?? ??
EK ED
GE OV
ED PR
AP
M
?_
?_ IA
IA UV
UV ST
ST
, TABLE OF CONTENTS
Instructor Manual: Modern Systems Analysis and Design, Global
Edition, 9th Edition
Authors: Joseph Valacich, Joey George, Jeffrey Hoffer
ST
??
PART 1: FOUNDATIONS FOR SYSTEMS DEVELOPMENT
UV
EK
Chapter 1. The Systems Development Environment
Chapter 2. The Origins of Software
Chapter 3. Managing the Information Systems Project
GE
IA
Appendix. Object-Oriented Analysis and Design: Project Management
PART 2: PLANNING
?_
ED
Chapter 4. Identifying and Selecting Systems Development Projects
Chapter 5. Initiating and Planning Systems Development Projects
AP
PART 3: ANALYSIS
_M
Chapter 6. Determining System Requirements
Chapter 7. Structuring System Process Requirements
PR
Appendix 7A. Object-Oriented Analysis and Design: Use Cases
Appendix 7B. Object-Oriented Analysis and Design: Activity Diagrams
A?
Appendix 7C. Business Process Modeling
OV
Chapter 8. Structuring System Data Requirements
Appendix. Object-Oriented Analysis and Design: Object Modeling—Class Diagrams
VI
PART 4: DESIGN
ED
U
Chapter 9. Designing Databases
Chapter 10. Designing Forms and Reports
ST
Chapter 11. Designing Interfaces and Dialogues
?
Chapter 12. Designing Distributed and Internet Systems
?
PART 5: IMPLEMENTATION AND MAINTENANCE
Chapter 13. System Implementation
Chapter 14. Maintaining Information Systems
, Chapter 1 Modern Systems Analysis and Design 9th edition GE Instructor’s Manual
Chapter 1
The Systems Development Environment
ST
?
Chapter Overview
Chapter 1 is an overview of the systems development process, as well as an overview of the textbook.
?
This chapter introduces students to the modern approach to systems analysis and design using various
UV
methodologies. Students are introduced to several systems development components, including the
EK
process and data-oriented approaches to systems development, different types of information systems,
and the systems development life cycle.
This textbook is intended primarily for juniors taking a core course in the information systems major,
although the book can be adapted for a similar course at the junior college level or for a two-course
GE
IA
sequence on analysis and design. Often students are not familiar with the systems development
process, different organizational components, or how these components work together. This chapter
provides the general organizational context in which systems development takes place.
?_
The text uses the Systems Development Life Cycle (S D L C) methodology (including its associated
ED
problems with the traditional waterfall approach) to introduce students to the structured approach in
creating new systems. The student is also introduced to other methodologies such as the Agile
Methodologies, eXtreme Programming, Object-Oriented Analysis and Design (O O A D), and the
Rational Unified Process (R U P). The text compares and contrasts the new with more traditional
AP
methods in an effort to show both the advantages and limitations of these methods.
_M
Chapter 1 introduces students to visual and emerging development tools. C A S E tools are used to
apply an engineering approach to systems development and can support each phase of the SDLC.
PR
Instructional Objectives
Specific student learning objectives are included at the beginning of the chapter.
A?
From an instructor’s point of view, the objectives of this chapter are to:
OV
1. Define and discuss the modern approach to systems analysis and design from an
organizational perspective incorporating techniques, tools, and methodologies.
VI
2. Explain how an organization’s objectives, structure, and processes are essential in the
development of systems to meet their needs.
3. Explain that the SDLC process is not sequential but cyclical and that the order is adaptable as
ED
required for different projects; also, to emphasize that often analysts and designers may go
U
backwards to the previous step to complete unfinished products or to correct errors or
omissions discovered in the next phase.
ST
4. Explain the difference between the logical design and the physical design as it relates to
systems development.
??
5. Discuss the problems with the waterfall SDLC and explain the different approaches analysts,
designers and developers have developed to improve the Systems Analysis and Design
process.
6. Discuss Agile methodologies and eXtreme programming and how these compare to the
traditional Systems Development Life Cycle (SDLC).
7. Explain and diDscowunslosadoebdjbeyc:tm-eodreixecneltleendcea.dno acsl@
ysgimsaial.cnodm design (OOAD) and the Rational UWna nift to
iedearn $1,500
Process (RUP).
, Chapter 1 Modern Systems Analysis and Design 9th edition GE Instructor’s Manual
8. Show students that the life cycle is a flexible basis for systems analysis and design and that it
can support many different tools and techniques, such as Agile methodologies and eXtreme
Programming.
ST
9. Compare and contrast the various development approaches introduced in Chapter 1 and
?
depict how they all use an iterative approach.
10. Finally explain that the boundaries and divisions of the 5 steps in Figure 1-2 when imposed to
?
explain the steps are neither hard nor fast and that in many real-world situations phases or
UV
sub-phases may be combined to improve efficiency and understanding. The cycle is an
EK
organizing and guiding principle; however, in companies and software development teams
will adapt it to suit their needs for specific projects.
