal details of the students 3916 Computing 82 69 151
7321 Computing 73 67 140
1328 Science 42 39 84
Academic table
1712 Maths 76 85 161
Subject Coursework Examination Total 2482 Science 39 52 91
Science 60 70 130 2223 Languages 68 54 122
History 56 82 138 3669 Technology 32 76 108
Geography 90 80 170 Table 18.5: Academic details of the students with a primary
Computing 82 69 151 key (the Pupil Number)
Computing 73 67 140
Science 42 39 84 Now each subject is linked to a specific pupil through
their Pupil Number, which is in both tables (see
Maths 76 85 161 Table 18.6 on the next page). When a primary key is
Science 39 52 91 added to another table to link them together, it is called a
Languages 68 54 122 foreign key. In the Academic table, the foreign key, Pupil
Number, refers to the primary key in the Pupil table. You
Technology 32 76 108
can have a primary key without a foreign key but you
Table 18.4: Academic details of the students
KEY WORDS
However, there is now a serious problem. How do you
link the two tables together? How do you know which unique: something of which there is only
subject goes with each student? one example

In the Pupil table you can chose a field that contains key field: a field that holds unique information
unique data to identify individual pupils.
primary key: the key field used to identify
You cannot use the Surnames or First names as there each record
may be several people with the same names. Some
students may even have both names the same. foreign key: a field in one table that refers to a
primary key in another table

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cannot have a foreign key without a primary key. Academic table

Pretty obvious, really.
Pupil Subject Course- Examination Total
Number work
Pupil table Academic table
1036 Science 60 70 130
Pupil Number Pupil Number 1036 History 56 82 138
Surname Subject 1036 Geography 90 80 170
First name Coursework 1036 Computing 82 69 151
Examination 1036 Maths 76 85 161
Total 1036 Languages 68 54 122
1036 Technology 32 76 108
Table 18.6: Primary key Table 18.7: Pupil Number and Subject fields are the
compound key
However, all tables must have a primary key, so what can
it be for the Academic table? Remember, the primary As Pupil and Subject form a compound key, a student
key has to be unique and appear only once. Therefore, it can be listed many times as long as it is a different
cannot be the Pupil Number, or each pupil would only subject each time. Likewise, a subject can be listed many
be able to appear only once when they actually do lots of times, but only once per pupil.
subjects (see Table 18.7). It cannot be Subject because then
each subject could only appear once and lots of pupils do Relational databases solve the problems of data
the same subject. The same argument also applies to the redundancy and data integrity as lots of data does not
marks. Many students could get the same mark. have to be entered lots of times.
In order to solve this problem, you are allowed to have
a joint or compound key – consisting of two or more
of the fields. In this case it could be the Pupil Number
Creating tables
AND Subject fields. That would be beneficial as then Pupil table
you couldn’t mistakenly try to create two records for the
When database tables are being created, the fields, their
same student with the same subject.
names and data types must be defined.
We will create a table for the pupils but add some more
KEY WORD information. In Table 18.8, fields have been added for
compound key: a key consisting of two or date of birth, House (which social grouping they are
more fields in) and a field to indicate whether they require daily
transport. There are four House groups – Red, Blue,
Green and Yellow.

Pupil Number Surname First Name Date of Birth House Transport

1036 Suparmanputra Hasan 21/3/2010 Red Yes
2872 Elmasry Anat 6/10/2009 Blue No
1725 Nasution Abdul 24/2/2008 Blue No
3916 Megat Amina 16/4/2006 Green No
7321 Nababan Annisa 29/7/2005 Yellow Yes
1328 Mansour Hasina 13/01/2006 Yellow Yes
1712 Zaky Khalid 17/11/2007 Green Yes
2482 Sakura Abe 12/5/2006 Red No
2223 Mazur Lucia 28/01/2006 Red Yes
3669 Sayid Haziq 10/11/2005 Green Yes
Table 18.8: Pupil information

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The software can be used to create a new database

(see Figure 18.2) and save it in the required location.

Figure 18.4: Saving a new table

Figure 18.2: Creating a new database

In this software the database is created with a table,

named Table1. This can be used for the required design
by right-clicking on the name and selecting Design View
(see Figure 18.3).

Name of table Design View

Figure 18.5: Entering field name and data type

KEY WORDS
field name: also called a label or column
heading, is the name for a column by which it can
be identified. E.g. Name, Date Modified, Type,
Size, etc.
data type: the different types of data that each
field can hold, such as date/time, text, etc.
integer: a whole number with no decimal places

Figure 18.3: Selecting a table in Design View There are many different data types, described in
Table 18.9.
It should be saved with a new name; in this database, it Further properties of the data type can be set in the area
is named Pupil (see Figure 18.4). below. In this case the number is being set as a ‘long
The fields can now be designed. The field name and data integer’ (see Figure 18.6). An integer is a whole number
type have to be defined (see Figure 18.5). with no decimal places. An integer can store numbers
from −32 768 to +32 767 whereas a long integer from
−2 147 483 648 to +2 147 483 647.

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Data type Description KEY WORDS

Text Accepts alphanumeric characters such
as letters and numbers. When it is text: letters of the alphabet and numbers are
created, you usually have to state the both classified as a text data type
maximum number of characters. numeric: are only numbers as a data type in
Numeric Accepts numbers. They can be a database
integers (whole numbers) or numbers
with decimals. When they are created date/time: when date or time is written in the
you can state the number of decimal conventional time or date formats
places or whether a currency symbol Boolean: data indicating whether something is
should be applied. true or false
Date/Time Accepts date and time data. You can
check box: a small box on a form into which a
state how it should be displayed, e.g.
tick or other mark is entered
as a short, medium or long date.
Boolean/ A field indicating whether something radio button: an icon representing one of a set
Logical is true or false. This data type is useful of options
for yes/no questions, or for ticking off
currency: numbers that have a currency symbol
items in a list (using check boxes or
with them
radio buttons).
Table 18.9: Different data types
The next field is Surname. This field requires a text
The Pupil Number is an integer; however, for other entry and is set as Short Text. By default this software
number types, the number of decimal places can be sets the length Short Text as 255 characters, but it can
set. A number can also be formatted as currency or as a be reduced to a more sensible number to save storage
percentage (see Figure 18.7 on the next page). space and memory (see Figure 18.8 on the next page).

