COMPUTER CONCEPTS 4E: CHAPTER 13
Chapter 13
Developing Effective Information Systems
At a Glance
Instructor’s Notes




Chapter Overview
Chapter Outline
Technical Notes
 Materials Needed
Lecture Notes
 Key Terms
 Systems Analysis
 System Design
 System Construction
 Implementation Strategies
 System Maintenance
 User Focus: Using Data Flow Diagrams
 Issue: Are the Inmates Running the Asylum?
Solutions





Solutions to Review Activities
Solutions to Study Tips
Suggested Solutions to Projects (with Teaching Tips)
Suggested Solutions to Additional Projects
Solutions to Course Lab Assignments
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COMPUTER CONCEPTS 4E: CHAPTER 13
Instructor’s Notes
Chapter Overview
In this chapter your students will learn about the system development life cycle; the personnel involved in
designing and maintaining information systems, how the PIECES framework can help identify problems
in an information system, and the role of data flow diagrams, data dictionaries, and process
specifications. Students will also learn the difference between system requirements and application
specifications, between request for proposal and request for quotation, and between unit testing,
integration testing, system testing, and acceptance testing. Finally, students will learn the advantages
and disadvantages of various conversion methods when switching to a new information system.
Chapter Outline
Lecture Topics
Page #
Material Covered
Systems Analysis
574
System Design
582
System Construction
587
Implementation Strategies
591
System Maintenance
User Focus: Using Data Flow Diagrams
594
596
Issue: Are the Inmates Running the
Asylum?
600
Analyze needs; select the project team;
define the problem; study the current
system; determine system requirements
Identify potential solutions; evaluate
solutions and select the best; purchase
hardware and software; develop application
specifications
Install hardware and software; create
applications; test applications
Train users; convert data; convert to new
system; acceptance testing
Maintenance activities; the help desk
DFD symbols; interpreting a DFD; accuracy
and completeness
User-friendly design; computer software
literacy
Technical Notes
Materials Needed
Windows 95 or Windows 98 installed on the lab computers. The best way to ensure that you have
all the program files needed for the chapters is to use the Complete Setup option from the install
program.
Internet access. Note that some of the end-of-chapter Projects are labeled as Internet Optional or
Internet Required. Students who do not have access to the Internet will not be able to complete the
Internet Required assignments, but will be able to complete the Internet Optional ones.
Course Labs Software. Online interactive Course Labs that introduce basic computer concepts are
included on the CD-ROM in your Instructor’s Resource Kit. See “Using the Course Labs” in the front
matter of this Instructor’s Manual for information on installing and using the Course Labs.
COMPUTER CONCEPTS 4E: CHAPTER 13
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Lecture Notes
Key Terms
4GL (Fourth Generation Language) (582): A programming language that contains built-in commands
for tasks such as sorting data and creating columnar reports.
Acceptance testing (593): Assures the purchaser or user of the new system that the system does what
it is supposed to do.
Application development tool (582): A type of software construction kit that contains building blocks
you can assemble into a software product.
Application specifications (586): Describe the way an application should interface with the user, store
data, process data, and format reports.
Application testing (589): The process of trying out various sequences of input.
Black hole (599): A process in a data flow diagram that has no output.
CASE tool (580): Software that is designed for summarizing system requirements, diagramming current
and proposed information systems, scheduling development tasks, preparing documentation, and
developing computer programs.
Chief information officer (CIO) (575): Heads the information systems department.
Component object (582): Pre-programmed module that a programmer can insert into a program.
Conversion software (591): Written by a computer programmer to read the old data and convert it into
a format that is usable by the new system.
Data dictionary (579): Documents detailed descriptions of the data that flows through an information
system and data that is stored by that system.
Data flow diagram (DFD) (578): Graphically illustrates how data moves through an information system.
Data flows (578): Arrows that indicate how data travels from entities to processes and data stores.
Data store (578): An open-ended rectangle in a data flow diagram.
Direct conversion (592): When the old system is completely deactivated and the new system is
immediately activated.
External entity (578): A square box in a data flow diagram.
Help desk (595): A group of technicians with in-depth training in specific areas (such as word
processing, spreadsheet, database, etc.) which responds to end user problems.
Information systems department (575): The wing of a business or organization responsible for
developing and maintaining the computers, data, and programs for an information system.
Integration testing (589): Testing that determines whether the individually tested modules operate
correctly when placed together.
