ABES Engineering College, Ghaziabad

Affiliated to Dr. APJ AKTU Lucknow

Department of CSE-AIML

Lab Manual (Student Copy)

Session 2025-26 (Odd Semester)

Name : Ms. Sonika Nagar

Mr. Ritin Behl

Subject Name : Database and Management Lab

Subject Code : BCS-551
Semester : B.Tech (CSE-AIML) V
 Department of CSE-AIML

Vision

To become the world-class student-centered department which fosters high quality learning and research
for both undergraduate and graduate students of Computer Science Engineering Artificial Intelligence
and Machine Learning to cater to the ever-changing industrial demands and social needs in Artificial
Intelligence and Machine Learning through excellence in education and research..
.
Mission

.M1: To create a healthy environment for the development of innovative academician professionals
lead in areas of computing and artificial intelligence.

M2: To create a healthy environment for the development of entrepreneur pursuit & researchers in
Artificial Intelligence & Machine Learning.

M3: To develop a healthy environment to fulfil its commitment to research & education of the highest
quality with industry requirement and social acceptance at large.
 Program Educational Objectives (PEOs)

PEO 1: Use theories, practices, tools and knowledge in implementation, maintenance and evaluation
of computing and artificial intelligence for social needs and advancement in studies.

PEO2: Lifelong learning through professional conferences, certificate programs or other professional
educational activities to maintain employment in workplace.

PEO3: Adapt, contribute and innovate new technologies in the domain of Artificial intelligence and
machine Learning
Program Outcomes (POs)

PO-1: Engineering knowledge: Apply the knowledge of mathematics, science, engineering

fundamentals, and an engineering specialization to the solution of complex engineering problems.
PO-2: Problem analysis: Identify, formulate, review research literature, and analyze complex
engineering problems reaching substantiated conclusions using first principles of mathematics,
natural sciences, and engineering sciences.
PO-3: Design/development of solutions: Design solutions for complex engineering problems and
design system components or processes that meet the specified needs with appropriate consideration
for the public health and safety, and the cultural, societal, and environmental considerations.
PO-4: Conduct investigations of complex problems: Use research-based knowledge and research methods
including design of experiments, analysis and interpretation of data, and synthesis of the information to
provide valid conclusions.
PO-5: Modern tool usage: Create, select, and apply appropriate techniques, resources, and modern
engineering and IT tools including prediction and modeling to complex engineering activities with an
understanding of the limitations.
PO-6: The engineer and society: Apply reasoning informed by the contextual knowledge to assess societal,
health, safety, legal and cultural issues and the consequent responsibilities relevant to the professional
engineering practice.
PO-7: Environment and sustainability: Understand the impact of the professional engineering solutions in
societal and environmental contexts, and demonstrate the knowledge of, and need for sustainable
development.
PO-8: Ethics: Apply ethical principles and commit to professional ethics and responsibilities and norms of
the engineering practice.
PO-9: Individual and team work: Function effectively as an individual, and as a member or leader in
diverse teams, and in multidisciplinary settings.
PO-10: Communication: Communicate effectively on complex engineering activities with
the engineering community and with society at large, such as, being able to comprehend and write effective
reports and design documentation, make effective presentations, and give and receive clear instructions.
PO-11: Project management and finance: Demonstrate knowledge and understanding of the engineering
and management principles and apply these to one’s own work, as a member and leader in a team, to manage
projects and in multidisciplinary environments.
PO-12:Life-long learning: Recognize the need for, and have the preparation and ability to engage in
independent and life-long learning in the broadest context of technological change.
 Program Specific Outcomes (PSOs)

PSO1: To solve complex engineering problems of computation by applying the knowledge and
principles of Artificial Intelligence and Machine learning in Data Analytics, software systems, network
systems, and intelligent systems.

