ITRW213VBC - Index of

Study guide adopted by: 

Mrs I Koen 

Stelselontleding en –ontwerp I 

System Analysis and Design I 

STUDY GUIDE FOR 

ITRW213VBC 

*ITRW123VBC* 

VAAL TRIANGLE CAMPUS 

Printing arrangements and distribution by Department Logistics (Distribution Centre) 

Printed by Ivyline Technologies 018 293 0715/6. 

Copyright ⎡ 2012 edition. Date of revision 2013 

North-West University, Vaal Triangle Campus 

All rights reserved. No part of this book, may be reproduced in any form or by any means 

without written permission from the publisher. It includes the making of photocopies of the 

whole or parts of this book.

INHOUDSOPGAWE 

Module inligting ...................................................................................................................... 2 

Tydverdeling .......................................................................................................................... 2 

Algemeen .............................................................................................................................. 2 

Studiemateriaal ...................................................................................................................... 3 

Klasbywoning ........................................................................................................................ 3 

Werkswyse ............................................................................................................................ 3 

eFundi ................................................................................................................................... 4 

Evaluering .............................................................................................................................. 4 

Deelnamepunt ....................................................................................................................... 5 

Wenke vir die bestudering van rekenaarwetenskap en inligtingstelsels ................................. 5 

Algemene wenke ................................................................................................................... 5 

Wenke i.v.m. die klassituasie en die leerproses ..................................................................... 6 

Wenke vir die werk aan u projek ............................................................................................ 7 

Afsluiting ................................................................................................................................ 8 

Werkprogram ......................................................................................................................... 8 

Module-uitkomste .................................................................................................................. 9 

Handboek se webwerf ........................................................................................................... 9 

Studie-ikone ......................................................................................................................... 10 

Aksiewerkwoorde ................................................................................................................. 11 

Waarskuwing teen plagiaat .................................................................................................. 12 

Leereenheid 1 Die waarde van stelselontleding en ontwerp ................................... 13 

Leereenheid 2 Inligtingstelsel-komponente (boublokke) ......................................... 16 

Leereenheid 3 Inligtingstelsel-ontwikkeling ............................................................. 19 

Leereenheid 4 Projekbestuur ..................................................................................... 22 

Leereenheid 5 Stelselontleding ................................................................................. 26 

Leereenheid 6 Vereiste-bepaling ............................................................................... 29 

Leereenheid 7 Vereiste-modellering met behulp van “use cases” ......................... 32 

Leereenheid 8 Datamodellering en ontleding ........................................................... 35 

Leereenheid 9 Prosesmodellering ............................................................................. 40 

Leereenheid 10 Objekgeoriёnteerde ontleding en modellering & “UML” ................. 43 

PROJEK ............................................................................................................ 45 

VOORBEELDVRAESTEL ................................................................................................... 48 

1

MODULE CONTENTS 

Module information ................................................................................................................ 2 

Time ...................................................................................................................................... 2 

General .................................................................................................................................. 2 

Study material ........................................................................................................................ 3 

Class attendance ................................................................................................................... 3 

Procedure .............................................................................................................................. 3 

eFundi ................................................................................................................................... 4 

Evaluation .............................................................................................................................. 4 

Participation mark .................................................................................................................. 5 

Suggestions in respect of the study of computer science and information systems ................ 5 

General suggestions .............................................................................................................. 5 

Suggestions concerning classes and the learning process .................................................... 6 

Suggestions for the work on your project ............................................................................... 7 

Conclusion ............................................................................................................................. 8 

Program ................................................................................................................................. 8 

Module objectives ................................................................................................................. 9i 

Website of the textbook ......................................................................................................... 9 

Study icons .......................................................................................................................... 10 

Action Verbs ........................................................................................................................ 11 

Warning against plagiarism .................................................................................................. 12 

Study unit 1 The Value of systems analysis and design ...................................... 13 

Study unit 2 The components of Information Systems ........................................ 16 

Study unit 3 Developing Information systems ...................................................... 19 

Study unit 4 Project Management .......................................................................... 22 

Study unit 5 Systems analysis ............................................................................... 26 

Study unit 6 Requirements Gathering ................................................................... 29 

Study unit 7 Use cases ........................................................................................... 32 

Study unit 8 Data modelling and analysis ............................................................. 35 

Study unit 9 Process Modelling ............................................................................. 40 

Study unit 10 Object-oriented analysis and modelling using the uml ................... 43 

PROJECT ............................................................................................................ 45 

SAMPLE TEST PAPER ...................................................................................................... 48 

1

MODULE INLIGTING 

Modulekode: ITRW213 

Beskrywende Naam: Stelselontleding I 

PU-vlak 2 

Nasionale vlak 5(b) 

Krediete 16 (160 ure) 

Kontakperiodes 3 teorie, 2 ure prakties 

TYDVERDELING 

2 

Aktiwiteit Weke Ure/week Totaal 

Klas (kontaktyd, klastyd en toetsies) 13 3 39 

Projek/prakties 12 2 24 

Opdragte 10 2.5 25 

Selfstudie en voorbereiding 12 3 36 

Klastoetse 3 3 9 

Projekdemonstrasies en voorleggings 2 6 12 

Eksamen en voorbereiding 1 15 15 

Totaal 160 

ALGEMEEN 

Welkom terug by Rekenaarwetenskap & Inligtingstelsels na ’n lang vakansie. Ons hoop dat 

u veel waarde sal put uit hierdie kursus deurdat u die fases in stelselontleding en –ontwerp 

sal bestudeer en ook ’n praktiese projek sal voltooi. 

Voorvereistes: ITRW121 of ITRW122 

Dosent: 

Gebou: 8 Kamer: ______ 

Telefoon: 016 910 ______ 

E-pos: @nwu.ac.za 

Spreekure: Soos op kantoordeur aangebring – indien nie, maak ’n afspraak 

met jou dosent. 

Lokaal: 

Periodes:

MODULE INFORMATION 

Module code: ITRW213 

Descriptive name Systems Analysis & Design I 

PU-level 2 

National Level 5(b) 

Credits 16 (160 hours) 

Contact Periods 3 theory, 2 hours practical 

TIME 

• An indication of how much time you will have to spend on each unit is given at the 

beginning of every unit. The textbook follows a case study approach. Learners must 

prepare these case studies to be able to participate in the discussions. 

• Each learning unit will end with a class test and a practical assignment. 

Activity Weeks Hours/week Total 

Class (contact time: lessons + tests) 13 3 39 

Project/practical 12 2 24 

Assignments 10 2.5 25 

Self-study and preparation 12 3 36 

Class tests and preparation 3 3 9 

Project demonstration 2 6 12 

Examination and preparation 1 15 15 

Total 160 

GENERAL 

Welcome back to Computer Science & Information Systems after the holidays. We hope that 

you will benefit from this course, where you will study the phases of systems analysis and 

design. 

Prerequisites: ITRW121 or ITRW122 

Lecturer: 

2 

Building: 8 Office: _____ 

Telephone: 016 910 ______ 

E-mail: ____________@nwu.ac.za 

Consultation: As indicated on office door – if not, make an appointment with your 

lecturer. 

Venue: 

Periods:

STUDIEMATERIAAL 

Voorgeskrewe handboeke 

1. BENTLEY, L.D. & WHITTEN, J.L. Systems analysis and design for the global 

enterprise. 7th ed. McGraw Hill. (ISBN 0077114841 - Bundel edisie of 10071107665 – 

sonder sagteware) 

2. Hierdie gids. 

KLASBYWONING 

Volgens regulasies. Aangesien klastoetse wel sonder vooraf kennisgewing gegee kan word, 

is dit noodsaaklik dat alle klasse bygewoon word tensy anders gereël. 

WERKSWYSE 

Rol van die dosent 

Die studiegids verskaf aan u 'n raamwerk van die semester se werk. Ons beklemtoon die 

belangrikheid van selfwerksaamheid in hierdie kursus. Die dosent tree op as fasiliteerder in 

die kursus en leerders se probleme sal ook bespreek word in die klas. 

Verantwoordelikhede van die leerder 

U word verwag om voor 'n periode die werk aandagtig deur te lees, sodat interaksie kan 

plaasvind en die klas nie in 'n eengesprek sal verander nie - volg die uitkomstes om uself te 

lei in u voorbereiding. Skryf kernaantekeninge en voorbeelde vir uself neer. U kan in die 

handboek volg en notas daarby neerskryf. Vra dadelik as iets vir u nie baie duidelik is nie. 

Gee u samewerking in die klas sodat interaksie gemaklik kan plaasvind. Moet nie slaafs 

probeer afskryf nie, luister eerder want die werk staan tog in die handboek - tensy die dosent 

sê dat sy nou werk behandel buite die handboek. Die leerder moet die gevallestudies in die 

handboek baie goed volg – dit maak deel uit van elke hoofstuk se inleiding. 

Daar sal gereeld klastoetse geskryf word oor die werk. Wees dus gereed daarvoor - die punt 

vir die klastoetse sal deel uitmaak van u deelnamepunt. Gereelde klasbywoning spreek 

vanself. 

Die praktiese projek is 'n gerekenariseerde stelsel in groepsverband. Dit strek oor albei 

semesters. U moet vroegtydig begin om betyds klaar te kry, aangesien probleme tog opduik 

sonder dat mens daarvoor beplan het. Kom weekliks bymekaar om u vordering/probleme te 

bespreek. Doen u eie werk – anders leer u niks nie. Hou rugsteun van u werk. 

Elke leerder sal ook geleentheid kry om 'n mondelinge voorlegging in die klas - voor u 

klasmaats en dosent - te maak van 'n afgespreekte aspek of fase van u projek. Die 

voorlegging moet tussen 4 en 6 minute duur en u moet van gepaste hulpmiddels gebruik 

maak. 

Die stelselmodelle moet op 'n afgespreekte tyd aan die dosent/praktiese assistent en 

medeleerders voorgelê word, waartydens u moet verduidelik hoe die stelsel verder ontwerp 

en ontwikkel sal word. U moet 'n bevredigende punt hiervoor kry vir eksamentoelating. 

Hou asseblief die rekenaarlokale en klaskamers netjies. 

Kom vra gerus as u probleme ondervind met enige aspek van die werk. 

3

STUDY MATERIAL 

1. Prescribed textbook: 

Title: Systems Analysis and Design for the Global Enterprise. 

Edition: 7th edition 

Authors: Bentley, L.D. and Whitten, J.L. 

Publishers: McGraw Hill 

ISBN: 007117662 (Bundled ed.: ISBN 0077114841) 

2. This study guide. 

CLASS ATTENDANCE 

Class attendance forms an integral part of this module. Course material will be explained 

during lectures and class tests can be given without prior notice. 

PROCEDURE 

Role of the lecturer 

This guide is a framework of the work to be completed this semester. We wish to emphasize 

the importance of self-study in order to achieve success in this module. The lecturer will act 

as facilitator in this module and learners’ problems will be discussed in class. 

Responsibilities of the learner 

You are expected to read the material thoroughly and to participate in class discussions. 

Apply the learning objectives to guide you in your preparation. Make notes and obtain 

examples for discussion purposes. Pay attention in class and make sure that you understand 

the material. The learner must study the case studies in the textbook – it forms part of the 

introduction to each chapter. 

You will write class tests on a regular basis and these marks will contribute to your semester 

mark. 

The practical project is the development of a computerised system that you will complete as 

part of a group. The group must start the project promptly so as to ensure that you complete 

it in time. Meet on a weekly basis to discuss progress/problems. Do your part of the work, 

otherwise you won’t learn anything. Make sure that you understand all aspects of the project 

and make back-ups on a regular basis. 

Each learner will get the opportunity to do an oral presentation of the group project in class. 

This presentation must be 4 to 6 minutes long and you should make use of appropriate 

resources. 

Learners must present their models to the lecturer or the assistant for evaluation. During this 

presentation the learner must explain how the project was developed up to that stage and 

how the project will be developed from that point onwards. A good mark must be obtained 

for admission to the exam at the end of the semester. 

You will work long hours in the computer laboratories. Please keep the computer rooms neat 

and clean. 

Contact your lecturer should you experience any problems during the course. 

3

Biblioteek 

Die hele biblioteek is tot u beskikking. Gebruik dit gerus om bykomende inligting oor die 

kursus te bekom asook om van interessanthede te wete te kom. 

