Note: This unit is an archived version! See Overview tab for delivered versions.
INFO2110: Systems Analysis and Modelling (2017 - Semester 2)
| Unit: | INFO2110: Systems Analysis and Modelling (6 CP) |
| Mode: | Normal-Day |
| On Offer: | Yes |
| Level: | Intermediate |
| Faculty/School: | School of Computer Science |
| Unit Coordinator/s: |
Dr Chung, Vera
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| Session options: | Semester 2 |
| Versions for this Unit: | |
| Site(s) for this Unit: |
https://elearning.sydney.edu.au |
| Campus: | Camperdown/Darlington |
| Pre-Requisites: | None. |
| Brief Handbook Description: | This unit provides a comprehensive introduction to the analysis of complex systems. Key topics are the determination and expression of system requirements (both functional and non-functional), and the representation of structural and behavioural models of the system in UML notations. Students will be expected to evaluate requirements documents and models as well as producing them. This unit covers essential topics from the ACM/IEEE SE2004 curriculum, especially from MAA Software Modelling and Analysis. |
| Assumed Knowledge: | Experience with a data model as in INFO1003 or INFO1103 or INFS1000 |
| Lecturer/s: |
Dr Chung, Vera
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| Timetable: | INFO2110 Timetable | |||||||||||||||||||||||||
| Time Commitment: |
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| T&L Activities: | Tutorial and Laboratory: Students will work in groups to practice systems analysis activities, and discuss how the concepts can be applied. Independent Study: Students are expected to work independently and to make effective use of a range of resources including the library, the Internet and relevant on-line help facilities. They should expect to spend a minimum of 12 hours per week on this unit including four hours of scheduled class times. |
Attributes listed here represent the key course goals (see Course Map tab) designated for this unit. The list below describes how these attributes are developed through practice in the unit. See Learning Outcomes and Assessment tabs for details of how these attributes are assessed.
| Attribute Development Method | Attribute Developed |
| Problem investigation and analysis. Identifying and evaluating alternative solutions. | Design (Level 2) |
| Requirements Capture, and conceptual Data and Process modelling - essential skills in the ICT disciplines. | Engineering/IT Specialisation (Level 3) |
| Knowledge of the abstract (mathematically-based) models used to capture state-transition systems, sets and relationships, etc. | Maths/Science Methods and Tools (Level 3) |
| Identifying information needs. Gathering and evaluating information from varied sources. | Information Seeking (Level 2) |
| Producing clear well-constructed technical documents and diagrams. Undertaking an oral presentation. | Communication (Level 2) |
| Appreciation of the organisational context of information systems development. Awareness of professional responsibilities for systems analysts. | Professional Conduct (Level 2) |
| Working in project teams with clearly differentiated roles and responsibilities. Awareness of planning issues and methods. Ability to work with project planning methods and documents. | Project and Team Skills (Level 2) |
For explanation of attributes and levels see Engineering & IT Graduate Outcomes Table.
Learning outcomes are the key abilities and knowledge that will be assessed in this unit. They are listed according to the course goal supported by each. See Assessment Tab for details how each outcome is assessed.
Design (Level 2)
1. An awareness of the tasks involved in identifying alternative system solutions and assessing their feasibility
Engineering/IT Specialisation (Level 3)
2. Experience of requirements discovery based on a substantial realistic context, eg through joint requirements planning, carrying out or watching interviews, questionnaires; Ability to work with requirements documents, to identify aspects of requirements including functional, performance and usability conditions
3. Experience of data modelling based on a substantial realistic context; An awareness of the tasks involved when working with conceptual data model documents, along with the ability to create, interpret and evaluate UML class structure diagrams. [Working with documents includes answering English questions about their content, identifying inconsistencies or problematic aspects, and converting between representations.]
4. Experience of process modelling based on a substantial realistic context; An awareness of the tasks involved when working with process model documents, along with the ability to create, interpret and evaluate UML message sequence diagrams, collaboration diagrams, activity diagrams and statechart diagrams. [Working with documents includes answering English questions about their content, identifying inconsistencies or problematic aspects, and converting between representations.]
5. Ability to relate different diagrams (e.g. to identify inconsistencies between them)
Maths/Science Methods and Tools (Level 3)
6. Knowledge of set and relation foundations for class diagrams; knowledge of state-transition foundations for activity and statechart diagrams.
Communication (Level 2)
7. Ability to produce clear well-constructed technical documents and diagrams. Ability to produce and deliver an oral presentation.
Professional Conduct (Level 2)
8. An understanding of the stages in the process of developing an information system, and the relationship to the organisational context (especially the role of systems analysts interacting with other stakeholders); understanding of the way the process uses documents such as requirements descriptions and analysis models.