Classroom Ideas
GE
IA
1. Figure 1-1 depicts that methodologies, techniques, and tools drive organizational approaches to
systems analysis and design. Ask students to identify the names of methodologies, techniques,
and tools. List them on the board under the heading that they suggest; then after they have
?_
identified 5 or 6 in each heading, review and emphasize the differences among the three and
other.
ED
move any from an incorrect category to the correct one and explain why it is one and not the
2. When introducing the systems development life cycle model featured in the textbook, discuss
AP
other life cycle models using actual ones from existing organizations. Show that the basic model
presented (Planning, Analysis, Design, Implementation, and Maintenance) are broken down into
_M
smaller phases by many companies but that in the end they could be categorized into one of the
basic five explained. This reinforces to students that no one standard life cycle model exists and
the model they will use as a systems analyst will likely differ from the textbook’s life cycle model.
PR
The point is that the life cycle represents activities that must be done; and the phases are a way to
introduce, in an organized way, the methods, techniques, tools, and skills necessary for successful
systems analysis and design.
A?
3. Provide a brief overview of the activities and outputs from each of the five life cycle phases,
based on your own experience or from reading the rest of the textbook. Table 1-1 summarizes the
OV
products, outputs or deliverables of each phase based on the in-text descriptions.
4. Figure 1-9 illustrates the R U P life cycle. Discuss R U P, and its benefits and drawbacks as it
VI
relates to O O A D. Discuss the differences between R U P and the traditional S D L C. Table 1-2
presents the Agile Manifesto.
ED
5. Ask students to compare Agile methodologies to traditional S DL C (see Table 1-3 Five Critical
U
Factors that Distinguish Agile and Traditional Approaches to Systems Development). Introduce a
case study project where Agile methodologies were employed. Ask students to identify problems
that the project ran into using Agile methodologies as well as any benefits gained by this approach.
ST
6. This chapter introduces eXtreme programming. If your students have sufficient background,
??
assign students to programming pairs and have them work on a small programming problem,
including testing. Ask students to report upon their experience.
7. Discuss IBM’s Rational Unified Process (RUP) shown in Figure 1-9. This Web site
https://www.ibm.com/search?q=rup&lnk=mhsrch&v=18&en=utf&lang=en&cc=us should help
with background information.
EK ED
GE OV
ED PR
AP
M
?_
?_ IA
IA UV
UV ST
ST
, TABLE OF CONTENTS
Instructor Manual: Modern Systems Analysis and Design, Global
Edition, 9th Edition
Authors: Joseph Valacich, Joey George, Jeffrey Hoffer
ST
??
PART 1: FOUNDATIONS FOR SYSTEMS DEVELOPMENT
UV
EK
Chapter 1. The Systems Development Environment
Chapter 2. The Origins of Software
Chapter 3. Managing the Information Systems Project
GE
IA
Appendix. Object-Oriented Analysis and Design: Project Management
PART 2: PLANNING
?_
ED
Chapter 4. Identifying and Selecting Systems Development Projects
Chapter 5. Initiating and Planning Systems Development Projects
AP
PART 3: ANALYSIS
_M
Chapter 6. Determining System Requirements
Chapter 7. Structuring System Process Requirements
PR
Appendix 7A. Object-Oriented Analysis and Design: Use Cases
Appendix 7B. Object-Oriented Analysis and Design: Activity Diagrams
A?
Appendix 7C. Business Process Modeling
OV
Chapter 8. Structuring System Data Requirements
Appendix. Object-Oriented Analysis and Design: Object Modeling—Class Diagrams
VI
PART 4: DESIGN
ED
U
Chapter 9. Designing Databases
Chapter 10. Designing Forms and Reports
ST
Chapter 11. Designing Interfaces and Dialogues
?
Chapter 12. Designing Distributed and Internet Systems
?
PART 5: IMPLEMENTATION AND MAINTENANCE
Chapter 13. System Implementation
Chapter 14. Maintaining Information Systems
, Chapter 1 Modern Systems Analysis and Design 9th edition GE Instructor’s Manual
Chapter 1
The Systems Development Environment
ST
?
Chapter Overview
Chapter 1 is an overview of the systems development process, as well as an overview of the textbook.
?
This chapter introduces students to the modern approach to systems analysis and design using various
UV
methodologies. Students are introduced to several systems development components, including the
EK
process and data-oriented approaches to systems development, different types of information systems,
and the systems development life cycle.
This textbook is intended primarily for juniors taking a core course in the information systems major,
although the book can be adapted for a similar course at the junior college level or for a two-course
GE
IA
sequence on analysis and design. Often students are not familiar with the systems development
process, different organizational components, or how these components work together. This chapter
provides the general organizational context in which systems development takes place.
