Writing MySQL Programs Using C

Pam Ehly

Description

• mémoire
• exposé - matière potentielle : processing code to the skeleton
• exposé - matière potentielle : execution
• exposé
• exposé - matière potentielle : to the server
• expression écrite

6 Writing MySQL Programs Using C MYSQL PROVIDES A CLIENT LIBRARY written in the C programming language that you can use to write client programs that access MySQL databases.This library defines an application programming interface that includes the following facilities: n Connection management routines that establish and terminate a session with a server. n Routines that construct SQL statements, send them to the server, and process the results. n Status-checking and error-reporting functions for determining the exact reason for an error when an API call fails.

• unix socket file con- nection
• client library
• null
• mysql
• command-line
• command line
• command- line
• server
• error
• name
• program

Sujets

• Mémoire
• Exécution
• Exposé
• Server
• Program
• Library
• Client
• Command

Informations

• Publié par: seyn
• Nombre de lectures: 17
• Langue: English

Extrait

Model Lesson Template Virginia - ITRT (ADAPTED FROM THE NTTI MEDIA-RICH LESSON TEMPLATE) Team Member Names: Judy Rood, Paula CulverDickinson, and Jenine Pendleton Lesson Title: Are You Jumping to Conclusions? Subject Matter: Science Grade Levels: Grades 58 Time Allotment: Two 45minute periods Overview: This lesson teaches the main steps in the scientific method. The lesson includes a PowerPoint presentation on observations and inferences, a Brainpop video on scientific problem solving, and a lab activity to demonstrate experimentation and conclusions. Standards SOL 5.1b SOL 6.1e,g,h,i SOL LS.1b,f SOL PS.1g,h SOL ES.1b,d SOL BIO.1c,i SOL CH.1d,e SOL PH.1h Learning Objectives: Students will understand the steps in the scientific method. Students will make observations and inferences. Students will use probeware to collect data. Students will analyze graphs to draw conclusions.

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Technology Components: •“Scientific Problem Solving”. December 5, 2005http://www.brainpop.com/ •CBL/LabPro and 2 Temperature Probes •Desktop or Laptop Computer with PowerPoint software •LoggerPro software OR TI83 or higher graphing calculator with PHYSICS program •Multimedia Projector Materials: (per group) •50mL graduated cylinder •Styrofoam cup •250mL beaker •Cold water •Warm water •Stirrer Prep for Teachers: • DownloadObservations and Inferences.ppt • Copy one Are You Jumping to Conclusions? Worksheet – 1 for each student •Bookmark Brainpop video •Load PHYSICS program for calculators if necessary •Download and make copies of lab – 1 per student or collaborative team http://galileo.phys.virginia.edu/Education/outreach/8thgradesol/WarmCold.htm Day 1 Introductory/Learning Activity •Lead students through Observations and Inferences PowerPoint presentation. (prompting questions are included in PowerPoint) •Students will complete worksheet during the presentation. Day 2 Introductory Activity •As a means of reviewing Day 1 content and introducing Day 2 content, show Brainpop video on scientific problem solving •Students can (as a class or at individual computers) complete the pop quiz that follows the video. Culminating Activities •Have students predict what will happen when equal amounts of warm and cold water are mixed. Have them predict what will happen when unequal amounts of warm and cold water are mixed. page 2

•Have students perform “Mixing Warm and Cold Water” lab activity and complete the lab sheet provided. •Have students repeat the process varying the proportions of warm and cold water. •Have students draw conclusions and prepare their obtained data with their predictions. Assessment •Worksheet accompanying PowerPoint presentation •Pop quiz after Brainpop video •Lab worksheet and conclusions Extensions http://www.sciencebuddies.org Step by step explanation including examples and free class handouts. http://www.allsciencefairprojects.com The scientific method defined as it relates to projects. http://www.ciese.org/collabprojs.html Collaborative projects for students from the Center for Innovation in Engineering and Science. http://sciencefairproject.virtualave.net/scientific_method.htm Clear explanation of scientific method. http://www.ipl.org/div/kidspace/projectguide/sci_method.html Directory of scientific method sites. http://biology.clc.uc.edu/courses/bio104/sci_meth.htm A teacher or student directed interactive site with examples that illustrate the steps in scientific method. http://www.google.com/Top/Science/Methods_and_Techniques/Scientific_ Method/ Google’s Directory of related sites for all ability levels. http://sciencespot.net/Pages/classgenlsn.html Teacher resource site for extension activities. http://www.ask.com/web?o=0&qsrc=6&q=Scientific+Method Ask Jeeves sites for understanding and exploring scientific method. http://www.hometrainingtools.com/articles/scientificmethodteachingtip.html page 3

A commercial site with explanations and products. http://school.discovery.com/sciencefaircentral/scifairstudio/handbook Handbook connected to Kathy Schrock’s Guide for Educators Page Adaptations High ability students can perform all activities independently. Mid and low ability students should be placed in 23 person collaborative learning teams. Thinkpairshare strategy can be used to help scaffold learning. The 30 second observations can be extended and PowerPoint can be stopped after slide 16 for students that require extra processing/writing time.

