b

© Institute for the Management of Information Systems - D2006.
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DIPLOMA
INFORMATION SYSTEMS
BUILDING
(D 26)
FRIDAY 8TH DECEMBER 2006
TIME: 14.00 –17.00 HOURS
DURATION: 3 HOURS
Candidates should attempt FIVE questions only. Clearly cross out
‘surplus’ answers; failure to do so will result in the first 5 questions
being marked.
No reference material of any kind may be taken into the examination.
[Turn over]
© Institute for the Management of Information Systems - D2006.
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Candidates should attempt FIVE questions only. Clearly cross out
‘surplus’ answers; failure to do so will result in the first 5 questions
being marked.
Question 1.
The creation of a computerised information system requires a development
process (i.e. system development lifecycle) that allows the initial concept to be
elaborated and built as a working system that will be released to the user
community. Any process will include core activities of:- the identification of
requirements, their analysis, their design and implementation of the system.
a) With the aid of appropriate labelled diagrams describe TWO
different system development lifecycles and explain how the above
core activities fit within each. (12 marks)
b) Different kinds of computer projects require different approaches to
the development processes. Discuss the factors that may be
considered before choosing the appropriate lifecycle. ( 8 marks)
(Total 20 marks)
Question 2.
As a member of a development team within a systems consultancy company,
you have been asked to plan the initial phases of a project being undertaken
on behalf of a new client. You are to prepare a report which will be presented
to the client that will give a detailed description of the feasibility of the
proposed project.
a) Outline the considerations, both internal and external to the client
organisation that may be taken into account when identifying
deficiencies within their current operation. ( 8 marks)
b) Explain what is meant by the technical, operational and economic
feasibilities of the proposed system and describe the ways in which
they may be determined. (12 marks)
(Total 20 marks)
[Turn over]
© Institute for the Management of Information Systems - D2006.
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Question 3.
Two small driving schools have merged to form a bigger company. The new
business now employs twelve driving instructors and runs twelve cars from
one office. There are currently some 250+ pupils registered for driving lessons
and these numbers are steadily growing. The amount of paperwork generated
by the business has been overwhelming and there is a clear need for a
computerised system. The following business processes are to be included in
the development of the proposed system:-
Pupils register with the driving school either by telephone or by paying a
personal visit to the office. Their details are kept in the Pupil Register.
Once registered, the Lesson Schedule is checked and an instructor is
allocated to that pupil. This is kept with the pupil details. Pupils usually
book one lesson at a time and may do this by contacting the driving
school office or by booking their next lesson with their instructor during a
lesson. They pay the instructor for each lesson at the start of it. At the
end of each day these bookings are recorded, on the Lesson Schedule
together with the recording in the Payments Book of payments made by
the pupils. Each day, a list of lessons booked for each instructor
including the pupils’ name and address is printed and given to that
instructor.
A Context Diagram for the proposed computerised system is shown below.
Using a standard notation for constructing data flow diagrams (DFDs),
explode the context diagram to a level 1 Data Flow Diagram. State the
notation that you intend to use.
Marks to be awarded as follows:-
a) Correct diagram syntax. ( 3 marks)
b) Level of detail. (10 marks)
c) Levelling and balancing. ( 3 marks)
d) Clear, easy to follow, well-structured diagram. ( 4 marks)
(Total 20 marks)
[Turn over]
Driving
School
System
Pupil Lesson Booking Instructor
Request
Registration Details
Booking Confirmation
Lesson
Bookings
Payment Details
Daily Lesson Details
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Question 4.
The Office Supplies Delivery Company (OSDC) specialises in supplying
stationery and office supplies to small businesses. They plan to develop a
database using a relational database management system (RDBMS) to store
their order processing information. The requirements for this proposed system
include the following:-
Customers are identified by a unique customer number which must be
stored along with the customer name and address.
Customers place orders either by telephone or by post using a preprinted
order form.
An order may be for one or more order items. Each order has a unique
order number. The date the order was placed and the total cost of the
order will be recorded.
Each order item is for a single product, however, the quantity of that
product ordered in an order item may be greater than one. An order
item number is recorded along with the quantity ordered and the
extended cost (i.e. product price x quantity ordered).
Products may be purchased from more than one supplier and a
supplier may provide more than one product.
Each product has a unique code, a description and a price.
Suppliers’ names and addresses need to be stored.
Produce an entity-relationship diagram (ERD) that accurately models the
information listed above.