PSO-2: To apply technical and research skills to design & develop solutions to problems related to the
society and environment by using modern software tools

PSO-3: To identify the intelligent solutions to the real-world business problems with significant
analytical and technical knowledge and skills.
 ABES Engineering College, Ghaziabad
Department of CSE-AIML

Semester: 5th
Subject Code: BCS-551
Subject Name: Database and Management Lab
Pre-requisites of course: Mathematics, Data Structure
Course Outcomes: Upon the Completion of this course, the student will be able to:
Course
Knowledge
Outcome Statement
Level, KL
No.
Understand and apply oracle 11 g products for creating tables,
CO1 K2,K4
views, indexes, sequences and other database objects.
Design and implement a database schema for company data
CO2 base, banking data base, library information system, payroll K3,K5
processing system, student information system.
Write and execute simple and complex queries using DDL,
CO3 K4, K5
DML, DCL and TCL.
Write and execute PL/SQL blocks, procedure functions,
CO4 K4, K5
packages and triggers, cursors.
Enforce entity integrity, referential integrity, key constraints,
CO5 K3, K4
and domain constraints on database
KL- Bloom’s Knowledge Level (K , K , K , K , K , K )
1 2 3 4 5 6

K -Remember, K - Understand, K - Apply, K - Analyze, K - Evaluate, K - Create

1 2 3 4 5 6

CO-PO& PSO Mapping: (Please mention the relevant POs/PSOs only)

Outcomes
Course

PSO1

PSO2

PSO3
PO10

PO11

PO12
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9

CO1 3 3 3 1 1 3 0 0 1 0 0 1 2 1 1
CO2 3 3 3 3 2 0 0 0 1 0 0 1 2 2 1
CO3 3 3 3 3 2 0 0 0 0 0 0 0 2 2 1
CO4 3 3 3 3 2 1 0 0 0 0 0 0 1 2 1
CO5 3 3 2 0 1 3 0 0 0 0 0 0 1 3 1
Cou
3 3 2.8 2 1.6 1.4 0 0 0.4 0 0 0.4 1.6 2 1
rse
3 – High; 2 – Medium; 1 – Low
 ABES Engineering College, Ghaziabad
B. Tech (CSE-AIML) Semester –V
Session 2025- 26 (Odd Semester)
Course Title: DBMS LAB (BCS501)

Tool/Language/PlatformUsed:- Oracle 10g or SQLite

LIST OF EXPERIMENTS

S. No. Name of Experiment

1. Creating ER Diagram using Case Tools

2. Execution of DDL Commands and Constraints

3. Execution of DML Commands
4. Execution of DQL Commands & Sorting Data
5. Implementation of Subqueries/Nested Query
6. Implementation of Joins using multiple table
7. Execution of Group & having clause for Restriction data

8. Solving the queries using SINGLE row functions

9. Implementation of Views & Indexing

10. Implementation of Procedures/Functions/Triggers/Cursors

Beyond the Syllabus

11. WAP in PL/SQL that accept acc_no, from user, check if user balance is less than
minimum balance then deducts 100 Rs/ as fine.
12. Case study on automotive industry-
i. Design a database for an auto manufacturer / dealership, including tables for
vehicles inventory, sales and maintenance.
ii. Write SQL queries to track vehicle sales, schedule maintenance andmanage parts
inventory.

(Ms. Sonika Nagar & Mr. Ritin ) Ms. Deepali Dev

Head CSE-AIML
 Lab 1 – E R Diagram
Objective: To understand a given case study, notations used for ER Diagram and design
theER Diagram using a tool of following scenarios.

A Group of students (Max 2) will be assigned a case study (from

Exercise -2 moderate level) to design the ER Diagram.
Student has to submit a file named as < Group No._Branch_Lab
Group_Day1_2> with the complete solution.
Students have to submit the entities, relationships, constraints, details of relationship and
constraints, individual diagrams of entities, relationships with constraints and a complete
diagram in the file.

Exercise-1 (Basic Level)

Case Study 1:
Draw E-R diagrams to indicate the following relationships between entity set Operator and
entity setMachine: - Each Machine can be operated by many Operators but each Operator
can operate only one machine. An operator can operate many machine and each machine
can be operated by many Operators.