Daar is ook verskeie rekenaartydskrifte wat u mag gebruik vir opdragte of vir eie inligting. 

U kan ook biblioteek of Internetopdragte kry van tyd tot tyd oor vakverwante onderwerpe. 

Die rekenaarwetenskapboeke se standnommers begin by 004 ... 006. 

eFUNDI 

Afkondigings, ekstra leermateriaal en kommentaar word gereeld op efundi geplaas. Die 

webwerf is: http://efundi.nwu.ac.za/portal/ 

Maak gerus gereeld daar ŉ draai vir meer inligting oor u module. 

EVALUERING 

U sal op verskeie wyses getoets word deur die semester om te bepaal of u die uitkomste 

bereik het. 

Klastoetse 

• Klastoetse wat bydra tot die deelnamepunt word soos afgespreek geskryf. 

• Klastoetse sal handel oor die werk wat in die voorafgaande weke behandel is en 

kennis van vorige werk is ook noodsaaklik. 

• Onderrigtoetse wat handel oor die vorige periode se werk kan ook sonder 

voorafwaarskuwing gegee word. 

• Jy moet alle werk wat in die studiegids behandel word so voorberei dat jy enige tyd 

daaroor ’n onderrigtoets kan skryf. 

• Leer is ’n kumulatiewe proses en nuwe kennis bou op voorkennis. Dit is dus 

noodsaaklik om te kontroleer dat die uitkomste vir elke deel van die werk bemeester is. 

• Hertoetse kan nie gegee word nie. 

Praktiese projek 

Praktiese projek waaraan u moet werk gedurende die semester. 

Klasopdragte 

Vrae en gevallestudies soos van tyd tot tyd deur die dosent aan u verskaf en aangedui in u 

studiegids. 

Semestereksamen 

___________________________ 

4

Library 

The library is at your disposal. Use this facility in order to obtain as much additional 

information as possible. 

Computer magazines that could assist you in developing your project and provide you with 

fresh ideas are readily available. 

You might get assignments that will require you to visit the library or to look for information on 

the Internet. 

Computer science books are located at the 004 ... 006 shelves in the library. 

eFUNDI 

Announcements, extra learning material and comments are placed regularly on efundi. The 

web address is: http://efundi.nwu.ac.za/portal/ 

Look regularly there for more information on your module. 

EVALUATION 

You will be tested using various evaluation methods to make sure that you have reached the 

learning objectives. 

Class tests 

• Class tests will contribute towards your participation mark. 

• Class tests will cover the work done during the previous weeks as arranged by your 

lecturer. Knowledge about previous work is important. 

• Shorter tests, on the work covered during the previous lecture, may also be written 

without prior notice. 

• Learners must prepare all work as described in this study guide and be prepared to 

write a unannounced test at any given time. 

• Learning is an accumulative process and new knowledge is built on previous 

knowledge. It is important to ensure that you master the learning objectives of all the 

learning units. 

• No re-tests will be given. 

Practical project 

This is a project that you have to work on during the semester. 

Assignments 

Questions and case studies will be given by the lecturer from time to time. 

Semester exam 

4

DEELNAMEPUNT 

Die deelnamepunt word bereken deur alles hierbo genoem in ag te neem. Die praktiese 

projek sal ook 'n groot deel uitmaak van die punt. Suksesvolle voltooiing van u projek se 

ontleding is 'n vereiste vir eksamentoelating. 

Die deelnamepunt sal ongeveer as volg bereken word: 

Klastoetse en opdragte 60 

Projek 40 

Vereistes vir eksamentoelating 

’n Deelnamepunt van minimum 40% is ’n vereiste vir eksamentoelating. Die leerder kry altyd 

twee eksamengeleenthede om sy/haar eksamen af te handel. 

Opmerkings 

1. Die tweede geleentheid is altyd die laaste geleentheid. 

2. Geen bewys vir afwesigheid van die eerste geleentheid is nodig nie hetsy siekte, dood 

van ’n naasbestaande of enige ander rede. 

3. Indien ’n leerder by die tweede geleentheid afwesig is (ongeag die rede) of sak, is geen 

verdere geleentheid beskikbaar nie. Indien ’n module nie tydens die eerste of tweede 

eksamengeleentheid geslaag is nie, kan die module slegs herhaal word deur van nuuts 

af daarvoor te registreer en opnuut ’n deelnamebewys te verwerf. 

WENKE VIR DIE BESTUDERING VAN 

REKENAARWETENSKAP EN INLIGTINGSTELSELS 

Inleiding 

• Hierdie wenke is opgestel om u te help met u studie in Rekenaarwetenskap. 

Rekenaarwetenskap het hoofsaaklik te make met die oplos van probleme met behulp 

van die rekenaar. Daar sal dus klem gelê word op selfwerksaamheid en praktiese 

toepassing van die werk ten opsigte van die projek. 

ALGEMENE WENKE 

Houding en motivering 

’n Positiewe houding is ’n voorvereiste vir sukses. Indien u gemotiveerd is om u klasse by te 

woon en al u verantwoordelikhede nakom is 'n groot deel van die stryd al gewonne. Geniet 

elke kursusmodule en sien elke probleem as 'n uitdaging wat u graag wil baasraak. U sal 

ook sien dat 'n dieper benadering teenoor leer wenslik is omdat u dan nie net feitekennis 

bymekaar maak nie, maar ook die werk verstaan en verbande kan trek met ander kennis - 

selfs in ander vakke. 

• Wees vindingryk en kreatief met u probleemoplossingsmetodes. As die werk moeilik is 

probeer maar weer en moenie tou opgooi nie, hulp is beskikbaar by assistente of u 

dosent. U moet ook nie angstig wees en bekommerd raak nie - dit kan teenproduktief 

wees. Doen goeie beplanning van u tyd en wees positief ingestel teenoor u werk. 

5

PARTICIPATION MARK 

A participation mark will be calculated in accordance with all of the above. The practical 

project will make up a large part of this mark. The successful completion of the project is a 

prerequisite for admission to the exam. 

The participation mark will be calculated more or less as follows: 

Class tests and 

assignments 

60 

Project 40 

Requirements for admission to the exam 

A participation mark of at least 40% is required for admission to the exam. There will be two 

examination sessions. 

Remarks 

1. The second exam opportunity will be the last opportunity. 

2. No proof for absence from the first opportunity is necessary. 

3. If you did not write the first exam paper and you miss the second exam, for whatever 

reason, there shall be no other opportunity to complete this course. If the learner did 

not pass the module during the first or the second exam opportunity, the learner will 

have to register anew for the module and obtain a participation mark all over again. 

SUGGESTIONS IN RESPECT OF THE STUDY OF 

COMPUTER SCIENCE AND INFORMATION SYSTEMS 

Introduction 

These suggestions have been compiled to assist you in your study of Computer Science. 

Computer Science is mainly aimed at solving problems by means of a computer. Emphasis 

will be placed on self-study and practical application of the work in terms of the project. 

GENERAL SUGGESTIONS 

Attitude and motivation 

A positive attitude is a prerequisite for success. If you are motivated to attend all your 

classes and you are well prepared for each class, you will have a good chance of succeeding 

in your studies. Enjoy your studies and approach each problem as a challenge that you want 

to master successfully. Attempt to follow an in-depth approach towards the learning 

experience instead of just memorising facts. Attempt to determine the relationship between 

different learning units and even different subjects. 

Be creative when solving problems. Even if the work is difficult, do not lose faith in yourself – 

you can always ask assistance from the assistants or the lecturer. Don’t panic, as this is 

counter-productive. Plan your time well and be positive at all times. 

5

Benutting van u tyd 

Om suksesvol te wees in u studies is goeie tydsbesturing baie belangrik. Daar is baie 

aktiwiteite by die Universiteit wat eise aan u sal stel. Konsentreer op die belangrikste 

aktiwiteite en beplan hoe u om u tyd daaraan te spandeer. U is nou die verantwoordelike 

persoon en u behoort u tyd sinvol te beplan om u studies sowel as ander aktiwiteite op 

kampus te akkommodeer. Onthou dat praktiese opdragte soos u projek baie tyd in beslag 

neem. U sal lank voor die tyd reeds moet begin met die projek om betyds klaar te wees. 

Moenie die aand (of die week) voor die sperdatum eers daarmee begin nie - daar sal nie 

genoeg tyd wees nie. 

WENKE I.V.M. DIE KLASSITUASIE EN DIE LEERPROSES 

Verloop van 'n klassessie 

• Ons probeer 'n oorsig te kry oor die vorige periodes(s) se werk wat dan sal aansluit by 

die nuwe werk. 

• Vrae oor die vorige werk kan gevra word en onduidelikhede sal uit die weg geruim 

word. 

• Huiswerkopdragte sal bespreek of ingehandig word. 

• 'n Oorsig sal oor die nuwe werk gegee word en die uitkomste sal gestel word. 

• Die hoofpunte sal beklemtoon word en moeilike dele verduidelik word. Voorbeelde en 

toepassings sal die werk verder belig. 

• Huiswerkopdragte kan aan u gegee word wat in die klas of vir tuiswerk gedoen moet 

word (individueel of in groepverband – soos bespreek in die klas). 

• Tydens die afgespreekte periode sal klastoetse geskryf word en u moet deeglik 

daarvoor voorbereid wees. Dit sal korter tipe vrae wees of klein gevallestudies. 

• Dit is baie belangrik dat u konsentreer in die klas en ‘n verwantskap kan sien tussen 

die vorige werk en die nuwe werk. U sal die werk beter verstaan as u goed voorbereid 

is vir elke klas, aandag gee in die klas en deelneem aan besprekings. 

• Doen gereeld u huiswerk en gaan die werk weer tuis deur, sodat u die doelwitte kan 

baasraak. Tydens klastyd is daar nie genoeg tyd om werk te herhaal nie. 

By die huis/koshuis 

• U behoort elke dag deur die dag se werk te gaan om te verseker dat u die werk 

verstaan en waar dit in u kursus inpas. Onduidelikhede moet die volgende periode aan 

die dosent gestel word en uit die weggeruim word. Probeer u self te toets teenoor die 

gestelde doelwitte. 

• Doen u huiswerk getrou - so toets u uself om te kyk of u die werk verstaan. 

• U behoort hoofpunte in ŉ stuk werk (hoofstuk) te kan identifiseer soos die dosent dit 

ook sal uitlig en te kan onderskei tussen belangrike feite en ander inligting wat 

voorbeelde of besprekings is. Som die werk op om u beter voor te berei vir toetse en 

eksamens. 

• U kan van begripskaarte gebruik maak, sodat u in een oogopslag die verbande tussen 

feite kan sien en die geheelbeeld van 'n leereenheid kan vaslê. ‘n Handige webwerf 

van konsepkaarte is: http://cmap.coginst.uwf.edu/. Daar is ook ‘n gratis program 

beskikbaar, met beperkte funksies, om sulke kaarte te konstrueer. 

6

Utilising your time 

In order to be successful in your studies you have to manage your time well. There are 

many activities at the University that will make demands on your time and managing your 

time is crucial. Concentrate on the important activities and plan your time around them. You 

are the responsible person now and you have to plan your time sensibly in order to 

accommodate your studies as well as other activities on campus. Remember that 

assignments, such as the practical project, will take up a great deal your time. You will have 

to start well in advance with the project in order to finish in time. Do not attempt to complete 

the project a day (or a week) before the deadline. There will not be enough time. 

SUGGESTIONS CONCERNING CLASSES AND THE 

LEARNING PROCESS 

The class situation 

• We shall attempt to provide an overview of the work completed in the previous 

session(s), and relate this to the new material. 

• Questions can be asked on the previous work and uncertainties will be sorted out. 

• Homework will be discussed or handed in. 

• An overview will be given on the new material and learning objectives will be indicated. 

• Important aspects will be emphasised and difficult sections will be discussed. 

Examples and applications will be discussed, if necessary. 

• You will receive assignments to complete in class or at home (individual or in groups, 

as discussed in class). 

• Class tests will be written on specified dates and you must be well prepared for these 

tests. The tests will consist of short questions as well as mini case studies. 

