Chapter 1
The Systems Development Environment
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 methodologies. Students are introduced to several systems development components,
including the 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 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 (SDLC) methodology (including its associated
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 Computer-
Aided Systems Engineering (CASE), the Agile Methodologies, eXtreme Programming, Object
Oriented Analysis and Design (OOAD), and the Rational Unified Process (RUP). The text compares
and contrast the new with more traditional methods in an effort to show both the advantages and
limitations of these methods.
Chapter 1 introduces students to CASE usage in organizations, CASE components, and visual and
emerging development tools. CASE tools are used to apply an engineering approach to systems
development and can support each phase of the SDLC. The purpose of CASE is to make it easier for
an organization to enact a single design philosophy across many projects, systems, and stakeholders.
CASE provides support for all SDLC activities.
,Instructional Objectives
Specific student learning objectives are included at the beginning of the chapter.
From an instructor’s point of view, the objectives of this chapter are to:
1. Define and discuss the modern approach to systems analysis and design from an
organizational perspective incorporating techniques, tools, and methodologies.
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 required for different projects; also to emphasize that often analysts and designers may go
backwards to the previous step to complete unfinished products or to correct errors or
omissions discovered in the next phase.
4. Explain the difference between the logical design and the physical design as it relates to
systems development.
5. Discuss the Microsoft Security Development Lifecycle (SDL) and the need to incorporate
system security at the beginning of system development.
6. 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.
7. Discuss computer-aided software engineering (CASE) tools and their application to the
SDLC, specifically how the tools are applied and in which phase of the SDLC.
8. Discuss Agile methodologies and eXtreme programming and how these compare to the
traditional Systems Development Life Cycle (SDLC).
9. Explain and discuss object-oriented analysis and design (OOAD) and the Rational Unified
Process (RUP).
10. 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.
11. Compare and contrast the various development approaches introduced in Chapter 1 and
depict how they all use an iterative approach.
, 12. 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
sub-phases may be combined to improve efficiency and understanding. The cycle is an
organizing and guiding principle; however in companies and software development teams
will adapt it to suit their needs for specific projects.
Classroom Ideas
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 between the
three and move any from an incorrect category to the correct one and explain why it is one and
not the other.
2. When introducing the systems development life cycle model featured in the textbook, discuss
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 smaller phases by many companies but that in the end that 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. 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.
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 outputs or products of each phase based on the in-text descriptions.
1. This chapter briefly introduces students to CASE tools. It would be best to explain how CASE
tools have met with resistance in some organizations and a brief discussion of the advantages
and disadvantages of CASE would be appropriate here. Major emphasis should be placed on
the increasing use of a CASE repository and that the other tools are used depending upon the
complexity of the project and the skill set and training of the organizational developers. Table
1.2 lists examples of CASE usage within the SDLC. Many managers are reluctant to ramp up
use of CASE tools due to their difficulty and the high end platforms that many require for
support.
2. It would be great if you have any CASE tools available that you could demonstrate to the
students by showing them how they could integrate into the SDLC.
, 3. Figure 1-11 illustrates the RUP life cycle. Discuss RUP, its benefits and drawbacks as it
relates to OOAD. Discuss the differences between RUP and the traditional SDLC. Table 1-3
presents the Agile Manifesto.
4. Ask students to compare Agile methodologies to traditional SDLC (see Table 1-4 Five Critical
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.
5. 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.
6. Discuss IBM’s Rational Unified Process (RUP) shown in Figure 1-13. This Web site
http://www-01.ibm.com/software/awdtools/rup/ / should help with background information.
Answers to Key Terms
Suggested answers are provided below. These answers are presented top-down, left to right
1.6. Information systems analysis and design 1.18. Systems development methodology
1.2. Application software 1.17. Systems development life cycle
(SDLC)
1.16. Systems analyst 1.14. Planning
1.1. Analysis 1.12. Object-oriented analysis and design
(OOAD) (RAD)
1.4. Design 1.10. Object
1.8. Logical design 1.7. Inheritance
1.13. Physical design 1.11. Object class
1.5. Implementation 1.15. Rational Unified Process (RUP) an
example of OOSAD
1.9. Maintenance
1.3. Computer-aided software engineering
tools (CASE)
Answers to Review Questions
1.19. Information systems analysis and design is the complex organizational process whereby
computer-based information systems are developed and maintained.