Case Study 2:
An organization having a set of employees to execute a set of projects. Each employee may
be workingonmore than one project, each project is managed by a manager and a manager
is also one of the employees.

Case Study 3:
Preparation of time table of an Engineering College, catering for a number of Sections
(Year/Branch/Section),a number of courses, a number of faculty members teaching the
courses and a number of class rooms (ignorelabs).

Case Study 4:
Construct an E-R diagram for a car-insurance company whose customers own one or more
cars each. Each car has associated with it zero to any number of recorded accidents.

Case Study 5:
Consider a university database for the scheduling of classrooms for final exams. This database
could be modelled as the single entity set exam, with attributes course-name, section-
number, room-number, and time. Alternatively, one or more additional entity sets could be
defined, along with relationship sets to replace some of the attributes of the exam entity set,
as
 • Course with attributes name, department, and c-number
• Section with attributes s-number and enrolment, and dependent as a weak entity
set on course
• Room with attributes r-number, capacity, and building

Exercise-2 (Moderate Level)

Entity Relationship Model
Case Study 1:

Draw the ER diagram of airline Reservation Systems with the following details:-

FLIGHT_SCHEDULE (FLT_NO, FROM_PLACE, TO_PLACE, ETD, ETA)

AIRCRAFT (AC_NO, AC_TYPE, CAPACITY)
CREW (CREW_ID, CREW_NAME, DESIGNATION)
FLIGHT (FLT_NO, DATE, AC_NO, ATD, ATA)
FLT_CREW (FLT_NO, DATE, CREW_ID)
TICKET (TICKET_NO, ISSUE_DATE, FARE, P_NAME, P_ADDR, P_TEL_NO)
RESERVATION (TICKET_NO, FLT_NO, DATE, CONFIRMED, SEAT_NO)
CANCELLATION (TICKET_NO, FLT_NO, DATE, VOUCHER_NO, C_DATE)
REFUND (VOUCHER_NO, AMOUNT)

Case Study 2:
Draw the ER diagram of a College Management System with the following details:-
a. A college contains many departments
b. Each department can offer any number of courses
c. Many instructors can work in a department
d. An instructor can work only in one department
e. For each department there is a Head
f. An instructor can be head of only one department
g. Each instructor can take any number of courses
h. A course can be taken by only one instructor
i. A student can enrol for any number of courses
j. Each course can have any number of students

Case Study 3:
A university registrar’s office maintains data about the following entities: (a) courses,
including number, title, credits, syllabus, and prerequisites; (b) course offerings, including
course number, year, semester, section number, instructor(s), timings, and classroom; (c)
students, including student-id, name, and program; and (d) instructors, including
identification number, name, department, and title. Further, the enrollment of students in
courses and grades awarded to students in each course they are enrolled for must be
appropriately modeled. Construct an E-R diagram forthe registrar’s office. Document all
 assumptions that you make about the mapping constraints. and instructor. The entity set
course-offering is a weak entity set dependent on course.
The assumptions made are:
a. A class meets only at one particular place and time. This E-R diagram cannot model a class
meeting at different places at different times.
b. There is no guarantee that the database does not have two classes meeting at the same
place and time.

Case Study 4:
Draw the Entity- Relationship Diagram (ERD) for the following scenario: A salesperson may
manage many other salespeople. A salesperson is managed by only one salespeople. A
salesperson can be an agent for many customers. A customer is managed by one salespeople.
A customer can place many orders. An order can be placed by one customer. An order lists
many inventory items. An inventory item may be listed on many orders. An inventory item is
assembled from many parts. A part may be assembled into many inventory items. Many
employees assemble an inventory item from many parts. A supplier supplies many parts. A
part may be supplied by many suppliers.