Long integer

Figure 18.6: Formatting the data type

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You can access the different options by clicking on the short date (see Figure 18.9 on the next page). Try each
drop-down arrow on the right of the Field Properties and see what the difference is.
box (see Figure 18.7).
For the House field, the text length can be set to 6
The First Name field can be created and formatted in characters, as the longest entry will be ‘Yellow’. As there
the same way. are only four correct entries for this field, a validation
rule can be created to ensure that only one of those four
The Date of Birth field should be set as a Date/
is entered (see Figure 18.10 on the next page).
Time field and the way in which the date is
displayed can be set as long date, medium date and

Currency Drop-down arrow

Figure 18.7: Formatting a number

Field size

Figure 18.8: Formatting a text field

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Setting Date and Time

Figure 18.9: Formatting a Date/Time field

Setting Validation Rule

and Validation Text

Figure 18.10: Validation rule with validation text

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The validation rule ‘Like `Red´ Or `Blue´ Or `Green´ Or else. Be aware that validation rules are case sensitive and
`Yellow´’ will ensure that only one of those options can so ‘red’ would not be allowed; the database would only
be entered, and the validation text ‘This is not one of accept ‘Red’.
the four houses.’ will inform a user if they enter anything

Boolean field

Figure 18.11: Creating a Boolean field

Figure 18.12: Selecting the Primary Key

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The Transport field has only two correct entries: ‘Yes’ and A new table can be created by selecting Table Design in
‘No’. As these can also be interpreted as ‘True’ and ‘False’, the Create ribbon (see Figure 18.14). The fields are set
this is called a Boolean data field (see Figure 18.11 on the up in the same way as for the Pupil table.
previous page).
The table is going to be saved before the Total field is
When the data is being entered into the table, this field is added, but first the primary key has to be selected. This
usually shown as a checkbox. is going to be a compound key of the Pupil Number and
the Subject fields.
Finally, the Pupil Number field has to be selected as the
key field. This can be done by right-clicking the grey box The boxes next to each other should be selected by
to the left of the file name and selecting ‘Primary Key’ holding down Shift and clicking on the grey boxes next
(see Figure 18.12 on the previous page). to the file name. Key Field should be chosen after
right-clicking (see Figure 18.15 on the next page).
The table should now be saved and opened in normal
view for data entry. You can reopen the table by double- When selecting fields to form a compound key, they
clicking its icon in the left-hand pane (in Figure 18.13, must be next to each other. Fields can be easily dragged
you would double-click on Pupil, which is highlighted to different positions in the table by clicking on the grey
in pink). box next to the file name and dragging it to where you
want that field to be.
Academic table The reason that the table has been saved before the
In a similar way, a table can be created for the Total field is added is that this field is going to do a
Academic data. calculation by adding the data in the Coursework and
Examination fields. This is called a calculated field.
Table 18.10 shows the names of the fields. Before the table is saved, the field names cannot be used
in a calculation.
Pupil Subject Course- Examination Total
Number work
KEY WORD
Table 18.10: Fields for database
calculated field: a field whose data is calculated
from other fields

Figure 18.13: The table open for data entry

Figure 18.14: Creating a new table

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Key fields

Figure 18.15: Creating a combined key

Functions and operators

that can be added to
the expression

The fields in the table

that can be added to
the expression.

Figure 18.17: Building an expression

If the Expression Builder dialogue box doesn’t open

automatically, or if you wish to edit your expression
later on, click on the Expression box in the Field
Calculated field
Properties at the bottom of the Design View. Either
a drop-down box arrow or a ‘more options’ icon with
Figure 18.16: Creating a calculated field three dots will be on the right-hand side. Clicking this
should open the dialogue box.
Once the table has been saved, the new field name can
be added and Calculated is selected as the data type KEY WORD
(see Figure 18.16).
expression: a combination of mathematical and
The Expression Builder dialogue box will open and the
arithmetic operators and fields used to evaluate
expression can be built by double-clicking on the field
a single value
names in the Expression Categories and typing a ‘+’ sign
to add them together, as seen in Figure 18.17.
Any arithmetic operator (+, −, × or ÷) can be used in
these expressions.
When OK is clicked, the field will be shown in the table.

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PRACTICAL TASK 18.1

Getting started
Here are some activities related to this task. If you do not already know the answers, then carry out research
in your textbook and online.
Data entered into a database should be validated wherever it is needed.
1 On paper, using the correct operators, write a validation rule so that only numbers between 7 and 13
inclusive can be entered.
2 Write suitable validation text for this rule.

Practice
3 Open the Students database into your database software.
4 All of the tests are marked out of 100.
Open the Maths table in design view and apply suitable validation rules to the following fields:
• FirstTermTest
• SecondTermTest
• ThirdTermTest.
Also provide suitable validation text to warn the user if the rules are broken.
Take screenshots of the fields in design view to show the rules and paste them into a document
named Task1.doc.
Take a screenshot of the error message when incorrect data is entered and paste it into Task1.doc.
5 Use Save As to save the database as Student1 into your personal area with the changes that
you have made.

Challenge
6 Create a validation rule for the ‘Gender’ field with suitable validation text.
7 Format the ‘Gender’ field to ensure that the data is always in upper case.
8 Create a validation rule for the ‘DateOfBirth’ field. All students in this group should be born between
2005 and 2007.
9 Take screenshots of these fields showing the rules and paste them into Task1.doc. Save the file as
Task1_Challenge.doc. Save the database as Student1_Challenge.

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PRACTICAL TASK 18.2

Getting started
Here are some activities related to this task. If you do not already know the answers, then carry out research
in your textbook and online.
1 Explain what is meant by a calculated field.
2 Create an expression that would find the average of the three test results for a student.

Practice
3 In the database you saved in Practical Task 18.1 (Student1_Challenge), open the Maths table in design
view and create a new field named ‘Average’.
4 Make this a calculated field with an expression to find the average of the three test results.
5 Format this field as integer.
6 Save the table and open it to see the new field.

7 Manually check the results in three records to ensure that it is working as expected.
Take screenshots of the field in design view to show the calculation. Paste it into a document named
Task2.doc.
8 Use Save As to save the database with the name Student2 into your personal area on the computer
with the changes that you have made.

Challenge
9 Change the format of the ‘Average’ field so that it shows the calculation with one decimal place.
Take screenshots of the field in design view to show the specification and paste it into Task2.doc.
10 Sort the records so that they are in alphabetical order according to surname.
Take a screenshot of the result and paste it into Task2.doc. Save the file as Task2_Challenge.doc.
Save the database as Student2_Challenge.

Relationships KEY WORD

There are now two tables in our school database (Pupil
relationship: fields in different tables with
and Academic) and there is a relationship between them
corresponding data
as they are linked through the Pupil Number fields.
The relationships between the tables can be defined by
selecting Relationships from the Database Tools ribbon Once the tables are shown (the two top boxes in
(see Figure 18.18). Both tables can be selected from the Figure 18.19), the link between them can be defined
list provided. Alternatively, select the databases you clicking on the Pupil Number field in the Pupil table
want to define the relationships for from the left-hand and dragging it across to the Pupil Number field in the
pane, holding down the Shift key to select more than Academic table. The dialogue box (the bottom box in
one database. Figure 18.19) will then be shown.

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Figure 18.18: Setting up relationships

ACTIVITY 18.2
Carry out research and find out information on
two other types of relationships between tables.
Create a poster explaining the differences
between them.

Entering and importing data

Data can be entered directly into the table, or it can be
imported from an external source such as a spreadsheet
Figure 18.19: Relationship between the tables or a comma separated value (CSV) file, a text file (.txt) or
rich text format file (.rtf).

