Systems Analysis and Design Instructor’s Manual Page 1 of 23
Systems Analysis and Design
Tenth Edition
Phase 1: Systems Planning
A Guide to the Instructor’s Manual:
We designed the Instructor’s Manual to supplement and enhance your teaching experience with classroom activities
and a cohesive chapter summary.
This document is organized chronologically, using the same main heading in red that you see in the textbook. Under
each heading you will find (in order): Lecture Notes that summarize the section, Figures and Boxes found in the
section, if any, Teaching Tips, and Classroom Activities. Pay special attention to teaching tips, and activities geared
towards quizzing your students, and enhancing their critical thinking skills.
In addition to the Instructor’s Manual, the Instructor’s Resources also contain PowerPoint Presentations, Solutions to
Exercises, Figures, Test Banks, and other materials to aid you as an instructor.
For Your Students:
The Tenth Edition includes Video Learning Sessions, an end-of-chapter exercise called Critical Thinking Challenge,
and online CourseCasts that can keep your students posted on technology developments and trends.
• Video Learning Sessions. Eighteen multimedia Video Learning Sessions describe key systems analysis skills and
concepts and provide students with a self-paced, interactive learning tool that reinforces the text. The sessions
provide step-by-step explanations that are easy to follow and understand. Each session includes practice tasks,
sample answers, and challenge tasks to keep students interested and engaged as they learn. A Your Turn feature
in every Video Learning Session challenges students to apply their skills and check their work against sample
answers. This hands-on practice can help students better handle actual assignments and tasks. Instructors may
use the Video Learning Sessions as classroom presentations, distance-education support, student review tools,
and exam preparation.
• Critical Thinking Challenge. This feature stresses critical thinking skills, including perception, organization,
analysis, problem-solving, and decision-making. Students complete Practice Tasks, view sample answers, and
then apply their skills to the Challenge Tasks.
• CourseCasts. Our online feature, CourseCasts, is a library of weekly podcasts designed to keep your students up-
to-date with the latest in technology news. Direct your students to http://coursecasts.course.com, where they
can download the most recent CourseCast to their mp3 player. Ken Baldauf, host of CourseCasts, is a faculty
member of the Florida State University Computer Science Department where he is responsible for teaching
technology classes to thousands of FSU students each year. Ken is an expert in emerging technology, and he
highlights the most pertinent news and information. CourseCasts enable your students to spend their time
enjoying technology, rather than trying to figure it out. We suggest that you open or close your lecture with a
discussion based on the latest CourseCast.

Systems Analysis and Design Instructor’s Manual Page 2 of 23
1: Phase 1: Systems Planning
LECTURE NOTES
• Use the Gantt chart as a starting point for a discussion about systems development. Mention that each phase has one
or more main topics, and the chart will be updated as we move through the textbook.
• Explain that Systems planning is the first of five phases in the systems development life cycle. In this phase, you
learn about the relationship between systems projects and corporate strategies.
• This phase explains how systems projects get started, how to evaluate a project proposal to determine its feasibility,
and how to use project management skills.
• Mention that the deliverable for this phase is the preliminary investigation report.
• Point out the Dilbert cartoon, and mention that it is always a good idea to know whether a project fits the
company’s overall strategy.
FIGURES: Gantt chart on Page 1.
CLASSROOM ACTIVITIES
1. Class Discussion: Ask if they ever had an experience like the one in the Dilbert cartoon.
2. Group Activity: Ask students if they have ever used Gantt charts, and to explain how they were used. Also ask for
examples of other task sets that might lend themselves to Gantt charts (planning a vacation, buying and installing a new
kitchen faucet, etc.)
VIDEO LEARNING SESSIONS:
This phase includes Video Learning Sessions to help your students understand and apply key concepts and skills. The
sessions are highlighted as they appear in the textbook.