• It is important to concentrate in class and to make a connection between the previous 

work and new material. You will understand the work better if you are well prepared for 

each class, pay attention in class and take part in discussions. 

• Complete your homework regularly and make sure that you have mastered the 

objectives. There is not enough time to repeat work during class time. 

At home/hostel 

• You should review the day’s work at home so as to ensure that you understand the 

work and how it fits into the course. Uncertainties should be clarified during the next 

contact session. Test yourself to ensure that you have mastered the learning 

outcomes. 

• Do your homework diligently in order to ensure that you fully understand the work. 

• You should identify the main concepts of each module (chapter), as indicated by the 

lecturer, and distinguish between important facts and other information such as 

examples or discussions. Make abstracts of the work in order to be better prepared for 

tests and the exam. 

• You can make use of visual abstracts and diagrams which will assist you in relating the 

facts to the overall framework of the study unit. These are important learning aids. A 

useful website on visual diagrams is http://cmap.coginst.uwf.edu/. This site provides 

free software (with limitations) for compiling concept cards. 

6

Toetse en eksamens 

Die volgende kan as 'n leermetode gesien word. Onthou dat die tipe vrae sal verskil van 

klastoetse, onderrigtoetse en eksamens. Die vraesteltipe sal met u bespreek word voor die 

toetsgeleentheid. Skryf netjies en leesbaar. 

• Haal hoofpunte uit 'n leereenheid nadat u dit deurgelees het. 

• Haal nou die feite uit by elke hoofpunt. 

• Probeer 'n geheelbeeld te kry om te sien waar elke stukkie inligting inpas. (U kan 

weereens die begripskaarte hier gebruik). 

• Herhaal die feite totdat u dit vir uself kan opnoem of neerskryf. 

• Stel vir uself ook vrae op en dan kan u nadat 'n gedeelte geleer is uself toets. 

• Maak vir u 'n samevatting om al die nodige verbande te trek en die belangrikste 

aspekte te beklemtoon. 

• Die belangrike is hier die verstaan van werk en nie net kennisreproduksie nie. Basiese 

definisies en terme moet geken word, maar die res van die inligting moet u in die 

geheelbeeld van die kursus kan inpas. Werk volg op mekaar en raak moeiliker en 

vorige kennis is belangrik om die volgende te kan akkommodeer. 

WENKE VIR DIE WERK AAN U PROJEK 

U sal heelwat teorietipe werk leer en hoor in die klastye. Dié kennis en metodes moet egter 

toegepas word in die ontwikkeling van u projek. Beplanning en ontwerp is baie belangrik 

wanneer u die projek doen. 'n Bouer kan tog nie 'n huis bou sonder 'n plan en spesifikasies 

nie. Netso kan u nie 'n probleem oplos voordat u gedink het oor die probleem en 'n plan van 

aksie bedink het nie. Tipiese vrae wat u uself kan afvra is: 

• Wat word as invoer benodig? In watter formaat? Hoe lyk die invoerlêers? 

• Wat word as uitvoer benodig? In watter formaat? Hoe lyk die lêeruitlegte? 

• Is daar enige besluite wat geneem moet word? 

• Is daar sprake van herhaling? 

• Ensovoorts. 

Nou eers kan u aan die algoritme dink, dit toets en dan kodeer in 'n rekenaartaal. Dan volg 

ontfouting en toetsing. Onthou om gedurig u probleemstelling in gedagte te hou en te vra of 

ek die regte probleem reg oplos. 

• Onthou om gedurig goeie programstyl aan die dag te lê en genoegsame kommentaar 

in u program te sit. Hou weergawes van u pogings om sodoende makliker 

veranderings aan te bring en weer terug te herstel. 

• Moenie ure op 'n fout spandeer nie - kry hulp by 'n medeleerder, assistent of dosent. 

• Kreatiewe denke en vindingrykheid is belangrike eienskappe wat u behoort te gebruik 

tydens programontwerp. U sal die vaardighede nie leer deur net deur 

programvoorbeelde te lees nie, oefening en nogmaals praktiese sessies voor die 

rekenaar is baie belangrik. Dink net, u kry ervaring so terwyl u studeer! 

• Konsekwente werk is belangrik omdat nuwe vaardighede en metodes bygeleer word 

soos die semester vorder. Moet dus nie agter raak nie en oefen gereeld die nuwe werk 

in. 

7

Tests and the exam 

The following may be considered as a learning method. Remember that the type of 

questions may differ in the small tests, class tests and the exam. The test and exam 

format will be discussed with you prior to the relevant date. Write neatly and legibly. 

• Identify the main concepts in every learning unit, after you have read through it. 

• Identify the facts of each concept. 

• Try to obtain an overall view in order to determine how each fact contributes to the 

overall picture. (You can use the concept cards to assist you in this.) 

• Repeat the facts until you can write it down without any difficulty. 

• Test yourself by compiling your own revision questions on the study material (prepare 

the questions, study the work and test yourself afterwards). 

• Summarise the work in order to identify related concepts and to emphasize all the 

important facts. 

• What is important here is to understand the work and not simple fact reproduction. It is 

important to know the definitions and terms, but you must also be able to incorporate 

all the information into an overall view of the module. Each section of the work builds 

on the next, becoming progressively more difficult. Sound knowledge of completed 

work is, therefore, important in order to accommodate new work. 

SUGGESTIONS FOR THE WORK ON YOUR PROJECT 

A great deal of theory will be covered during lectures. You must apply your theoretical 

knowledge to the development of your project. 

• Planning and design are very important when you work on your project. A builder 

cannot build a house without a plan and specifications. In the same sense, it is fatal to 

try to solve a problem without thinking about it first and deciding on a course of action. 

Typical questions to be answered are the following: 

• What is the input? In what format? What is the format of the input files? 

• What output is needed? In what format? What is the format of the output files? 

• Are there any decisions to be made? 

• Will certain action need to be repeated? 

Now that you have all the above information you can think of an algorithm, test it and encode 

it into a computer language. Then debugging and testing follows. Remember to keep the 

problem statement in mind and ensure hat you solve the correct problem correctly. 

• Adopt a good programming style and insert comments, where necessary. Keep a 

record of the different versions. 

• Do not spend too much time on errors – rather seek help from a friend, an assistant or 

a lecturer. 

• Creativity is important and should be applied during the problem-solving process. You 

will only gain valuable experience if you try your best, practice and spend time on 

solving problems. 

• Working consistently will ensure that you learn new skills and methods as the semester 

progresses. Do not fall behind. 

7

In hierdie spesifieke kursus sal u ander vaardighede leer – die programmeringdeel vir u 

projek moet uself bemeester. Onderwerpe soos projekbestuur, data-insameling en modelle 

daarstel deur “UML” te gebruik sal ook vir u gestalte kry. Dit is dus belangrik dat u hierdie 

nuwe vaardighede ook sal bemeester. 

AFSLUITING 

Bestudeer en gebruik gereeld u studiegids om die uitkomstes van die module in oog te hou. 

Vra uself kort-kort af: Waar trek ons nou, waarheen is ons op pad en hoe pas die nuwe werk 

by die ou werk in? Nuwe kennis moet met ou kennis geïntegreer word sodat nuwe 

horisonne vir u kan oopgaan. Werk gereeld en beplan hoe u om u tyd gaan spandeer. Pas 

teoretiese kennis toe tydens die ontwikkeling van u projek. Sien u projek as 'n uitdaging en 

geniet u kursus! 

WERKPROGRAM 

8 

WEEK Hoofstuk in handboek ONDERWERP 

1 1 Hfst. 1: Die waarde van stelselontleding en 

ontwerp 

2 2 Hfst. 2: Inligtingstelselboublokke 

3 3 Hfst. 3: Inligtingstelselontwikkeling 

4 Bespreek projekvoorstelle 

5 4 Hfst. 4: Projekbestuur 

6 5 Hfst. 5: Stelselontleding 

7 6 Hfst. 6: Vereiste-bepaling en feite-insameling 

8 7 Hfst. 7: Die modellering van stelselvereistes 

9 8 Hfst. 8: Datamodellering 

10 8 Hfst. 8: Datamodellering 

11 9 Hfst. 9: Prosesmodellering 

12 10 Hfst. 10: Objekgeoriënteerde ontleding en 

modellering met gebruik van “UML” 

13 Projek: voorlegging van modelle

This module will teach you a number of skills - you will have to master the programming skills 

yourself. Topics such as project management, data collection and creating models with UML 

will also become familiar to you. It is important to master these skills for application in your 

project. 

CONCLUSION 

Consult your study guide on a regular basis to make sure that you have mastered the 

outcomes. Ask yourself on a constant basis: Where are we and where are we heading? 

How does the new work relate to completed work? Integrate new knowledge with existing 

knowledge to get an overview. Plan your time and work on a regular basis. Apply the 

theoretical knowledge to the development of your project. Regard your project as a 

challenge and enjoy this module! 

PROGRAM 

8 

Week Chapter in textbook Subject 

1 1 Chapter 1 The value of systems analysis and design 

2 2 Chapter 2 The components of Information Systems 

3 3 Chapter 3 Developing Information Systems 

4 Discussion of project proposals 

5 4 Chapter 4 Project Management 

6 5 Chapter 5 Systems Analysis 

7 6 Chapter 6 Requirements Gathering 

8 7 Chapter 7 Use Cases 

9 8 Chapter 8 Data Modelling and Analysis 

10 8 Chapter 8 Data Modelling and Analysis 

11 9 Chapter 9 Process Modelling 

12 10 Chapter 10 Object-oriented Analysis and Modelling 

using UML 

13 Presentation of project proposals

MODULE-UITKOMSTE 

Voordat u ’n stelsel kan ontleed, ontwerp en implementeer moet teoretiese voorkennis eers 

bemeester wees. 

Kennis: Na afloop van die kursus sal die leerders kan demonstreer dat hulle oor voldoende 

kennis van en insig in die fases en tegnieke van die stelselontwikkelingslewensiklus beskik 

om te kan toepas wanneer ’n stelsel beplan, ontleed en ontwerp word. 

Vaardighede: Die leerder sal na afhandeling van hierdie kursus kan bewys dat hy/sy die 

fases en tegnieke van stelselontleding kan toepas in ’n projek. Hulle moet ’n praktiese projek 

kan bestuur deur projekbestuurstegnieke te gebruik. Die leerder sal kreatief en 

probleemoplossend kan dink en optree wanneer ’n gerekenariseerde stelsel ontwerp en 

ontwikkel word. Groepswerk moet suksesvol aangepak kan word. 

Gesindheid en houding: 

Die leerder moet deurentyd bewus wees dat: 

• stelsels vir die gebruiker ontwikkel word en dat hulle voorkeure en werkwyses in ag 

geneem moet word gedurende stelselontleding en -ontwerp; 

• stelsels met noukeurigheid en op ooreengekome wyse voltooi moet word; 

• inligting rakende die kliënt met die nodige konfidensialiteit hanteer moet word; en 

• rekenaarhulpbronne eties en verantwoordelik gebruik moet word. 

HANDBOEK SE WEBWERF 

Die uitgewers van die handboek het self ’n webwerf geskep met handige verwysings, verduidelikings 

en template van dokumente vir u eie gebruik. Gebruik dit gerus tydens voorbereiding, 

opdragte en projekafhandeling. U sal ook die boek se transparante hier kry. 

www.mhhe.com/ 

http://highered.mcgraw-hill.com/sites/0073052337/student_view0/index.html 

9

MODULE OBJECTIVES 

Before one can analyse, design and implement a system, some theoretical knowledge is 

necessary. 

Knowledge: Upon completion of this module, learners will demonstrate that they possess 

the necessary knowledge of and insight into the phases and techniques of the Systems 

Development Life Cycle to apply this to the planning, analysis and design of a system. 

Skills: Learners will, at the end of this module, be able to apply the phases and techniques 

of systems analysis in a project. They will be able to manage a project. Learners will be able 

to apply creative skills when they develop a computerised system. Teamwork forms an 

integral part of their skills. The learner will be able to solve problems creatively and develop 

a computerised system. Group work will be completed successfully. 

Attitude: Learners should always be aware that: 

• systems are developed for consumers and that their preferences and requirements 

have to be addressed during the design and development process; 

• systems have to be completed in the correct and agreed upon manner; 

• client information have to be treated with the necessary confidentiality; and 

• computer resources have to be used responsibly. 

