System Analysis and Design – My Assignment Tutor

ICT310
System Analysis and Design
Task 2
ATMC Semester 2, 2018
ICT310 System Analysis and Design Task 2
Page 2 of 13
Assessment and Submission Details
Marks: 35 % of the Total Assessment for the Course
Due Date: 9:00am Friday, Week 12
The assignment MUST be submitted on time.
Assignments are to be submitted by SafeAssign.
DO NOT SUBMIT THE ASSIGNMENT TO THE
COURSE CO-ORDINATOR OR TUTOR.
The assignment will be marked out of a total of 100 marks and forms 35% of the total
assessment for the course. Once marked, ALL assignments will be checked for plagiarism
and/or collusion between individuals.
Refer to your Course Outline or the Course Web Site for a copy of the “Student
Misconduct, Plagiarism and Collusion” guidelines. Academic Integrity Information .
Note: Each student MUST make a second copy of the assignment and this copy MUST
be produced within 24 hours of it being requested by the Course Co-ordinator. Failure
to produce the second copy of the assignment when requested may result in loss of
marks or a fail grade for the assignment.
Assignment submission extensions will only be made using the official Faculty of Arts &
Business Guidelines.
Requests for an extension to an assignment extension MUST be made prior to the date
of submission and requests made on the day of submission or after the submission date
will only be considered in exceptional circumstances.
ICT310 System Analysis and Design Task 2
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Case Study: School Supplies Pty Ltd.
Background:
School Supplies Pty Ltd is a Brisbane based business which supplies stationery (paper, pens,
labels, etc.) to business clients but mainly specialises in educational supplies (text and
exercise books, classroom aids, etc.) to schools and parents with school age children. School
Supplies’ busiest time of year starts towards the end of the school year supplying back-toschool book and stationery packs to parents and schools.
School Supplies was bought by businessman and ex school principal Gerry Lane in 2012 and
has become well respected for its quality range of educational supplies and the good advice
Gerry is able to give teachers and parents. School Supplies is especially well known among
the Home Schooling community who value Gerry’s advice and the range of text books that
are always in stock and exclusively available at School Supplies. Management and Retail
sales processes are managed through the accounting software Quickbooks. Gerry has a
small but good team of staff with Rebecca as general manager, Janice is great managing the
retail shop floor, Joe manages the warehouse and Bev in accounts keeps the business
accounts organised.
A big business earner for School Supplies is the annual back-to-school (BTS) process where
over 4500 school pack orders are received, packed and delivered to the parents of school
children. This starts early November, runs through Christmas and winds up a few weeks
after school goes back in early February. The BTS is one of Rebecca’s special areas of
expertise where she has many years’ experience in 4 different businesses and knows all the
products well (Joe in the warehouse is sure she can read barcodes!). During this BTS time of
year Rebecca manages 5 extra people to pack boxes and help with the BTS process. There is
a particular skill required in making sure packers are packing the right items for the right
people in the right school. There are thousands of different items and each school is very
particular about which products they want! However, Rebecca is continually frustrated by
the online ordering system which Gerry inherited from the previous owners. It is basically
functional but Rebecca has to be very gentle with it and is constantly contacting the support
people when things don’t go quite right and something else is broken as a result of a
previous ‘repair’. One of its good features is the online systems ability to interface with
Quickbooks where it automatically enters an order, adjusts stock levels and generates an
invoice. Rebecca knows exactly how the process should work and has worked with a
number of very effective (but proprietary) BTS systems, she has been talking with Gerry for
a while now about allowing her to work with a good information system designer to
redesign the BTS system.