Systems Analysis and Design Instructor’s Manual Page 3 of 23
Systems Analysis and Design
Tenth Edition
Chapter 1: Introduction to Systems Analysis and Design
Table of Contents
2: Objectives
2: Introduction
4: What Is Information Technology?
6: Case In Point 1.1: Cloud Nine Financial Advisors
6: Information System Components
9: Business in the 21st Century
13: Modeling Business Operations
14: Business Information Systems
18: What Information Do Users Need?
19: Systems Development Tools
21: Systems Development Methods
27: The Information Technology Department
28: Case In Point 1.2: Global Hotels and Momma's Motels
29: Case In Point 1.3: What Should Lisa Do?
29: The Systems Analyst
32: Case In Point 1.4: Just-in-Time Airfreight, Inc.
33: A Question of Ethics
Key Terms
End of Chapter Material
2: Objectives
Students will have mastered the material in Chapter One when they can:
 Describe the impact of information
technology
 Define systems analysis and design and the
role of a systems analyst
 Define an information system and describe
its components
 Explain how to use business profiles and
models
 Explain Internet business strategies and
relationships, including B2C and B2B
 Identify various types of information
systems and explain who uses them
 Distinguish among structured analysis,
object-oriented analysis, and agile methods
 Explain the waterfall model, and how it has
evolved
 Discuss the role of the information
technology department and the systems
analysts who work there

Systems Analysis and Design Instructor’s Manual Page 4 of 23
2: Introduction
LECTURE NOTES
• Use Figure 1-1 as a starting point for a discussion about how information technology affects business
• List the ways in which companies use information
• Note the importance of information technology in a global economy
• Present the Chapter Introduction Case: Mountain View College Bookstore on page 3, which sets up
the material developed in the chapter
• Review the background, participants, project status, and discussion topics for the case
• Show Figure 1-2
FIGURES: 1-1, 1-2
BOXES
1. Video Learning Sessions: Introduce the Video Learning Session and encourage students to visit the
Web site mentioned for a welcome and introduction.
CLASSROOM ACTIVITIES
1. Class Discussion: Ask students for specific examples of how computers can be used for each way in
which companies use information (e.g., computers can increase productivity by monitoring factors such
as production costs, labor requirements, and so on).
2. Group Activity: Consider assigning students to each role in the Chapter Introduction Case and having
them read the case dialogue.
4: What Is Information Technology
LECTURE NOTES
• Define information technology (IT)
• Explain how business depends on information technology
• Use Figure 1-3 as a starting point for a conversation about the evolution of information technology
• Use Figure 1-4 to illustrate job opportunities available in IT
• Provide an overview of systems analysis and design
• Define an information system
• Discuss what systems analysts do
FIGURES: 1-3, 1-4
TEACHING TIPS
Explain how information systems are used. In business, clerks, sales representatives, accountants,
supervisors, managers, executives, and customers all use information systems, either directly or
indirectly. Information systems support daily, short-term, and long-term activities.
Discuss the history of information technology and how IT has evolved. From Herman Hollerith and
IBM to tablets and smartphones, generate excitement about the endless possibilities of IT in the 21st
century.

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Systems Analysis and Design Instructor’s Manual Page 6 of 23
• Emphasize that the success of a system usually depends on user satisfaction
FIGURES: 1-5, 1-6, 1-7, 1-8
TEACHING TIPS
Although they may not know it, students probably are familiar with a number of systems: the digestive
system consists of related organs that process food; the highway system consists of related roads used to
drive to various locations; the decimal number system consists of symbols and rules used to perform
calculations.
Gordon Moore, co-founder of Intel, unveiled what is now known as Moore’s Law in an article for
Electronics magazine. At that time, Moore predicted that the number of transistors and resistors placed
on computer chips would double every year, with a proportional increase in computing power and
decrease in cost. The forecast proved amazingly accurate for 10 years, when Moore revised the estimate
to doubling every one and a half to two years.
Explain that system software is necessary to run any type of application software. It serves as an
interface between the user, the application software, and the computer’s hardware. Offer examples of
system software, which include: Windows, UNIX, Mac OS X, and Linux (operating systems); personal
firewalls (security software); and file viewers, file compression utilities, disk scanners, and screen savers
(utility programs).
Explain that software packages are prewritten applications available for various functions. In-house
applications often are developed when a software package that meets a company’s needs is not available.
Because they are not prewritten, the advantage of in-house applications is that they can be developed to
match a company’s requirements exactly. The disadvantage of custom software is that it is more
expensive, and usually takes longer to design and implement, than software packages. With in-house
applications, debugging and testing costs, and the attendant frustrations, must be borne alone. One
guideline for evaluating an organization’s need for in-house applications versus software packages is to
look for a software package that has an 80 percent or better fit with requirements. If the fit is less than
80 percent, an organization either should consider an in-house application or reevaluate its
requirements.
CLASSROOM ACTIVITIES
1. Class Discussion: Ask students for examples of mission-critical systems.
2. Class Discussion: Challenge students to give examples of data and information. Encourage them to
explain why they classified each example as they did.
3. Class Discussion: Ask students to suggest processes that might be used to perform a simple result, such
as selling an item in a grocery store.
4. Critical Thinking: Which is more widely available and less expensive: horizontal or vertical systems?
Why?