This dialogue box displays the fields from the two tables, In a CSV file, the data for the different fields are
and at the bottom, shows that it is a ‘one-to-many’ separated by a comma (see Figure 18.21). In ordinary
relationship. This means that in the Pupil table, the Pupil text files they are usually separated by a tab
Number of an individual pupil can appear only once (see Figure 18.22).
but in the Academic table it can appear many times,
depending on the number of subjects studied by a pupil. KEY WORDS
If the ‘Enforce Referential Integrity’ box is checked, then
one-to-many relationship: where the data in one
the RDMS will ensure that there are no ‘orphans’ left
row of a table can be linked to data in many rows
behind (i.e. if a pupil is deleted from the Pupil table,
of another table
having the box ticked will ensure that there are no
records for that student in the Academic table). referential integrity: preventing orphan
When Create is clicked, the tables will be shown with records – records that reference records in other
their relationship (see Figure 18.20). tables that no longer exist
orphan: records that reference records in other
tables that no longer exist
comma separated value (CSV): this file
format can be used on data saved in a
table structured format, such as a spreadsheet
or a database, where each value is separated
by a comma

Figure 18.20: The tables showing their relationship

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Figure 18.22: A text file

Figure 18.21: A CSV file

Importing a CSV file

The following six steps (Figure 18.23) show how to
import a CSV file.

1 Select New Data Source from the External Data Ribbon 2 The file to be used and the table to import the data
and then Text File into are selected

The table to import the data into

3 The information to be imported is shown 4 The comma is used as a separator and the first row
that contains the Field names can be confirmed

5 The import table is confirmed 6 Confirmation that the data has been imported
Figure 18.23: Steps for importing a CSV file

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Figure 18.24 shows the data imported.

Figure 18.24: The imported data

Data can be imported into the Academic table in the

same way (see Figure 18.25). Figure 18.26: Storing data into a new table

Figure 18.25: Data in the academic table

Data can also be imported to a new table which is

created in the import process.
Figure 18.27: Specifying the field names
Creating tables while importing data
It is possible to create a new table to store the imported In this dialogue box, the delimiter has been set as
data. Open the dialogue box from New Data Source and a comma.
Text File as before.
The field names and the data types can now be specified
Figure 18.26 shows the instruction to store the data into for each field (see Figure 18.28).
a new table.
The field to act as the primary key can be selected
You will be asked if the data items are delimited or (see Figure 18.29). If one isn’t selected, then the
of fixed length. Delimited means that the items are program will create a new field and give each record a
separated by a character such as a comma. As this is a unique number.
CSV file, you need to choose delimited.
The import wizard has to be told that the first row
contains the field names for the new table
(see Figure 18.27).

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Figure 18.28: Specifying the field names and data types

Figure 18.29: Selecting the primary key

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2 Complete the following sentences about a database of

ICT IN CONTEXT student files in a school, using these words: database,
All databases are vulnerable to online criminals field, flat file primary key, record, relational database.
and people’s personal and financial data are a Students’ addresses is an example of a
at risk. Between January and September …………………………
2019, there were over 7.9 billion data records b Minjing Han is a student on the database; all of
exposed – a 33% increase from the same time in their details are an example of a …………….
2018! These data breaches occur all round the
c The field Student ID is an example of a
world – no country is exempt.
………………………..
d If all the data for one class was stored in
one large table, it would be an example of a
Questions ……………… database.
1 Match the statement with the correct term relating e If all the data of the students was stored
to database structure. in many different tables and linked by
common fields, it would be an example of a
1 a structure to store one item A primary ………………………… database.
of data stored in a database key 3 Explain the difference between a flat file database
2 all the information from all B relational and a relational database.
the fields about one person database
or object ACTIVITY 18.3
3 the unique identifier for C field
each record in a database In small groups, write all the words you associate
with databases in three minutes. Put your pens
4 data collected about D flat-file
down after the three minutes. One of you should
one organisation in one database
read out their list and the rest should scratch it
large table
out on their list. The next student with any words
5 a database with several E record left should read out their words, until there are
tables that have fields no more common words shared.
related to each other

PRACTICAL TASK 18.3

Getting started
1 The diagram in Figure 18.30 shows tables in a database.

Figure 18.30: Tables in a database

Copy the tables onto a piece of paper and draw lines showing the fields that link the tables together.
2 What is the type of relationship between tblMembers and tblMember_Sport?

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CONTINUED
Practice
The table in the Students.accdb database that you saved after Practical Task 18.2 (Student2 or
Student2_Challenge) contains data about the students and their Maths results.
There is another csv file that contains data about the students and their IT results (ITResults.csv).
This needs to be imported into the database.
3 Instead of creating a completely new table, copy the Maths table and paste it back into the
database as a table named IT. You can do this by right-clicking on the Maths table icon in the left
pane to copy and again to paste.
4 Delete all of the records in this table and import ITResults.csv into it.
There are now two tables in the database, Maths and IT.
Unfortunately, the data in these two tables breaks one of the major rules of database design.
There is a lot of duplication of data. The student numbers, first names, surnames, genders and
dates of birth are duplicated – they are in both tables. Very bad!
But it can be solved.
5 Copy one of the two tables and paste it into the database as Students.
• Delete all of the fields containing termly results and the average from the student table so
that only the student data remains.
• Delete the FirstName, Surname, Gender and Date of Birth fields from the Maths and IT tables.
DO NOT delete the StudentNumber fields as they are needed to link the three tables.
6 In your database program set up the relationships between these three tables.
Take a screenshot of the relationships, like the one on in the Getting started questions, and
paste it into a document named Task3.doc.
7 Save the database as Student3.

Data from the three tables can be combined by using a query. Manipulating data using queries
is covered later in this chapter.
8 As a very difficult challenge look at the section on manipulating data and create a query using
the three tables. The following fields should be included in the query:
• SecondName
• FirstName
• Average from the Maths table
• Average from the IT table.
Run the query and take a screenshot. Paste it into document Task3.doc and save it as
Task3_Challenge.doc.
9 Save the database as Student3_Challenge.

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Form Wizard

Figure 18.31: Selecting Form Wizard from the Create ribbon

Create a data entry form

Data can be entered directly into a table but often data
needs to be entered into two or more linked tables
at the same time This can be done by creating data
entry forms.
Data entry forms also provide a more user-friendly
interface for users unfamiliar with databases. Users can
enter and manipulate data without ever seeing a table.
There are several ways of creating a table.
• Start with a blank form and design it from scratch.
• Use a form design wizard that will take a table and
create a suitable form.
• Use a form design wizard and then customise the Figure 18.32: All fields from the Pupil table selected for
form to your own requirements. the form

Using a form design wizard

The wizard will ask you for the table to be used for the KEY WORDS
form and then create one for you. You can open the data-entry form: a form through which data can
Form Wizard from the Create menu (see Figure 18.31). be input into a particular table
Using the arrows, move all the fields across from
design wizard: an online tool that takes a user
Available Fields to Selected Fields. A single arrow > will
through the steps of designing something,
move one at a time, the double arrows >> will move all
e.g. a form or a report
at once. (See Figure 18.32)
Choose the layout of your form (see Figure 18.33 on columnar form: a form that displays one record
the next page). A columnar form has one record on at a time
each page but a tabular form shows the records as a tabular form: a form that displays multiple
continuous list. records at the same time
The form can be edited by opening it in Design View
property sheet: a list of all of the settings for all
(see Figure 18.35 on the next page).
of the items, e.g. field, label, heading on a form
Each item in the form is named (see Figure 18.34 on the
control: parts of a form or report used to display
next page), and when it is selected, its details can be seen
and manipulate data
in the property sheet. The fields shown on the form are
called controls.