Knowledge engineering (588): The process of designing, entering, and testing the rules in an expert
system.
Miracle (599): A process in a data flow diagram that has no input.
Parallel conversion (592): When both the old and the new systems operate in parallel until it can be
determined that the new system is performing correctly.
Phased conversion (592): When one module of the new information system is activated at a time.
PIECES framework (577): Designed by James Wetherbe, helps identify problems in an information
system.
Pilot conversion (592): When the new system is activated at only one branch of an organization until it
is determined that it works correctly.
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COMPUTER CONCEPTS 4E: CHAPTER 13
Problem statement (577): A statement of the task that needs to be accomplished.
Procedure handbooks (591): Step by step instructions for performing a specific task.
Process (578): Manual or computerized routine that changes data.
Process specification (579): A formal statement stipulating what happens to data within a process.
Programming (588): Writing a program (instructions to a computer) in a programming language or
using applications software to solve a given problem.
Prototype (581): An experimental version of an information system; usually includes a visual display of
the respective screens so that the customer can gain a "feel" for what the final product will look like and
how it will work.
Request for proposal (RFP) (584): A document sent to vendors that describes the problem and the
requirements for solution.
Request for quotation (RFQ) (585): A request for a formal price quotation on a list of hardware and
software.
Software customization (588): The process of modifying a commercial application to reflect the needs
of the user.
Software engineering (588): The process of creating applications or programs for an information
system using a programming language or application development tool.
Structured English (579): A variation on standard English that limits the words you can use to those
defined in the data dictionary and to specific logical terms.
Success factors (581): System requirements that also serve as an evaluation checklist at the end of the
development project.
System conversion (592): The process of deactivating the old system and activating the new one.
System development life cycle (SDLC) (574): An outline of the process that helps develop successful
information systems.
System development project team (576): A group of people who are assigned to analyze and develop
an information system.
System operator (594): Performs system backups and data recovery, monitors system utilization loads,
and troubleshoots operational problems.
System requirements (581): The criteria for successfully solving the identified problem(s).
System testing (589): Ensures that all the hardware and software components of a new information
system work together.
Systems analysis and design (574): The process of planning and building an information system.
Systems analysts (575): Computer professionals who analyze information requirements, design a new
information system, and supervise the new system implementation.
Systems programmer (594): The operating system guru, usually for a mainframe or mini-computer
information system.
Test area (589): A place where software testing can occur without disrupting the organization’s regular
information system.
Unit testing (589): Testing that assures an application module operates reliably and correctly.
Systems Analysis
The system development life cycle (SDLC) usually begins with an analysis of needs by the project
team. The team begins by defining the problem which they seek to solve. The PIECES acronym,
described in Figure 13-4, is a useful tool in identifying specific problems within an information system.
Consider using the following example, and students to classify the portion of PIECES under which the
problem falls:

When employees submit reimbursement for travel expenses, they must send a form to the
department head for approval, then the form is forwarded to accounts payable, and finally to
payroll where it is entered into the computer for payment in the next pay period. Employees
sometimes wait for two months while the form goes to each office. (Performance — processing
takes too long)
COMPUTER CONCEPTS 4E: CHAPTER 13
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
During registration week, a list of full courses is printed every other day so students have difficulty
planning their schedules. (Information is not up-to-date)

When a credit card holder charges less than $20, the credit card company loses money because it
earns 60 cents, but it costs the credit card company 90 cents in phone charges and employee
time. (Economics — costs too much to process a transaction)

When students register late for a class they first must go to the scheduling office to find out if there
is space in the class. If space is available, the student must get the instructor’s signature, then
return to the scheduling office to officially add the class. (Control — the employees in the
scheduling office do not have authority to add students)

People applying for driver’s licenses in some U.S. territories are frustrated because they have to
wait in line to purchase the form, then they must fill out the form and take it to another line to get it
stamped and make an appointment to take the driver’s test. (Efficiency — too many lines, people,
and time required to process a driver’s license application)
Once the problem has been defined, the project team must study the current system to determine
which elements are essential to a new or modified information system. The analyst studies the
documentation that is available and creates further documentation as necessary. Use Figures 13-5, 136, and 13-7 to review the types of documentation used by the systems analyst. Additional information
about data flow diagrams (DFDs) is in the User Focus section of the chapter.
Finally, the project team must list system requirements that define the characteristics of a successful
new information system. To determine system requirements, the analyst might create a prototype. You
might want to expand on the prototyping concept because it is becoming more popular — objectoriented and visual languages as well as CASE tools simplify the prototyping process.