?_
The text uses the Systems Development Life Cycle (S D L C) methodology (including its associated
ED
problems with the traditional waterfall approach) to introduce students to the structured approach in
creating new systems. The student is also introduced to other methodologies such as the Agile
Methodologies, eXtreme Programming, Object-Oriented Analysis and Design (O O A D), and the
Rational Unified Process (R U P). The text compares and contrasts the new with more traditional
AP
methods in an effort to show both the advantages and limitations of these methods.
_M
Chapter 1 introduces students to visual and emerging development tools. C A S E tools are used to
apply an engineering approach to systems development and can support each phase of the SDLC.
PR
Instructional Objectives
Specific student learning objectives are included at the beginning of the chapter.
A?
From an instructor’s point of view, the objectives of this chapter are to:
OV
1. Define and discuss the modern approach to systems analysis and design from an
organizational perspective incorporating techniques, tools, and methodologies.
VI
2. Explain how an organization’s objectives, structure, and processes are essential in the
development of systems to meet their needs.
3. Explain that the SDLC process is not sequential but cyclical and that the order is adaptable as
ED
required for different projects; also, to emphasize that often analysts and designers may go
U
backwards to the previous step to complete unfinished products or to correct errors or
omissions discovered in the next phase.
ST
4. Explain the difference between the logical design and the physical design as it relates to
systems development.
??
5. Discuss the problems with the waterfall SDLC and explain the different approaches analysts,
designers and developers have developed to improve the Systems Analysis and Design
process.
6. Discuss Agile methodologies and eXtreme programming and how these compare to the
traditional Systems Development Life Cycle (SDLC).
7. Explain and diDscowunslosadoebdjbeyc:tm-eodreixecneltleendcea.dno acsl@
ysgimsaial.cnodm design (OOAD) and the Rational UWna nift to
iedearn $1,500
Process (RUP).
, Chapter 1 Modern Systems Analysis and Design 9th edition GE Instructor’s Manual
8. Show students that the life cycle is a flexible basis for systems analysis and design and that it
can support many different tools and techniques, such as Agile methodologies and eXtreme
Programming.
ST
9. Compare and contrast the various development approaches introduced in Chapter 1 and
?
depict how they all use an iterative approach.
10. Finally explain that the boundaries and divisions of the 5 steps in Figure 1-2 when imposed to
?
explain the steps are neither hard nor fast and that in many real-world situations phases or
UV
sub-phases may be combined to improve efficiency and understanding. The cycle is an
EK
organizing and guiding principle; however, in companies and software development teams
will adapt it to suit their needs for specific projects.
Classroom Ideas
GE
IA
1. Figure 1-1 depicts that methodologies, techniques, and tools drive organizational approaches to
systems analysis and design. Ask students to identify the names of methodologies, techniques,
and tools. List them on the board under the heading that they suggest; then after they have
?_
identified 5 or 6 in each heading, review and emphasize the differences among the three and
other.
ED
move any from an incorrect category to the correct one and explain why it is one and not the
2. When introducing the systems development life cycle model featured in the textbook, discuss
AP
other life cycle models using actual ones from existing organizations. Show that the basic model
presented (Planning, Analysis, Design, Implementation, and Maintenance) are broken down into
_M
smaller phases by many companies but that in the end they could be categorized into one of the
basic five explained. This reinforces to students that no one standard life cycle model exists and
the model they will use as a systems analyst will likely differ from the textbook’s life cycle model.
PR
The point is that the life cycle represents activities that must be done; and the phases are a way to
introduce, in an organized way, the methods, techniques, tools, and skills necessary for successful
systems analysis and design.
A?
3. Provide a brief overview of the activities and outputs from each of the five life cycle phases,
based on your own experience or from reading the rest of the textbook. Table 1-1 summarizes the
OV
products, outputs or deliverables of each phase based on the in-text descriptions.
4. Figure 1-9 illustrates the R U P life cycle. Discuss R U P, and its benefits and drawbacks as it
VI
relates to O O A D. Discuss the differences between R U P and the traditional S D L C. Table 1-2
presents the Agile Manifesto.
ED
5. Ask students to compare Agile methodologies to traditional S DL C (see Table 1-3 Five Critical
U
Factors that Distinguish Agile and Traditional Approaches to Systems Development). Introduce a
case study project where Agile methodologies were employed. Ask students to identify problems
that the project ran into using Agile methodologies as well as any benefits gained by this approach.
ST
6. This chapter introduces eXtreme programming. If your students have sufficient background,
??
assign students to programming pairs and have them work on a small programming problem,
including testing. Ask students to report upon their experience.
7. Discuss IBM’s Rational Unified Process (RUP) shown in Figure 1-9. This Web site
https://www.ibm.com/search?q=rup&lnk=mhsrch&v=18&en=utf&lang=en&cc=us should help
with background information.