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Form heading Labels Fields

Figure 18.33: Selecting the form layout

When each item is selected it can be edited – for

example, its font, font colour and background colour
can be changed. Navigation controls to move to different
records and to create new ones.
Each item in the form is named, and when one is
Figure 18.34: Form created by the wizard
selected, its details can be seen in the property sheet in
the right-hand pane (see Figure 18.35).
When each item is selected it can be edited, e.g. its font,
font colour and background colour can be changed
(see Figure 18.36 on the next page).

Figure 18.35: The form in design view

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•
Characteristics of good Simplicity – instead of entering your gender
as male or female, use a drop-down box or
form design radio buttons.

The characteristics of good form design should include: • Attractiveness – well-designed forms are usually
attractive. Attractive forms encourage users to fill
• Effectiveness – the form should work as it them out. This is because it appears easier than a
was intended. poorly designed form that might have too much or
• Accuracy – the data entry form should use database too little white space.
tools that would ensure that accurate data is more • Consistency – consistency in shapes and colours
likely to be entered by using drop-down lists. Users help to create a consistent layout of the form.
could simply choose from a list, rather than type
their own responses in and risk making spelling • Intuitive navigation – it should be easy to move
mistakes or using incorrect words that would affect from one item to other related ones without having
data output. to search for them.

Figure 18.36: How not to design a form

Design features Check box Tick to indicate if transport is needed

Check boxes
In the design view of our Students database, a
check box can be set to represent the Transport field
so that a tick indicates if transport is needed (see
Figure 18.37).
This is done by adding it to the form and then linking
it to the Transport field (see Figure 18.38 on the
next page).

Drop-down menus or combo boxes

Figure 18.37: Creating a check box
When users are adding data to the House field in the
Students database, there are only four options, red,
blue, green and yellow. To assist them, these options

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Data for the check box

linked to the Transport field

Figure 18.38: Linking a form control to a data source

Figure 18.39: Selecting a combo box

The four House

colours for the
Options for list are entered.
the combo
box to get
its values

Figure 18.40: The combo box wizard Figure 18.41: Entering the list options

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Where to
save the value

Figure 18.42: Selecting the field for the option selected

can be selected from a drop-down menu or combo box Figure 18.43: Selecting an item from the combo box
(see Figure 18.39 on the previous page).
After selecting the Combo Box icon on the design
ribbon (see Figure 18.39), a combo box can be drawn on
the form. The Combo Box Wizard will then open asking
where the items for the box are located. They could be in
another table; but for the Pupil form, they will be typed
in (see Figures 18.40–41 on the previous page).
Finally, the combo box is instructed to save the selected Figure 18.44: Example of radio buttons
option in the House field (see Figure 18.42).
Options can be chosen from the drop-down menu Normally only the radio buttons would be shown.
(see Figure 18.43). It is shown here to confirm that selecting ‘Red’ will
cause 1 to be entered into the field.

Radio buttons Navigation buttons

Alternatively, radio buttons can be used in fields where When a form is produced, small navigation controls are
there are two or more options, such as the House field. shown in the bottom margin. These are quite small and
They are small buttons and when one is selected, the other buttons can be created to replace them. This is
others are deselected. done by creating command buttons, buttons that bring
about an action when it is pressed (see Figure 18.48).
Each radio button returns a number and therefore the
field that stores the choice must be a number field.
The House field has been changed to a number field. KEY WORDS
For example, if Figure 18.44 showed the House names drop-down menu: a menu that appears when
Red, Blue, Green, Yellow instead of Example 1, the user clicks on a particular item
Example 2, Example 3, Example 4, choosing ‘Red’ would
return 1, choosing Blue would return 2, and so on. combo box: a control on a form that contains a
drop-down list
An option group (see Figure 18.45 on the next page) can
contain a number of radio buttons. option group: a control on a form that displays a
number of alternatives
The following five steps (Figure 18.46 on the next page)
show how to create an option group. navigation controls: command buttons that
The radio buttons are shown on the form allows a user to move between forms
(see Figure 18.47). In the form in Figure 18.47, the command button: a button that brings about an
House field is shown twice – as a field showing the action when it is pressed
number of the selected option (1) and as radio buttons.

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An Option Group is drawn on the form

Figure 18.45: Creating an option group 1 Enter the labels.

2 Select one as a default value or have no default. 3 Assign values to the options. In this case 1, 2, 3 and 4.

4 Select the field to store the value. 5 Select the option buttons and their style.
Figure 18.46: Steps for creating an option group

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A picture can be selected for the button. Buttons for

previous, next and last record can be created in a similar
way (see Figure 18.50).

Figure 18.50: Block of navigation buttons

Command buttons for new Record and Delete Record

can be created in a similar way (see Figure 18.51).

Figure 18.47: Radio buttons on the form

Figure 18.51: Selecting Record Operations and Add

Figure 18.48: Selecting the Command Button control New Record

Figure 18.52 shows a form with command buttons added.

Figure 18.49: Record Navigation and Go To First Record

are selected

When a command button is drawn on the form, the

Figure 18.52: The command buttons on the form
wizard opens (see Figure 18.49).

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Aspects and items that are useful when creating well- Design features Functions
designed data entry forms include those shown in
Table 18.11. Check boxes Check boxes allow users to
make choices from a list of
options. It helps users to make
ICT IN CONTEXT decisions quickly by simply
selecting those on a pre-made
To protect their citizens, most countries have
list instead of asking users to
enacted laws to ensure the people who hold
compile their own lists. They
the data do not misuse it and store it securely
reduce the possibility of input
(data protection acts). The European Union
errors in a database. Check
strengthened the laws in member countries in
boxes allow the user to select
2018 to make them the strictest in the world. You
multiple answers.
can look at United Nations websites to see the
countries where citizens are protected and those Drop-down Drop-down menus make it
where there is no legislation. menus even easier for users to select
from options that are already
there to choose from. They
reduce the possibility of input
Design features Functions errors in a database. They allow
Use of white Data entry forms with too much only one choice.
space white space between fields or Appropriate font Attractive data entry forms
with answer boxes that are too styles and sizes encourage users to fill in data
large look unattractive but if they might otherwise have
they are too cramped they may taken longer to give you.
be difficult to follow. Using appropriate font styles
Radio buttons Radio buttons allow users to and sizes can help to create
make a choice from several attractive data entry forms.
options simply by clicking Character spacing Aligning characters to the
on it. They reduce the of individual fields centre, left or right within
possibility of input errors in a individual fields can make
database. These allow for only a data entry form easier on
one choice. the human eye to process
data quicker.
Table 18.11: Design features for creating forms

PRACTICAL TASK 18.4

Getting started
1 With a partner, carry out research on the internet to find a selection of online forms.
Collect some examples of what you judge to be well and badly designed forms.
2 On paper, sketch a design for a form that could be used to enter data for the Students database.

Practice
3 Open the Student3 or Student3_Challenge database that you saved in Practical Task 18.3.
4 Create a data entry form for the Students table.