The typical (ideal) workflow process for BTS stationery packs starts with parents placing
orders. This can be done (and paid for) in-person, over-the-phone or online. Because it is
easier to have everything online, School Supplies staff will enter online the in-person and
over-the-phone orders. When a person logs on to the School Supplies online site they will
select their school along with a ‘passcode’ for that school (Gerry and Rebecca will have
negotiated with each school to supply book pack items at the individual school’s particular
price and the school will have specified exactly what items it requires and how many of
each). The next screen will invite the parent to create a School Supplies online account
ICT310 System Analysis and Design Task 2
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where they will enter delivery and contact details, and a username (email address) and
password. The next screen will present them with a login screen where they will log in and
specify book packs for each of their children. Having logged in, parents are presented with a
list of the children for whom they are purchasing book packs. They can press on an ‘Add
student order’ button and start a new book pack order. After entering the student name
they will select the year group (Prep to year 12) and then be presented with an auto filled
list of all the items and the quantities for their particular book list for their school and year
group. The numbers of each item can be adjusted by the parent and then that book pack
can be submitted and added to the of student book packs for that parent. When the parent
has entered all the book packs they want to order they can press the ‘Order’ button at
which point the totals and details of the order are confirmed with the parent. The parent
specifies if they would like the orders delivered or picked up (sibling book pack orders are
kept together so parents only pay one shipment fee for up to 3 student book packs). Once
delivery details are confirmed, parents are then transferred to the online payment system.
When the payment has gone through each of the student orders are emailed through to the
parent. Also at this time there is an order and invoice generated in Quickbooks. At the start
of each day a report on the previous day’s online orders are automatically printed out and
matched with the bank statement (to make sure the payment has gone through) and with
the QuickBooks invoice. These orders have a barcode and are scanned at different stages in
the process so parents are able to log onto their account and track how their order is
progressing. When the order is ready for pickup the BTS System will finalise the order by
either creating a courier consignment note or notify the parent for pickup. When the order
is despatched to the parent or courier the online BTS order will send an order finalisation
email to the parent.
School Supplies are wining more and more BTS contracts because of their excellent
reputation, and ability to deliver the right items on time. Parents of uncontracted schools
are asking if their school’s book packs can be put up online for ordering as well. However,
the increasing work highlights the inadequacies of their current online BTS processing
system which is increasing staff stress levels in the office. Rebecca is the only person who
can manage the current online system because it so brittle and has many fatal errors which
only Rebecca knows how to correct. Gerry is making enquiries about his options with a new
system. He knows he needs a system which is intuitive for both BTS parents and his staff to
use. Gerry likes to be able to provide work for less able people especially in the packing area
so the system must also cater for their user needs as well. Gerry knows that his business
viability and reputation depends on having effective information systems in order to keep
parents happy and coming back. If parents are happy then the school will be easier to
negotiate with and Gerry won’t have to compete so much on BTS pack price.
Business Processes:
A JAD session with Gerry and Rebecca revealed the following information. The business
processes described below are the system requirements for this information system
solution:
• It has been decided to first build and implement the core Online BTS ordering
system, the following will NOT be included in the current system design:
ICT310 System Analysis and Design Task 2
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• The Quickbooks interconnection with the online BTS system. Stock levels in
Quickbooks can be adjusted manually for the time being.
• Stock control will not be a part of the BTS online system
• The payment system will be through the bank online payments process and
does not need to be considered as part of this design.
There are two parts to this system: The Client BTS Packs and the School BTS Pack item
groupings. Although different parts they are connected.
The Client (Parent) BTS Packs
• School Supplies online clients will be parents or carers of school children. Records
kept for each client are as folllows: Client ID, Contact name, Name on invoice, Billing
Address, Phone Number, Email, Date of becoming a client, Notes field.
• Each client (parent / carer) will have one or more book packs. Each of these book
packs hold the following records: Book Pack ID, Student name, Student year and School
Name. There are two types of book packs:
• Delivery – these book packs will be sent via courier to the client. The
following records are recorded: Courier, Courier name, Delivery Address, dispatch
date, delivery date, and consignment note id.
• Pickup – these will be put aside for the client to pick up. The following
records are recorded: Pickup person name, pickup date and pickup time.
• Client book packs are made up of many back-to-school items (BTS item e.g. books,
pens, pencils, textbooks and other school stationery). For each BTS item the following is
recorded: Item ID, Item name, preferred supplier name, re-order part number for the item,
and current item.