WEBSITE OF THE TEXTBOOK 

The publishers of the textbook set up a website with useful references, explanations and 

templates of documents that you may use. Use these when you prepare your work and 

project. You will also find the transparencies of the textbook at this site. 

www.mhhe.com 

http://highered.mcgraw-hill.com/sites/0073052337/student_view0/index.html 

9

STUDIE-IKONE 

10 

Addisionele leeswerk. 

Bestudeer nou die volgende 

gedeelte/verduideliking/ 

bespreking aandagtig. 

Bestudeer die aangetoonde 

materiaal in die handboek/ 

artikel, ens. 

Gevallestudie. 

Geskatte studietyd. 

Verkry Internettoegang en 

voer die meegaande opdrag 

uit. 

Individuele oefening. 

Skryf die klastoets volgens 

skedule. 

Uitkomste. 

Hersiening. 

Toepassing.

STUDY ICONS 

10 

Additional reading 

Study the following section/ 

explanation/ discussion, 

attentively 

Study the indicated 

material(s) in the textbook/ 

article, etc. 

Case study. 

Approximate study time 

Gain internet connection 

and conduct the 

accompanying exercise 

Individual exercise 

Write the class test according to 

schedule 

Outcomes 

Revision. 

Application.

AKSIEWERKWOORDE 

Vrae, hetsy in toetse of eksamens, bevat altyd sekere sleutel- of aksiewerkwoorde. Studente 

moet weet wat die aksiewoorde beteken en wat van hulle by die beantwoording van die 

vraag verlang word. Met die oog hierop word hier onder ’n kort lysie van sulke woorde 

verskaf. ’n Kort omskrywing van aksiewerkwoorde met ’n hoë gebruiksfrekwensie in 

vraestelle sal die lysie nog meer toepaslik maak. 

• Noem 

Hier word net die feite kort en saaklik neergeskryf. 

• Beskryf 

Hier word prestasie op die kennisvlak verwag. Eienskappe, feite of resultate word op ’n 

logiese, goedgestruktureerde wyse weergegee. Geen kommentaar of beredenering is nodig 

nie. 

• Definieer 

Kennisreproduksie word vereis. Dit is ’n duidelike, kernagtige en gesaghebbende 

beskrywing van ’n begrip sodat die betekenis daarvan duidelik blyk. 

• Gee ’n oorsig 

’n Groot volume kennis moet op ’n logiese en sistematiese wyse saamgevat en weergegee 

word, sonder dat die essensie van die saak verlore raak. 

• Verduidelik 

Die saak word eenvoudig gestel sodat die leser dit sal verstaan. Hier moet van illustrasies, 

beskrywings en voorbeelde gebruik gemaak word, terwyl ook redes vir uitsprake en resultate 

gegee word. 

• Bewys 

Staaf die feite deur die logiese aanvoering van aanvaarbare feite. 

• Vergelyk 

Hierdie vraag moet versigtig hanteer word. Die een saak moenie eers beskryf of bespreek 

word en dan later die volgende nie. Feite, gebeure of probleme word teenoor mekaar gestel 

en ooreenkomste en verskille word na vore gebring. 

• Bespreek 

Hierdie tipe vraag veronderstel insig en onderskeidingsvermoë wanneer ’n toepassing en 

beoordeling gemaak word. Hier word op analitiese wyse die verskeie aspekte van die saak 

of stelling ondersoek en gestel. 

VOORBEELD: Bespreek die verskille tussen inligtingstelsels en inligtingstegnologie. 

• Ontleed/analiseer 

Die inhoud word in dele of elemente verdeel en bespreek. Oorsake en gevolge word bepaal 

en onderlinge verwantskappe word vasgestel. 

VOORBEELD: Ontleed ‘n tipiese ER-diagram. 

11

ACTION VERBS 

Test and exam questions usually contain certain key or action verbs. Learners must know 

what these verbs mean and what is expected of them when answering the questions. These 

action verbs are included in order for the student to know exactly what is expected of 

him/her. Please study them and make sure that you understand the meaning of each. 

• List, name or mention 

Simply provide the required list of names, facts or items. A particular category or sequence 

may be specified. 

• Describe 

Only facts are required. Characteristics, facts or results must be provided in a logical and 

well-structured manner. No opinion, comment or argument is required. 

• Define 

Give the precise meaning of something, very often definitions have to be learnt word for 

word. 

• Explain 

Clarify or give reasons for something, usually in your own words. You must prove that you 

understand the content. Examples and illustrations might be useful. 

• Compare 

Point out the similarities (things that are the same) and the differences between objects, 

ideas or viewpoints. The word “contrast” may also be used. When you compare two or more 

objects, you should do so systematically - completing one aspect at a time. It is always 

better to do this in your own words. 

• Discuss 

Comment on something in your own words. This often requires debating two viewpoints or 

two different possibilities. 

EXAMPLE: Discuss the differences between information systems and information 

technology. 

• Analyse 

Identify parts or elements of a concept and describe them one by one. 

EXAMPLE: Analyse a typical ER-diagram. 

• Criticise 

This means that you should indicate whether you agree or disagree with a certain statement 

or view. You should then describe what you agree/disagree with and motivate for your view. 

• Demonstrate 

Include and discuss examples. You have to prove that you understand how a process works 

or how a concept is applied in real-life situations. 

• Distinguish 

Indicate the differences between objects, ideas or viewpoints. You are usually required to 

use your own words. 

• Identify 

Give the essential characteristics or aspects of a phenomenon or distinguish a certain 

concept or object from others due to its unique characteristics. 

11

• Evalueer 

Met evalueer word verwag dat ’n saak aan die hand van sekere kriteria beoordeel word. ’n 

Waardeoordeel word oor die saak uitgespreek en dit moet gemotiveer word. 

Dosente sal waar nodig in die klasse ook verdere toeligting oor hierdie (en ander tersaaklike 

terme) verskaf. Vir u eie doel is dit egter belangrik om vooraf te weet wat van u verwag word 

as so ’n aksiewerkwoord in ’n vraestel voorkom. 

WAARSKUWING TEEN PLAGIAAT 

WERKSTUKKE IS INDIVIDUELE TAKE EN NIE GROEPAKTIWITEITE NIE (TENSY DIT 

UITDRUKLIK AANGEDUI WORD AS ‘N GROEPAKTIWITEIT) 

Kopiëring van teks van ander leerders of uit ander bronne (byvoorbeeld die studiegids, 

voorgeskrewe studiemateriaal of direk vanaf die internet) is ontoelaatbaar – net kort 

aanhalings is toelaatbaar en slegs indien dit as sodanig aangedui word. 

U moet bestaande teks herformuleer en u eie woorde gebruik om te verduidelik wat u 

gelees het. Dit is nie aanvaarbaar om bestaande teks/stof/inligting bloot oor te tik en die 

bron in 'n voetnoot te erken nie – u behoort in staat te wees om die idee of begrip/konsep 

weer te gee sonder om die oorspronklike skrywer woordeliks te herhaal. 

Die doel van die opdragte is nie die blote weergee van bestaande materiaal/stof nie, maar 

om vas te stel of u oor die vermoë beskik om bestaande tekste te integreer, om u eie 

interpretasie en/of kritiese beoordeling te formuleer en om 'n kreatiewe oplossing vir 

bestaande probleme te bied. 

Wees gewaarsku: Studente wat gekopieerde teks indien sal 'n nulpunt vir die opdrag 

ontvang en dissiplinêre stappe mag deur die Fakulteit en/of die Universiteit teen 

sodanige studente geneem word. Dit is ook onaanvaarbaar om iemand anders se werk 

vir hulle te doen of iemand anders in staat te stel om u werk te kopieer – moet dus nie 

u werk uitleen of beskikbaar stel aan ander nie! 

12

• Illustrate 

Draw a diagram or sketch that represents a particular phenomenon or idea. 

• Motivate 

You should give an explanation of the reasons for your statements or views. You should try 

to convince the reader of your view. 

WARNING AGAINST PLAGIARISM 

ASSIGNMENTS ARE INDIVIDUAL TASKS AND NOT GROUP ACTIVITIES. (UNLESS 

EXPLICITLY INDICATED AS GROUP ACTIVITIES) 

Copying of text from other learners or from other sources (for instance the study guide, 

prescribed material or directly from the internet) is not allowed – only brief quotations are 

allowed and then only if indicated as such. 

You should reformulate existing text and use your own words to explain what you have 

read. It is not acceptable to retype existing text and just acknowledge the source in a 

footnote – you should be able to relate the idea or concept, without repeating the original 

author to the letter. 

The aim of the assignments is not the reproduction of existing material, but to ascertain 

whether you have the ability to integrate existing texts, add your own interpretation and/or 

critique of the texts and offer a creative solution to existing problems. 

Be warned: students who submit copied text will obtain a mark of zero for the 

assignment and disciplinary steps may be taken by the Faculty and/or University. It is 

also unacceptable to do somebody else’s work, to lend your work to them or to make 

your work available to them to copy – be careful and do not make your work available 

to anyone! 

12

1 DI DIE DI E WAARDE VAN 

STELSELONTLEDING STELSELONTLEDING EN 

EN 

ONTWERP 

ONTWERP 

(Bentley & Whitten, hoofstuk 1) 

Jy behoort ongeveer 3 ure te neem om hierdie leereenheid suksesvol deur te werk. 

Berei voor in die voorgeskrewe handboek: 

Bladsy 6 - gevallestudie as inleiding tot die hoofstuk. 

Hierdie leereenheid is op bladsye 4-40 van die handboek gebaseer. 

Leereenheid 1 

Hierdie is ’n inleidende hoofstuk en gee ’n aanduiding van die persone wat betrokke is by die 

beplanning, ontleding, ontwerp en implementering van ’n stelsel. 

13

1 THE THE VALUE VALUE VALUE OF OF SYSTEMS 

SYSTEMS 

ANALYSIS ANALYSIS ANALYSIS AND AND AND DESIGN 

DESIGN 

(Bentley & Whitten, Chapter 1) 

You will require approximately 3 hours to master this unit. 

Prepare the following from the prescribed textbook: 

Page 6 – read the case study as introduction to the chapter. 

This study unit is based on pages 6-34 of the textbook. This is an introductory chapter and 

discusses the people involved in the planning, analysis, design and implementation of a 

system. 

13

Leereenheid 1 

Maak nie saak watter beroep jy gaan volg nie - die kans is goed dat jy ’n stelselontleder sal 

ontmoet of dalk self een sal word. Dit is die persoon wat die aktiwiteite wat in hierdie kursus 

bespreek word uitvoer. 

Na afhandeling van hierdie onderwerp moet die leerder in staat wees om : 

• sewe tipes inligtingstelseltoepassings te kan beskryf; 

• ‘n inligtingstelsel te beskryf en die rol van die stelselontleder te ken; 

• te bespreek wat stelselontleding en ontwerp is; 

• te verduidelik hoe moderne besigheid- en tegnologieneigings stelselontwikkeling 

beinvloed; 

• te sê wie die rolspelers in die SOLS (stelselontwikkelinglewensiklus) is en kortliks 

elkeen se rol te beskryf; 

• te kan beskryf wat nodig is om te weet en te leer om ‘n suksesvolle stelselontleder te 

wees; 

• te onderskei tussen die waterval- en iteratiewe/inkrementele benaderings tot 

stelselontwikkeling; 

• besigheids- en tegnologiedrywers wat IS ontwikkeling beïnvloed te kan beskryf; 

• ‘n eenvoudige proses vir die ontwikkeling van IS te beskryf; en 

• die rol wat hy/sy as stelselontleder gaan vervul met die nodige etiese en 

verantwoordelike houding te benader en uit te leef. 

’n Raamwerk vir stelselontleding- en ontwerpproses word gegee op bl. 4, waar daar verwys 

word na verskillende inligtingstelseltoepassings. 

Lees bl. 6-16. Die persone wat betrokke is by ’n inligtingstelsel se ontwikkeling word 

bespreek. Die rol van die stelselontleder word uitgelig. 

Moderne neigings in besigheid en tegnologie wat drywers is vir die IT-omgewing word op bl. 

16-30 bespreek. 

Die stelselontwikkelingsproses word behandel op bl. 30-34. 