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CONTINUED
5 Create a suitable heading and colour scheme. Arrange the fields so that data is easy to edit
and enter, and the form is not cluttered.
6 On the form remove the scroll bars and record navigation bar.
7 Create command buttons for:
• Go to first record
• Go to previous record
• Go to next record
• Go to last record
• Create a new record
• Delete a record.
An example is shown in Figure 18.53.
Take a screenshot of your form and paste
it into a document named Task4.doc.
8 Save the database as Students_Task4. Figure 18.53: Example Student data entry form

Challenge
9 So that users do not have to scroll through all
the records to find a particular student, create
a combo box control on the form based on
the Students table.
This should allow the user to select a particular
student from a list and their record will be
shown on the form.
An example is shown in Figure 18.54.
Take a screenshot of your form with the list
selected and paste it into Task4.doc.

Figure 18.54: Select a student control added

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CONTINUED
10 At the moment the combo box control is
based on the table and the students are not
shown in alphabetical order.
Change the data source for the control so
that the students are in alphabetical order
(see example in Figure 18.55).
Take a screenshot of your form with the list
selected and paste it into Task4.doc. Save the
document as Task4_Challege.doc.
Save the database as Student4_Challenge.
Figure 18.55: Select control with students in alphabetical order

Operator Example
18.2 Manipulating data AND Both conditions must be true.
An advantage of storing data in an organised way is that
it can be searched to find specific information and sorted Subject must be Like Computing AND
in different ways. The data can also be analysed to find Total must be greater than 150 would
totals and averages of different fields. return only those students where both
conditions are true.
An AND query has the criteria written
Search and select data on the same line.
Searches to find specific data are also called OR Only one of the conditions must be true.
queries, which can be created using relational
database management software. When relationships Subject must be Like Computing OR
have been created, many tables can be used within Total must be greater than 150 would
each query. return all the students who study
Computing and all those whose Total is
Queries use logical operators (see Table 18.12) to
greater than 150, whatever the subject.
compare values in different fields.
When Query Design is selected from the Create ribbon, An OR query has the criteria written on
the tables to be used in the query have to be selected different lines.
NOT Subject NOT Computing would
return all the students who do not
KEY WORDS
study computing.
query: a method of interrogating the data held Table 18.12: Logical operators
in a database
logical operator: operator such as AND, OR, (see Figure 18.56). (Some programs have a selection
NOT, which perform comparisons values in pane appear rather than a dialogue box.)
different fields
The fields to be used in the query can be moved to the
criterion: an expression used to query field grid by dragging or double-clicking on the field names.
values. Criteria is the plural form of criterion The search criterion is written in the ‘Criteria’ row
in one of the field columns. In Figure 18.57, the

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More than one criterion can be used at the same time.

In Figure 18.59 on the next page, two criteria are used
(Like ‘Red’ and ‘Like ‘Computing’) and as they are on
the same line this is using the AND operator because
the criteria are on the same row.
It is therefore searching for pupils who are in the Red
House AND study Computing.
Figure 18.60 on the following pages shows the result of
this query.
The result shows that there are only two students in the
Red House who study Computing.
Figure 18.56: Selecting the tables for a query In the example in Figure 18.61, the two criteria are in
different rows to make it an OR query. It is searching for
Subject field is being searched to find all instances of all pupils who study Computing whatever house they are
Computing. Therefore, Like ‘Computing’ has been in plus all pupils who are in the Red House, whatever
added as the criterion. (Note: if you are searching for they study.
a word, you must put it in single quotation marks ‘ ’; Figure 18.62 shows the result of this query.
if you are searching for a number, it should not be in
quotation marks.) The results of the query can be sorted by right-clicking
on the field (column) and selecting how you want the
In some software you do not have to use the operator data sorted (see Figures 18.63 and 18.64 on the following
‘Like’ and you can just add the word you are pages). In this case, alphabetical order is selected.
searching for.
This example query will give the results shown in KEY WORD
Figure 18.58 on the next page when it is run. This can be
done by double-clicking the icon in the left-hand pane sort: arrange into a particular order
or by selecting ‘Run!’ from the Design view.

Figure 18.57: Creating a new query

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The sorting could also have been set up in design view Field: Name Subject Total Mark
(see Figure 18.65 on the following pages).
Sort: Ascending Descending
Sorting can be carried out on more than one field in
Criteria:
each search. The example in Table 18.13 would show
each student alphabetically and then each of their or:
subjects according to Total Mark, sorted highest Table 18.13: Sorting two fields
to lowest.

Figure 18.58: The results of the query

Figure 18.59: An AND query

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Figure 18.60: Results of the AND query

Figure 18.61: An OR query

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Figure 18.62: Results of the OR query

Figure 18.63: Sorting in alphabetical order

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Figure 18.64: Results sorted into alphabetical order according to Subject

Sorting criteria

Figure 18.65: Setting up sort criteria in design view

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Search operators Usually LIKE and NOT are used for text fields and =
and <> are used for number fields.
When searching the operators shown in Table 18.14 can
be used. (Note: the examples given only show positive The operators AND and OR have been explained in the
numbers; answers can also include negative numbers.) examples above.

Operator Meaning Example Description

< Less than <100 Search for all instances less than 100.
(0–99)
> Greater than >100 Search for all instances over 100. (101+)
= Equal to =100 Search for all instances equal to 100.
(100)
<= Less than or equal to <=100 Search for all instances less than or equal to100.
(0–100)
>= Greater than or equal to >=100 Search for all instances greater than or equal
to100.
(100+)
<> NOT equal to <>100 Search for all instances not equal to 100.
(0–99 and 101+)
LIKE Find text the same as LIKE “Red” Find a field that has only the text ‘Red’.
NOT Find text that is not the same as NOT “Red” Find a field that does not have the entry ‘Red’.
Table 18.14: Search operators

Wildcards KEY WORD

Often when you are entering search criteria, you might
not know the exact word or spelling. In this case you can wildcard: special characters that can stand for
use wildcards (see Table 18.15). unknown characters

Character What it stands for Example

* Any number of characters wh* would find white, why, while
*ch would find switch, twitch, itch
? A single character b?ll would find ball, bill but not brill
# A single numeric character 1#3 would find 103, 113, 123, 133
*.* Anything before or after *l* would find blue, and yellow, but
not red and green
(where . represents a letter
or number. This only works in
text fields.)
Table 18.15: Wildcards

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Question
4 Describe what the following criteria are intended to find and how the results will be displayed.

Field: Name Performer Position In Charts Genre Length in Minutes Year Released
Sort: Ascending
Criteria: <=10
or:

Field: Name Performer Position In Charts Genre Length in Minutes Year Released
Sort: Descending
Criteria: >2019
or:

Field: Name Performer Position In Charts Genre Length in Minutes Year Released
Sort: Ascending
Criteria: <=40 Rock
or:

Field: Name Performer Position In Charts Genre Length in Minutes Year Released
Sort: Ascending
Criteria: 2017
or: 2018

Field: Name Performer Position In Charts Genre Length in Minutes Year Released
Sort: Ascending Ascending
Criteria: *lonely*
or:

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The query in Figure 18.66 would return the results in

ACTIVITY 18.4 Figure 18.67 on the next page. A new field has been
Create a poster listing the operators that can be added to the table in Figure 18.67 showing the difference
used in queries with examples of their use. between the two results. It shows which students prefer
coursework to examinations.