• Each client book pack may contain many BTS items. However, each BTS item can be
used in many book packs. Each BTS item for each client book pack will be identified by both
the client book pack key and the BTS item key. Because the packers will pack items in a
particular order (not necessarily alphabetical) each book pack item must remain in a set
order on the list when the order pick list is printed out. An ‘Item order’ Field will hold a
number from which the item picking report query will order the list by this field in Ascending
order. Each client book pack item has the following records: quantity required, quantity
supplied (sometimes items are not available at shipping time and incomplete book packs are
shipped with the remaining items shipped later), notes (notes can include: sometimes there
is an equivalent substitute item shipped or tell the client why the item is unavailable and
when it may be shipped), Item order and item price.
School BTS Pack item groupings
• The will be many schools for which the following will be recorded each: School ID,
School name, school login code (parents use initially when logging onto the BTS Online
System), contact name, contact phone, contact email, school address.
ICT310 System Analysis and Design Task 2
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• Each School has many year groups (from Prep to year 12), each of which will have a
book pack list made up of many back-to-school items (BTS Items). These are the
preconfigured booklists from which parents select the items required for their student.
Each School book pack will record the following: Book Pack ID (key), school ID, school year.
• Just as for the client book packs, school book packs are made up of many back-toschool items. Furthermore, each BTS item can be used in many school book packs. Again,
because of the need to keep the BTS Items in a particular order, an ‘Item order’ Field will
hold a number from which the item picking report query will order the list by this field in
Ascending order. Each school book pack item records the following: BTS Item ID and School
Book back ID (joint keys), quantity required, notes, Item order and item price.
End of Case Study
ICT310 System Analysis and Design Task 2
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Part A – Essay and Memo
Question 1: Essay 20 marks
Your manager has done some reading and is sure that an adaptive systems development
approach is necessary for the new information systems project to develop Online Back-toschool ordering system.
a) Your manager has asked you to write short essay on adaptive systems development
discussing the various methodologies of adaptive development. State under what
circumstances each methodology would be used and how they may be applied to
your case study project.
b) You manager has asked you to choose and justify the use of a methodology for the
case study project.
Your target audience is executive business people, who have extensive business experience
but limited computing knowledge.
Your essay should be no less than one thousand (1000) words and it would be best to be no
longer than one thousand five hundred (1500) words long.
Appropriate referencing is required. The textbook Satzinger et. al is a valid resource,
however it is expected that at least five (5) other resources will also be used. Consult Rubric
in Appendix A for more details on how this question will be marked.
Question 2: Memo 20 marks
Review the School Supplies case study and answer the following question with reference to
the information in the case study.
Your manager has requested that you write a brief memorandum for the owner Gerry Lane
and his management team commenting on the different ways you might handle the design
of the Human Computer Interface of this new Online Back-to-school ordering system.
There is limited information available to you at this time but you are required to make
reasonable assumptions based on the information that you have. Assumptions should be
noted and specifically mentioned within your memo. Your memo should be no less than
seven hundred and fifty (750) words and it would be best to be no longer than one
thousand (1000) words long. Consult Rubric in Appendix A for more details on how this
question will be marked.
ICT310 System Analysis and Design Task 2
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Part B – Modelling and Diagramming
Review the School Supplies case study and answer the following questions with reference to
the information in the case study.
Do NOT extend the scope for any of the following solutions beyond that specifically
described in the case study above.
You are permitted to make reasonable assumptions where necessary but these should be
noted.
It is recommended that you review all documentation for this case study before finalising
any single solution. Ensure that the required consistency has been included within and
between each question solution. Consult Rubric in Appendix A for more details on how
these questions will be marked.
