BIS 245 Week 4 Lab – ER Diagram

BIS 245 Week 4 Lab – ER Diagram

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A. Lab # : BSBA BIS 245A-4A

B. Lab 4A of 7: Database design based on data requirements and business rules focusing on interpreting business rules to determine relationships.

C. Lab Overview –Scenario/Summary

TCO(s):

1. Given a business situation in which managers require information from a database, determine, analyze and classify that information so that reports can be designed to meet the requirements.

2. Given a situation containing entities, business rules, and data requirements, create the conceptual model of the database using a database modeling tool.

Scenario:

You have been asked to create a database model using MS Visio Database Model Diagram Template. The purpose of this lab is to provide experience designing, with limited instructions, a simple database based on a list of data requirements and associated business rules.

Upon completing this lab, you will be able to

1. create a new Visio file for database design; and

2. using the data requirements and the business rules provided, develop a conceptual model (ERD), including attribute data types and required field lengths.

D. Deliverables

Section

Deliverable

Points

Step 6

YourNameLab4A.vsd (Visio Diagram)

E. Lab Steps

Preparation

1. Using Citrix for MS Visio and/or MS Access

a. If you are using the Citrix remote lab, follow the login instructions located in the iLab tab in Course Home.

2. Start Visio

a. Open Microsoft Office 2010, Visio application, or

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b. if you are using Citrix, click on Microsoft Office 2010 Applications folder to start Visio.

Lab:

Step 1: Identify and create the entities

a. Open a new blank Database Model Diagram. If you need assitance with this, refer to the Week 1 Lab Instructions. Be sure that all options are set consistent to those used in previous weeks so that you generate your model in Crows Foot notation.

b. Save the file as YourName_Lab4A.vsd.

c. Based on the information provided below, create the necessary entities for the Catering by Caren database. If you need assistance to create the entities, refer to Labs from Weeks 1 and 2.

Catering by Caren

Catering by Caren is an upscale catering company focusing on full, four-course gourmet dinners for groups from two to forty. Owner/chef James Caren is wonderful in the kitchen, but has become overwhelmed with the business side of running his rapidly growing operation. You have been hired as his business manager, and you’ve decided to computerize information on the engagements.

Chef Caren is excited about this project and has provided you with the following information. He doesn’t know databases nearly as well as he knows haute cuisine, so the data requirements are not well-organized, nor is data in its smallest parts. He has noted whether the menu items are appetizers, salads, main courses, or desserts. He has also provided a list of the information he keeps on each customer and each booking.

Read Also:BUS 330 Week 1 DQ 2Products and Services

By talking with Chef Caren, you feel you have enough information on the company’s business rules to understand the relationships between the data. Chef Caren is particularly concerned that you capture the exact requirements for the menu for each engagement. For instance, if 20 people are to be served, he wants to know how many want the vegetarian main course, the Kosher meals, and so forth.

At this point, you are going to use the following information to put together an entity relationship diagram that you will then use with Chef Caren to verify that you have accurately captured the requirements.

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Customers

Name

Phone

Address

E-mail Address

Approved for credit or not

Engagements

Date

Time

Location

Menu

Number of Attendees

Special Diet Plates

Assistant Chef Assigned

Employees Assigned

Payment Method (AmEx, Visa, MasterCard, Check, Cash, Bill)

Deposit Amount

Deposit Paid Date

Total Charges

BalancePaidDate

MenuItems

ItemName

Description

Classification (Appetizer, Salad, Main Course, Dessert)

Special Diet Item (Kosher, Vegetarian)

Employees

Name

Position

NOTE: You may find it helpful to consider the business rules in Step 4 in creating your entities.

Step 2: Identify and create attributes (fields)

NOTE: Because you are creating your diagram in Visio, it will be easier to create the attributes prior to the relationships.

a. Refer to the data requirements from Step 1 of this lab. Ifyouhavenotalready

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created the attributes (fields) in your ERD, add them at this time.

b. Save your file and continue to Step 3.

Step 3: Identify and designate the keys

a. Detemine whether an attribute exists in each table that will satisfy the requirements of a primary key. If no appropriate field exists, create a field for this purpose.

b. Check the Primary Key property for the field(s) in each table using the Visio column properties.

Step 4: Identify the relationships

a. Using the information below on the business rules for Catering by Caren, create the relationships between the entities created in Steps 1 and 2.

b. Notice that, where Many-to-Many relationships exist, you will need to create associative entities. If you are not sure of the process to create relationships in Visio, refer to the Labs for Weeks 1 and 2. You created an associative entity in Week 2.

c. For any associative entities created, enter necessary fields. You may also need to designate or create a primary key. NOTE: If the relationship is mandatory (must have at least one…) you will go to the relationship Miscellaneous property and change it from Zero to Many to One to Many.