Tip: Students understand the purpose and importance of system requirements if it is explained that
they can serve as a checklist for success. To be successful, the new system should meet or
exceed all the requirements.
Related Assignments:
Project: 3
System Design
This section combines the general and detailed design phases because it is often difficult for beginning
students to grasp the difference between these two stages. If your students are already familiar with
system design, you may wish to point out this distinction to them.
In the design phase of the SDLC, the project team identifies potential solutions, then selects the best
of those solutions. You might emphasize that the selection process takes into consideration the costs
and benefits of each potential solution. You might also want to talk about one of the major decisions that
must be made in the design phase: whether to build custom software or buy commercial software.
Once a solution has been found and management has approved the decision, hardware and
development tools (software) can be purchased. This step is sometimes included in the construction
phase, but we have placed it in the design phase because detailed specifications cannot be determined
until the hardware and software are known. The final step in the system design phase is to develop
application specifications.
Tip: You can help your students understand the difference between system requirements and
application specifications by using an analogy. When an architect designs a house, she finds out
what the family needs (i.e., play space for young children, a home office, etc.). This is analogous to
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COMPUTER CONCEPTS 4E: CHAPTER 13
the system requirements — if these requirements are met, the family should be happy with their
new home. These requirements, however, are not an appropriate plan for the construction workers
who build the home, so the architect must also create detailed blueprints showing dimensions,
electrical and plumbing plans, exterior elevations, etc. These detailed blueprints are analogous to
application specifications.
Related Assignments:
Projects: 1, 2, 3, 4
System Construction
In the construction phase, the hardware and software are installed, and then applications are created
(or customized) and tested.
If applications are to be customized, the appropriate technique must be chosen. Refer students to the
chart in Figure 13-13 for a detailed description of the techniques used with different tools. Consider
giving students examples of common applications, and the tools and techniques best suited to each one.
Once a system has been constructed, it must be tested to ensure its proper functioning. Your students
may need additional discussion of the different types of testing. Application testing is an umbrella term
that encompasses three other types of testing: unit, integration, and system. A unit test checks a single
module. Integration testing ensures that modules interact correctly. System testing ensures that all
hardware and software components (and perhaps procedures and data) work correctly. Unit, integration,
and system testing all occur in the construction phase.
Related Assignments:
Course Lab:
System Testing
Implementation Strategies
In the implementation phase users are trained, data is converted, and processing shifts to the new
system.
One of the most common tools used to train users is the procedure handbook, a reference guide to
system functions. If you have examples of procedure handbooks, allow your students to view them.
Discuss the different sections, and the information covered. Have students evaluate the layout of the
manual. Which sections are most helpful to a first-time user? Which layouts are most user-friendly?
Are there any design alterations that would make the handbook more helpful to users?
There are a number of common ways to convert data from one system to another. Students usually do
not find it difficult to envision the different types of conversions: direct, parallel, phased, and pilot. What is
difficult to convey is the amount of planning and risk that accompanies a system conversion. You may
wish to recount your experiences with large system conversions to convey the enormity of the task to
your students.
As discussed in the previous section, most testing occurs during the system construction phase.
Acceptance testing, however, occurs in the final phases of system conversion, either at the end of
construction or during implementation. Acceptance testing assures that the new system is operating
reliably and without errors.
System Maintenance
Once a new system is in place, system maintenance is ongoing. Students may be surprised to learn
that 80% of an information system department budget is spent on costs related to system maintenance.
You may want to add that in most IS departments, entry level positions are usually assigned
COMPUTER CONCEPTS 4E: CHAPTER 13
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maintenance duties: modifying code to add features, fixing bugs, and optimizing modules that require
enhanced performance.
If your school has one or more staff members assigned to technical support, consider having someone
speak to the class about the specifics of his or her job. If not, you may wish to ask a system operator
from a local business to speak to the class.
User Focus: Using Data Flow Diagrams
Data flow diagrams (DFDs) are one of the analyst’s main tools, used to “sketch” out what happens to
data in an information system. End users who understand DFDs can much more easily communicate
with analysts to discuss their information system needs.
Tip: When you present DFDs, the first thing to emphasize is that they are NOT flow charts. Several of
your students are likely to have worked with flow charts and will assume that DFDs are the same.
Point out that DFDs focus on data, whereas flow charts focus on processes.