Doen die volgende oefeninge nadat hierdie hoofstuk bestudeer is: 

Problems and Exercises: nr. 1, 3, 6, 14 en15 op bl. 37. 

Projects and Research: nr. 1, 5 en 6 op bl. 38. 

Minicases: nr. 3 en 4 op bl. 39. 

14

Regardless of your choice of profession – chances are good that you will either 

meet a systems analyst or become one yourself. The activities of the systems 

analyst will be discussed in this module. 

Upon completion of this study unit, the learner should be able to: 

• describe seven types of information system applications; 

• describe an information system and the role of the systems analyst; 

• describe what systems analysis and design is; 

• explain how modern business and technologies influence systems development; 

• describe the role of each role player in the SDLC (Systems Development Life Cycle); 

• explain what knowledge and skills are required to become a successful systems 

designer; and 

• approach the role of systems designer with the ethically correct and responsible 

attitude. 

A framework for systems analysis is provided on page 4 including references to different 

applications of information systems. 

Read pages 6-16 where the people involved in the development of information systems are 

discussed. Emphasis is placed on the role of the systems designer. 

The business and technology trends that drive IT are discussed on pages 16-30. 

The systems development process is discussed on page 30-34. 

Complete the following exercises after you have studied the chapter: 

Problems and Exercises: no. 1, 3, 6, 14 and 15 on page 37. 

Projects and Research: no. 1, 5 and 6 on page 38. 

Minicases: no. 3 and 4 on page 39. 

14

Leereenheid 1 

Gaan soek ’n advertensie vir ’n stelselontleder in ’n rekenaartydskrif en bring saam klas toe. 

Hoekom sou dit ’n goeie werk vir u wees? 

Lees die opsomming deur op bl. 34. 

Gaan terug na die leeruitkomste en stel vas of al die uitkomste bereik is. Dui ook aan wat 

jou geskatte vlak van bemeestering (in persentasie uitgedruk) is. 

Klastoets soos op aangeduide datum. 

Projek 

Lees die afdeling oor die projek, agter in hierdie gids, en laat u gedagtes gaan oor moontlike 

onderwerpe en groeplede vir u eie projek. 

15

Find an advertisement, in a newspaper, magazine or computer journal seeking a systems 

designer and bring this to class. Why could this be a good prospective job for you? 

Read the summary on page 34. 

Read through the objectives again and make sure you have achieved them. Indicate your 

estimated level of proficiency (reflected as a percentage). 

Class test as indicated. 

Project 

Read the section on the project at the back of this study guide. Finalise the group members 

of the team and think about possible topics for your project. 

15

Leereenheid 2 

16 

2 INLIGTINGSTELSEL 

INLIGTINGSTELSEL- 

INLIGTINGSTELSEL 


KOMPONENTE KOMPONENTE KOMPONENTE (BOUBLOKK 

(BOUBLOKKE) 

(BOUBLOKK E) 




Bladsy 44 – gevallestudie as inleiding tot die hoofstuk. 


Hierdie hoofstuk gee ’n oorsig van die produk wat gebou gaan word voordat ons na die 

proses wat gevolg moet word gaan kyk.

Study unit 2 

16 

2 THE THE COMPONENTS COMPONENTS OF 

OF 

INFORMATION INFORMATION SYSTEMS 

SYSTEMS 



Prepare the following from the prescribed textbook: 

Page 44 - read the study case as introduction to the chapter. 

This learning unit is based on pages 44-64 of the textbook. 

This chapter gives an overview of the product to be developed, followed by the process 

required to develop it.

Leereenheid 2 

Stelselontleders ontwikkel inligtingstelsels vir ondernemings. Julle moet van hierdie 

PROSES baie leer, maar voor dit eers oor die PRODUK wat ontwikkel gaan word. 

Na afhandeling van hierdie hoofstuk moet die leerder in staat wees om: 

• ‘n raamwerk (vlgs. die werk van Zachman) vir inligtingstelsels in terme van fokus, 

mense en boublokke te ken en te verduidelik (m.a.w. die groter prentjie van 

stelselontwikkeling); 

• die produk “inligtingstelsel” te definieer en tussen voor- en agterkantoor IS te 

onderskei; 

• ses klasse van inligtingstelselstoepassings en hul wisselwerking te bespreek; 

• die rol van inligtingstelselargitektuur in stelselontwikkeling te bespreek; 

• al die groepe “aandeelhouers” in inligtingstelselontwikkeling te beskryf; 

• vier boublokke van KENNISdoelwit te bespreek vir ’n inligtingstelsel; 

• vier boublokke van PROSESdoelwit te bespreek vir ’n inligtingstelsel; 

• vier boublokke van KOMMUNIKASIEdoelwit te bespreek vir ’n inligtingstelsel; en 

• die rol van netwerktegnologie i.t.v. die 3 bogenoemde boublokke te bespreek. 

Op bl. 44 word klem gelê op die IS (inligtingstelsel) as produk van die stelsellewensiklus. 

Tipes/klasse IS word ondersoek. 

Die sketse op bl. 45 (Fig. 2.2) dui die wisselwerking tussen verskillende tipes IS aan. 

Op bl. 46-59 word ’n raamwerk vir ’n IS-argitektuur beskryf. Die hele kursusmodule verwys 

telkens na hierdie raamwerk (bl. 48 Fig. 2.3) en u moet dit goed verstaan. Mense, 

verskillende fokusse en boublokke word aangedui. Dit is die kern van hierdie module. Soos 

ons deur die module vorder, word verskillende boublokke en fases uitgelig en verduidelik. 


Problems and Exercises: nr. 3, 9 en10 op bl. 61. 

Projects and Research: nr. 1 op bl. 62. 

Minicases: nr. 1 op bl. 63. 

17

Study unit 2 

Systems designers develop systems for organisations. You must know this 

process very well – but also the product that will be developed. 

Upon completion of this learning unit, the learner should be able to: 

• explain the framework (according to Zachman) of information systems in terms of 

focus, people and building blocks (in other words, the overall picture); 

• define the product “information system”; 

• describe five classes of information system applications and their interaction; 

• describe the role of information systems architecture in the development of information 

systems; 

• describe six groups of “stakeholders” in the development of systems design; 

• discuss four perspectives of knowledge for information systems; 

• discuss four perspectives of process for information systems; 

• discuss four perspectives of interface for information systems; and 

• describe the role of computer networks in relation to the above building blocks. 

On page 44 the emphasis is on the information systems as product of the systems life cycle. 

Types (or classes) of information systems are discussed. The diagrams on page 45 (Figure 

2.2) show the interaction between different types of information systems. Pages 46-59 

describe a framework for information systems architecture. This module often refers to this 

framework (page 48, Figure 2.3) and you must, therefore, understand it very well. This is the 

essence of this module. As we progress with this module, different building blocks and 

phases will be introduced and discussed. 


Problems and Exercises: no. 3, 9 and 10 on page 61. 

Projects and Research: no. 1 on page 62. 

Minicases: no. 1 on page 63. 

17

Leereenheid 2 

Lees die opsomming deur op bl. 60. 




Projek 

Vorm groepe vir die projek en bespreek ’n paar voorstelle en besluit op een. Skryf ’n 

voorstel neer en brei dit uit tot so 2-3 bladsye. Gee dus ’n projekbeskrywing en sê watter 

probleme of tekortkominge aangespreek sal word met die beoogde stelsel. 

18

Study unit 2 





Project 

Finalise your group for the project, discuss a few proposals and decide on a topic. Write a 

proposal of about 2-3 pages including a description of the project as well as a description of 

the problems or shortcomings that will be addressed by the proposed project. 

18

3 INLIGTINGSTELSEL 

INLIGTINGSTELSEL- 


ONTWIKKELING 

ONTWIKKELING 

ONTWIKKELING 






Leereenheid 3 

Hier word ’n stelselontwikkelingslewensiklus (SOLS) beskryf as die PROSES om ’n produk 

(inligtingstelsel) te ontwikkel. 

19

Study unit 3 

3 DEVELOPING DEVELOPING INFO INFORMATION 

INFO RMATION 

SYSTEMS 

SYSTEMS 

SYSTEMS 



Read the introduction on page 68. Be prepared to participate in discussion questions in 

class on this case study, in the context of chapter 3. 

This learning unit is based on pages 68-116 of the textbook. Herein the Systems 

Development Life Cycle (SDLC) is discussed as the process to develop a product 

(information system). 

19

Leereenheid 3 

Stelsels moet versigtig, op ’n geordende wyse, ontwikkel word om die kans op sukses te 

verhoog. Daar is baie ontwikkelingsiklusse wat deur verskeie outeurs voorgestel word. 


• die proses van stelselontwikkeling te verstaan en die CMM te kan beskryf om die 

proses te verbeter; 

• om te onderskei tussen die stelselontwikkelinglewensiklus en stelselontwikkelings- 

metodologie; 

• kortliks die 10 beginsels van stelselontwikkeling te ken en te weet wat elkeen beteken; 

• die snellers vir stelselontwikkelingsprojekte te kan definieer; 

• die “PIECES”-raamwerk vir kategorisering van probleme, geleenthede en rigtinggewers 

te beskryf; 

• die fases van stelselontwikkeling te beskryf; 

• verskeie oorkoepelende aktiwiteite tydens die stelselontwikkeling lewensiklus te kan 

beskryf en toe te pas; 

• alternatiewe roetes te kan beskryf vir die fases van stelselontwikkeling; en 

• die rol van “CASE”-hulpmiddels te ken en te kan beskryf (diagram bl. 125). 

Die proses van stelselontleding word op bl. 68 beskryf. Verskeie standaarde en metodes 

kan gevolg word om die proses te verbeter en kwaliteit asook produktiwiteit te verhoog. Die 

CMM is so ’n raamwerk en word op bl. 69-70 beskryf. 

Verskeie beginsels moet in gedagte gehou word wanneer stelsels ontwikkel word. Bl. 72-76 

bespreek hierdie beginsels. 

Die ontstaan van ’n stelsel kan op verskeie wyses gebeur. Bl. 77 bespreek 

projekidentifikasie. 

Die fases van die “FAST-stelselontwikkelingmetodologie” word in Fig. 3.5 aangetoon en op 

bl. 76-88 bespreek. 

Daar is sekere aktiwiteite wat oorkoepelend gedoen word oor al die fases van die 

stelsellewensiklus. Bl. 88 bespreek dit. 

Alternatiewe ontwikkelingsroetes word bekyk op bl. 89-107. Die gekombineerde gebruik van 

party van hierdie metodes is nie uitgesluit nie. 

Die rol van “CASE”-tegnologie word ook beklemtoon en Fig. 3.16 op bl. 110 toon hoe die rol 

van die sentrale bergplek (“repository”) in “CASE”-argitektuur ’n prominente rol speel. 

20

Study unit 3 

Systems must be designed carefully and in an orderly manner so as to 

maximize the success rate. Various authors suggest a variety of design 

cycles. 


• understand the process of system design and describe the CMM to enhance the 

process; 

• distinguish between the Systems Development Life Cycle and systems development 

methodology; 

• know and describe each of the ten principles of systems design; 

• define the triggers of systems design; 

• describe the PIECES framework for categorising problems, opportunities and 

indicators; 

• know and describe the phases of systems development; 

• describe the overarching life-cycle activities during the system development process; 

and 

• describe the role of CASE-tools (diagram on page 110). 

Page 68 describes the process of systems design. In order to improve quality and 

production, different standards and methods must be set and followed. The CMM is a 

standardised framework for assessing standards and methods which is discussed on pages 

69-70. 

Different principles must be kept in mind during the system development phases. These 

principles are discussed on pages 72-76. 

Systems can be initiated in different ways. Pages 77-78 discuss project identification. 

Figure 3.5 depicts the FAST Systems Development methodology which is discussed on 

pages 79-88. 

A discussion of overarching life-cycle activities during all phases of system development is to 

be found on page 88. 

Alternative system development routes are indicated on pages 89-107. The possibility of the 

combined use of some of these methods is not excluded. 

The role of CASE-technology is depicted in Figure 3.14. Page 110 shows the prominent role 

of central storage (repository) in CASE-architecture. 

20


Problems and Exercises: nr. 6, 7 en 8 op bl. 114. 


