Please help with this assignment - Project Scheduling Assignment 004
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Assignment4_ProjectScheduling.docxASSIGNMENT 04
Project Scheduling
Directions: Be sure to save an electronic copy of your answer before submitting it for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English, spelling, and grammar. Sources must be cited in APA format. Your response should be four (4) double‐spaced pages; refer to the “Format Requirementsʺ page for specific format requirements.
1. Briefly describe bar charts and precedence diagrams. Is it easier to add activities to the schedule when using bar charts or precedence diagrams? Provide two (2) supporting facts to justify your position.
2. Describe two (2) examples of different types of constraints that might have an adverse impact on a scheduling network.
3. Describe one (1) example of a procurement activity that might be a valuable inclusion in a network. Conversely, describe one (1) example of a procurement activity that has little merit for inclusion in a network.
Grading Rubric
Please refer to the rubric on the next page for the grading criteria for this assignment.
CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable
10 points 8 points 5 points 2 points
Student provides a clear,
logical description of bar
charts and precedence
diagrams.
Student provides a mostly
clear, logical description of
bar charts and precedence
diagrams.
Student provides a partially
clear, logical description of
bar charts and precedence
diagrams.
Student provides a weak or
unclear description of bar
charts and/or precedence
diagrams.
15 points 12 points 8 points 5 points
Student provides a clear,
logical description of
whether it is easier to add
activities to the schedule
when using bar charts or
precedence diagrams, along
with at least 2 clear, logical
supporting facts.
Student provides a mostly
clear, logical description of
whether it is easier to add
activities to the schedule
when using bar charts or
precedence diagrams, along
with at least 2 mostly clear,
logical supporting facts.
Student provides a partially
clear, logical description of
whether it is easier to add
activities to the schedule
when using bar charts or
precedence diagrams, along
with at least 1 partially clear,
logical supporting fact.
Student provides a weak or
unclear description of
whether it is easier to add
activities to the schedule
when using bar charts or
precedence diagrams, along
with at least 1 weak or
unclear supporting fact.
20 points15 points10 points5 points
Student provides a clear,
logical description of at least
2 examples of different types
of constraints that might
have an adverse impact on a
scheduling network.
Student provides a mostly
clear, logical description of at
least 2 examples of different
types of constraints that
might have an adverse
impact on a scheduling
network.
Student provides a partially
clear, logical description of at
least 1 example of different
types of constraints that
might have an adverse
impact on a scheduling
network.
Student provides a weak or
unclear description of at
least 1 example of different
types of constraints that
might have an adverse
impact on a scheduling
network.
15 points 12 points 8 points 5 points
Student provides a clear,
logical description of at least
1 example of a procurement
activity that might be a
valuable inclusion in a
network.
Student provides a mostly
clear, logical description of at
least 1 example of a
procurement activity that
might be a valuable inclusion
in a network.
Student provides a partially
clear, logical description of at
least 1 example of a
procurement activity that
might be a valuable inclusion
in a network.
Student provides a weak or
unclear description of at
least 1 example of a
procurement activity that
might be a valuable inclusion
in a network.
15 points 12 points 8 points 5 points
Student provides a clear,
logical description of at least
1 example of a procurement
activity that has little merit
for inclusion in a network.
Student provides a mostly
clear, logical description of at
least 1 example of a
procurement activity that has
little merit for inclusion in a
network.
Student provides a partially
clear, logical description of at
least 1 example of a
procurement activity that has
little merit for inclusion in a
network.
Student provides a weak or
unclear description of at
least 1 example of a
procurement activity that has
little merit for inclusion in a
network.
10 points 8 points 5 points 2 points
Student does not make any
errors in grammar or spelling,
especially those that distract
the reader from the content.
Student makes 1-2 errors in
grammar or spelling that
distract the reader from the
content.
Student makes 3-4 errors in
grammar or spelling that
distract the reader from the
content.
Student makes more than 4
errors in grammar or spelling
that distract the reader from
the content.
15 points 12 points 8 points 5 points
The paper is written in
proper APA and
organizational format. All
sources used for quotes and
facts are credible and cited
correctly. Excellent
organization, including a
variety of thoughtful
transitions.
The paper is written in
proper format with only 1-2
errors. All sources used for
quotes and facts are credible,
and most are cited correctly.
Adequate organization
includes a variety of
appropriate transitions.
The paper is written in
proper format with only 3-5
errors. Most sources used for
quotes and facts are credible
and cited correctly. Essay is
poorly organized, but may
include a few effective
transitions.
The paper is not written in
proper format. Many sources
used for quotes and facts are
less than credible (suspect)
and/or are not cited
correctly. Essay is
disorganized and does not
include effective transitions.
Procurement Activity -
Little Merit (15 Points)
Procurement Activity -
Valuable (15 Points)
Format - APA Format,
Citations,
Organization,
Transitions (15 Points)
Bar Charts and
Precedence Diagrams -
Description (10 Points)
Mechanics (10 Points)
Ease of Adding
Activities (15 Points)
Constraints (20 points)