Question 3: Use Case Modelling
a) Event Table 20 marks
Review the School Supplies case study and prepare an event table for the information
system to support the business processes as described. Use at least the following headings
for the Event Table:

Event Event
Type
Trigger Source Activity/Use Case Response/ System
Output
Destination

b) Use Case Diagram 10 Marks
Review the School Supplies case study and your event table solution from question 3a above
to prepare a Use Case diagram for the supporting information system.
Solutions must follow the methodology as outlined within the Satzinger et al (2016)
textbook. Solutions are expected to align with the components as shown in figures 3-12
and 3-15. Consult Rubric in Appendix A for more details on how this question will be
marked.
c) Use Case Description 5 Marks
Prepare a dully developed Use Case description for the ‘Create Online Account’ use case, as
documented in the event table solution and the use case diagram solution.
Solutions must follow the methodology as outlined within the Satzinger et al (2016)
textbook. Solutions are expected to align with the components as shown in figure 5-2.
Consult Rubric in Appendix A for more details on how this question will be marked.
ICT310 System Analysis and Design Task 2
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Question 4: Domain Modelling
a) Domain Model Class Diagram 20 Marks
Review the School Supplies case study to prepare a domain model class diagram for the
supporting information system.
Solutions must follow the methodology as outlined within the Satzinger et al (2016)
textbook. Solutions are expected to show:
• The class name and attributes list for each class and sub class as required
• All required associations
• All attributes as specifically mentioned in the case study must be reflected
• Other attributes as needed to support the described functionality.
It is not necessary to show methods, however you may include them if you wish. Solutions
are expected to align with the components as shown in figures 4-16 and 4-21. Consult
Rubric in Appendix A for more details on how this question will be marked.
b) Design Class Diagram 5 Marks
Prepare a Design class diagram for the Client and School classes ONLY . These two classes
should be part of the Domain model class diagram solution for the previous question.
Each of these design class diagrams are expected to have a complete attributes list and a
comprehensive methods list which supports the specified functionality as described in the
case study.
Solutions must follow the methodology as outlined within the Satzinger et al (2016)
textbook. Solutions are expected to align with the components for the ‘Design class diagram
Student’ as shown on the right hand of figure 12.4. Consult Rubric in Appendix A for more
details on how this question will be marked.
End of Assignment 2
Appendix A – Marking Rubric

ICT310 Task 2 – Rubric
Criteria High Distinction (85-100%) Distinction (75-84%) Credit (65-74%) Pass (50-64%) Fail (0-49%)
Q1a. Identify,
describe and contrast
a number of adaptive
system development
methodologies.
Comprehensive and
insightful explanation
Explanation of predictive
and adaptive system
development
methodologies.
Identification and
description of a number of
adaptive system
development
methodologies and their
strengths and weaknesses,
and relevance to case study.
Thoroughly explains
Explanation of adaptive
system development
methodologies.
Identification and
description of a
number of adaptive
system development
methodologies and
how each are relevant
to case study.
Effectively
explains
Identification and
description of a
number of adaptive
system development
methodologies and
how each are
relevant to case
study.
Accurately
explains
Identification and
minimal
description of at
least 3 adaptive
system
development
methodologies and
relevance to case
study .
Narrow
explanation
Q1b. Choose a
system development
method for the case
study project and
justify why it is
appropriate for the
case study project.
Coherent and insightful
Clear choice of development
methodology and an
appraisal of advantages and
disadvantages. Clear
personal reflection on your
personal preference of
methodology for the case
study
Extensive and clear
Clear choice of
development
methodology and an
appraisal of advantages
and disadvantages for
the case study.
Critical and Clear
Clear choice and
Appraisal of a
development
methodologies’
relevance to the case
study.
Evident
Explain a
methodologies’
relevance to the
case study.
Unjustified
No or very little
justification made
– no clear
argument or point

ICT310 System Analysis and Design Task 2
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Criteria High Distinction (85-100%) Distinction (75-84%) Credit (65-74%) Pass (50-64%) Fail (0-49%)
Q2. Identify and
evaluate a number of
different Human
Computer interface
design approaches
for the case study
project
Coherent and fluent
Insightful explanation and
evaluation of Human
Computer interface design
approaches with clear
application to the details of
the case study. Clear about
case study needs and
assumptions made clear.