Project and Team Skills (Level 2)
9. An awareness of risk issues, and of methods of dealing with them, including cost-benefit analyses, project planning and management. Ability to work with project planning documents including Gantt charts and detailed Work Breakdown Structures
| Assessment Methods: |
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| Assessment Description: |
Assignment 1: System Requirements (in teams). Elicit and document system requirements; deliver/explain these in oral presentation. Assignment 2: System Modelling. Following on from the previous assignment the teams will assemble descriptions of the system using appropriate notations. Design a simple prototype using HTML, JQuery or other prototyping tools. Quiz 1,2,3 : System Modelling using UML notations. Final Exam: Written Examination. Covering all aspects of the unit. Duration two hours. |
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| Grading: |
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| Policies & Procedures: | IMPORTANT: School policy relating to Academic Dishonesty and Plagiarism. In assessing a piece of submitted work, the School of IT may reproduce it entirely, may provide a copy to another member of faculty, and/or to an external plagiarism checking service or in-house computer program and may also maintain a copy of the assignment for future checking purposes and/or allow an external service to do so. Other policies See the policies page of the faculty website at http://sydney.edu.au/engineering/student-policies/ for information regarding university policies and local provisions and procedures within the Faculty of Engineering and Information Technologies. |
| Prescribed Text/s: |
Note: Students are expected to have a personal copy of all books listed.
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| Online Course Content: | https://elearning.sydney.edu.au |
| Note on Resources: | For other references and most recent information on this course, lecture slides, instructions for tutorials and lab tasks, exercises etc. make a visit at least once per week to the course’s web page using Blackboard at http://elearning.sydney.edu.au |
Note that the "Weeks" referred to in this Schedule are those of the official university semester calendar https://web.timetable.usyd.edu.au/calendar.jsp
| Week | Description |
| Week 1 | Course Introduction; Overview of SDLC. |
| Reading: Dennis Ch 1 | |
| Week 2 | Requirements: Functional. |
| Reading: Dennis Ch 3. | |
| Week 3 | Requirements: non-Functional |
| Reading: Dennis Ch 3 | |
| Week 4 | Project plan and its use in project management. |
| Reading: Dennis Ch 2. | |
| Week 5 | Human Computer Interaction layer Design. |
| Guest lecture from CSIRO-Data61 | |
| Reading: Dennis Ch 10. | |
| Assessment Due: Assignment 1: System requirements | |
| Week 6 | Physical and System Architecture Design |
| Reading: Dennis Ch 11. | |
| Assessment Due: Quiz-1 | |
| Week 7 | Structural models of the domain (I): Introduction to class and object diagrams. |
| Reading: Dennis Ch 5. | |
| Week 8 | Structural Models of the domain (II): Class and object diagrams. Using CRC cards in analysis. |
| Reading: Dennis Ch 5,8. | |
| Assessment Due: Quiz-2 | |
| Week 9 | Introduction to HTML |
| Modelling of Rule Based System. | |
| Week 10 | Behavioral Models in Analysis; Interaction diagrams; |
| Reading: Dennis Ch 6. | |
| Assessment Due: Quiz-3 | |
| Week 11 | Behavioural models (interaction diagram, state diagram) |
| Validation of models | |
| Reading:Dennis Ch6, Ch7 | |
| Assessment Due: Assignment 2: System modelling | |
| Week 12 | Construction (Testing and documentation) |
| Ethics and careers in systems analysis. | |
| Reading: Dennis Ch12 | |
| Week 13 | Review |
| Exam Period | Assessment Due: Final Exam |
Course Relations
The following is a list of courses which have added this Unit to their structure.
Course Goals
This unit contributes to the achievement of the following course goals:
| Attribute | Practiced | Assessed |
| Design (Level 2) | Yes | 10.34% |
| Engineering/IT Specialisation (Level 3) | Yes | 54.06% |
| Maths/Science Methods and Tools (Level 3) | Yes | 9.35% |
| Information Seeking (Level 2) | Yes | 0% |
| Communication (Level 2) | Yes | 3.29% |
| Professional Conduct (Level 2) | Yes | 12.49% |
| Project and Team Skills (Level 2) | Yes | 10.49% |
These goals are selected from Engineering & IT Graduate Outcomes Table which defines overall goals for courses where this unit is primarily offered. See Engineering & IT Graduate Outcomes Table for details of the attributes and levels to be developed in the course as a whole. Percentage figures alongside each course goal provide a rough indication of their relative weighting in assessment for this unit. Note that not all goals are necessarily part of assessment. Some may be more about practice activity. See Learning outcomes for details of what is assessed in relation to each goal and Assessment for details of how the outcome is assessed. See Attributes for details of practice provided for each goal.