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Systems Analysis and Design Instructor’s Manual Page 7 of 23
5. Critical Thinking: Clifford Stoll — lecturer, computer security expert, and author of
Silicon Snake
Oil: Second Thoughts on the Information Superhighway — notes a wide gap between data and
information. “The Internet has great gobs of data,” Stoll maintains, “and little, little information.” Why
or why not?
9: Business in the 21st Century
LECTURE NOTES
• Define e-commerce (electronic commerce), or I-commerce (Internet-commerce)
• Differentiate between B2C (business-to-consumer) e-commerce and B2B (business-to-business) e-
commerce
• Describe B2C e-commerce, and point out types of companies that participate in B2C e-commerce
• Explain how B2C e-commerce is changing traditional business models
• Note the growth in B2C marketing and the resulting call for systems analysts and programmers
• Describe B2B e-commerce, and point out the advantages of B2B e-commerce
• Point out how businesses use the advantages of the Internet using Figures 1-11 and 1-13
• Describe electronic data interchange (EDI)
• Use Figure 1-9 to illustrate supply chain management (SCM) and define supply chain
• Differentiate between product-oriented companies and service-oriented companies, noting the
trend toward companies combining products, services, information, and technical resources
• Use Figure 1-10 as part of a discussion about the diminishing distinctions between product-oriented
and service-oriented companies
• Discuss the growth of the digital content market using Figure 1-12

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Systems Analysis and Design Instructor’s Manual Page 8 of 23
3. Critical Thinking: Assign Discussion Topic 1 on page 37.
4. Projects to Assign: Assign Project 2 on page 37.
5. Quick Quiz:
1) Assign Question 4 on page 37.
13: Modeling Business Operations
LECTURE NOTES
• Point out that IT professionals must understand a company’s business operations in order to design a
successful system
• Note that different businesses have different requirements
• Define business profile, and explain how systems analysts develop a business profile
• Describe business process modeling
• Define business process model (BPM) and business process, and discuss Figure 1-14
• Point out that complex business operations can require linked models
• Describe business process modeling notation (BPMN), and discuss Figure 1-15
FIGURES: 1-14, 1-15
BOXES
1. Toolkit Time: Refer students to Part B of the four-part Toolkit that follows Chapter 12 for more
information about business process modeling tools.

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Systems Analysis and Design Instructor’s Manual Page 9 of 23
• Define enterprise computing
• Identify the main objective of enterprise computing
• Define enterprise resource planning (ERP), and note the benefits, and potential disadvantage, of
ERP
• Discuss Figure 1-16 and Herman Miller’s use of ERP
• Describe transaction processing (TP) systems, and use Figure 1-17 to identify tasks performed by TP
systems
• Describe business support systems and management information systems (MIS)
• Describe radio frequency identification (RFID) technology, including a discussion of Figure 1-18
• Point out the decision support capability of business support systems
• Describe what-if scenarios as an alternative
• Describe knowledge management systems
• Characterize the knowledge base and inference rules that make up knowledge management systems
• Discuss Figure 1-19
• List examples of user productivity systems, which systems increase employee efficiency and assist
with communications
• Define groupware, and tell how user productivity systems have impacted the office
• Explain why most large companies integrate information systems

