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Systems Analysis and Design. Opening slide. Harry J. Rosenblatt College of the Albemarle. Welcome. Introductions About me About you About the course Nine instructional units – four today and five tomorrow

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Opening slide

Systems Analysis and Design

Opening slide

Harry J. Rosenblatt College of the Albemarle


Opening slide

Welcome

  • Introductions

    • About me

    • About you

  • About the course

    • Nine instructional units – four today and five tomorrow

    • Each unit reviews terms and concepts, and has hands-on tasks

    • Participants will see systems analysis from a student’s viewpoint



Opening slide

Welcome

  • Some Thoughts …

  • Systems analysis is similar to finding the ideal spouse. Methods and procedures might change over time, but the main goals remain the same.

  • You cannot teach students to be systems analysts in a semester.

  • You can teach students basic systems analysis concepts and transferable skills that will help them succeed in the workplace.


Opening slide

Welcome

  • Workplace Success Skills

  • IT literacy and basic SAD concepts

  • Communications skills, oral and written

  • Logic, problem-solving, and critical-thinking skills

  • Basic financial analysis skills

  • Ethics awareness

  • Ability to work in teams

  • Business savvy

  • Exposure to various systems development methods, from traditional to agile, because one size does not fit all


Opening slide

Welcome

  • Before we begin …

  • Set up teams

  • View a presentation that describes the new book

  • Hold initial team meetings and work on tasks


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Initial Team Tasks

  • Pretend that your team is a small IT consulting firm

  • Get to know your team members

  • Choose a name for your firm and create a letterhead with a slogan and a logo, using MS Word




Opening slide

FIGURE 2-3

In the strategic planning process, a company’s

purpose, vision, and values shape its mission statement, which

in turn leads to goals, objectives, business operations, and

business results that affect company stakeholders.


Opening slide

Unit 1 Tasks

  • Visit the SCR site and explore the SCR home page and public links. Does it seem realistic? Is it user-friendly? Would you like to work for this company?

    • www.scsite.com/sad8e/scr or www.scsite.com/sad8e/scr/internet

    • Read Discussion Topic 3 on page 37. How would you answer?

    • Create a mission statement for your team.

    • Review the four types of feasibility on pages 64-66. Which type would be the easiest to assess? Which would be the most difficult?



Opening slide

Unit 2 Tasks

  • The CEO of your firm wants to know if the company should adopt a formal ethics policy and require employees to commit to it in writing. Does your team agree with that suggestion? Why or why not?

  • Analyze the ethics case on page 122. What would your team say to Stephanie? Report back at 8:00 am tomorrow.

  • Provide an example of an ethical issue that a team member encountered – what was it, and what was the outcome?



Opening slide

Readability Examples

Sample Answer to Project 3 on page 631

Sample Answer to the Ethical Question example in Unit 3

Prescription Drug Label

Gettysburg Address

Jane's Run


Opening slide

Unit 3 Tasks

  • Write a short paragraph (3 or 4 sentences) to describe the basic concept of bandwidth. You can use an analogy if that helps. The readability goals is 10th Grade level or lower.

  • Read about the three types of interview questions on page 156. Submit an example of each type.

  • Your school wants to know how users like the student registration system. Review the guidelines and sample on pages 162-163. Design a one-page questionnaire to gather the data.






Opening slide

Here’s a Tutorial That Might Help …


Opening slide

Unit 4 Tasks

Read Case in Point 3.3 on page 103 and answer the questions in the final paragraph. Explain your reasons.

Study the Lightfoot Industries case on page 129. Then prepare a task list similar to Figure 3-17 on page 110. Using the task list, create a PERT chart. Use sticky notes to show task durations and the critical path. Sample answer (handout).


Opening slide

Unit 4 Sample Answers

1. Prepare a list showing all tasks and their durations.

Contact participants 1 day

Obtain approval 5 days

Arrange meeting room 4 days

Prepare agenda 11 days

Prepare information packets 4 days

Create visual aids 8 days

E-mail participants 1 day

Conduct JAD sessions 5 days


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Unit 4 Sample Answers

2. Analyze the fact situation carefully to determine which tasks are concurrent, and which ones are dependent on other tasks.



Opening slide

Unit 4 Sample Answers

  • Additional handout: Countrywide Construction (page 128)

  • Good example of building construction task sequence.

  • Has a “sleeper” task that occurs early in the project, has a long duration, and is a predecessor task for the project’s final task.




