Instructor’s Manual
For
Modern Systems Analysis and Design
Ninth Edition, Global Edition
Joseph S. Valacich, University of Arizona
Joey F. George, Iowa State University
Complete Chapter Solutions Manual
are included (Ch 1 to 14)
** Immediate Download
** Swift Response
** All Chapters included
** Problems & Exercises
, 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 (S D L C) 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 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
methods in an effort to show both the advantages and limitations of these methods.
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.
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 S D L C 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 problems with the waterfall S D L C 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 discuss object-oriented analysis and design (O O A D) and the Rational Unified
Process (RUP).
, 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.
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
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 among 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 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. 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
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
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.
5. Ask students to compare Agile methodologies to traditional S D L C (see Table 1-3 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.
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.