KEY WORDS
Run-time calculations formula: arithmetical operations carried out
Calculations and analyses can be programmed to on the contents of cells. The plural of formula
occur when a query is run. These are called run-time is formulae
calculations and use formulae and built-in functions.
Formulae, using arithmetic operators such as +, −, * function: a block of reusable code that can be
and / can be applied to the data returned in a search to used to perform an action
produce a new column with calculated information.
arithmetic operator: symbols to represent
The following would have a column named ‘Difference’ arithmetic operations such as addition,
showing the difference between the Coursework mark subtraction, multiplication and division
and the Examination result. The field names have to be
in square brackets […], so you would type in:
Division and multiplication can also be used. The example
Difference: [Coursework]-[Examination] in Figure 18.68 (on the next page) shows the ratio between
(Don’t forget the colon!) the coursework and examination by dividing the former

Figure 18.66: Calculated field using formulae

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by the latter. The field has been set to two decimal places Built-in functions such as those shown in Table 18.16
by using the field properties. can be used at run time. They are used in conjunction
with using the Totals icon.
Figure 18.69 shows the results of the ratio calculation.

Figure 18.67: Results of the calculation

Figure 18.68: Using division

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Figure 18.69: Results of the calculation

Function Explanation
Sum Will add the data to find the total
Average Will find the average or mean of a set of numbers
Maximum Will find the maximum number of a set of numbers
Minimum Will find the minimum number of a set of numbers
Count Will count the number of items.
Table 18.16: Built-in functions

In the Academic table, the subjects studied by each This adds a new row to the query grid (see Figure 18.71).
student and their coursework, examination and total It shows that the data will be grouped by the Surname
marks are shown for each of their subjects. An analysis field and that the average Total field for the number of
that teachers often need is to find details of these results subjects they study will be found. All of the subjects will
without showing each of them. They may want to know not be shown, just the average of their totals.
how many subjects a student has studied, which was
When the query is run it will show the average of each
their best or worst result and the average. These can be
student’s total marks (see Figure 18.72).
found by using the functions in Table 18.16.
The Total field can be added more times to the grid
When the fields have been added to the query grid, the
and functions for Sum, Min, Max and Count can be
Totals icon is selected from the Design ribbon
specified (see Figure 18.73).
(see Figure 18.70). This icon has nothing to do with the
‘Total’ field and can be used whatever the field name. Figure 18.74 now shows the results when the query is run.

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Totals icon

Figure 18.70: Selecting the Totals icon

Totals row

Figure 18.71: Grouping and using the Avg (Average) function

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Figure 18.73: Adding more functions

Figure 18.72: The average totals for each student

Figure 18.74: Results of the functions

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PRACTICAL TASK 18.5

Getting started
Here are some activities related to this task. If you do not already know the answers, then carry out
research in your textbook and online.
1 Describe the functions of the following operators in a query:
• >=
• <
• LIKE
• <>
• AND
2 What is meant by a wildcard search? Give an example.

Practice
3 Open SampleDatabase.accdb into your database software. It contains a table listing assets
(equipment) bought by the different departments of a company over the last year.
Familiarise yourself with the field names and the data the fields contain.
4 Create a query to show all items with a warranty of at least 12 months.
The query should contain the fields Asset Category, Cost and Warranty.
The results should be sorted by length of warranty, with the largest first
Save the query as qry_Warranty.
Take screenshots of the query in design view and when it is run, and paste them into a document
named Task5.docx.
5 Create a query to show all items listed as Computer Hardware in the Asset category and costing
from $2000 to $3000 dollars inclusive.
Save the query as qry_2 to 3 thousand.
Take screenshots of the query in design view and when it is run, and paste them into Task5.docx.
6 Create a query to find all of the assets listed as Computer Hardware and costing over $1000.
Display the fields Asset Category, Description and Cost.
The results should be sorted by Description in alphabetical order and then by Cost in
descending order.
Save the query as qry_ComputerHardware over $1000.
Take screenshots of the query in design view and when it is run, and paste them into Task5.docx.

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CONTINUED
7 Create a query to show all of the five different Owners in one column with the sum of their costs
over the year.
Save the query as qry_Owners.
Take screenshots of the query in design view and when it is run, and paste them into Task5.docx.
8 Save your database as Student5.

Challenge
9 There are many instances of Office Furniture in the Asset category, and in the description there are
six different descriptions of Office Furniture.
Create a query to show the six Office Furniture descriptions with a Count of the number of
times they appear.
Save the query as qry_OfficeFurniture.
Take screenshots of the query in design view and, when it is run, paste them into a document
named Task5_Challenge.docx.
10 Create a query to find which Owners ordered Computer Hardware and the number of times
they ordered them.
Save the query as qry_ComputerHardware By Owner.
Take screenshots of the query in design view and, when it is run, paste them into the document
named Task5_Challenge.docx.
Save the database as Student5_Challenge.

created from data stored in tables or returned in queries.

ICT IN CONTEXT Unlike data entry forms, which are only displayed on
In 2013, Adobe reported that hackers had stolen screen, reports can also be printed to produce hard-
nearly 3 million encrypted customer credit card copy. Therefore, when they are designed, care must
records and login data from their databases. be taken when considering page size or the report will
Adobe later changed this to 38 million but it was overflow onto extra pages with the information spread
reported that a file posted of the stolen data between them.
included more than 150 million usernames and Like all documents, database reports have page
passwords. The hack also exposed customers headings, headers and footers – see Table 18.17.
names, IDs and credit card information.
Report Appears only once at the start of
header the first page of the report.

18.3 Presenting data Report footer Appears only once at the end of the
data on the last page of the report.
Data is stored and manipulated in a database in order Page header Appears at the top of each page of
to provide information. This information should be the report.
displayed in as user friendly a way as possible so that
people can easily see and understand the results. Page footer Appears at the bottom of each
page of the report.
Relational database management software provides the
facilities to present information in reports which can be Table 18.17: Parts of a database report

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Every report must have data provided by a table or Both page headers and footers and report headers and
a query. These can be attached to the report as it is footers can be removed, and added, by right-clicking on
being created. the report and selecting from the menu (see Figure 18.77
on the next page).
A report can be created in design view by selecting
Report Design from the Create ribbon (see Figure 18.75). A table or query has to be attached to the report to
supply the data to be displayed. In this example, we will
Page header and footer sections are already created
add a query linking the Pupil table with the Academic
and information can be entered and edited (see
table. This can be done by selecting data from the
Figure 18.76).
Property Sheet.

Figure 18.75: Report Design

Figure 18.76: Report in design view

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The Property Sheet can be accessed by selecting it from Headings and titles can be added to a report by creating
the Design ribbon (see Figure 18.78). labels. The Label icon can be selected from the Design
ribbon (see Figure 18.80 on the next page).
The data can then be selected (see Figure 18.79).

Figure 18.77: Creating Headers

Figure 18.78: Property Sheet icon

Choose Report

Query selected

Figure 18.79: Selecting a query as a data source

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Label icon

Figure 18.80: Creating a label

Property sheet

Figure 18.81: Formatting a label

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A label box can be drawn, and text can be entered. The fields can be dragged onto the report. In addition
The text can be formatted with respect to font, to each field, a label with the field name is provided
size colour, etc. by selecting it and changing (see Figure 18.83). They can be moved independently,
the properties of the label in the Property Sheet and the label can be deleted. Fields and labels can be
(see Figure 18.81 on the previous page). dragged into the Detail section of the report from the
Add Existing Field pane on the right-hand side.
The fields can be added to the report by selecting the
Add Existing Fields icon from the Design ribbon
(see Figure 18.82).
Add Existing Fields icon

Figure 18.82: Showing the fields

Figure 18.83: A field and label in the report. The field has a yellow border

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When the report is run, the students are shown but the
report shows each of the students with their first subject,
then each of the students with their second and third
subjects (see Figure 18.84).