Include on your diagram: attributes, and the cardinality of each relationship.
You do not need to resolve many-to-many relationships or show participation
constraints.
Marks to be awarded as follows:-
a) Correct diagram syntax. ( 3 marks)
b) Good choice of entities, relationships and attributes. (10 marks)
c) Cardinality constraints. ( 4 marks)
d) Clear, easy to follow, well-structured diagram. ( 3 marks)
(Total 20 marks)
[Turn over]
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Question 5.
The following is a first draft design for Sales Order input screen. No decisions
have yet been made as to data entry validation or field types to be used. Text
fields have been used by default.
Create New Sales Order Screen
Customer Number Text Field Customer Details
Order Number Text Field
Text Field
Text Field Text Field
Order Date
Sales Person Courier
Description Quantity
Text Field Text Field
Product Code Unit Price Line Total
Text Field Text Field
Order Total
Text Field
Sub-Total
Post & Packing
Text Field
Text Field
Text Field
Text Field
Text Field Text Field
Text Field
Text Field Text Field Text Field
Text Field Text Field Text Field
Text Field Text Field Text Field Text Field
Text Field
Create Order Clear Exit
a) In order for the screen design to be completed:-
i) Explain the types of data entry validation and the most
appropriate choice of field types in the above form. (10 marks)
ii) State which fields would have data keyed in, and which would
be shown as retrieved data dependent on other keyed fields.
( 5 marks)
b) Outline changes that would be needed to be made to the Human
Computer Interface (HCI) form if it was to be used to allow
customers to enter their own order details over the Internet.
( 5 marks)
(Total 20 marks)
[Turn over]
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Question 6.
Computer-Aided Software Engineering (CASE) tools have become
increasingly important in the development of computerised information
systems.
a) Explain what the term CASE tool means and describe the
functionality that a typical CASE tool might offer the systems
developer during the development of a computerised information
system. (10 marks)
b) Discuss the advantages and disadvantages of using CASE tools in
information systems development. (10 marks)
(Total 20 marks)
Question 7.
During the physical design of computer subsystems, the software architecture
may be determined by the data flow diagrams (DFD) processes being
converted to program modules, which are shown on a structure chart.
a) With the aid of a labelled diagram, explain how a structure chart is
used to represent program modules in a structured programming
environment. (10 marks)
b) Describe how transform analysis and transaction analysis may be
used when constructing a structure chart from the information
contained in a data flow diagram. (10 marks)
(Total 20 marks)
Question 8.
Professional and ethical responsibility issues are recognised as being of
considerable importance within the development of computerised information
systems.
a) Identify and discuss FOUR ethical issues that may need to be
considered by systems development staff. (12 marks)
b) Describe what is meant by the term ‘professional conduct’ and
briefly explain the issues that a systems developer must consider in
order to ensure that they may perform their duties to the expected
standards. ( 8 marks)
(Total 20 marks)
END OF EXAMINATION.
© Institute for the Management of Information Systems –D2006.
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D 26 –INFORMATION SYSTEMS BUILDING DECEMBER 2006
SOLUTIONS & MARKING SCHEME.
Question 1 answer.
a) Candidates should describe two different lifecycles from common
approaches, for example, the traditional waterfall lifecycle, prototyping,
rapid application development or evolutionary design. Whichever lifecycles
are described candidates should clearly state the process structure which
should be depicted in an appropriately labelled diagram.
Waterfall Cycle: linear sequence of phases where each phase is
completed before the next is started. Phases are Concept Formation,
Feasibility, Analysis, Design, Implementation, Testing and Maintenance.
Analysis must be concluded before design started which in turn is finished
before implementation commences, i.e. Design takes the requirements
models from Analysis and translates them into a ‘blueprint’ for the system’s
implementation. Although it is possible to iterate (revisit previous phases) it
is expensive and time consuming to do so.
Prototyping: Initial problem definition and requirements are determined by
developers and users. A system is developed to fulfil basic requirements.
This basic system is then experimented with by users and developers in
order to refine the requirements. The prototype is then developed to reflect
these refinements. These last two phases are repeated until prototype has
identified all requirements and fulfils them. Analysis, Design and
Implementation activities occur during the initial system build and each
time the prototype is refined.
Rapid Application Development (RAD): Development process is
streamlined by reducing time needed to determine the requirements
specification by incorporating Joint Application Design (JAD); speed-up
development by combining in parallel analysis & design; and develop early
prototypes to facilitate early feedback from users. Therefore Analysis,
Design and Implementation activities overlap are executed in a complex
manner.