Minicases: nr. 2 en 4 op bl. 116. 

Leereenheid 3 

1. Gaan soek op die Internet of in biblioteek inligting rakende die “capability maturity 

model”. 

Maak ’n opsomming (1-2 bladsye) van CMM en sê waarvoor en hoe dit gebruik word. 

Handig ook die artikel(s) in saam met u opdrag. 

2. Gaan soek op die Internet artikels oor “CASE-tools”. Maak ’n uitdruk oor enige 

“CASE”-produk en kyk of u ook die koste daarvan kan kry. Gee dit in. Wees gereed 

om in die klas oor die produk se eienskappe te gesels. 

Voorbeelde wat gebruik kan word in u projek is: 

www.casestudio.com/enu/default.aspx 

www.bouml.free.fr 

www.argouml.tigris.org 

Lees die opsomming op bl. 112. 




Projek 

Gee u projekvoorstel in en kom bespreek dit in die klas of met u dosent (hoe ook al 

afgespreek). Begin ook verdere data insamel rondom die huidige en beoogde stelsel. 

21


Problems and Exercises: no. 6, 7 and 8 on page 114. 


Minicases: no. 2 and 4 on page 116. 

Study unit 3 

1. Look for information on the Internet or in the library on the Capability Maturity Model. 

Write a summary (1-2 pages) of CMM indicating where and how this is used. Submit 

the articles with your assignment. 

2. Look for information on CASE-tools. Make a copy of this information and see if you 

can determine the cost of this CASE-tool. Hand it in and be prepared to discuss this 

product in class. 

Examples that can be used in your project are: 

www.casestudio.com/enu/default.aspx 

www.bouml.free.fr 

www.argouml.tigris.org 




Project 

Submit the proposal for your project and discuss it in class or with the lecturer (whatever was 

agreed on). Start collecting information about the current system and the proposed system. 

21

Leereenheid 4 

22 

4 PROJEKBESTUUR 

PROJEKBESTUUR 




Bladsy 120 - gevallestudie as inleiding tot die hoofstuk. 


Projekbestuursvaardighede is in aanvraag in die IT-omgewing. Hier word die basiese terme 

en metodes aangeraak wat in projekbestuur gebruik word.

Study unit 4 

22 

4 PROJECT PROJECT MANAGEMENT 

MANAGEMENT 


You will require approximately 5 hours to master this study unit. 

Prepare the following in the prescribed textbook: 

Page 120 – the case study as introduction to the chapter. 

This study unit is based on pages 120-155 of the textbook. Project management is in high 

demand within the IT-environment. We shall discuss the basic terms and methods used in 

project management.

Leereenheid 4 

As stelselontleder gaan u dikwels die rol van projekbestuurder vervul, waar u moet kan 

beplan, bestuur en kontroleer. U sal in hierdie afdeling strategieë, hulpmiddels en tegnieke 

aanleer wat nodig is om projekte te kan bestuur. 


• die projekbestuursiklus te ken en te kan beskryf; 

• te verduidelik hoekom stelsels misluk; 

• basiese funksies van projekbestuur te beskryf; 

• die vaardighede van ‘n projekbestuurder te ken; 

• aktiwiteite in projekbestuur te beskryf; 

• “PERT”- en Gantt-kaarte vir ‘n projek op te stel en beramings te kan doen; 

• tyd- en hulpbrontoedeling aan take in ‘n projek te doen; 

• gebruikers se verwagtinge te bestuur en aan te pas (Matriks, bl. 143); en 

• MS-Project-pakket te gebruik om projekbeplanning te kan doen. 

Dit is belangrik dat beplanning, bestuur en kontrole uitgeoefen word oor projekte wat 

aangepak word. Sekere redes vir die mislukking van projekte word op bl. 121 getoon. 

Die instituut vir projekbestuur “PMBOK” word bekend gestel op bl. 123. U kan ook op die 

web gaan navorsing doen oor hierdie groep. 

Projekbestuursfunksies en hulpmiddels word bespreek in die res van die hoofstuk. Verskeie 

aktiwiteite wat toegepas kan word tydens die projek se bestuur en beheer word aangetoon in 

Fig. 4.4 en bespreek op bl. 127-155. 

Die gebruik van ’n programmatuurpakket vir hierdie doeleindes word ook geïllustreer m.b.v. 

MS Project. U moet ook in staat wees om u projek en ander gegewe opdragte te beplan en 

te bestuur met MS Project. Dit is beskikbaar op die opleidingsbediener. 

U kan MS Project gebruik om “PERT”- en Gantt-kaarte te maak om projekduur te bepaal, 

hulpbronne te skeduleer en vordering te meet wanneer u die bestuur van ’n projek doen. 

Hier volg ’n voorbeeld van ’n “PERT”-kaart. Die oefening is gebaseer op vraag 6, aan die 

einde van die studiegids, in die voorbeeld vraestel. 

23

Study unit 4 

Sometimes the systems designer will also act as a project manager. A project 

manager must plan, manage and supervise. In this section we shall look at 

strategies, tools and techniques necessary to manage a project. 

Upon completion of this study unit the learner should be able to: 

• describe the project management cycle (diagram on page 129); 

• explain why systems fail; 

• describe the basic functions of project management; 

• describe the project management activities; 

• draw PERT and Gantt charts for projects, compile estimates as well as 

• allocate time and resources to projects; 

• manage and adjust users’ expectations (matrix on page 143), and 

• use the MS Project software for project planning purposes. 

It is important to plan, manage and supervise projects. Page 121 describes the reasons for 

the failure of projects. Page 123 introduces the Institute for Project Management (PNBOK). 

You can read more on this institute on the Internet. The rest of this chapter discusses project 

management functions and tools. 

Various activities during management and supervision of the project are depicted in Figure 

4.4 and discussed on pages 127-155. The use of software is illustrated with MS Project. 

You must be able to plan your project and other assignments by using this software. 

You could use MS Project to produce PERT and Gantt charts to determine the duration of a 

project, determine resources and measure progress when managing a project. The following 

is an example of a PERT chart. This exercise is based on question 6 of the example test 

paper at the end of this study guide. 

23

Leereenheid 4 

Die twee getalle by elke node dui die volgende aan: 

• Vroegste begintyd van ‘n taak (VBT). Reël: Wanneer meer as 1 pyl in ‘n node ingaan 

word die grootste waarde gebruik. 

24 

Werk van voor af agtertoe. 

• Laatste voltooityd van ‘n taak (LVT). Reël: Wanneer meer as 1 pyl by ‘n node 

ontspring word die kleinste waarde gebruik. 

Werk van agtertoe na die beginpunt toe. 

Pyle dui verwantskappe en tydsduur aan. Stippellyne dui nie tydsduur aan nie – slegs 

verwantskappe. 

Projekduur is: 33 dae. 

Kritiese pad: BFGHJ – geen speling nie. 

Indien taak D met 6 dae vertraag word – sal die projekduur beïnvloed word. (Die taak is nie 

op die kritiese padlengte nie en daar is net 2 dae speling op die padlengte.) 

Indien taak B egter vertraag word sal die projekduur langer wees, aangesien hierdie taak op 

die kritiese padlengte is waar geen speling beskikbaar is nie. 

Gebruik werklike datums in MS Project. 


Open die pakket MS Project op u rekenaar en werk die tutoriaal deur. Dit lê onder Help, 

“Getting started en dan tutorial. 

Problems and Exercises: nr. 3, 4, 12 en 13 (m.b.v. MS Project) op bl. 151. Begindatum wat 

gebruik moet word is 14 Maart. Gebruik ons publieke vakansiedae. 

Projects and Research: nr. 1 en 2 op bl. 153. 

Minicases: nr. 1 op bl. 154.

Study unit 4 

The two numbers at each node show the following: 

• Earliest starting time of a task (EST). Rule: When more than one arrow enters a node, 

the largest value is used. Work from front to back. 

• Latest completion time of a task (LCT). Rule: When more than one arrow leaves a 

node, use the smallest value. Work from the back towards the beginning. 

• Duration of the project: 33 days. 

• Critical path: BFGHJ – no tolerance. 

• If task D is delayed with 6 days the project duration will be influenced (this task is not 

on the critical path and there is only 2 day’s leeway on the path length). 

• If task B is delayed, the project will be delayed as this task is on the critical path where 

no leeway is available. 

• Use actual dates in MS Project. 

Open the software package MS Project on your computer and work through the tutorial. It 

can be found under Help, Getting started and then tutorial. 


Problems and Exercises: no. 3 and 12 on page 151-152 and no 13 on page 152 (using 

MSProject). 14 March is to be the projected date. Include our public holidays. 

Projects and Research: no. 1 and 2 on page 153. 


24

Leereenheid 4 

1. Gaan soek op die Internet of biblioteek inligting rakende verskillende projekbestuurspakkette 

soos byvoorbeeld MS Project. Bring die inligting saam klas toe vir bespreking. 

Lees die opsomming op bladsy 180 




Projek 

Kry meer inligting oor u stelsel en sy omgewing. Stel ‘n Gantt- en “PERT”-kaart op m.b.v. 

MS Project en wys die hooftake. 

25

Study unit 4 

1. Look for information on the Internet or in the library for different project management 

software and bring it to class for discussion. 





Project 

Get more information on your project and its environment. Compile a Gantt and a PERT 

chart with MS Project. Indicate the main tasks to be completed. 

25

Leereenheid 5 

26 

5 STELSELONTLEDING 

STELSELONTLEDING 






In hierdie hoofstuk sal u meer leer oor die stelselontledingsfases as deel van die 

oorkoepelende stelsellewensiklus. 

Hfst. 6-10 gaan in groter detail oor elkeen van die subfases van die ontledingsfase.

Study unit 5 

26 

5 SYSTEMS SYSTEMS ANALYSIS 

ANALYSIS 



Read the introduction on page 160. 

This study unit is based on pages 160-205 of the textbook. In this study unit you will learn 

more about the systems analysis phases as part of the overall system development process. 

Chapters 6 to 10 discuss each of these sub-phases in detail.

Leereenheid 5 

Die eerste fases in die stelsellewensiklus word saam die ontledingsfase genoem. Die 

omvangsbepaling, probleemontleding, vereiste-ontleding, logiese ontwerp en 

besluitnemingsontleding word gesamentlik die ontledingsfase genoem. 

Na afhandeling van hierdie onderwerp moet die leerder in staat wees om: 

• oorkoepelend die stelselontledingsfase te ken en kortliks te weet wat in elke subfase 

gebeur. Die invoere, uitvoere, tegnieke, doelwitte, stappe van elke subfase moet 

kortliks geken word; 

• stelselontleding te definieer en die subfases te ken; en 

• ’n paar stelselontledingstrategieë, om besigheidsprobleme op te los, te bespreek. 

Hierdie leereenheid spreek die eerste fase in die lewensiklus, nl. stelselontleding, aan. 

Verskeie benaderings word bekyk op bl. 161-166. 

Daar kan gefokus word op data, modelle, prosesse, objekte, spoedige aflewering, ens. 

Stelselontleding word in subfases verdeel en die omvangsbepaling se take word bespreek 

op bl. 167-174. 

Die probleemontledingsfase word aangespreek op bl. 174 -184. 

Daarna word die vereiste-ontledingsfase uitgelig op bl. 185-189 en die logiese ontwerpsfase 

word behandel op bl. 189-192. 

Die ontleding van die keuse wat gemaak moet word uit verskeie moontlike oplossings vir die 

stelselprobleem word laaste bekyk op bl. 192-199. 

Verdere hoofstukke sal hierdie fases in groter detail aanspreek. 





27

Study unit 5 

The first five phases of the Systems Development Life Cycle is known as the 

analysis phase. 


• describe the overall system development phase and describe each sub-phase; 

• briefly describe the input, output, techniques, aims and steps of each phase; 

• define systems analysis and the sub-phases; and 

• discuss a few systems analysis strategies to solve business problems. 

This unit discusses the first phase, the systems analysis phase, of the Systems Development 

Life Cycle. Various approaches are discussed on page 161-166. 

The focus can be on data, models, processes, objects, fast delivery, etc. 

Systems analysis is divided into sub-phases and the preliminary investigation phase is 

discussed on pages 167-174. 

The problem analysis phase is discussed on pages 174-184. 

