1. Read the following case study, which describes the data requirements of exams scheduling.

There are many classrooms at university. Each classroom has a room no and a capacity. Each classroom is located only one building. Each building has building no and name. Buildings have many classrooms. There are many courses offered. Each course has a course code and title. Lectures of courses has been assigned to one or more class rooms and there may be many lectures in each classrooms at different days and time.  Exams of a course may be scheduled in many classrooms and in each classrooms; there may be many exams at different dates and times. There are many employees working at each building. Each employee may work at many buildings. One of employees is administrator in one building. Each employee has first name, last name and salary.  

(a) Identify the main entity types in given scenario.

(b) Identify the main relationship types between the entity types described in (a) and represent each relationship as an ER diagram.

(c) Determine the multiplicity constraints for each relationships described in (b). Represent the multiplicity for each relationship in the ER diagrams created in (b).

(d) Identify attributes and associate them with entity or relationship types. Represent each attribute in the ER diagrams created in (c).

(e) Determine candidate and primary key attributes for each (strong) entity type.

(f) Using your answers (a) to (e) attempt to represent the data requirements of the exam scheduling as a single ER diagram using Dia tool or hand draw. State any assumptions necessary to support your design.

2:                                                                                                       

Consider whether it is appropriate to introduce the enhanced concepts of specialization/generalization, aggregation, and/or composition into the ER model for the case study described in part 1 of question 1 . 

• If appropriate, redraw the ER diagram as an EER diagram with the additional enhanced concepts.