To give a lecture on DFDs you might follow this outline:



First show an example, such as the DFD in Figure 13-18, and point out that this type of
diagram shows what happens to data in an information system.
Explain the symbols used on DFDs as shown in Figure 13-19.
Walk through a DFD to show what it tells us about an information system. Figure 13-20 is
labeled with the main points of a walkthrough.
When discussing accuracy of DFDs, consider asking students to identify which sections of the DFD
shown in Figure 13-20 would have to be missing in order to produce a black hole or a miracle.
Related Assignments:
Project: 6
Issue: Are the Inmates Running the Asylum?
Ask students to think of a time when they were frustrated by the way a program or operating system was
functioning. Ask them to recall how they solved their problem. Did they make use of a help desk, user
manual, or solve the problem on their own? Once students have shared their answers, ask them to
come up with changes in the program or operating system that would have made the solution to their
problem more obvious. Make a list of design changes suggested by the students. How feasible do they
think their suggested modifications are? Ruling out those suggestions which seem the least reasonable,
have the class decide on a list of the top five modifications they think should be made to the design and
function of computer systems.
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COMPUTER CONCEPTS 4E: CHAPTER 13
Solutions
Solutions to Review Activities
Interactive Summary
The process of planning and building information systems is referred to as systems analysis and
design. Several methodologies exist for this process. The one that you will use will depend on the type
of system that you are constructing. In general, however, system development follows a system
development life cycle (SDLC), which consists of a number of steps, or “phases.” The first phase of the
SDLC is to analyze needs. Typically, this task is performed by a project team, which interviews users,
studies the current system, devises a(n) problem statement, and determines system requirements (also
called success factors).
In the design phase of the SDLC, the project team identifies potential solutions, evaluates those
solutions, and then selects the best one. The solution is then refined into a series of application
specifications that describe the way that the new information system should interact with the user, store
data, process data, and format reports. To find the right hardware and software to implement the
solution, the project team might send out a request for proposal, asking vendors to recommend a
solution and specify hardware and software requirements. As an alternative, when team members know
exactly what hardware and software they need for the solution, they can send out a request for
quotation that simply asks for vendor prices.
During the construction phase of the SDLC, the project team supervises the technicians who set up
new hardware, install programming languages and other application development tools, create and test
applications, and customize software. In this phase, three types of testing help ensure that new software
works correctly. Unit testing is performed on each module, then integration testing is performed to
make sure that all of the modules work together correctly. System testing ensures that all of the
hardware and software components work together.
In the implementation phase of the SDLC, data is converted from the old system to the new one, users
are trained, and the new system goes live. During this phase, the information system undergoes a final
test called acceptance testing, designed to assure the system’s owner that the new system works as
specified.
After installation, an information system enters the maintenance phase of its life cycle. During this
phase, a(n) system operator typically performs backups, monitors system utilization, and troubleshoots
operational problems. As users discover bugs, programmers must fix them. Ongoing user support from
a help desk might also be required.
Interactive Quizzes
1.
2.
3.
4.
5.
6.
7.
Analysts
Performance
Structured
CASE
False
Direct
Maintenance
1.
2.
3.
4.
5.
Data Flow Diagram (DFD)
Three
Customer
Flow
Store
COMPUTER CONCEPTS 4E: CHAPTER 13
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Solutions to Study Tips
Tip: Study Tips are designed for student self-study. We provide answers here in case your students
have questions about the review.
1.
The system development life cycle consists of five phases:
1. Analyzing needs: select project team, identify problem, study current system, determine
requirements
2. Designing the new system: identify potential solutions, evaluate solutions and select the best,
purchase hardware and software, develop applications specifications
3. Constructing the new system: install hardware and software, create applications, test
applications
4. Implementing the new system: train users, convert data, convert to new system, acceptance
testing
5. Maintaining the new system: follow daily backup procedures, monitor system performance,
identify and fix problems, modify system to meet changing needs
2.
a.
b.
c.
d.
e.
3.
Students should create a table similar to the following:
Problem
Solution
Problem
Solution
Problem
Unit Testing
Integration Testing
System Testing
Acceptance Testing
Purpose of the Test/ What
Is Tested
Ensures that each
application unit operates
reliably and correctly
Ensures that application
units operate correctly
together
Ensures that all hardware
and software components
work together
Ensure that new system
performs according to
specifications
Phase of the SDLC
Construction phase
Construction phase
Construction phase
Implementation phase
4.
a.
b.
c.
d.
