Hi,
Here are the instructions:
A good Entity-Relationship diagram stands on its own as a means to
document the requirements for a database. Now it’s time for you to apply
your critical thinking skills to analyze examples of
Entity-Relationship diagrams.
For this activity, find or create an example of an ER Diagram (if you create one, do not use the Colonial Adventure Tours database). Next, write a 2-5 page paper, addressing the following:
- Describe the purpose of the database and define the purpose of each entity (please make sure there are at least 5 or more entities or the diagram will be too simplistic for analysis).
- Is the diagram in third normal form? If it is, justify your answer.
- If not, what changes are needed to put it in third normal form?
Refer to the Module Exercises Rubric for grading criteria.
Grading Rubic:
MGMT 392 6.2 Module Exercises Rubric
MGMT 392 6.2 Module Exercises Rubric
| Criteria |
Ratings |
Pts |
|
This criterion is linked to a Learning Outcome Identification and Analysis of the Main Issues/Problem
|
|
30.0 pts Excellent (A) (27-30) Identifies and understands all of the main issues in question. Insightful, and thorough analysis of all the issues.
|
26.0 pts Above-Average (B) (23-26) Identifies and understands most of the main issues in question. Thorough analysis of most of the issues.
|
22.0 pts Average (C) (19-22) Identifies and understands some of the issues in question. Superficial analysis of some of the issues in question.
|
18.0 pts Near-Failing (D) (15-18) Identifies and understands few of the issues in question. Incomplete analysis of the issues.
|
14.0 pts Failing (F) (0-14) Identifies and understands very little of the issues in question. No analysis of the issues.
|
|
30.0 pts
|
|
This criterion is linked to a Learning Outcome Answers to Questions
|
|
30.0 pts Excellent (A) (27-30) Answers to questions are clear throughout. Connection with class and study material goes well beyond the obvious connections among ideas; demonstrates insight and original thinking.
|
26.0 pts Above-Average (B) (23-26) Answers to questions present some irrelevant information on topic etc., but very little; treatment goes beyond obvious connections with class and study material.
|
22.0 pts Average (C) (19-22) Answers to questions are vague in places; some irrelevant or distracting information.
|
18.0 pts Near-Failing (D) (15-18) Answers to questions are unclear and/or confusing. Treatment is very superficial; paper may be well written but says nothing.
|
14.0 pts Failing (F) (0-14) Does not address the questions. Treatment is very superficial and says very little.
|
|
30.0 pts
|
|
This criterion is linked to a Learning Outcome Strategy Choice and Justification
|
|
25.0 pts Excellent (A) (21-25) An appropriate, reasonable strategy is selected and successfully developed. Content knowledge is used correctly.
|
20.0 pts Above-Average (B) (17-20) An appropriate, reasonable strategy is selected and moderately developed. Content knowledge used appropriately, with minor computation errors.
|
16.0 pts Average (C) (13-16) An appropriate, reasonable strategy is selected, but minimally developed. Uses content knowledge with conceptual errors.
|
12.0 pts Near-Failing (D) (10-12) There is an attempt to solve the problem. Barely any strategy is applied that could lead to an answer. Rarely uses content knowledge.
|
9.0 pts Failing (F) (0-9) There is no attempt to solve the problem. No strategy is applied that could lead to an answer. Uses no content knowledge.
|
|
25.0 pts
|
|
This criterion is linked to a Learning Outcome Communication, Style and Mechanics
|
|
15.0 pts Excellent (A) (13-15) Solution is presented in a clear and orderly manner so the reader can follow the flow of the solution and final answer.
|
12.0 pts Above-Average (B) (11-12) Solution is presented appropriately, but may contain a minor error. Reader can follow most of the steps in the solution and final answer.
|
10.0 pts Average (C) (9-10) Solution is presented appropriately, but contains conceptual errors. Solution is presented in an unclear manner. Scorer has difficulty following the sequence of steps.
|
8.0 pts Near-Failing (D) (7-8) Presents the problem in an unclear manner, steps are missing or out of sequence. Scorer cannot determine a sequence of steps.
|
6.0 pts Failing (F) (0-6) Does not present the problem in a manner that can be deciphered. Misuse of words throughout. Awkward sentences throughout. Difficult to attach a thought process. Poorly punctuated, misspelled words, grammatically abusive.
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15.0 pts
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Total Points: 100.0
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