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Name________________________ Are You Jumping to Conclusions? Or Observation Based Inferences  We have been studying the nature of science and how scientists study the world around them. Your mission is to make some observations and then draw some conclusions based on those observations.  REMEMBER:  Observations  are facts we learn through our senses  are influenced by our past experiences  Inferences  are not directly observed but are based on our observations  may or may not be supported by new observations  more than one inference can be based on an observation 1.Let’s make an observation! Look at the slide and list your observations below. _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ 2.Now, let’s make an inference!– Using your observations, what sounds do you think you would hear if you were standing next to the actual scene, not looking at a picture of the scene? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ 3. Let’s make another observation of this scene.– Did your second observation cause you to change your thoughts about what you inferred you might hear? Yes_______ No_______

4. Let’s make another observation. – Do you still think you will hear the same sounds? Yes_______ No_______ 5.Let’s make one last observation. – Using those observations, what sounds do you infer you will hear? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ 6. What is the relationship between observations and inferences? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ 7. Sometimes scientists are able to observe only small parts of what they are studying. When this happens they must rely on past experience to help them fill in the “gaps” so they can understand. What do you see when you look at this slide? _____________________________________________________________ 8. Sometimes scientists have very little information. Observe this slide, fill in the gaps (in your mind) and make an inference. What would a scientist do to try and learn more about this slide? _____________________________________________________________ _____________________________________________________________ 9. With the added information, is the scientist able to make a better inference? Yes______ No______ Be prepared to discuss: What if the scientist made an inference and predictions, based on his observations and past experiences, but new observations proved the first inferences and predictions to be incorrect? Does this happen in science? What do scientists do when this happens?

University of Virginia Physics Department

Materials

Mixing Warm and Cold Water

A Physical Science Activity

CBL system TI-83 graphing calculator 2 Vernier temperature probes 50-mL graduated cylinder Styrofoam cup 250-mL beaker Cold water Warm water Stirrer

Procedure

Student Activity

1. Put your safety goggles on. NOTE: Goggles should be worn throughout the activity. 2. Plug in the first temperature probe into the first CBL input, and the second temperature probe into the second CBL input. 3. Run the Vernier program PHYSICS on the calculator. 4. Set up the calculator and CBL unit for two temperature probes, one in channel one and the other in channel two. 5. To setup the calculator for data collection: 1. Change the data collection speed by selecting COLLECT DATA from the main menu, then select TIME GRAPH from the data collection menu. 2. Enter 2 as the time between samples, in seconds 3. Enter 45 as the number of samples 4. Press enter, then select USE TIME SETUP to continue. 5. Select LIVE DISPLAY 6. Enter 0 as the minimum temperature (Ymin) 7. Enter 50 as the maximum temperature (Ymax) 8. Enter 5 as the temperature increment (Yscl) 6. Construct a calorimeter by placing a Styrofoam cup into a 250-mL beaker. 7. Measure 50 mL of cold water with a graduated cylinder and pour this into the calorimeter. Put probe 1 in the cold water. 8. Measure 50 mL of warm water using the graduated cylinder and leave this water in the cylinder. Put probe 2 into the graduated cylinder. 9. The probes must be in for at least 45 s to measure the correct temperature. When the probes have been in for that time, start data collection. 10. After the first few readings are made, pour the warm water into the Styrofoam cup also transferring the probe. Stir with stirrer until the data collection is complete. 11. Proceed to the graph displaying the curves by pressing ENTER. At SELECT GRAPH, choose option



3, BOTH to display probes 1 and 2 on the same graph. Press ENTER. Observe that they both converge on the same temperature, because the temperature in the Styrofoam cup at the end is at only one temperature. Find the maximum and minimum values that were found for Probe 1 and Probe 2 and record. Use the up and down arrows to move from the probe 1 graph to the probe 2 graph. 

Data Sheet



 Minimum Temperature (°C) Maximum Temperature (°C) Change in Temperature DT (°C)

Questions:

Cold Water (Probe 1)   

Hot Water (Probe 2)   

1. Calculate the heat gained by the cold water and the heat lost by the hot water by the equation: Q = DT * m * c where m = 50 g of water and c = 4.184 J/g°C for water.

2. Calculate the percent difference of the heat gain and the heat loss: % Difference = [((heat lost - heat gained)/ heat lost] * 100