The requirements analysis phase is discussed on pages 185-189 and the logical design 

phase on pages 189-192. 

The decision analysis phase is discussed on pages 192-199. 

Subsequent chapters will discuss these phases in detail. 


Problems and Exercises: no. 2, 3, 6 and 9 to 13 on page 202. 



27

Leereenheid 5 

Lees die opsomming op bl. 200 deur. 




Projek 

Begin vereistes in te samel van u beoogde stelsel. Dink i.t.v. invoere, uitvoere, prosesse en 

gebruikers asook nie funksionele vereistes, ens. 

28

Study unit 5 





Project 

Start collecting the requirements for your system. Think in terms of input, output, processing 

and user requirements as well as the functional requirements, etc. 

28

6 VEREIS VEREISTE 

VEREIS VEREISTE 

TE-BE TE BE BEPALING 

BE PALING 






Leereenheid 6 

In hierdie hoofstuk sal u leer om verskeie data-insamelingstegnieke te gebruik om vereistes 

te bepaal. 

29

Study unit 6 

6 REQUIREMENT 

REQUIREMENTS REQUIREMENT S GATHERING 

GATHERING 




This study unit is based on pages 208-241 of the textbook. In this study unit you will learn 

how to use various data collection techniques. 

29

Leereenheid 6 

Dit is van uiterste belang dat effektiewe data-insamelingsmetodes moet gebruik word tydens 

stelselontwikkeling. Feite aangaande kennis (data), prosesse en kommunikasie is nodig. U 

sal verskeie feite-insamelingstegnieke aanleer. 

Die leerder moet na afhandeling van hierdie deel in staat wees om: 

• stelsevereistes te definieer en te onderskei tussen funksionele en nie-funksionele 

vereistes; 

• probleemontleding te verstaan en ‘n Ishikawa-diagram daarvoor te gebruik; 

• die konsep van vereiste-bestuur te verstaan; 

• sewe data-insamelingsmetodes te beskryf en hul voor- en nadele uit te lig;. 

• die tipes feite wat ingesamel word te identifiseer;. 

• ’n vraelys en onderhoudagenda te ontwikkel;. 

• ’n goeie onderhoud te kan voer en effektief kan luister;. 

• ‘n JRP-sessie te kan beplan en uit te voer; en 

• die beste data-insamelingstrategie te beskryf wat met eindgebruikers sal werk. 

Hierdie module verduidelik die belangrikheid van vereistes wat reg en volledig verkry moet 

word vanaf die gebruikers en die omgewing waarin die stelsel bedryf moet word. Indien dit 

nie gedoen word nie is die impak negatief – bl. 208. 

Die verloop van die ontdekking/bepaling van vereistes word op bl. 210-215 bespreek. 

Die metodes vir die bepaling van vereistes word op bl. 215-235 bespreek. Daar is baie 

boeke en literatuur oor elkeen van hierdie metodes wat u verder kan ondersoek. 


Problems and Exercises: nr. 1, 2, 5, 6, 9, 10 en11 bl. 237. 


Minicase: nr. 3 op bl. 240. 

Beplan onderhoude en stel vraelyste op vir inligtingversameling vir u praktiese projek. Bring 

dit saam klas toe vir bespreking. 

30

Study unit 6 

It is vital to use effective data collection techniques during system 

development. Data, processes, interfaces and networks are required. You will 

learn various data collection techniques. 

Upon completion of this study unit, the learner will be able to: 

• describe seven data collection techniques as well as their advantages and 

disadvantages; 

• identify the data to be collected; 

• develop a questionnaire and interview agenda; 

• conduct an interview and display listening skills; 

• plan and execute a JRP-session; 

• describe the best data collection technique for a specific situation. 

This learning unit explains the importance of obtaining the correct and detailed requirements 

from clients and the environment in which the system must operate. If this is not done 

correctly, it will have a negative impact - page 208. The process of discovery/determination 

of requirements is discussed on pages 210-215. The methods used to determine the 

requirements are discussed on pages 215-235. There are many books are at your disposal 

to further investigate these methods. 


Problems and Exercises: no. 1, 2, 5, 9, 10 and 11 on page 237. 



Plan interviews and develop questionnaires for data collection in your practical project. This 

will be discussed during class. 

30


Leereenheid 6 




Projek 

Alle vereistes (funksioneel en nie-funksioneel) moet ingesamel en gedokumenteer word vir u 

stelsel. Gebruik tegnieke soos beskryf in hierdie hoofstuk. 

31


Study unit 6 




Project 

All the requirements (functional and non-functional) must be collected and documented for 

your system. Use the techniques described in this chapter. 

31

Leereenheid 7 

32 

7 VEREISTE 

VEREISTE-MODELLERING VEREISTE MODELLERING MET 

MET 

BEHULP BEHULP VAN VAN VAN “USE USE CASES” CASES” 




Lees die inleiding op bl. 244. 

Hierdie hoofstuk handel oor hulpmiddels en tegnieke om stelselvereistes te dokumenteer. 


• die voordele van “use case” modellering te beskryf; 

• akteurs van ‘n “use case” te identifiseer vanuit ‘n konteksdiagram; 

• vier tipes akteurs te kan beskryf; 

• verwantskappe te kan beskryf wat voorkom in ‘n “use case”-modeldiagram; 

• om ‘n “use case”-diagram te skep en te beskryf; en 

• om die doel van “use case”-rangordes te verduidelik en gebruik.

Study unit 7 

32 

7 USE USE CASES 

CASES 




This study unit is based on pages 244-266 of the textbook. This study unit introduces tools 

and techniques necessary to perform use-case modelling to document system requirements. 

Upon completion of this study unit the, learner should be able to: 

• describe the benefits of use-case modelling; 

• identify actors and use cases from within context diagrams; 

• describe the four types of actors; 

• describe the possible connections within a use-case model diagram; 

• describe the steps for preparing a use-case model; 

• describe how to construct a use-case model diagram; 

• describe the various sections of a use-case narrative and to prepare one; and 

• define the purpose of the use-case ranking and priority matrix as well as the use-case 

dependency diagram.

Leereenheid 7 

’n Inleiding tot die gebruik van “use case”-modellering en die konsepte wat daarin voorkom 

word uiteengesit op bl. 244-250. 

’n Stapsgewyse proses vir die ontwikkeling van “use case”-diagramme word aanbeveel op bl. 

251-260. 

Laastens word die rol van “use case”-modellering in projekbestuur uiteengesit op bl. 260-262 



Projects & Research: nr. 2 op bl. 265. 





Projek 

Gaan voort met die vereistes se bepaling en dokumentering. Identifiseer “use cases” in u 

stelsel se opset. Voltooi die vereistesdokument. 

• Inhoudsopgawe, omvang, definisies en projekbeskrywing 

• Voorbeelde van data ingesamel 

• Dokumentering van funksionele en nie-funksionele vereistes 

• Verdere beplanning 

• Ensovoorts 

33

Study unit 7 

An introduction to concepts found in use-case modelling and application of use-case 

modelling are depicted on pages 244-250. 

The steps required to develop use-case diagrams are given on pages 251-260. 

A discussion on the role of use-case modelling in project management is presented on pages 

260-262. 


Problems and Exercises: no. 1, 3, 5, 6 and 13 on page 264. 

Projects and Research: no. 2 page 265. 





Project 

Continue with the documentation of the requirements. Identify use cases in your system. 

Complete the requirements document including the following: 

• Table of content, scope, definitions and project description 

• Examples of the collected data 

• Documented functional and non-functional requirements 

• Evidence of continuous planning 

• Etc. 

33

Leereenheid 7 

Spesifiek vir klas toe bring: 

Stel ‘n use case lys op vir u projek soortgelyk aan die op bl 254. 

Stel ‘n use case modeldiagram op vir u projek. 

Stel use case narratiewe op vir so 4 use cases van u projek – soortgelyk aan die voorbeeld 

op bl 259. 

34

Study unit 7 

Specific for class: 

Compile a use case list for your project similar to that op page 254. 

Construct a use case model diagram for your project. 

Compile use case narratives for 4 use cases of your project – similar to that on page 259. 

34

8 DATA DATAMODELLERING DATA DATA MODELLERING EN 

ONTLEDING 

ONTLEDING 






Leereenheid 8 

Hierdie hoofstuk is die eerste van twee modelleringsonderwerpe. U gaan die 

enititeitsverwantskapdiagram (ERD) as hulpmiddel leer gebruik om datavereistes te 

dokumenteer en te modelleer. 

35

8 DATA DATA MODELLING MODELLING AND AND 

AND 

ANALYSIS 

ANALYSIS 




Study unit 8 

This study unit is based on pages 270-313 of the textbook. This study unit is the first of two 

on modelling. You will learn to use the Entity Relationship Diagram (ERD) as a tool to 

document and model data needs. 

35

Leereenheid 8 

’n Datamodelleringshulpmiddel, nl. die entiteitsverwantskapsdiagram (ERD), word beskryf. 


• stelselmodellering te definieer en te onderskei tussen logiese en fisiese modelle; 

• datamodellering te definieer en sy voordele te verduidelik; 

• die basiese elemente van ‘n datamodel te ken en te kan beskryf; 

• entiteite en verwantskappe te identifiseer; 

• ‘n datamodel te kan konstrueer, lees en verstaan; 

• self ‘n datamodel (ERD) te kan opstel en deur die stappe te gaan tot ‘n volle beskryfde 

model; 

• normalisering te doen op die model tot 3NF; en 

• te verduidelik hoe plekke (locations) en datavereistes bymekaar gebring en 

gemodelleer kan word. 

Hierdie hoofstuk lê klem op data-ontleding en -vereistes. Die gebruik van entiteitsverwantskapsdiagramme 

(ERD) word verduidelik. 

Konsepte en terme wat grondliggend is vir die verstaan van datamodellering word op bl. 270- 

283 uiteengesit. 

Die verloop van datamodellering word op bl. 283-308 bespreek en verduidelik. 

Verwantskappe, normalisasie en al die ander terme en konsepte moet goed verstaan word. 

Uiteindelik word datamodelle omgeskakel na fisiese modelle en databasisse. Dis die kern 

van meeste inligtingstelsels se ontwikkeling. 

“CASE”-tegnologie kan met vrug tydens datamodellering aangewend word. 


Problems and Exercises: nr. 1-4 en 11 op bl. 311. 

Projects and Research: nr. 3 en 6 op bl. 311. 


36

Study unit 8 

The Entity Relationship Diagram (ERD) will be described. 


• define systems modelling and distinguish between logical and physical models; 

• define data modelling and explain the advantages; 

• describe the basic elements of the data model; 

• identify entities and relationships; 

• construct, read and understand a data model; 

• set up a data model (ERD) and follow all the steps; and 

• normalise a model to 3NF. 

This chapter emphasises data analysis and data requirements. The application of the Entity 

Relationship Diagram (ERD) is explained. 

Pages 270-283 discuss concepts and terms necessary to understand data modelling. 

The process of data modelling is discussed on pages 283-308. 

It is important to understand data relationships, normalisation and other terminology. Data 

models are converted to physical models and databases which constitutes the basis for 

information systems development. 

CASE-tools are helpful in the data modelling process. 


Problems and Exercises: no. 1 to 4 and 11 on page 311. 

Projects and Research: no. 3, 6 on page 311. 


36


Leereenheid 8 




Projek 

Volg die stappe van datamodellering met u stelsel en konstrueer ’n ER-diagram. Bring dit 

saam klas toe om te verduidelik hoe die datamodel werk. 

37


Study unit 8 




Project 

Follow the steps of data modelling with your system and construct an ER-diagram. Bring it to 

class with you to explain what is going on with your data model. 