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Systems Analysis and Design Instructor’s Manual Page 10 of 23
Explain that in addition to inference rules, a knowledge management system can employ heuristics
(rules of thumb made up of accepted guidelines that usually find a good solution) and attempt to
emulate human thought processes. Knowledge management systems often contain an explanation
facility that helps users understand how certain conclusions were reached and a knowledge acquisition
facility that allows the knowledge base to be updated.
With regard to fuzzy logic, mention that fuzzy logic deals in probable, rather than definite, outcomes
based on the data. These are the systems meteorologists use to frame their predictions. Knowledge
management systems are an aspect of artificial intelligence (AI), which applies human intelligence to
computers.
Mention that a single database can support a transaction processing system, business support system,
knowledge management system, and user productivity system; the data and information simply are used
in different ways for different purposes.
CLASSROOM ACTIVITIES
1. Group Activity: Assembling the knowledge of multiple experts can be a challenge; human experts
frequently disagree. To show this, have students select a topic on which they all are “experts” (such as
choosing a class) and challenge them to develop a consensus knowledge base and inference rules.
2. Critical Thinking: Assign Discussion Topic 4 on page 37.
3. Quick Quiz:
1) Assign Question 6 on page 37.
18: What Information Do Users Need?
LECTURE NOTES
• Note how corporate organizational structure has changed in recent years
• Use Figure 1-20 to describe a typical organizational model
• Point out why a systems analyst must understand a company’s organizational model
• Describe top managers and strategic plans
• Point out how strategic plans affect a company’s future
• Note the information needed to develop a strategic plan

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Systems Analysis and Design Instructor’s Manual Page 11 of 23
Many claim that top managers deal primarily with unstructured problems that require intuition and
judgment, while lower management levels confront structured problems that can be solved using
established routines and specific facts. Some authorities feel top management should not issue specific
directives, but instead provide guidelines, direction, and a budget framework.
Point out how the information required by middle managers is different from the information required
by top managers. While top managers make strategic decisions, some say that middle managers make
tactical decisions, determining specific programs and plans to meet stated objectives. As businesses
expand and new companies grow, middle managers are in increasing demand. To take advantage of the
opportunities available, employment counselors recommend that middle managers:
1) Stay current in their field
2) Remain abreast of technology
3) Develop professional contacts
4) Keep their resume up to date
5) Have a backup plan
Explain that supervisors make operational decisions that involve a company’s day-to-day activities.
These decisions should be consistent with and support the decisions made by middle management. Top
managers often have far less computer experience than middle managers and supervisors.
CLASSROOM ACTIVITIES
1. Projects to Assign: Assign Project 1 on page 37.
2. Quick Quiz:
1) Assign Question 7 on page 37.
3. Critical Thinking: Assign Discussion Topic 2 on page 37.
4. Critical Thinking: Is it possible to rely too heavily on computers and not enough on judgment and
intuition? Is it possible to count too much on intuition and not enough on information from computers?
19: Systems Development Tools
LECTURE NOTES
• List various systems development tools, and point out that systems analysts should be familiar with
each of these
•

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Systems Analysis and Design Instructor’s Manual Page 12 of 23
• Discuss Figures 1-21 and 1-22
FIGURES: 1-21, 1-22
BOXES
1. Toolkit Time: Refer students to Part B of the four-part Toolkit that follows Chapter 12 for more
information about CASE tools.
TEACHING TIPS
Explain that a prototype allows users to work with a system before it is completed to make sure it meets
their needs. Prototypes and test data commonly are used to see how a complex system will work before
committing large amounts of time and money. Prototyping rarely is used in small businesses.
Explain that CASE tools increase the efficiency of systems development. CASE tools can exist
independently or be integrated together. Mention that Part B of the Systems Analyst’s Toolkit explains
how analysts use CASE tools. CASE technology allows programmers to retrieve commonly used
algorithms from a central repository and piece them together to form modules. CASE tools can be used
to design a program in a condensed form of English and then automatically generate code in a
programming language. One disadvantage of CASE tools is that it can take a long time to learn them.
CLASSROOM ACTIVITIES
1. Class Discussion: Ask students if a kind of prototyping could be used before deciding on a personal
course of action (such as asking for a date or deciding whether or not to take a part-time job). If so,
how?
2. Critical Thinking: Is prototyping a method being used by system developers to avoid documenting
requirements? Why or why not?
21: Systems Development Methods
LECTURE NOTES
• Identify methods used in systems development
• Using Figure 1-23, introduce structured analysis, object-oriented (O-O) analysis, and agile (or
adaptive) methods; note the importance of understanding different methods
• Define project management, and refer students to the chapter about project management tools and
techniques for more information
•

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Systems Analysis And Desig, 10th Edition Class Notes

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