The Systems Development Environment
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 methodologies. Students are introduced to several systems development components,
including the 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 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 (SDLC) methodology (including its associated
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 Computer-
Aided Systems Engineering (CASE), the Agile Methodologies, eXtreme Programming, Object
Oriented Analysis and Design (OOAD), and the Rational Unified Process (RUP). The text compares
and contrast the new with more traditional methods in an effort to show both the advantages and
limitations of these methods.
Chapter 1 introduces students to CASE usage in organizations, CASE components, and visual and
emerging development tools. CASE tools are used to apply an engineering approach to systems
development and can support each phase of the SDLC. The purpose of CASE is to make it easier for
an organization to enact a single design philosophy across many projects, systems, and stakeholders.
CASE provides support for all SDLC activities.
,Instructional Objectives
Specific student learning objectives are included at the beginning of the chapter.
From an instructor’s point of view, the objectives of this chapter are to:
1. Define and discuss the modern approach to systems analysis and design from an
organizational perspective incorporating techniques, tools, and methodologies.
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 required for different projects; also to emphasize that often analysts and designers may go
backwards to the previous step to complete unfinished products or to correct errors or
omissions discovered in the next phase.
4. Explain the difference between the logical design and the physical design as it relates to
systems development.
5. Discuss the Microsoft Security Development Lifecycle (SDL) and the need to incorporate
system security at the beginning of system development.
6. 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.
7. Discuss computer-aided software engineering (CASE) tools and their application to the
SDLC, specifically how the tools are applied and in which phase of the SDLC.
8. Discuss Agile methodologies and eXtreme programming and how these compare to the
traditional Systems Development Life Cycle (SDLC).
9. Explain and discuss object-oriented analysis and design (OOAD) and the Rational Unified
Process (RUP).
10. 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.
11. Compare and contrast the various development approaches introduced in Chapter 1 and
depict how they all use an iterative approach.
, 12. 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
sub-phases may be combined to improve efficiency and understanding. The cycle is an
organizing and guiding principle; however in companies and software development teams
will adapt it to suit their needs for specific projects.
Classroom Ideas
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 between the
three and move any from an incorrect category to the correct one and explain why it is one and
not the other.
2. When introducing the systems development life cycle model featured in the textbook, discuss
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 smaller phases by many companies but that in the end that 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. 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.
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 outputs or products of each phase based on the in-text descriptions.
1. This chapter briefly introduces students to CASE tools. It would be best to explain how CASE
tools have met with resistance in some organizations and a brief discussion of the advantages
and disadvantages of CASE would be appropriate here. Major emphasis should be placed on
the increasing use of a CASE repository and that the other tools are used depending upon the
complexity of the project and the skill set and training of the organizational developers. Table
1.2 lists examples of CASE usage within the SDLC. Many managers are reluctant to ramp up
use of CASE tools due to their difficulty and the high end platforms that many require for
support.
2. It would be great if you have any CASE tools available that you could demonstrate to the
students by showing them how they could integrate into the SDLC.
, 3. Figure 1-11 illustrates the RUP life cycle. Discuss RUP, its benefits and drawbacks as it
relates to OOAD. Discuss the differences between RUP and the traditional SDLC. Table 1-3
presents the Agile Manifesto.
4. Ask students to compare Agile methodologies to traditional SDLC (see Table 1-4 Five Critical
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.
5. 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.
6. Discuss IBM’s Rational Unified Process (RUP) shown in Figure 1-13. This Web site
http://www-01.ibm.com/software/awdtools/rup/ / should help with background information.
Answers to Key Terms
Suggested answers are provided below. These answers are presented top-down, left to right
1.6. Information systems analysis and design 1.18. Systems development methodology
1.2. Application software 1.17. Systems development life cycle
(SDLC)
1.16. Systems analyst 1.14. Planning
1.1. Analysis 1.12. Object-oriented analysis and design
(OOAD) (RAD)
1.4. Design 1.10. Object
1.8. Logical design 1.7. Inheritance
1.13. Physical design 1.11. Object class
1.5. Implementation 1.15. Rational Unified Process (RUP) an
example of OOSAD
1.9. Maintenance
1.3. Computer-aided software engineering
tools (CASE)
Answers to Review Questions
1.19. Information systems analysis and design is the complex organizational process whereby
computer-based information systems are developed and maintained.
