Database Schema Assignemnt: Candidate Keys (Primary Keys)

Max Points: 60
Details:
Design a database schema for the proposed Database Design Proposal in Module 1.
Identify and list all relevant entities and their relationships:
1) Select no less than five entities.
2) Provide a diagram.
3) Map this to a database schema.
4) Provide a data dictionary for all entity attributes.
Focus on one or two areas of your design that seemed especially difficult to develop and provide a brief assessment of the difficulty you encountered in modeling or mapping to the schema. In addition, provide the rationale for the design chosen, its limitations, and its possible extensions.
Tip: If you do not have access to ER modeling software or a diagramming tool like Visio or OmniGraffle, you can simply create diagrams in a presentation tool like PowerPoint. This is an essential skill which is used in the field.
APA format is not required, but solid academic writing is expected.
This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.
This assignment will be utilized again in Topic 4 and 5. Prior to Topic 4, review any feedback provided to you by the instructor.
Database Schema
 
1
Unsatisfactory
0.00%
2
Less Than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
100.0 %
Module 2 Rubric: Database Schema
 
30.0 %
Identification of Relevant Entities and Their Relationships in the schema
Includes little knowledge about the topic. Subject knowledge is not evident.
Includes little knowledge about the topic with few supporting details and examples. Little subject knowledge is evident.
Includes knowledge about the topic with supporting details and examples. Some subject knowledge is evident.
Includes essential knowledge about the topic with supporting details and examples.
Covers topic in-depth with extensive details and examples.
30.0 %
Assessment
Description and assessment of the criteria are not outlined or outlined poorly. Fails to formulate clear possibilities for change.
Minimally outlines the rationale for the design chosen and lists limitations and possible extensions. Ignores or superficially assesses areas of difficulty. Draws unwarranted or fallacious conclusions. Formulates vague and indecisive solutions.
Outlines the rationale for the design chosen, its limitations, and possible extensions. A surface level assessment of the areas of difficulty is offered. Expresses possible solutions. Minimal detail is used.
Describes the rationale for the design chosen, its limitations, and possible extensions Assessment is direct, competent, and appropriate of the areas of difficulty. Formulates possible process changes or solutions. Some details are present.
Describes in-depth the rationale for the design chosen, its limitations, and possible extensions Thoughtfully assesses and evaluates areas of difficulty. Draws warranted, judicious, nonfallacious conclusions. Formulates clear and precise process changes or solutions. Details and examples are present throughout.
20.0 %
Research
No outside sources were used to support the assignment.
Few outside sources were used to support the assignment. Limited research is apparent.
Research is adequate. Sources are standard in relevance, quality of outside sources, and/or timeliness.
Research is timely and relevant, and addresses all of the issues stated in the assignment criteria.
Research is supportive of the rationale presented. Sources are distinctive. Addresses all of the issues stated in the assignment criteria.
10.0 %
Language Use and Audience Awareness (includes sentence construction, word choice, etc.)
Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of "primer prose" indicates writer either does not apply figures of speech or uses them inappropriately.
Some distracting inconsistencies in language choice (register) and/or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately.
Language is appropriate to the targeted audience for the most part.
The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly.
The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.
10.0 %
Mechanics of Writing (includes spelling, punctuation, grammar, and language use)
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are employed.
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present.
Some mechanical errors or typos are present, but are not overly distracting to the reader. Audience-appropriate language is employed.
Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of sentence structures and effective figures of speech.
The writer is clearly in command of standard, written academic English.
100 %
Total Weightage