Control (There are no controls over who uses the system and for what purpose)
Service (Customers are not getting prompt service)
Performance (The system does not respond quickly)
Efficiency (The process of routing and entering information takes too much time and too many
people)
5.
Students should submit a DFD of the mail-sorting system, where each item is sorted according to
its address.
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COMPUTER CONCEPTS 4E: CHAPTER 13
Suggested Solutions to Projects (with Teaching Tips)
1.
This question calls for a subjective answer, based on a reasonable assessment of the problem
and potential solutions. Here are some of the factors your students might include in their
responses.
 Option a, better bar code labels, is relatively inexpensive and may be practical.
 Option b, modifying the system, is likely to be expensive and may not be financially feasible.
 Option c, printing weekly price lists and placing them at each register, is also relatively
inexpensive and practical.
 Option d, hiring more workers, is expensive and might not be financially feasible.
Your students also have the option of responding that more information was necessary. Your
students might wonder if bar code labels are falling off of any particular items, e.g., tool handles,
bags of potting soil, etc. If labels are falling off only a few items, then solution c might be most
practical. Your students might also wonder how difficult it would be to modify the system for
solution b. It might be very difficult to modify the program code for a commercial package, less
difficult if the software was written in-house, and some commercial software might have a built-in
feature to do on-line price checks.
Tip: Initiate a small-group or in-class discussion. Which solution did most students pick and why?
2.
a. Students’ answers should be similar to the following problem statement: The current
procedures are not efficient for calculating the total number of subscribers each month and
indicating whether the total number of annual subscribers increased or decreased.
b. Students’ answers will vary, but two possible solutions include:
(1) Modify the current IS system to calculate totals and produce the line chart.
(2) Have Jennifer calculate the total number of subscribers less frequently, for example, every
two or three months.
c. Students should choose the solution that would improve the efficiency of the current IS
system.
3.
Students should search the Web for an actual request for proposal and then write a brief summary
of the proposal that indicates the following:
a. The URL of the proposal
b. The organization that submitted the proposal
c. A brief summary of the problem the organization is trying to solve
Tip: If students don’t have access to the Internet, you want to obtain several examples of a RFP, and
place them on reserve at the library. Assign specific RFPs to teams of students, and then have
each team present their findings to the class. Have students compare the RFPs of each team.
4.
Students should submit a one-page RFP that asks vendors for a solution to the CD inventory
problem. Remind students that the RFP should describe the problem and the requirements for the
solution. They can use the RFP in Figure 13-10 as a model. You might use the following grading
criteria:
 Completeness
 Organization
 Clarity
 Style (i.e., proposal)
 Spelling and grammar
5.
Students should research three CASE tools, using the Web and computer trade journals, and then
submit a report in the form of a memo, which includes the following information:
 Name, manufacturer, and price of each CASE tool
 Short description of each CASE tool’s purpose and features
COMPUTER CONCEPTS 4E: CHAPTER 13
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You might use the following grading criteria:
 Completeness
 Organization
 Clarity
 Style (i.e., memo to supervisor)
 Spelling and grammar
 Use of resources and bibliography format
Tip: Divide the class into teams of three students. Have each student research one CASE tool, then
have the team assemble the information, prepare the memo, and present their findings to the
class.
6.
Students should submit a one-page description of the notebook purchase order process depicted
in the data flow diagram, including the following points:
 The employee would submit a purchase requisition for the notebook computer
 Once the requisition was approved, it would be logged so the employee could check the status
and know it was approved
 A purchase order is generated and sent to a vendor. A copy of the purchase order is stored so
the employee can find out the date it was ordered, the purchase order number, etc. (in case
the notebook doesn’t arrive as expected and he needs to track the order)
 Information for the purchase order (vendor address) is obtained from the vendor database
 An employee could also look in the Inventory data base to see if the notebook computer had
been ordered
Additional Projects and Suggested Solutions
Please note: these additional projects are available to your student at www.cciw.com/np4
Systems Analysis Methodologies
The SDLC provides a general outline that can be used as a basis for analyzing and developing
information systems, however, it does not provide a specific process for doing so. For specific
instructions on how to carry out analysis and development tasks, a systems analyst would use one or
more specific methodologies, such as the popular Joint Application Design (JAD). What so special about
JAD? How does it work? For this project, locate information about JAD. Write a brief paper describing
how it works. In the last section of the paper, discuss your thoughts on whether JAD would be effective
in a real-world situation.
