Project Milestones

Click here for case description, example project, tools and tutorials, and submission details.


(Click on any item in the table below to see a description.)

Project Deliverable Schedule
Deliverable Due Date
Project posted 09/11
See the link for "Case: Description of Current System" above.
Team selection 09/11
Teams will consist of four students. Since individuals are best at determining those whose schedules and personalities meshes best with yours, students will arrange their own teams. Be sure to seek out teammates with similar goals and work ethics. For example, ask if the potential team members are willing to work hard for an A or are more than happy to settle for a C. Having similar goals and willingness to work make a huge difference in whether the team is compatible! Be sure to also take into account class load, work schedule, and whethere team members live in the same city (if it impacts availability).
Deliverable 1: Functional Decomposition 09/13
Using the description of the current system as a basis, provide results of the following steps:

Steps:

  1. Develop a functional decomposition of the current system.
    • Include a listing of all business functions.
  2. Next, consolidate (or group) the business functions.

Refer to the example in the notes: link.

  • The example first shows a list of all the functions, and then shows the grouping.

Your deliverable will consist of the results from both steps. Be sure to label each step clearly.

Deliverable 2: Current Logical DFD 09/22
Develop the DFD for the current logical system. You should provide
  • Context Diagram
  • Level 0 diagram
  • Level 1 diagram for every process shown on Level 0 diagram
  • Level 2 diagram when needed, but decompose at least one of the processes that appears on one of the Level 1 diagrams
  • textual descriptions of low level processes
Deliverable 3: Partial Physical DFD 09/25
Provide a physical DFD for the following subsystems in the current system.
  • Return Defective/Unwanted Equipment
  • Maintain Inventory
Deliverable 4: Partial Data Dictionary 09/29
Provide a partial version of the data dictionary that includes the following:
  • 3 Data Flows:
    • Payment Type
    • Equipment Information
    • Purchase Agreement
  • 3 Data Elements:
    • Reason for Return
    • Equipment Type
    • Serial Number
  • 3 Data Stores:
    • Inventory File
    • Customer File
    • Sales History File
  • 1 Data Structure:
    • Returned Equipment Information
Deliverable 5: Partial System Structure Chart 10/03
Provide a structure chart for the following subsystems in the current system.
  • Return Defective/Unwanted Equipment
  • Maintain Inventory

Be sure to show couples and flags.

Deliverable 6: Process Specifications 10/09
Process Specifications
  • Provide process specifications for a minimum of ten functional primitives.
  • Select from Structured English, Decision Tables, or Decision Trees.
    • Provide each of the following for the expanded Customer Returns Defective/Unwanted Equipment process:
      • A process specification in the form of a Decision Tree
      • A process specification in the form of a Decision Table
      • A process specification in the form of a Structured English
  • Recall that process specifications are the same as process descriptions, mini-specs, transform descriptions, document procedures.
Peer Evaluation Form (trial run) 10/13
Evaluate each of your team members. This is an early warning so that perceived slackers have an opportunity to modify their behavior. (link)
  • If you plan on giving everyone in your team the same scores, fill out one form for the overall team, but list each name in the Team Member field.
Deliverable 7a: Future Logical System (functional decomposition) 10/18
Functional decomposition of future system (decomposition and grouping of processes)
  • Include a summary of all business functions.
  • Include the consolidation (grouping) of business functions.
Deliverable 7b: Future Logical System (DFD) 10/23
Develop the DFD for the future logical system.
  • Your future logical DFD should include and expand upon the current logical DFD.
  • Expand or decompose your DFD down as many levels as your functional analysis requires.
    • Multiple processes must be taken as far as Level 2.
      • Rule of thumb: Stop when you can explain the process in one to two sentences.
  • Provide textual descriptions of low level processes.
Deliverable 8a: Use Case Diagrams 10/30
Provide use case diagrams for the following subsystems in the future system.
  • Return Defective/Unwanted Equipment
  • Maintain Inventory
Deliverable 8b: Use Case Descriptions 11/01
Provide textual use case descriptions (at the (Kite Level) for the following subsystems in the future system.
  • Return Defective/Unwanted Equipment
  • Maintain Inventory
Deliverable 9: Activity Diagram 11/08
Provide activity diagrams (example) for the "Return Equipment" and "Maintain Inventory" (aka Fulfillment) subsystems in the future system.
Deliverable 10 UML Class Diagram* 11/13
Provide a UML class diagram of the complete future system. "Three compartment" design is not required. In other words, do not be concerned about attributes and behaviors.

