Question 1. | Question : | (TCO 5) Conceptual data modeling is typically done in parallel with other requirements analysis and structuring steps during |
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| Student Answer: | | systems planning and selection. |
| | | systems design. |
| | | systems analysis. |
| | | systems implementation and operation. |
| | | systems evaluation. |
| Instructor Explanation: | Chapter 7, page 190 |
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| Points Received: | 3 of 3 |
| Comments: | |
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Question 2. | Question : | (TCO 5) On an entity-relationship diagram, a rectangle represents a(n) |
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| Student Answer: | | data flow. |
| | | entity. |
| | | multivalued attribute. |
| | | repeating group. |
| | | relationship. |
| Instructor Explanation: | Chapter 7, page 197 |
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| Points Received: | 3 of 3 |
| Comments: | |
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Question 3. | Question : | (TCO 5) Vehicle identification number, color, weight, and horsepower best exemplify |
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| Student Answer: | | entities. |
| | | entity types. |
| | | data markers. |
| | | identifiers. |
| | | attributes. |
| Instructor Explanation: | Chapter 7, page 199 |
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| Points Received: | 3 of 3 |
| Comments: | |
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Question 4. | Question : | (TCO 5) An attribute that can have more than one value for each entity instance is referred to as |
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| Student Answer: | | gerund. |
| | | a multivalued attribute. |
| | | a nonexclusive attribute. |
| | | a data replica. |
| | | None of the above |
| Instructor Explanation: | Chapter 7, page 200 |
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| Points Received: | 3 of 3 |
| Comments: | |
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Question 5. | Question : | (TCO 5) The number of entity types that participate in a relationship refers to |
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| Student Answer: | | cardinality. |
| | | association. |
| | | count. |
| | | degree. |
| | | normalization. |
| Instructor Explanation: | Chapter 7, page 202 |
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| Points Received: | 3 of 3 |
| Comments: | |
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Question 6. | Question : | (TCO 5) A simultaneous relationship among instances of three entity types is a |
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| Student Answer: | | unary relationship. |
| | | binary relationship. |
| | | ternary relationship. |
| | | multiple occurrence. |
| | | recursive join. |
| Instructor Explanation: | Chapter 7, page 203 |
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| Points Received: | 3 of 3 |
| Comments: | |
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Question 7. | Question : | (TCO 5) A relationship that the data modeler chooses to model as an entity type best defines |
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| Student Answer: | | recursive relationship. |
| | | associative entity. |
| | | domain. |
| | | complex relationship. |
| | | complex entity. |
| Instructor Explanation: | Chapter 7, page 204 |
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| Points Received: | 3 of 3 |
| Comments: | |
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Question 8. | Question : | (TCO 6) During which of the following steps will you bring the current phase to a close, prepare a report and presentation to management concerning continuation of the project, and get ready to move the project into design? |
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| Student Answer: | | Designing the human interface |
| | | Requirements determination |
| | | Project initiation and planning |
| | | Alternative generation and selection |
| | | Requirements structuring |
| Instructor Explanation: | Chapter 7, page 216 |
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| Points Received: | 3 of 3 |
| Comments: | |
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Question 9. | Question : | (TCO 6) Which of the following is a true statement regarding midrange alternatives? |
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| Student Answer: | | Midrange alternative design strategies often do not involve computer technology; instead they focus on making paper flows more efficient or reducing redundancies in current processes. |
| | | Midrange alternative design strategies represent compromise solutions. |
| | | Functionality is the primary focus of midrange alternative design strategies. |
| | | Midrange alternative design strategies provide all the required functionality users demand with a system that is minimally different from the current system. |
| | | Midrange alternative design strategies provide all the desired features using advanced technologies that often allow the system to expand to meet future requirements. |
| Instructor Explanation: | Chapter 7, page 214 |
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| Points Received: | 3 of 3 |
| Comments: | |
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Question 10. | Question : | (TCO 6) A good number of alternatives to generate is |
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| Student Answer: | | three. |
| | | two. |
| | | four. |
| | | five. |
| | | seven. |
| Instructor Explanation: | Chapter 7, page 214 |
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| Points Received: | 3 of 3 |
| Comments: | |
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