Figure 18.85: Selecting Group and Sort

Figure 18.84: Part of the report showing the students and

their subjects

If the report is to show each of the pupils with all of

their subjects, then the report has got to be told to group
the results on the pupil Surname field. Grouping can
be set by selecting the Group and Sort icon from the
Design ribbon (see Figure 18.85).
The report can be set to group the data according to
the pupil’s surname. When the Select and Sort icon
is clicked in the Design ribbon, the dialogue box in
Figure 18.86 is displayed.
The report will now have a new section with a Surname
header and a Surname footer to make it easier to read
the data in that group on the report.
The Surname and First Name fields can be dragged
into the header and labels can be added for the other
fields that will be displayed in the Detail section (see
Figure 18.87).
Figure 18.86: Grouping on the Surname field

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Figure 18.87: Adding fields and labels in the

Surname header

The fields for Subject, Coursework, Examination and

Total can be dragged into the Detail section under their
relevant labels. The text for these fields can be edited
using the Property Sheet (see Figure 18.88). Figure 18.89: Report showing grouped data

ACTIVITY 18.5
At North East College, there are end-of-year
examinations in all subjects.
1 On paper, design a report that would display
the results for each student showing the
subjects studied and results.
2 On paper, design a report suitable for a
teacher showing the results for all subjects in
a particular teaching group.

Figure 18.88: Adding fields to the Detail section

When the report is run, by double-clicking on its name

Using arithmetic operators
in the left pane, the data about subjects and coursework, and functions
etc. are grouped according to the pupil names
(see Figure 18.89). Arithmetic operators and functions were used in tables
and queries for calculations earlier in the chapter. They
can also be used in reports. The operators and functions
are entered into Text Boxes, which can be drawn onto
the report headers and footers. (You do this by clicking
on the Text Box icon – see Figure 18.90.) They are used
to perform calculations and so must be placed in the
footers of the sections in order to perform calculations
on the values within the Detail section.

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Text Box icon

Figure 18.90: Creating text boxes

Label Text box

Figure 18.91: Adding text boxes and labels

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The formulae and functions can be entered into the If the report needed to show the averages of the
text boxes. coursework and examination marks, then the following
could be entered in text boxes:
For example, if you wanted to count the number of
subjects for each pupil, the following function could be =Avg([Coursework])
entered into a text box:
=Avg([Examination])
=Count([Subject])
=Avg([Total])
Notice that the field name is in square brackets.
A text box can be used to show page numbers in the
page footer. It can combine both text and functions.
='Page ' & [Page] & ' of ' & [Pages]
These text boxes can be given a label (see Figure 18.91).
How a number will be displayed in a text box can be
set using the Property Sheet. In Figures 18.92–93,
the number is set as fixed with one decimal place, but
currency and percentage can also be set here.
By default, numbers are right-aligned in text boxes;
if the format is set to fixed, the decimal points will
be aligned. When creating a report, it is essential
to carefully ensure that all of the text and numbers
are aligned correctly so it is easy to understand (see
Figure 18.94).
The alignment of any label or control can be set using
the Property Sheet (see Figure 18.95).
To make the report easier to read, a line can be drawn
Figure 18.92: Formatting a text box
in the Surname Footer by selecting the line tool
(see Figure 18.96).

Figure 18.93: Setting the number of decimal points

Figure 18.94: The report showing the text boxes and labels

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Figure 18.97: Line in design view

Figure 18.95: Setting the alignment in a label or text box

Figure 18.98: Lines shown in the report

Line Tool

At the bottom of Page 1 of the report, a group has been

split so that it shows the name of the pupil but no marks
(the marks will have been placed at the top of Page 2).
This can be prevented by selecting ‘keep whole group
together on one page’ (see Figure 18.99). This can be
accessed by selecting the Group and Sort icon from the
Design ribbon.

Figure 18.96: Selecting the line tool

This tool can be used to draw a line in the Surname

Figure 18.99: Keeping a group together on one page
footer (see Figure 18.97 and how it looks in the report in
Figure 18.98).

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Output layouts
The report layout shown in the images in this chapter is
tabular. This means it shows the data in columns. The
other main layout is called a stacked layout and shows
the data as they would appear on a form, with each item
labelled (see Figures 18.100–101).

Figure 18.100: A stacked layout in design view

Figure 18.101: Report with a stacked layout

PRACTICAL TASK 18.6

Getting started
1 Figure 18.102 shows the icons of tools that can be used in form and report design in a database.
Identify those that are labelled.

b d f

a c e
Figure 18.102: Form and report design tools

2 On paper, design a report that would show the students and their average marks for IT and Maths.

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CONTINUED
Practice
Open your Students database Student4 or Student4_Challenge from the Practical Task 18.4 and create a
report in design view to show the students and their average marks for IT and Maths. The report should
be grouped by Year of birth and then by gender.
3 First of all, create a query for the report.
It should include the Students, Maths and IT tables.
Use the following fields: StudentNumber, SecondName, FirstName, DateOfBirth, Gender, Average
from Maths table and Average from IT table.
A further field needs to be created named ‘Yr’ to contain the year element from the DateOfBirth
field by using an expression.
The data should be sorted by SecondName in ascending order.
Save this query as QueryReport.
4 Then, in design view, create a new report based
on this query.
The report should have the following
specifications.
• A width of 20 cm.
• A page header with the title ‘Analysis
report’, font size 24 pt, black, bold
and centred.
• It should be grouped on the ‘Yr’ field and
then on the ‘gender’ Field.
• These field names should be in their group
headers in 20 pt and bold.
• The detail should contain the Secondname,
FirstName, Maths average and IT Average.
• The last two fields should have labels
above them.
• Save the report as ‘Analysis Report’.
• Take a screenshot of the report in Print
Preview view and paste it into a document
named Task6.doc.
An example is shown in Figure 18.103.
Figure 18.103: Example analysis report
Save the database as Students6.

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CONTINUED
Challenge
5 In the page footer, in the centre, place the date.
6 In the page footer at the right place the page
number in the following form:
[Page number] of [total number of pages],
for example, Page 1 of 3.
Take a screenshot of the report in Print Preview
view and paste it into Task6.doc.
An example is shown in Figure 18.104.
Save the database as Task6_Challenge.

Figure 18.104: Example analysis report with footer

details added

Peer assessment
Print out and swap the reports with a partner. Assess each other’s reports by checking things such as:
• Headings are shown and are consistent.
• All labels and fields are lined up correctly.
• No text overflows from any of the controls.
• Date is shown in the page footer.
• Page number is shown in the page footer.

WORKED EXAMPLE 18.1

CREATING A REPORT
1 Open the file MathsResults.csv and look at the data it contains.
2 Import this file into a table in a suitable database package.
You should create fields with suitable names and data types, and chose the most suitable
field as the key field.
3 From your table create a report showing these results. The report should be grouped on
the ‘Gender’ field.