Be sure, however, to show multiplicity for each relationship and note any generalization relationships.
Finalized Project (see Technical Report Format) 12/01
Completed website and digital copy are due today.
Create a folder in your classweb account called "finalProject". Upload the following:
  • High-quality PDF version of report.
  • A note (doc or txt) providing me with the URL or index.htm location of the main page of your web site version of the project. A shortcut will also serve this purpose.
  • Zip file containing files for the two items above (redundancy for safety).
Be sure to submit your peer evaluations ASAP.
Peer Evaluation Form 12/04
Evaluate each of your team members. This is your final assessment of each team member's contributions. (link)
  • If you plan on giving everyone in your team the same scores, fill out one form for the overall team, but list each name in the Team Member field.


Case

Current System

Future System

Examples

Example Case

Website

Example Technical Report

Diagramming Tools

LucidChart (DFD Design Tool – via Google)

LucidChart (DFD Design Tool – via LucidChart)

Draw.IO (an alternative DFD design tool)

Shapes for Draw.IO

Website Tools and Tutorials

Create Classweb Account

Image Map tutorial (for DFDs)

Popup tutorial (for functional primitives)

Web Design Notes

Submission

Technical Report Format

Example Technical Report

Submission checklist:

  • High-quality PDF version of report
  • Web site version of report with image maps allowing easy traversal of DFD
  • Zip file containing files for the two items above (redundancy for safety)
  • Peer evaluations submitted individually by and for each team member

Project Assessment Sheet

Semester Project



Many of our upper-division Informatics and Computer Science courses include an applied educational component in the form of a collaborative semester project. This applied educational component is designed to serve two primary purposes:

  • To provide students with an opportunity for practical application of knowledge, i.e., a hands-on component
  • To help students develop their collaborative skills.

The project is designed to engage students in tasks that apply the skills and content learned in class within a real-world context for learning. Project-based learning requires students to deal with complex questions and undertake projects that involve synthesizing understandings and considering real-world issues. The opportunity to apply learning to a real-life situation facilitates the transfer of learning.

Group work is required for those intending to enter any IT-related profession and is necessary to derive maximum benefit from courses, particularly those involving systems analysis and design. The prevalence of teamwork in industry makes it incumbent upon universities to better prepare students for real life projects. The “Ability to work in a team structure” leads the Forbes list of ten skills employers most want in 2015 graduates. In another study, Inside Higher Ed reports that the Association of American Colleges and Universities (AACU) surveyed employers and found they are more concerned about new graduates having a range of skills in areas like communication and team work than they are with a student’s major. Clearly employers want new hires that have developed the skill necessary to work in teams, and it is essential that group work be incorporated into a variety of courses.

It is difficult to find a project that is broad enough to cover all the topics but at the same time also narrow enough to cover them thoroughly in a one semester course. One alternative is the use of individual “toy” problems for each concept, but that approach has been criticized as simplifying problems to the point where they are no longer realistic and lack useful substance. Another alternative is to use real-world projects in a class, but that approach can introduce unmanageable complexity or ambiguity into the classroom.

Over the course of several years the professor has developed and refined a course project that provides a project-based learning component to cover and reinforce every major concept in a systems analysis and design course. It provides students with experience with each concept, and has been refined over the course of multiple semesters.

Unlike a “live” or real world problem, project complexity is controlled by the professor and the project is able to involve all course concepts that the professor wants to reinforce. Unlike most toy problems this project takes an imposing system to completion. Because of the complexity and size of the project it is made up of a series of deliverables. Students start with one deliverable and continue to build upon and enhance that deliverable through each stage of the requirements. In this way students gain experience developing a larger, more realistic system than most course projects allow.

Teams will consist of four students. Since individuals are best at determining those whose schedules and personalities meshes best with yours, students will arrange their own teams. Be sure to seek out teammates with similar goals and work ethics. For example, ask if the potential team members are willing to work hard for an A or are more than happy to settle for a C. Having similar goals and willingness to work make a huge difference in whether the team is compatible!

 
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use Case
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kite level use Case
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activityDiagram