Case Study 5:
Congratulations! You have gotten a job planning databases for the European Union. Your first
on job assignment is to help the various countries maintain information about their
inhabitants. Your model should capture the following information:
• In each country, there are provinces, which contain towns. There cannot be two provinces
with the same name in a single country. Similarly, there cannot be two towns with the same
name in a single province.
• People live in towns. Men and women work in a town. Children learn in a school in a town.
• A person can be a man, a woman, or a child, and has a first-name, last-name, id, and
birthday. Children are any people under the age of 18.
• A man can be married to a woman (polygamy is not allowed, i.e., one man can be married
only to one woman). Although the Pope strongly disapproves, divorce, and subsequent
remarriage, is possible

For each marriage, store the date of the marriage and information about who are the children
of the married couple. You should assume that the parents of a child were married at the time
of his birth. Draw an entity relationship diagram to model the information described above.
Remember to put edge constraints and participation constraints where needed. Underline
the key attributes of each entity in the diagram. If you use the ISA relationship, state any
covering and overlap constraints that hold. Make any necessary and logical assumptions.
State any such assumptions clearly. If there are any constraints in the problem that could not
be expressed in the diagram, state these clearly.

:
Case Study 6
Suppose you are given the following requirements for a simple database for the National
Hockey League (NHL):
 the NHL has many teams,
 each team has a name, a city, a coach, a captain, and a set of players,
 each player belongs to only one team,
 each player has a name, a position (such as left wing or goalie), a skill level, and a
set of injury records,
 a team captain is also a player,
 a game is played between two teams (referred to as host_team and guest_team)
and has a date (such as May 11th, 1999) and a score (such as 4 to 2).
Construct a clean and concise ER diagram. List your assumptions and clearly indicate the
cardinality mappings as well as any role indicators in your ER diagram.

Case Study 7:
Assume we have the following application that models soccer teams, the games they play,
and the players in each team. In the design, we want to capture the following:
 We have a set of teams, each team has an ID (unique identifier), name, main
stadium, and to which city this team belongs.
 Each team has many players, and each player belongs to one team. Each player has a
number (unique identifier), name, DoB, start year, and shirt number that he uses.
 Teams play matches, in each match there is a host team and a guest team. The
match takes place in the stadium of the host team.
 For each match we need to keep track of the following:
o The date on which the game is played
o The final result of the match
o The players participated in the match. For each player, how many goals he
scored, whether or not he took yellow card, and whether or not he took red
card.
o During the match, one player may substitute another player. We want to
capture this substitution and the time at which it took place.
 Each match has exactly three referees. For each referee we have an ID (unique
identifier), name, DoB, years of experience. One referee is the main referee and the
other two are assistant referee.

Case Study 8:
A university database contains information about professors (identified by social security
number, or SSN) and courses (identified by course_id). Professors teach courses; each of the
following situations concerns the Teaches relationship set. For each situation, draw an ER
diagram that describes it (assuming that no further constraints hold).

 Professors can teach the same course in several semesters, and each offering must
be recorded.
 Professors can teach the same course in several semesters, and only the most recent
such offering needs to be recorded (assume this condition applies in all subsequent
questions)
  Every professor must teach some course.
 Every professor teaches exactly one course.
 Every professor teaches exactly one course and every course must be taught by
some professor.
 Now suppose that certain courses can be taught by the team of professors jointly,
but it is possible that no one professor in a team can teach the course.

Case Study 9:
Consider the following information about the university data base

 Professors have an SSN, a name, an age, a rank and a research specialty.

 Projects have a project number, a sponsor name, a starting date and ending date
and the budget.
 Graduate students have an SSN, a name, an age and a degree program (MS or PhD).
 Each project is managed by one professor (known as the project’s principal
investigator).
 Each project is work on by one or more professors (known as the project’s
coinvestigators).
 Professors can manage and /or work on multiple projects.
 Each project is work on by one or more graduate students (known as the project’s
research assistants)
 When graduate student work on a project, a professor must supervise their work on
the project. Graduate students can work on multiple projects, in which case they will
have supervisor for each one (potentially different).
 Departments have a department no., a department name and main office.
 Departments have a professor known as a (chairman) who runs the department.
 Professor’s work in one or more departments, and for each department that they
work in, a time percentage is associated with their job.
 Graduate students have one major department in which they are working on their
degree.
 Each graduate student has another, more senior graduate student (known as a
student advisor) who advises him or her on what courses to take.

