ICT2621
ASSIGNMENT 2
**Please note that the questions 1 & 2 are numbered as numbered in the
assignment questions.
Question 1
1.6 It embeds the item repeating group.
1.7 Data Dictionary
1.8
1.9 An activity-data matrix shows which activities require access to the data or objects.
The information can be found on the DFD fragments for the traditional approach and on
the sequence diagrams for the Object-Oriented approach.
1.10
Symbol
1.
Name
Description
Process
Step-by-step instructions are
followed that transform
inputs into outputs(a
computer or person or both
doing the work)
Data flow
Data flowing from place to
place, such as an input or
output to a process.
External agent
The source or destination of
data outside the system.
Data store
Data at rest, being stored for
later use. Usually
corresponds to a data entity
on an entity-relationship
diagram.
Real-time link
Communication back and
forth between an external
and a process as the process
is executing (e.g. credit card
verifications).
2.
3.
4.
5.
Question 2
2.1
1. What is the formality (versus informality) of the project (schedule, assignments,
status, and so on)?
2. Should tasks be assigned to sub teams or to key individuals?
3. Should tasks be assigned well in advance or using a just-in-time approach?
4. Is the project schedule stable or is it a changing schedule?
5. How do the number of duration and critical-path tasks compare to the number of
tasks that are not on the critical path?
6. Should tasks be assigned based on specific skills or on availability?
7. Should tasks be assigned so that team members are fully scheduled or should open
times be provided on people’s schedules?
2.2
1. Some input transaction do not need to be processed in real time(for example , outof-state checks delivered in large nightly batches from central bank
clearinghouses).
2. Online data-entry personnel can be centrally located (for example, a centrally
located group of telephone order takers can serve geographically dispersed
customers).
3. The system provides a large volume of periodic outputs (for example, monthly
credit-card statements mailed to customers).
4. A high volume of transactions occurs between high-speed computers (for example,
business-to-business processing for supply chain management).
2.3
Step 1: Determine the primary information flow.
Step 2: Find the process
Step 3: Redraw the data flow diagram
Step 4: Generate the first-draft structure chart
Step 5: Add other modules
Step 6: Add other inter-module relationships
Step 7: Make final refinements to the structure chart.
2.4
Create a
new
multiple
listing
New listing
Information
listing
items
listing
information
Listing
info
listing
book
listing
items
updated
listing
Add new
listing
listing
info
Get Estate
listing
information
Provide
listing
information
Produce
multiple
listing book
listing
information
Create
estate
records
listing
information
Validate
estate
information
records
Information
Availability
Maintenance
Accessibility
of data
Maintenance
of records
Update
listing
lists
book
Check order
of records
and correct
if necessary
Question 3
Relational database schema
STEP 1: table for each entity
Table
Attributes
Student
Student-number, last-name, first-name, initial,
address, contact number, date of birth, year-of-1stregistration, registration-year-and-cycle, assignment1-mark, assignment-2-mark, year-mark, exam-mark,
final-mark
Course
Course-code, course description, maximum-number
of subjects, amount of enrolments per course per
subject
Subject
Subject-code, subject-description, level, prerequisite1, prerequisite-2, price
Lecturer
Lecturer-ID, last-name, first-name, initial, address,
phone-home, office, office-extension, parking-baynumber, date-of-birth, hire-date
STEP 2: primary key in bold
Table
Attributes
Student
Student-number, last-name, first-name, initial,
address, contact number, date of birth, year-of-1stregistration, registration-year-and-cycle, assignment1-mark, assignment-2-mark, year-mark, exam-mark,
final-mark
Course
Course-code, course description, maximum-number
of subjects, amount of enrolments per course per
subject
Subject
Subject-code, subject-description, level, prerequisite1, prerequisite-2, price
Lecturer
Lecturer-ID, last-name, first-name, initial, address,
phone-home, office, office-extension, parking-baynumber, date-of-birth, hire-date
STEP 3: foreign key in italics
Table
Attributes
Student
Student-number, last-name, first-name, initial,
