Data Structures
The below needs to be completed.
One of the challenges in programs is to store data in a structure that allows fast and efficient searching. Hash tables provide this type of performance by storing data in buckets based on a value called a hash key. The bucket containing a specific data entry is identified by a hash key, which is generated by a hash function. Finding a data entry is then a simple matter of taking a hash key, determining which hash table bucket contains that key value, and then sequentially searching a relatively small linked list in the appropriate hash table bucket. Think of the entire hash table as a list full of small linked lists that are each identified by a value calculated by a hash function that takes a key value as input and returns a bucket identifier.
For this assignment, you will complete the following:
- Create a flowchart to demonstrate the operation of a hash structure. This flowchart should include operations to insert and remove entries in the hash structure.
- Create a flowchart to demonstrate the operation of the hash function (the hash key generator).
- Write a complete Java program to implement a hash table data structure for String data.
- Your program should demonstrate insertion and removal of data.
- A linked list must be used in the hash buckets to resolve duplicate data collisions.
- Note: You may not use the Java HashTable or HashMap or other similar built-in Java data structures for your solution. The intention of this assignment is for you to demonstrate your ability to write the code for your own hash table functionality.
- Submit your flowcharts and Java source code in a single MS Word document for grading.
For assistance with your assignment, please use your text, Web resources, and all course materials.
Grading Rubric
| Project Criteria | Exceeds: 90%–100% | Very Good: 80%–89% | Meets: 70%–79% | Needs Improvement: Below 70% |
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Content |
Response covers all topics indicated in the assignment and adds additional content. | Response covers most topics indicated in the assignment. | Response covers many of the topics indicated in the assignment. | Response covers none to some of the topics indicated in the assignment. |
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Effective Communication |
Demonstrates outstanding or exemplary application of written, visual, or oral skills. Demonstrates outstanding expression of topic, main idea, and purpose. Audience is addressed appropriately. Language clearly and effectively communicates ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are minimal. Organization is clear. Format is consistently appropriate to assignment. Presentation and delivery are confident and persuasive (where applicable). The writing was of collegiate level with no errors in spelling or grammar. | Demonstrates very good written, visual, or oral skills. Demonstrates sound expression of topic, main idea, and purpose. Audience is usually addressed appropriately. Language does not interfere with the communication of ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are present, but do not distract from the message. Organization is apparent and mostly clear. Format is appropriate to assignment, but not entirely consistent. The writing was of collegiate level with two or less errors in spelling or grammar. | Demonstrates acceptable written, visual, or oral skills. Demonstrates reasonable expression of topic, main idea, and purpose. Sometimes, audience is addressed appropriately. Language does not interfere with the communication of ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are present and may distract from the message. Organization is a bit unclear. Format is inconsistent. The writing was of collegiate level with several errors in spelling or grammar. | Demonstrates inadequate or partially proficient application of written, visual, or oral skills. Demonstrates inadequate or partial expression of topic, main idea, and purpose. Audience is often not addressed appropriately. Language often impedes the communication of ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are frequent and often distract from meaning or presentation. Organization is inadequate, confusing, and distracting. The format is inadequate and obscures meaning. The writing was less than collegiate level with numerous errors in spelling or grammar. |
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Supporting Analysis |
Analysis exceeds minimum requirements. Sources are used to support analysis, are appropriate, and are properly referenced. | Basic analysis provided to support assertions. Sources are cited, appropriate, and properly referenced. | Limited analysis provided to support assertions. Some sources are cited, appropriate, and properly referenced. | No or inaccurate analysis, no sources are cited when needed, analysis and/or sources are not appropriate. When sources are used, they are not properly referenced. |
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