Design and draw an ER diagram for the following collection of data. Use only the basic
ER model here, i.e., entities relationships and attributes. Be sure to indicate any key and
participation constraints.

Case Study 10:

A Company has several business units. Each business unit has multiple projects. Employees
must be assigned to one business unit. One or more employees are assigned to a project, but
an employee may be on vacation and not assigned to any projects. One of the assigned
employees will be project manager for that project.
 Case Study 11:
In a hospital there are different departments. Patients are treated in these departments by
the doctors assigned to patients. Usually each patient is treated by a single doctor, but in rare
cases they will have two or three. Healthcare assistants will also attend to patients; every
department has many healthcare assistants. Each patient is required to take a variety of drugs
during different parts of the day such as morning, afternoon and night.

Case Study 12:

A toy manufacturing company manufactures different types of toys. The company has several
manufacturing plants. Each plant manufactures different types of toys. A customer can place
the order for these toys. Each order may contain one or more toys. Each customer has
multiple ship-to addresses. To promote the business, the company offers different schemes
based on the order value.Survey and extend the business rules for your company to design a
perfect ER model.

Case Study 13:

Draw an ER Diagram for the following scenario:
 There are several companies which provide DMAT Account for trading of shares
 Each company has different branches in different cities
 Each branch has many customers
 One customer should take only one account in a company
 One customer can take multiple accounts with different companies

Case Study 14:

Create an ERD for a car dealership. The dealership sells both new and used cars, and it
operates a service facility. Base your design on the following business rules:

 A salesperson may sell many cars, but each car is sold by only one salesperson.
 A customer may buy many cars, but each car is bought by only one customer.
 A salesperson writes a single invoice for each car he or she sells.
 A customer gets an invoice for each car he or she buys.
 A customer may come in just to have his or her car serviced; that is, a customer need not buy
a car to be classified as a customer.
 When a customer takes one or more cars in for repair or service, one service ticket is written
for each car.
 The car dealership maintains a service history for each of the cars serviced. The
service records are referenced by the car’s serial number.
 A car brought in for service can be worked on by many mechanics, and each mechanic may
work on many cars.
 A car that is serviced may or may not need parts (e.g., adjusting a carburetor or cleaning a
fuel injector nozzle does not require providing new parts).
Case Study 15:
The following is a description of some data requirements for a chain of pharmacies. Draw the
appropriate entity-relationship (E-R) diagram. Clearly show all cardinality constraints,
cardinality limits, and existence dependencies.

(a) A pharmaceutical company manufactures one or more drugs, and each drug is
manufactured and marketed by exactly one pharmaceutical company.

(b) Drugs are sold in pharmacies. Each pharmacy has a unique identification. Every pharmacy
sells one or more drugs, but some pharmacies do not sell every drug.

(c) Drug sales must be recorded by prescription, which are kept as a record by the pharmacy.
A prescription clearly identifies the drug, physician, and patient, as well as the date it is filled.

(d) Doctors prescribe drugs for patients. A doctor can prescribe one or more drugs for a
patient and a patient can get one or more prescriptions, but a prescription is written by only
one doctor.

(e) Pharmaceutical companies may have long-term contracts with pharmacies and a
pharmacy can contract with zero, one, or more pharmaceutical companies. Each contract is
uniquely identified by a contract number.

Case Study 16:

Suppose that you are designing a schema to record information about reality shows on TV.
Your database needs to record the following information:

 For each reality show, its name, genre, basic_info and participants name. Any reality
show has at least two or more participants.
 For each producer, the company name, company country. A show is produced by
exactly one producer. And one producer produces exactly one show.
 For each television, its name, start year, head office. A television may broadcasts
multiple shows. Each show is broadcasted by exactly one television.
 For each user, his/her username, password, and age. A user may rate multiple shows,
and a show may be rated by multiple users. Each rating has a score of 0 to 10.