address, contact number, date of birth, year-of-1stregistration, registration-year-and-cycle, assignment1-mark, assignment-2-mark, year-mark, exam-mark,
final-mark
Course
Course-code, subject-code, course description,
maximum-number of subjects, amount of enrolments
per course per subject
Subject
Subject-code, subject-description, level, prerequisite1, prerequisite-2, price
Lecturer
Lecturer-ID, subject-code, last-name, first-name,
initial, address, phone-home, office, office-extension,
parking-bay-number, date-of-birth, hire-date
STEP 4: many-to-many relationships
Table
Attributes
Student
Student-number, subject-code, last-name, firstname, initial, address, contact number, date of birth,
year-of-1st-registration, registration-year-and-cycle,
assignment-1-mark, assignment-2-mark, year-mark,
exam-mark, final-mark
Course
Course-code, course description, maximum-number
of subjects, amount of enrolments per course per
subject
Subject
Subject-code, subject-description, level, prerequisite1, prerequisite-2, price
Lecturer
Lecturer-ID, last-name, first-name, initial, address,
phone-home, office, office-extension, parking-baynumber, date-of-birth, hire-date
STEP 5: verify if in 3NF
Table
Attributes
Student
Student-number, subject-code, last-name, firstname, initial, address, contact number, date of birth,
year-of-1st-registration, registration-year-and-cycle,
assignment-1-mark, assignment-2-mark, year-mark,
exam-mark, final-mark
Course
Course-code, course description, maximum-number
of subjects, amount of enrolments per course per
subject
Subject
Subject-code, subject-description, level, prerequisite1, prerequisite-2, price
Lecturer
Lecturer-ID, last-name, first-name, initial, address,
phone-home, office, office-extension, parking-baynumber, date-of-birth, hire-date
STEP 6: convert to 3NF, if it is not in 3NF
Table
Attributes
Student
Student-number, subject-code, last-name, firstname, initial, address, contact number, date of birth,
year-of-1st-registration, registration-year-and-cycle,
assignment-1-mark, assignment-2-mark, exam-mark,
final-mark
Course
Course-code, maximum-number of subjects, amount
of enrolments per course per subject
Subject
Subject-code, level, prerequisite-1, prerequisite-2,
price
Lecturer
Lecturer-ID, last-name, first-name, initial, address,
phone-home, office, office-extension, parking-baynumber, date-of-birth, hire-date
Question 4
Relational database schema in 3NF
Table
Attributes
Client health-care
organization
Client Unit
OrganizationID, name, address
Patient
Patient-number, name, date-of-birth, sex, roomnumber
Prescription-number, start-date, start-time, quantity,
frequency, special-instructions
OrderID, date, start-time
Prescription
Order
ClientID, name, address, floor, wing
Drug
OrderItemID, OrderID, patient-name, room-number,
chemical-name, manufacturer, unit-type, unit-dosage,
quantity, frequency, special-instructions, price
DrugItemPackageID, UPC, package-type, packagequantity, brand-name, price
DrugItemID, DrugID Unit-type, unit-dosage, quantityon-hand, reorder-point, reorder-quantity, price
DrugID, Chemical-name
Manufacturer
ManufacturerID, name, address
Pharmacist
Pharmacist -License-number, name
OrderItem
DrugItemPackage
DrugItem
**Primary keys are in bold
**Foreign keys are in italics
**Please note that questions 6 & 7 are numbered as stated on My UNISA.
Question 6
6.1
1. Cooperating peer team: includes members of roughly equal skill and experience
with overlapping areas of specialization. Decisions are primarily made by
consensus.
2. Chief developer team: is similar to a small military unit It is a team with a single
leader who makes all important decisions.
3. Collaborative specialist team: is a team with a wide variation in and minimal
overlap of skills and experience. The leader is primarily an administrator.
6.2 Collaborative specialist team because I would prefer to have a team with a variety of
skills and experience.
Question 7
7.1
1. The assumption that trained programmers can examine source code, figure out how
the system works, and train users as needed.
2. The assumption that the users trained during system implementation will
informally pass on their knowledge to future users.
3. The lack of resources and special skills required to develop documentation and
keep it up to date.
7.2
1. Tracking modifications requests and error reports.
2. Implementing changes.
3. Monitoring system performance and improving performance or increasing
capacity.
4. Upgrading hardware and system software.
5. Updating documentation to reflect maintenance changes.