Evolutionary Design: (Spiral Model) project is broken down into a series of
development cycles each of which builds upon the previous prototype.
Within each cycle of development a linear development takes place;
however, this differs from the waterfall cycle where there is one single
pass through the linear development. Each cycle is, therefore, a ‘mini
waterfall project’ and thus Analysis, Design and Implementation take place
sequentially within that cycle. Early developments are released to users
and system grows (evolves) overtime.
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A maximum of 6 marks will be awarded for each of the chosen cycles
described.
There is no fixed split of marks between description and diagram, marks
will be given on merit.
(12 marks)
b) The choice of the development process will be strongly influenced by
the nature of the system to be developed.
Highly structured, well understood problem domains are suited
to adoption of a linear cycle (waterfall). However, due to longer
development time, requirements drift may take place.
For evolutionary design to take place the system being
developed must be divisible into subsystems that are suited to
early release and that are capable of being augmented by
further releases. Large systems suited to a staged development
–early releases facilitating user commitment to the project.
Poorly understood problems are generally unstructured and
require experimentation in the early stages. Prototyping and
evolutionary approaches are better suited to this type of
problem.
Familiarity with technology is also important. If technology is new
then early experimentation is needed to improve understanding.
The idea of using new technologies may need to be ‘sold’ to the
users; early releases will give confidence.
Up to 2 marks for each valid point made to a maximum of 8 marks.
Other valid factors will be accepted.
(Total 20 marks)
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Question 2 answer.
a) Problem definition within the current system may involve the identification
of the right problems to solve. System design objectives may then be set
to solve those problems. Problem definition may be undertaken formally
(meetings/interviews etc.) or informally by listening to opinions of staff
involved. Problems may also be identified by looking at internal & external
considerations:-
Internal considerations include identifying:-
missing functions and capabilities.
unsatisfactory performance.
excessively costly operations.
External considerations used to identify problems:-
comparing internal way of working with conventional approaches
within the sector.
studying historical models of development (particularly in the use of
technologies).
study competitor activities to help identify best practices.
analyse trends in government policy, client preferences and public
attitudes.
Up to 2 marks for each valid point outlined to a maximum of 8 marks.
Other valid points will be accepted.
b) Once problems have been identified and design objectives set, the next
stage is to propose solutions, evaluate their feasibility and select a
preferred option. A feasibility study may include:-
Technical Feasibility determines:
Whether or not the technology needed for the proposed system is
available and if it can be integrated into the organisation.
Whether or not existing systems can be upgraded to use new
technology.
Whether or not the expertise exists to use the new technology.
Operational Feasibility determines:
Can the proposed system deliver the right information to the right
people in the right place at the right time.
Acceptability by the users of the proposed system –how it will fit
with current operations, need for restructuring, job losses, retraining
etc.
Economic Feasibility determines:
If investment will be recovered by operating the new system, i.e.
cost-benefit analysis. This may be carried out in several ways
including the ‘payback method’ and the ‘present value method’. (It is
not expected that candidates will go into the details of each of
these.)
Up to 4 marks for each type of feasibility covered to a maximum of 12 marks.
Other valid points will be accepted.
(Total 20 marks)
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1.
Register
Pupil
Pupil
Instructor
Lesson
Booking
Request
Registration
Details
Booking
Confirmation
Lesson
Bookings
Payment Details
Lesson
Details
Pupil Register
Pupil
Details
3. Record
Lesson
Booking
4. Record
Lesson
Payment
2.
Allocate
Instructor
5. Print
Lesson
List
New Pupil
Instructor
Payment Book
Payment
Lesson Schedule
Available
Instructor
Lesson Slot
Daily
Lesson
Details
Pupil
Details
Lesson
Details
Question 3 answer.
Sample Solution for Level 1 Data Flow Diagram
The sample solution is just one valid diagram. It includes all of the detail from
the scenario given in the question. Candidates should be able to appropriately
identify the main processes, data stores and external entities from the
information provided in the scenario.
a) Up to 3 marks for correct diagram syntax.
b) 1 mark for each correct ‘box’ and associated ‘connections’ up to 10 marks.
c) Up to 3 marks for levelling and balancing.
d) Up to 4 marks for clear, easy to follow, well-structured diagram.
(Total 20 marks)
This DFD models just part of
the overall system.