Sequenced and
coherent
Explanation and
evaluation of Human
Computer interface
design approaches with
clear application to the
details of the case
study.
Structured and
sequenced
Explanation and
evaluation of Human
Computer interface
design approaches
loosely applied to the
details of the case
study.
Structured
Explanation of
Human Computer
interface design
approaches for the
case study project.
Unstructured
and
disconnected
Q3a. Identify and
differentiate
between system and
non-system
processes in the case
study. Identify actors,
events, event types
and event triggers.
Skillful and proficient
Logical and neat Event
Table. Identifies All System
Use Cases, actors, events,
event types and event
triggers from the case study.
Logical sequence, correct
formatting (Use Case – Verb
Noun)
Proficient and
effective
Identifies All System
Use Cases, actors,
events, event types
and event triggers
from the case study.
set in logical order.
Clear and
coherent
Identifies most
system Use Cases,
actors, events, event
types and event
triggers from the case
study.
Coherent
Identifies some
system Use Cases,
actors, events,
event types and
event triggers from
the case study.
Imprecise and
vague
Q3b. Demonstrate
the relationship
between the high
level event table and
the next level down
Use Case diagram
with correct
formatting.
Perceptive
Complete and correct
design and translation
of all Event Table Use
Cases and actors to the
Use Case diagram with
the correct formatting.
Specific
Translates all
Event Table Use
Cases and actors
to the Use Case
diagram with
correct
formatting.
Logical
Translates most
Event Table Use
Cases and actors
to the Use Case
diagram with
correct
formatting.
General
Translates some
Event Table Use
Cases and actors to
the Use Case
diagram with basic
formatting.
Ambiguous
Ambiguous,
illogical or
unsupported
information.
Limited or
inaccurate
understanding of
knowledge.

ICT310 System Analysis and Design Task 2
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Criteria High Distinction (85-100%) Distinction (75-84%) Credit (65-74%) Pass (50-64%) Fail (0-49%)
Q3c. Demonstrate
the relationship
between the Use
Case diagram, and
the lower level detail
of the Use Case
Description.
Perceptive
Insightfully populates
the Use Case
Description with
correct and detailed
Use Case object detail
and flow of activities.
Specific
Populates the
Use Case
Description with
correct Use Case
object detail and
several
activities.
Logical
Populates the Use
Case Description
with correct Use
Case object detail
and minimal flow
of activities.
General
Populates the Use
Case Description
with minimal level
of correct Use Case
object detail and
minimal flow of
activities .
Ambiguous
Ambiguous,
illogical or
unsupported
information.
Limited or
inaccurate
understanding of
knowledge
Q4a. Identify and
organise case study
problem domain
‘things’ into correctly
formatted Domain
Model Class Diagram
classes with class
names, attributes,
subclasses (as
required) and
associations.
Perceptive
Identifies and organizes all
case study problem domain
‘things’ into classes with
clear and correctly
formatted class names,
attributes, subclasses and
associations.
Specific
Identifies and correctly
organizes all case study
problem domain
‘things’ into classes
with clear class names,
attributes, subclasses
and associations.
Logical
Identifies and
correctly organizes
most case study
problem domain
‘things’ into classes
with some class
names, attributes,
subclasses and
associations.
General
Identifies and
correctly organizes
some case study
problem domain
‘things’ into classes
with some class
names, attributes,
subclasses and
associations.
Ambiguous
Ambiguous,
illogical or
unsupported
classes.
Limited or
inaccurate
understanding
of knowledge

ICT310 System Analysis and Design Task 2
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Criteria High Distinction (85-100%) Distinction (75-84%) Credit (65-74%) Pass (50-64%) Fail (0-49%)
Q4b. Construct a
correctly formatted
Design class diagram
which includes a
complete attributes
list and a
comprehensive
methods list which
supports the
functionality

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