Draw an entity relationship diagram for this database.

Case Study 17:

Construct an ER Diagram for Company having following details:

 Company organized into DEPARTMENT. Each department has unique name and a particular
employee who manages the department. Start date for the manager is recorded. Department
may have several locations.
 A department controls a number of PROJECT. Projects have a unique name, number and a
single location.

 Company’s EMPLOYEE name, ssno, address, salary, sex and birth date are recorded. An
employee is assigned to one department, but may work for several projects (not necessarily
controlled by her dept). Number of hours/week an employee works on each project is
recorded; the immediate supervisor for the employee.

 Employee’s DEPENDENT are tracked for health insurance purposes (dependent name,
birthdate, relationship to employee).

Case Study 18:

The following are the requirements for the Gym Fitness Database

• For each MEMBER we keep track of the unique MemdID, a well as Name, Zip, and the Date
the membership was paid
• For each MEMBERSHIP type we keep track of the unique Mid, as well as MName and Price
• For each PASS CATEGORY we keep track of the unique PassCatID, as well as PCName and
Price
• For each ONE DAY PASS we keep track of the unique PassID and Date
• For each MERCHANDISE item we keep track of the unique MrchID, as well as Name and
Price
• For each sale TRANSACTION we keep track of the unique Tid and Date
• Each member pays for exactly one membership type; each membership type has at least
one member but can have many members
• Each member can buy many day passes but does not have to buy any, each day pass was
bought by exactly one member
• Each day pass belongs to exactly one pass category; a pass category can have many
individual day passes issued for it but does not have to have any
• Each sale transaction involves exactly one member; each member can be involved in many
sale transactions but does not have to be involved in any
• Each merchandise item is sold via at least one sale transaction but it can be sold via many
sale transactions; each sale transaction involves at least one merchandise item but can involve
many merchandise items
• Every time a merchandise item is sold via a sale transaction, we keep track of the quantity
(how many instances of that particular merchandise item were sold via that particular sale
transaction)
Your task is to create and ER Diagram based on these requirements.

Bonus Case Study:

You have been asked to develop a new Course Registration System for a college. The college
wants a web-based system to replace its manual system. The college provides education in
the various streams. In any stream, the entire graduation is divided into semesters.
The new system should allow the aspirants to submit their applications online. Once their
applications have been approved and they have been admitted into the college in a Branch,
the system should send an automatic welcome email along with the login id and the password
to the email addresses of the students. The email address is specified as part of the
application. For students without any email address, the system shall print the welcome
letters to be posted. Each Branch will have a set of courses, which are mandatory, and a
certain number of elective courses.
At the beginning of the semester, the Head of the Department will create the necessary
classes and do the allocation of lecturers to the classes for his department. The HOD may
make changes in the allocation during the progress of the course. The system maintains a
history of all the instructors who have conducted the classes throughout the semester.

The instructor will use the system to update the marks of the student (project, assignment,
internal test marks and the semester end examination marks). The instructor will also mark
the attendance of the students through the system.
The student can view his / her marks and attendance through the system.
In addition to the above, the system also keeps track of the residential status of the student.
The student may be a hostelite or a day scholar. If he is a hostelite, the system will maintain
his / her hostels name, room number and the fees pertaining to the same.
 Lab 2 – DDL Commands & Constraints
Objective: At the end of the assignments, participants will be able to understand basic
DDL, Create table with constraints, Alter, Truncate, Drop and Rename

Student has to submit a file named as < Group No._Branch_Lab

Group_Day3> with the complete solution.
Exercise -1:

1. Complete the GRADUATE CANDIDATE table instance chart. Credits is a foreign-key

column referencing the requirements table.