Solution:
This project is suitable for students who intend to major in computer information systems. Students
should submit a paper about Joint Application Design (JAD) that includes a description of the JAD
methodology and some of the student’s own evaluation of its potential effectiveness.
Instructors who want a good summary of the topic before grading this project should connect to
http://www.cpsc.ucalgary.ca/~pand/seng/613/report.html to read the paper, Joint Application
Development and Participatory Design by Adrian Damian, Danfeng Hong, Holly Li, Dong Pan, which
includes this excerpt:
“Joint Application Development (JAD) was originated in IBM in the late 1970's. Traditionally, JAD has
been a joint venture between users and data processing professionals. In recent years, it has become a
joint venture among any people who need to make decisions affecting multiple areas of an organization.
It is a structured workshop (usually called JAD session) where people come together to plan projects,
design systems, or make business decisions. Each JAD session has a detailed agenda, visual aids, a
facilitator who moderates the session, and a scribe who records the agreed-upon requirements. A final
document containing all the decisions made by the group is generated after each session.”
Information Systems Department Careers
What would it be like to work in an information systems department? What kinds of jobs are available?
What are the opportunities for advancement? Who are your co-workers? Who is your boss? What are
typical starting salaries? For this project, gather information about careers in information systems.
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COMPUTER CONCEPTS 4E: CHAPTER 13
Create an organizational chart of a typical information systems department with 10 employees. Write a
one-paragraph job description for each of the positions on the chart that includes job duties and starting
salary.
Solution:
Students will obtain best results for this project if they work in small groups and collect information by
interviewing IS department managers and personnel. The project is much less beneficial if students use
only Web resources to find information. Students should submit a paper that describes the working
environment of an information systems department. The papers should include the following:
Organizational chart of a typical IS department
Job descriptions for each position on the chart
General information on working conditions
Solutions to Course Lab Assignments
Tip: Most students feel more comfortable about Course Lab assignments if they receive a structured
orientation to the computer lab. You should, therefore, plan to take your students into the
computer lab sometime during the first week of class and walk them through the basic steps to
turn on the computer, locate the New Perspectives icon, and launch the New Perspectives Course
Labs. You might begin with the Course Lab “Using the Keyboard.” While students are in the lab
you might also want to discuss lab procedures and rules, and introduce one or more of the lab
monitors.
Tip: Most New Perspectives Course Labs do not require students to use a data disk. However, in later
chapters, students can save their work as an option.
System Testing Course Lab
Tip: This Course Lab realistically simulates a test area in which students determine if an
information system is correctly processing data. For your information, there are two intentional
errors in the way the system operates. (1) Orders for item #3003 are not processed correctly —
the system instead orders item #5025. (2) When an item is available from more than one outlet
and the shipping cost and time are the same, the system does not correctly order from the outlet
with the most in stock.
Tip: This lab is fairly high-level and requires students to think logically. Before you assign the Course
Lab, make sure your students understand how data gets processed at A&L. You can use Figure
13-19 to discuss the processes.
1.
Answers to Quick Checks (students should also submit a printout of the Summary Report):
The A&L expert system check the inventory (inventories, stock) at each outlet and the shipping
information to determine the best source for each order.
If an item is not in stock in any location, the system should route the picking ticket to the special
procurement agent. True or false? True
The system correctly process orders for all inventory items. True or false? False
COMPUTER CONCEPTS 4E: CHAPTER 13
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An order for item #3003 to be shipped from Telluride was processed correctly by the system. True
or false? False
2.
The system processes all orders correctly except for orders for part # 3003, which the system
erroneously selects item #5025.
3.
Students can devise different test plans, but everything should work correctly for this test, except
orders for item 3003. Here is a sample test:
Item #3001 (Item is in stock everywhere but at the Ship to outlet)
Ship to:
Tel
Guat Lima
Gen
Kat
Des
Ship
Guat
Tel
Tel
Kat
Des
Kat
from:
OK
OK
OK
OK
OK
OK
Tip: Ask your students to submit a chart of their test plans.
4.
The system processes the order correctly. The test showed that when an item needed in Geneva
is in stock in Telluride ($26, 2 days) and Guatemala City ($26, 3 days), the system correctly
selects Telluride because the shipping time is faster.
5.
No, the system does not process this order correctly. The test showed that when an item needed
in Katmandu is in stock in Telluride ($38, 4 days, 2 in stock) and Guatemala City ($38, 4 days, 5 in
stock) the system erroneously selects Telluride. The system should select Guatemala City
because there are more of the item in stock.