Opening slide

Sequence Structure

Selection Structure

Iteration Structure


Opening slide

  • Now Follow the Steps on page 224 to Create the Table:


Opening slide

  • Now Follow the Steps on page 224 to Create the Table:

Place the name of the process in a heading at the top left.

Enter the conditions under the heading, with one condition per line, to represent the customer status and availability of products.

Enter all potential combinations of Y/N (for yes and no) for the conditions.

Place an X in the action entries area for each rule to indicate whether to accept or reject the order.


Opening slide


Opening slide

  • Now the Table Has Eight Possible Rules Instead of Four


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Opening slide

Unit 6 Tasks

Data and Process Modeling tasks

Study Figure 5-22 on page 215. List all the things wrong in this diagram.

Study the Claremont School case on page 235. Perform Tasks 1, 2, and 3. Sample answer (handout).

Object Modeling Tasks

Study the Pleasant Creek Bookstore case at the bottom of page 272. List all objects, attributes, and methods. Sample answer.

Identify possible use cases & actors.Sample answer.

Agile Modeling Task

Study Figure 1-29 on page 23. You also can do research on the Web. Is the Agile approach really meaningful, or is it just a fad?



Opening slide

Unit 7 Tasks

Read Discussion Topic 3 on page 672. Explain your answer, and provide an example of a real-life situation.

Read Project 2 on page 672. You will do a net present value analysis of two lease proposals to see which one would be less expensive. To get you started, you will use an Excel spreadsheet template, so all you have to do is add the formulas and values. The adjustment factors you will need are in the table on page 667. Sample Answer (handout).

Read Discussion Topic 4 on page 672. What does your team think, and why?



Opening slide

Definitions

  • Entity

  • Table or file

  • Field, Primary Key, Common Field, Foreign Key

  • Record


Opening slide

  • Drawing an ERD

  • The first step is to list the entities and consider the relationship that links them

  • You can represent entities as rectangles and relationships as diamond shapes


Opening slide



Opening slide

ORDER TABLE (UNNORMALIZED)

ORDER (ORDER-NUM, ORDER-DATE, (PRODUCT-NUM, PRODUCT-DESC, NUM-ORDERED))

Repeating Group


Opening slide

STUDENT TABLE (UNNORMALIZED)

STUDENT (STUDENT-NUMBER , NAME, CREDITS, GPA, ADVISOR (COURSE-NUM, DESC, CREDITS, GRADE))

Repeating Group


Opening slide

STUDENT TABLE IN 1NF

STUDENT (STUDENT-NUMBER, NAME, CREDITS, GPA, ADVISOR, COURSE-NUM, CREDITS, GRADE)

The repeating group has been removed by creating a separate record for each instance of a certain student taking a certain course. Now, all fields do depend on the primary key. But there is a problem: The primary key is NOTUNIQUE, and a properly designed table MUST have a unique primary key!

SOLUTION: Break the table into three separate tables, one for STUDENT, one for COURSE,

and one for GRADE.


Opening slide

STUDENT

COURSE

GRADE

SOLUTION: Break the table into three separate tables, one for STUDENT, one for COURSES, and one for GRADE. Then ALL fields will be dependent on the primary key – the WHOLE key.

STUDENT(STUDENT-NUMBER, NAME, CREDITS, GPA, ADVISOR-NUMBER, ADVISOR-NAME)

COURSE(COURSE-NUMBER, COURSE-DESC, NUM-CREDITS)

GRADE(STUDENT-NUMBER, COURSE-NUMBER)


Opening slide

STUDENT TABLE IN 2NF –

Notice that in each table, all fields are functionally dependent on the primary key.

But there is still a problem:

At least one field is also dependent on another non-key field.

SOLUTION: Create a separate table for that field, with its own primary key.


Opening slide

STUDENT TABLE IN 3NF –

Notice that ADVISOR-NUMBER and ADVISOR-NAME have been moved to a separate table, and linked with a common field – ADVISOR-NUM.

Now, all fields are functionally dependent on the primary key, the whole key, and nothing but the key!

ADVISOR (ADVISOR-NUMBER, ADVISOR-NAME,ETC.)


Opening slide

Unit 8 Tasks

Read SWL Team Task 1 on page 444. Can your team summarize the idea of normalization in three or four minutes, using plain English and simple examples?

Read Case in Point 9.1 on page 406. Draw an ERD for TopText Publishing. Sample answers for Tasks B and C (handout).

Read Project 3 on page 437. Using the sample ERD, design a table for each TopText Publishing entity, and add three sample records to each table.



Opening slide1

Systems Analysis and Design

Opening slide

Harry J. Rosenblatt College of the Albemarle