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CONTINUED
Step 1
The csv file (see Figure 18.105) contains details about students and their results for their termly tests saved
in csv format .

Figure 18.105: File MathsResults.csv labels

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CONTINUED
Step 2
A new database file should be created (see Figure 18.106), and a new table designed for the data.
The file should be named and saved in a suitable location.

Figure 18.106: Creating a new database

A new table named ‘Maths’ is created in order to import this data.

The field types should match the data to be imported, for example dates of birth into a Date/Time field.

Figure 18.107: Maths table

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CONTINUED
The StudentNumber field should be selected as the primary key (see Figure 18.108) as all of the
other fields could have non-unique information – for example, there may be two students with the
same name, date of birth or test scores.

Figure 18.108: Setting the primary key

The data can now be selected and imported into the table.

Figure 18.109: Selecting file and importing

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CONTINUED
The file name to be imported has to be selected, and also the table into which it is to be imported or
appended to (see Figure 18.109).
After clicking ‘OK’, the data will be imported and the program will notify if there any errors, such
as incorrect data types or text too long for a field.
The records can be viewed in the table (see Figure 18.110).

Figure 18.110: Maths table in database

Step 3
The report can now be produced from this table.
The wizard can be used.
Select all of the fields.

Figure 18.111: Selecting all fields

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CONTINUED
Select ‘Gender’ as the field to group on.

Figure 18.112: Selecting ‘Gender’ for grouping

The data does not need to be sorted and this form can be left blank.

Figure 18.113: Sorting dialogue box

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CONTINUED
The orientation should be set to ‘Landscape’ and the layout to ‘Stepped’ for this report.

Figure 18.114: Setting orientation to landscape

The report will now be shown in ‘Report View’.

Figure 18.115: Report in ‘Report View’

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CONTINUED
This report was set for a ‘Stepped’ layout. The other two options, ‘Block’ (see Figure 18.116) and
‘Outline’ (see Figure 18.117), produce similar reports.

Figure 18.116: Block report Figure 18.117: Outline report

The layout is not very good. For example, the sizes of the Gender, FirstName and SecondName fields are
too large and the test field labels are too small.
These can be adjusted by viewing the form in ‘Design view’.
The sizes of the fields and their labels can be adjusted.

Figure 18.118: Adjusting layout in ‘Design view’

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CONTINUED
The field sizes have been adjusted.

Figure 18.119: Adjusted layout

Questions
1 Create a database file and table in your own software and import the data from MathsResults.csv
2 Add the following student and data (see its placement in Figure 18.120).

Student FirstName Second gender DateOfBirth First Second Third

Number Name TermTest TermTest TermTest
1133 Mubarak Hasan M 15/5/2006 70 67 73

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CONTINUED

Figure 18.120: New record inserted

3 Create the report, grouped on ‘Gender’ (see Figure 18.121).

The data in the report is now much easier to read.

Figure 18.121: Grouped report

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REFLECTION
In small groups, talk about what you each found difficult in this chapter, and come up with ideas to
help each other learn the material.

SUMMARY

Data can be stored in tables in flat file and relational databases.

When database tables are being created, the fields, their names and data types must be defined.
Fields are one item of information about an entity. They can be calculated from the data in other fields
and formatted to show percentages and number of decimal places.
Relational databases are databases that have many linked tables. The relationships between the tables
should be established.
All linked tables require a primary key field.
Data can be entered manually or imported using suitable files.
Data in tables can be displayed in data entry forms.
The data can be searched and sorted using queries.
Formulae and functions can be used to perform calculations at run time.
Reports can be used to display the data in tables and queries.

EXAM-STYLE QUESTIONS
1 Mrs Jackson is opening a cattery to look after the animals when their owners
go on holiday. To store the details of her guests, she has created the database
table (shown below) to store details of her guests. Some of the data is shown.

Name Gender Weight (Kg) Number of days Special diet?

Dottie F 3.2 6 N COMMAND WORDS
Jack M 4.2 7 Y
state: express in
clear terms
a The table stores several items of information about each cat.
i Copy the table onto a piece of paper and draw round a field in
the table in one colour. [1]
ii Draw round a record in the table in a different colour. [1]
b Create an empty row in the table, and state a suitable data type for
each item of information (field). [5]
c State a validation check that could be carried out on the ‘gender’ data. [2]

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CONTINUED COMMAND WORDS

d i Explain what is meant by a key field. [2] explain: set out
iiExplain why none of the fields in the table would be suitable to purposes or
be the key field. [2] reasons / make
iii Suggest a suitable key field that Mrs Jackson could add to the table. [1] the relationships
between things
2 Examine the data files Members.csv, Sport.csv and Member_Sport.csv. evident / provide
They all relate to data held by a gym. why and / or how
and support with
a i Create a new database named Gym.
relevant evidence
ii Create three tables named tbl_Members, tbl_Sport and
tbl_Member_Sport to store the data in the csv files. suggest: apply
iii Use the column headings as field names and data types, knowledge and
and select key fields. understanding to
situations where
iv Import the data from the csv files into the tables. there are a range
v Create a document named Evidence.doc and paste into of valid responses
it screen prints of your three tables, in design view and after in order to make
the data has been imported. [10] proposals /
b Set the relationships between the tables and take a screenshot put forward
showing those relationships. Paste the screenshot into Evidence.doc. [2] considerations
c Create data entry forms for tbl_members containing a heading, all
of the fields and command buttons for navigation and to create and
delete records.
Paste a screen print of your form into Evidence.doc. [5]
d Create the following queries:

Name Fields shown when Criteria Sorting

query is run.
qry_DateOfBirth Surname, Birth date Date of birth,
FirstName, Gender, before the ascending
DOB year 2000
qry_Football Surname, Only showing
FirstName, Gender, football.
SportName
qry_Report Surname, •
FirstName,
Gender, SportID,
SportName.

Make screen prints of the queries in design view and paste them into
Evidence.doc. [6]
e i Create a report named rpt_Sports with the following specification. [15]
• It should be based on qry_Report.
• The report should have a width of 13 cm.
• It should have a page header of ‘Sports’ in a black, bold font
of 28 pt and should be centred.

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CONTINUED
• The report should be grouped first by sport and then by
gender with suitable headings.
• The Surname and FirstName should be shown for each
member in the list.
• The footer for the sport should show the number of members
doing it and a horizontal line to separate it from the next sport.
• The page footer should show the text ‘Page’ followed by the
page number.
ii Take a screen print of the report in design view and paste it
into Evidence.doc. [1]
iii Take a screen print of a print preview of the first page your
report and paste it into Evidence.doc. [1]
[Total: 54]

SELF-EVALUATION CHECKLIST
After studying this chapter, think about how confident you are with the different topics.
This will help you to see any gaps in your knowledge and help you to learn more effectively.
You might find it helpful to rate how confident you are for each of these statements when you are revising.
You should revisit any sections that you rated ‘Needs more work’ or ‘Getting there’.

Needs Getting Confident

I can … See section
more work there to move on
describe the types of databases, primary and foreign
keys, and form design 18.1
create a database structure 18.1
create and use a data entry form 18.1
manipulate data by performing calculations, sorting
and searching data 18.2
display data in different output layouts 18.3

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