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ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.

Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.

One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.

I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.

In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.

Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).

Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).

Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.

I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.

As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.

It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.

Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.

Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?

Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.

Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.

If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.

I do not accept assignments that are two or more weeks late unless we have worked out an extension.

As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:

Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.

Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

 

 

 

Name:  Assignment Rubric

		Excellent	Good	Fair	Poor
Summarize your interpretation of the frequency data provided in the output for respondent’s age, highest school grade completed, and family income from prior month.		32 (32%) – 35 (35%)  The response accurately and clearly explains, in detail, a summary of the frequency distributions for the variables presented. The response accurately and clearly explains, in detail, the number of times the value occurs in the data. The response accurately and clearly explains, in detail, the appearance of the data, the range of data values, and an explanation of extreme values in describing intervals that sufficiently provides an analysis that fully supports the categorization of each variable value. The response includes relevant, specific, and appropriate examples that fully support the explanations provided for each of the areas described.	28 (28%) – 31 (31%)  The response accurately summarizes the frequency distributions for the variables presented. The response accurately explains the number of times the value occurs in the data. The response accurately explains the appearance of the data, the range of data values, and explains extreme values in describing intervals that provides an analysis which supports the categorization of each variable value. The response includes relevant, specific, and accurate examples that support the explanations provided for each of the areas described.	25 (25%) – 27 (27%)  The response inaccurately or vaguely summarizes the frequency distributions for the variables presented. The response inaccurately or vaguely explains the number of times the value occurs in the data. The response inaccurately or vaguely explains the appearance of the data, the range of data values, and inaccurately or vaguely explains extreme values. An analysis that may support the categorization of each variable value is inaccurate or vague. The response includes inaccurate and irrelevant examples that may support the explanations provided for each of the areas described.	0 (0%) – 24 (24%)  The response inaccurately and vaguely summarizes the frequency distributions for the variables presented, or it is missing. The response inaccurately and vaguely explains the number of times the value occurs in the data, or it is missing. The response inaccurately and vaguely explains the appearance of the data, the range of data values, and an explanation of extreme values, or it is missing. An analysis that does not support the categorization of each variable values is provided, or it is missing. The response includes inaccurate and vague examples that do not support the explanations provided for each of the areas described, or it is missing.
Summarize your interpretation of the descriptive statistics provided in the output for respondent’s age, highest school grade completed, race and ethnicity, currently employed, and family income from prior month.		45 (45%) – 50 (50%)  The response accurately and clearly summarizes in detail the interpretation of the descriptive statistics provided. The response accurately and clearly evaluates in detail each of the variables presented, including an accurate and complete description of the sample size, the mean, the median, standard deviation, and the size and spread of the data.	40 (40%) – 44 (44%)  The response accurately summarizes the interpretation of the descriptive statistics provided. The response accurately explains evaluates each of the variables presented, including an accurate description of the sample size, the mean, the median, standard deviation, and the size and spread of the data.	35 (35%) – 39 (39%)  The response inaccurately or vaguely summarizes the interpretation of the descriptive statistics provided. The response inaccurately or vaguely evaluates each of the variables presented, including an inaccurate or vague description of the sample size, the mean, the median, the standard deviation, and the size and spread of the data.	0 (0%) – 34 (34%)  The response inaccurately and vaguely summarizes the interpretation of the descriptive statistics provided, or it is missing. The response inaccurately and vaguely evaluates each of the variables presented, including an inaccurate and vague description of the sample size, the mean, the median, the standard deviation, and the size and spread of the data, or it is missing.
Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.		5 (5%) – 5 (5%)  Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.	4 (4%) – 4 (4%)  Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.	3 (3%) – 3 (3%)  Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment is vague or off topic.	0 (0%) – 2 (2%)  Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion was provided.
Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation		5 (5%) – 5 (5%)  Uses correct grammar, spelling, and punctuation with no errors.	4 (4%) – 4 (4%)  Contains a few (1 or 2) grammar, spelling, and punctuation errors.	3 (3%) – 3 (3%)  Contains several (3 or 4) grammar, spelling, and punctuation errors.	0 (0%) – 2 (2%)  Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list.		5 (5%) – 5 (5%)  Uses correct APA format with no errors.	4 (4%) – 4 (4%)  Contains a few (1 or 2) APA format errors.	3 (3%) – 3 (3%)  Contains several (3 or 4) APA format errors.	0 (0%) – 2 (2%)  Contains many (≥ 5) APA format errors.
	Total Points: 100

Name:  Assignment Rubric