2. Write the syntax to create the grad_candidates table.

3. Confirm creation of the table.

4. Create a new table using grad_candidates with the following syntax:

CREATE TABLE o_grad_candidates AS (SELECT * FROM grad_candidates);

5. Create a new table using a subquery. Name the new table your first name -- e.g.,
gaurav_table. Using a subquery, copy grad_candidates into gaurav_table.

6. In your o_grad_candidates table, enter a new column called “adm_date.” The datatype
for the new column should be VARCHAR2. Set the DEFAULT for this column as SYSDATE.

7. In your o_grad_candidates table, increase the length of last_name column by 10 and

remove the credits column.

8. Create a new column in the smith_table table called start_date. Use the TIMESTAMP
WITH LOCAL TIME ZONE as the datatype.

9. Write syntax to change the name of credit column by grad_credit.

10. Insert 5 tuples in gaurav_table.

11. Truncate the gaurav_table table. Then do a SELECT * statement. Are the columns still
there?

12. What the distinction is between TRUNCATE and DROP for tables?
13. List the changes that can and cannot be made to a column.

14. Rename o_grad_candidates to n_grad_candidates.

Exercise -2:

1. Convert the ER Diagram into a neat and clean relational model.

2. Create all the tables using SQL commands.
3. Show all the tables with the constraints of your case study. Explain the reason of
implementing that constraint on the required columns.

Bonus Exercise -3:

Q-1) Write a query to create profile_skills table.
Q-2) Write a query to create user table.
Q-3) Write a query to create role table.
Q-4) Write a query to create department table.
Q-5) Write a query to create degree table.
Q-6) Write a query to create profile table.
Q-7) Write a query to create higher_degree table.
Q-8) Write a query to create experience table.
Q-9) Write a query to create skill table.
Q-10) Write a query to add a new column named description of type varchar (255) to role
table.
Q-11) Write a query to change the type of field description in the role table to varchar (500).
Q-12) Write a query to remove the column description from the role table.
 Lab 3 -DML Commands
Objective: At the end of the assignments, participants will be able to understand basic
DML, Insert rows using insert command, Update using update command and delete
using delete command.

Exercise -1:

1. Insert 5 rows into the tables for the database created of your case study.

Exercise -2:

1. Create the tables mentioned below and insert the rows as shown. Please assume the
datatype and constraints as required.

2. Add 2 new rows in AD_ACADEMICS_SESSIONS table with name as “Summer Break

Session” and “Winter Break Session”.
3. Update the name “Computer Science” with “Computer Science and Engineering” in
AD_DEPARTMENTS table.
4. Update the PARENT1_LN as NULL for ID 620 in AD_PARENT_INFORMATION table.
5. Delete the 2 new rows added in question 2.
 Lab 4 –DQL and Sorting Data
Objective: At the end of the assignments, participants will be able to understand basics of DQL
commands, Select, Conditional retrieval, operators, pattern matching, order by clause.

Use the default schema of EMP Table & DEPT Table of the database and implement the listed
queries:

Exercise -1: Queries based on Conditional Retrieval of Rows

1. List department names and location from the department table.
2. List the employees belonging to the department 20.
3. List the name and salary of the employees whose salary is more than 1000.
4. List the employee number and name of managers.
5. List the name of clerks working in the department 20.
6. List the names of analysts and salesmen.
7. List the details of the employees who have joined before the end of September 1981.
8. List the names of employees who are not managers.

Exercise -2: Special Operators IN and BETWEEN

1. List the name of the employee whose employee numbers are 7369,7521,7839,7934, 7788.
2. List the employee details not belonging to the department 10, 30 and 40.
3. List the employee name and salary, whose salary is between 1000 and 2000.
4. List employee names, who have joined before 30th June 81 and after December 81.

Exercise -3: DISTINCT Clause with SELECT

1. List the different jobs (designations) available in the EMP table.

Exercise -4: Working with NULL Values

1. List the employee names, who are not eligible for commission.
2. List the name of the employees and designation (job) of the employee, who does not report to
anybody (manager is NULL).
3. List the employees not assigned to any department.
4. List the employees who are eligible for commission.
5. List the details of employees, whose salary is greater than 2000 and commission is NULL.