Information from the Payment
Book will be used elsewhere,
for example by accounts
processes.
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Supplier
Product
Order Item
Customer Order
places
comprises
Ordered-in
Supplies
1 m
1
m
m 1
m
m
Customer-
Name
Customer-
Address
Customer-
Number
Supplier-
Address
Supplier-
Name
Order-No
Date
Total-Cost
Code
Description
Price
Item-
Number
Quantity-
Ordered
Extended-
Cost
Question 4 answer.
Sample Solution for Entity-Relationship Diagram
The sample solution is just one valid diagram. It includes all
of the detail from the scenario given in the question.
Candidates should be able to appropriately identify the
entities, relationships and attributes from the information
provided in the scenario.
a) Up to 3 marks for correct diagram syntax.
b) 1 mark for each paid of correct ‘boxes’ and associated‘connections’ up to
10.
c) Up to 3 marks for cardinality constraints.
d) Up to 4 marks for clear, easy to follow, well-structured diagram.
(Total 20 marks)
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Question 5 answer.
a) Candidates should base their answer around the following points:-
i)
Look-up of descriptive data from keyed codes –minimising
potentially inaccurate keying, increasing entry speed, and providing
validation of keyed codes.
Numeric data can be checked for valid data ranges.
Alphanumeric data can be checked for valid patterns.
Pull-down lists can be used for entry, reducing keying effort and
enforcing attribute dependency.
Default values may be used for some fields, e.g. order date may be
input using the system clock. May need to over-ride default values.
Up to 2 marks for each valid point made to a maximum of 10 marks.
Other valid validation checks will be accepted.
ii)
Input customer number –customer details appear on screen, to be
checked with customer/customer order form.
Key in product number, price and description appear on screen,
providing validation of product identity.
Key in quantity, line total generated, also running grand total.
Quantity range limit check, may vary with each product, guarding
against accidental mis-keying.
Order Number to be system generated.
1 mark for each valid point made to a maximum of 5 marks.
Other valid points will be accepted.
b) Changes that would be needed to be made to the design-style of the form
for Internet use might include:-
Much greater use of graphics e.g. pictures of products to be
ordered.
Use of hyperlinks e.g. to allow browsing of product catalogue.
Potential use of multi-media, e.g. listen to music clips before buying
a CD.
Use of ‘metaphors’ e.g. the shopping cart/checkout metaphor for
placing orders.
High level of interaction and flexibility in the way the screen would
be used.
1 mark for each valid point made to a maximum of 5 marks.
Other valid points will be accepted.
(Total 20 marks)
© Institute for the Management of Information Systems –D2006.
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Question 6 answer.
a) Suitable description of CASE along the lines of:-
“Computer Aided Software Engineering (CASE) tools are the software that
helps the systems analyst and designer in the analysis, design and build
phases of a software project.” (Bocij, et al,2006)
Typical functionality:
diagramming facilities.
means of describing/defining functional and data entities.
means of identifying relationships between system components.
central repository of system information (Data Dictionary).
error checking facilities (syntax errors).
consistency and completeness checks.
May also have:
user interface generators.
database specification.
code generators.
project management aids.
documentation generators.
features for group working, version control, interfacing facilities
and security.
2 marks for each valid point identified/discussed made to a maximum of 10
marks.
Other valid points will be accepted.
b) Discussion of advantages/disadvantages may be around a selection of the
following points:-
Advantages:
Automation of tedious tasks.
Syntax/completeness checks ensure consistency.
Amending/updating achieved far more easily.
o documentation can be kept up-to-date.
o beneficial effect on maintenance.
More rapid development.
o more feasible to develop & evaluate alternative designs.
o an aid to prototyping.
Clearer communication with users.
Continuity of development with changing staff.
Standardised quality assurance/test procedures.
CASE can help with QA e.g. adherence to standards, integrity of
documentation.
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Disadvantages:
Initial cost of installation and training.
Training and experience required for their appropriate use.
Tool may have incomplete coverage of syntax and consistency
checks.
Limited intelligence –tool cannot determine accuracy of models.
Development approach may be limited to fit capabilities of CASE
tool.
2 marks for each valid point identified/discussed made to a maximum of 10
marks.
Other valid points will be accepted.
(Total 20 marks)
© Institute for the Management of Information Systems –D2006.
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Question 7 answer.
a) A labelled diagram of an example structure chart should be provided and
should show the main components that may be included.