Exercise -5: Matching Pattern with Column

1. List the employees whose names start with an “S”.
2. List the employees names ending with an “S”.
3. List the names of employees whose names have exactly 5 Characters.
4. List the employee names having “I” as the second character.

Exercise -6: Using Expression with Column

1. List the name, salary and PF amount of all the employees (PF is calculated as 10% of salary).
2. List the names of employees, who are more than 2 years old in the organization.

Exercise -7: Ordering the Results of a query

ORDER BY clause to impose an order on the result of a query,
ORDER BY clause used with SELECT statement.
SYNTAX: SELECT [DISTINCT] <col list>| <exp> FROM table name WHERE cond ORDER BY col
[ASC|DESC].
One or more column can be specified in ORDER BY clause.

1. List the empno, ename, sal in ascending order of salary.

2. List the employee name and hiredate in descending order of Hiredate.
3. List the employee name, salary, job and department No. in ascending order of Department No. in
ascending order of Department No and then on descending descending order of salary.
 Lab 5 –Subquery and Nested Query

Exercise -1:
To solve the below mentioned queries (1-10), please create the below mentioned database.

depositor: borrower: customer:

account: branch:

1. Find customer ids of those customers who are borrower from the banks and who
appear in the list of account holders.
2. Find those customer names who are borrower.
3. Find the name of the customers who have a loan from the bank, but do not have an
account at the bank. (Hint: use NOT IN)
4. Get the Customer Id and name of those customers who have both account and loan
from the bank.
5. Get Branch Name of the branch having highest average balance amongst all branches.
 Lab 6 – Joins using multiple tables
To solve the below mentioned queries, please upload the employee_department script provided
by your faculty.

To understand the employees/departments database, please refer below mentioned table design

Exercise -1:
1. Create a cross-join that displays details of database tables.
2. Create a query that uses a natural join to join the database tables.

3. Create a query that uses an inner join to join the database table

4. Create a query that uses Left outer join ,Full outer join and right outer join to
join the database tables.
 Lab 7 – Restricting Data Using Group By Clause
Exercise -1:
1. Write SQL query that displays the total and average payments of all the credit orders.
2. Write SQL query that displays the total and average payments grouped by type of payment.
3. How many order dates are represented compared to the total number of orders?
4. How many customers and sales representative are represented compared to the total number of orders?
5. Write SQL query that displays the lowest and highest payments of all the orders.
 Lab 8 – Single Row Function
The following queries will be executed using DUAL table or employees database.

1. Using the three separate words “Oracle,” “Internet,” and “Academy,” use one command to
produce the following output:

2. Use the string “Oracle Internet Academy” to produce the following output:

3. What is the length of the string “Oracle Internet Academy”?

4. What’s the position of “I” in “Oracle Internet Academy”?

5. Starting with the string “Oracle Internet Academy”, pad the string to create
****Oracle****Internet****Academy****

6. Display Oracle database employee last_name and salary for employee_ids between 100 and
102. Include a third column that divides each salary by 1.55 and rounds the result to two
decimal places.

7. Display employee last_name and salary for those employees who work in department 80.
Give each of them a raise of 5.333% and truncate the result to two decimal places.
 Lab 9 – Implementation of Views & Indexing
For a given set of relation tables perform the following

1) Creating Views (with and without check option),

2) Dropping views,
3) Selecting from a view
 Lab 10 – Implementation of Procedures/Functions/Triggers/Cursors

1) To write a TRIGGER to ensure that any table like DEPT TABLE does not contain duplicate of null values
in any column say DEPTNO column.
2) Creating Procedures and Functions.
3) When using FOR LOOP you need not declare a record or variables to store the cursor values, need not
open, fetch and close the cursor. These functions are accomplished by the FOR LOOP automatically.