Main module.
Program modules (rectangular boxes).
Connections (lines between modules).
Data couplings (arrows).
Decision points (diamond symbol).
Repetition (looping arrow).
Example diagram (it is not expected that candidates will produce a
diagram to this level of detail, however, the above features should be
present and labelled):
1 mark for each correct ‘box’ and associated ‘connections’ up to a maximum
of 10 marks.
MAIN
Get-X T1
Get-Y Change-Y
T2 T3 Compute
Compute Put-A Put-B
b,
d b,d j
m
d
n o
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b) Typical pointers of the form:
Create an overall control module; each DFD process becomes a
module on the structure chart; each flow becomes a coupling; control
flags added as appropriate to convey condition information; group I/O
modules under higher level module (transform centres); group modules
that work towards same identifiable functions (transaction centres);
decompose complex processes & flows.
Transform Analysis –uses DFD to identify transform centres (central
process with well-defined I/O streams) and data couplings. Processes
that provide I/O are converted to modules with additional modules
added to allow get/put operations.
Transaction Analysis –uses DFD to identify transaction centres
(process splitting input and calling different transactions) and also
repetition and decision.
Transform analysis & transaction analysis are the first steps in
constructing a structure chart, iterative refinement will be necessary.
4 marks for demonstrable understanding of transfer analysis.
4 marks for demonstrable understanding of transaction analysis,
and 2 overarching marks for bringing them together. (10 marks).
(Total 20 marks)
© Institute for the Management of Information Systems –D2006.
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Question 8 answer.
a) Ethics describes beliefs concerning right and wrong and can be used as a
guide to the behaviour of individuals. Any suitable ethical issues accepted,
such as:-
Effects of the new system on workforce.
o Employment patterns.
o Skilling versus deskilling.
Personal privacy.
o Use of personal information.
o Legislation.
Crime.
o Hacking and creation of viruses.
o Theft –software/data.
o Computer fraud.
Intellectual property rights.
Computer unreliability and software quality.
3 marks for each valid ethical issue identified and discussed to a maximum of
12 marks.
Other valid issues will be accepted.
b) Professionalism may be described as how an individual should act in order
to meet standards set by a profession in terms of individual integrity,
conduct and behaviour. Professional bodies such as the Institute for the
Management of Information Systems (IMIS) publish a code of
conduct/ethics, to which their members must adhere, which gives
guidance to professional practitioners. Systems developers should follow
such codes of conduct/ethics which will cover such issues as:-
Requirement to ensure that developer’s skills are kept up to date in
order to carry out their work competently.
Maintenance of knowledge and understanding of relevant legislation,
regulations and standards that apply to any system development that is
being worked on.
Dealing with potential areas of conflict related to the duties and
responsibilities of the IS professional and the wishes of the
client/actions of other team members. For example, cutting corners in
the development which may result in inaccurate/unreliable software or
illegal use of personal data held on the system.
Systems developer always acting in a professional manner to clients,
users and other development team members.
Up to 2 marks for explanation of professional conduct
2 marks for each relevant issue described to a maximum of 6 marks
(Total 20 marks)
© Institute for the Management of Information Systems –D2006.
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Reading references:
Main course text:
[1] Hawryszkiewycz, I (2001) Introduction to Systems Analysis & Design
(5th Ed.) Pearson Education.
Secondary course text:
[2] Bocij, P., Chaffey, D., Greasley, A. & Hickie, S (2003) Business
Information Systems: Technology, Development & Management for the
e-Business (2nd Ed.) Pearson Education.
Answers to most of the questions can be derived from the main course text
book (Hawryszkiewycz) and those that cannot, can be answered from the
secondary course text.
Question No. Learning Outcome Reading Reference
1 a)
b)
LO2, LO3 [1] Ch. 5 [2] Ch. 7
[1] Ch. 5
2 a)
b)
LO4 [1] Ch. 7
[1] Ch. 7 [2] Ch. 8
3 a)
b)
c)
d)
LO5 [1] Ch. 8 [2] Ch. 10
4 a)
b)
c)
d)
LO5 [1] Ch. 9 [2] Ch. 10
5 a)
b)
LO6, LO9, LO13 [1] Ch. 14 [2] Ch. 11
6 a)
b)
LO8 [1] Ch. 6
7 a)
b)
LO6 [1] Ch. 16 [2] Ch. 11
8 a)
b)
LO12 [2] Ch. 17