37

Leereenheid 8 

Addisionele aantekeninge 

Normalisasie Datamodellering 

1NF 

Al die sleutel-attribute is gedefinieer 

Daar is geen herhalende groepe in die tabel. (elke ry/kolom inskrywing het slegs 1 waarde) 

Al die attribute is afhanklik van die primêre sleutel 

(All key fields must be identified, now repeating groups, all attributes dependent on the key) 

2NF 

Die tabel is in 1NF 

Dit bevat geen gedeeltelike funksionele afhanklikheid nie 

(geen attribuut is afhanklik van slegs ‘n gedeelte van die sleutel nie) 

(The table is in 1NF, no partial functional dependencies) 

3NF 


Dit bevat geen transitiewe afhanklikhede nie 

(geen nie-sleutel attribuut is afhanklik van ‘n ander nie-sleutel attribuut) 

(The table is in 2NF, no transitive dependencies) 

Afhanklikheidsdiagram Dependency diagram 

A B C {D} E F G H I 

(1) (2) 

Onderstreep: Sleutelvelde 

{ } : Herhalende groep 

38 

: Afhanklikheid 

(1) gedeeltelike afhanklikheid 

(2) transitiewe afhanklikheid

Study unit 8 

Additional material 

Normalization Datamodeling 

1NF 

Al die sleutel-attribute is gedefinieer 

Daar is geen herhalende groepe in die tabel. (elke ry/kolom inskrywing het slegs 1 waarde) 

Al die attribute is afhanklik van die primêre sleutel 

(All key fields must be identified, now repeating groups, all attributes dependent on the key) 

2NF 


Dit bevat geen gedeeltelike funksionele afhanklikheid nie 

(geen attribuut is afhanklik van slegs ‘n gedeelte van die sleutel nie) 

(The table is in 1NF, no partial functional dependencies) 

3NF 


Dit bevat geen transitiewe afhanklikhede nie 

(geen nie-sleutel attribuut is afhanklik van ‘n ander nie-sleutel attribuut) 

(The table is in 2NF, no transitive dependencies) 

Afhanklikheidsdiagram Dependency diagram 

A B C {D} E F G H I 

(1) (2) 

Onderstreep: Sleutelvelde 

{ } : Herhalende groep 

38 

: Afhanklikheid 

(1) gedeeltelike afhanklikheid 

(2) transitiewe afhanklikheid

Underline Keyfields 

{ } Repeating groups 

Dependencies 

(1) partial dependencies 

(2) transitive dependencies 

Normaliseer Normalize 

1NF 

Sleutels gedefinieer? All keys defined? 

Attribute afhanklik van primere sleutel? All attributes dependent on primary key 

Geen herhalende groepe? – (nee) No repeating groups? (no) 

A B D 

A B C E F G H I 

2NF 

In 1NF en In 1NF 

geen gedeeltelike afhanklikheid (nee) no partial dependencies (no) 

B E 

A B C F G H I 

A B D 

3NF 

In 2NF en In 2 NF 

geen transitiewe afhanklikheid (nee) no transitive dependencies (no) 

(A B C F G H I) 

G H I 

A B C F G 

A B D 

B E 

Finale tabelle: Final tables 

A B C F G 

A B D 

B E 

G H I 

Leereenheid 8 

39

Underline Keyfields 

{ } Repeating groups 

Dependencies 

(1) partial dependencies 

(2) transitive dependencies 

Normaliseer Normalize 

1NF 

Sleutels gedefinieer? All keys defined? 

Attribute afhanklik van primere sleutel? All attributes dependent on primary key 

Geen herhalende groepe? – (nee) No repeating groups? (no) 

A B D 

A B C E F G H I 

2NF 

In 1NF en In 1NF 

geen gedeeltelike afhanklikheid (nee) no partial dependencies (no) 

B E 

A B C F G H I 

A B D 

3NF 

In 2NF en In 2 NF 

geen transitiewe afhanklikheid (nee) no transitive dependencies (no) 

(A B C F G H I) 

G H I 

A B C F G 

A B D 

B E 

Finale tabelle: Final tables 

A B C F G 

A B D 

B E 

G H I 

Study unit 8 

39

Leereenheid 9 

40 

9 PROSES PROSESMODELLERING 

PROSES PROSES MODELLERING 






Hierdie hoofstuk is die tweede modelleringsonderwerp van die handboek. U gaan die 

datavloeidiagram (DVD) as hulpmiddel leer gebruik om prosesse en datavloeie te 

dokumenteer en te modelleer.

Study unit 9 

40 

9 PROCESS PROCESS MODELLING 

MODELLING 




This study unit is based on pages 316-366 of the textbook. This is the second study unit on 

modelling. You will learn about the Data Flow Diagram (DFD) as a tool to document and 

model data flow.

Leereenheid 9 

Datavloeidiagramme as ’n hulpmiddel om prosesse te modelleer word in hierdie hoofstuk 

bespreek. 

Die leerder moet na afhandeling van hierdie gedeelte in staat wees om: 

• stelselmodellering te definieer en te onderskei tussen logiese en fisiese modelle; 

• prosesmodellering te definieer en sy voordele te lys; 

• ‘n DVD te kan konstrueer, lees en te verstaan; 

• self ‘n DVD op te stel van ‘n gegewe omgewing – deur al die stappe te gaan van 

prosesmodellering asook verdere beskrywings te gee van prosesse deur 

gestruktureerde taal en besluitnemingstabelle; en 

• verspreiding van plekke en prosesse te dokumenteer asook prosesse en data d.m.v. 

“CRUD”-matrikse voor te stel. 

Prosesmodellering as deel van die stelselontledingsfases word verduidelik op bl. 316-319. 

Die gebruik van die datavloeidiagram (DVD) as hulpmiddel in hierdie fase word verduidelik 

en die korrekte gebruik van die elemente van ’n DVD word aangedui. 

Verdere dokumentasie van die prosesse kan met gestruktureerde taal en 

besluitnemingstabelle gedoen word – kyk bl. 354 (Fig. 9.26-9.28). 

Datavloeie kan met datastrukture beskryf word (fig. 9.10 en 9.11). 

Die verloop van prosesmodellering word visueel saamgevat in Fig. 9.13 (bl. 336). Dit word 

gebeurtenisgedrewe modellering genoem. 

Die rol van “CASE”-tegnologie in prosesmodellering word aangetoon in Fig. 9.14-9.24. 

Daar moet besin word hoe die prosesse na verskillende plekke versprei kan word – as 

netwerke oorweeg word (bl. 359-361). 


Problems and Exercises: nr. 1, 3, 12 en 16 op bl. 363. 



41

Data Flow Diagrams as a tool to model data flow is discussed. 


• define systems modelling and distinguish between logical and physical models; 

• define process modelling and list its advantages; 

• construct, read and understand a DFD; 

Study unit 9 

• set up a DFD for a specific environment, follow all the necessary steps for process 

modelling and provide descriptions of processes by means of structured methods and 

decision tables; and 

• document processes by using CRUD-matrices. 

Process modelling, as part of the systems design phase, is discussed on pages 316-319. 

Process modelling, as part of the phases of systems analysis, is discussed on pages 316- 

319. The application of the Data Flow Diagram (DFD), as tool during this phase, is explained 

and the correct use of the various elements of a DFD is discussed. 

Documentation of the processes can be done by using structured language and decision 

tables (see page 354 - Figures 9.26 to 9.28). 

Data flow is described by means of data structures (Figures 9.10 and 9.11). 

The process modelling process is depicted in Figure 9.13 on page 336. This is known as 

event-driven modelling. 

Figures 9.14, 9.24 and 9.29 indicate the role of CASE-technology within process modelling. 

The distribution of processes to different locations is discussed on pages 359-361, where 

networks are considered. 


Problems and Exercises: no. 1, 3, 12 and 16 on page 362-363. 



41

Leereenheid 9 





Projek 

Volg die stappe van DVD-modellering en stel die prosesmodel op vir u stelsel (bl 336). 

Voltooi die ontledingsdokument. Dit sluit o.a. in: 

• “Use cases” 

• Datamodel 

• Prosesmodel (proses op bl 336) 

• Protipes van invoere/uitvoere 

• Gantt-kaart 

• Ensovoorts 

42

Study unit 9 





Project 

Follow the steps of DFD-modelling and compile the process model for your project (p 336). 

Complete the analysis document. It must include: 

• use cases; 

• data model; 

• process model; (process on p 336) 

• prototypes of inputs and outputs; 

• Gantt chart; 

• etc. 

42

10 10 10 OBJEKGEORI 

OBJEKGEORIЁNTEERDE 

OBJEKGEORI NTEERDE 

ONTLEDING ONTLEDING EN 

EN 

MODELLERING MODELLERING & & “UML” 

“UML” 



Leereenheid 10 

Hierdie leereenheid is op bladsye 370-411 van die handboek gebaseer. Hierdie leereenheid 

is die eerste van twee leereenhede oor objekgeoriënteerde hulpmiddels en tegnieke. Hierdie 

leereenheid fokus op objekmodellering tydens die stelselontledingsfase. 

Na afhandeling van hierdie leereenheid moet die leerder in staat wees om: 

• objekmodellering te beskryf en die voordele daarvan te lys; 

• die basiese konsepte en konstruksie van ’n objekmodel te verstaan; 

• “UML” en die verskillende soorte diagramme daarvan te definieer; 

• om stelselvereistes i.t.v. ‘n “use case”-model om te skakel na ‘n stelselontledings “use 

case”-model. 

• 'n aktiwiteitsdiagram te konstrueer; 

• objekte, klasse en hul verwantskappe te identifiseer vanuit stelselvereistes; en 

• ‘n klasdiagram te konstrueer. 

43

Study unit 10 

10 10 10 OBJECT OBJECT-ORIENTED 

OBJECT ORIENTED ANALYSIS 

ANALYSIS 

AND AND MODELLING MODELLING USING USING USING THE THE 

THE 

UML 

UML 



This study unit is based on pages 370-411 of the textbook. This is the first of two study units 

on object-oriented tools and techniques for systems development. This study unit focuses 

on object modelling during systems analysis. 


• define object modelling and list its benefits; 

• recognise and understand the basic concepts of object modelling; 

• define UML and its various types of diagrams; 

• evolve a business requirements use-case model into a systems analysis use-case 

model; 

• construct an activity diagram; 

• identify objects and classes and their relationships; and 

• construct a class diagram. 

43

Leereenheid 10 

Die kursusmodule volg ’n gestruktureerde benadering tot stelselontwikkeling. 

Die objekgerigte benadering het egter die afgelope paar jare baie prominensie verkry. 

Hierdie leereenheid gee ’n inleiding tot stelselontleding op ’n objekgeoriënteerde wyse. 

Konsepte en terme rondom objekgerigte stelselontleding word ingelei en bespreek – bl. 370- 

381. 

Verskeie diagramme kan gebruik word tydens die objekontleding se dokumentering. 

Verskeie “UML”-diagramme word bespreek op bl. 381-382. 

Die proses van objekmodellering word bespreek op bl. 383-407. 


• Problems and Exercises: nr. 1, 2, 4, 5, 7 en10 op bl. 408. 

• Projects and Research: nr. 2 op bl. 410. 





Projek 

Identifiseer die objekte in u stelsel sowel as die aktiwiteite wat moet plaasvind. Gebruik 

vorige “use cases” wat u reeds opgestel het in hierdie proses. Stel ’n volledige 

aktiwiteitsdiagram saam om u stelsel te verteenwoordig. Identifiseer die verwantskappe 

tussen die objekte van u stelsel en stel ’n volledige klasdiagram saam van u stelsel. 

Finaliseer die dokumentasie van die projek om in te handig op die geskeduleerde datum. 

44

Study unit 10 

This module follows a structured approach to the development of a system. 

Many dimensions have been added to the object-oriented approach over the last few years. 

This study unit is an introduction to the object-oriented method of developing a system. 

The concepts within object-oriented modelling are discussed on pages 371-380 including 

practical examples and diagrams (Fig. 10–1 to Fig. 10–8). 

UML is defined on page 381 and a list of different UML-diagrams is provided on page 382 

(Fig. 10-9). 

The process of object modelling is discussed on pages 383-406. There is also a discussion 

on the constructing of use-case narratives (Fig. 10–18). Guidelines are given on how to 

select and organise objects and how to identify their relationships. 

Guidelines are provided on how to construct an activity diagram, including a complete 

example (Fig. 10-14 to Fig. 10-15). A complete class diagram is given on page 406 (Fig. 10- 

24). 


Problems and Exercises: no. 1, 2, 4, 5, 7 and 10 on pages 408-409. 






Project 

Identify the objects in your system as well as the activities that are to take place. Use 

previous use cases that you have already compiled in the process. Construct a complete 

activity diagram to represent your system. Identify the relationships between the objects of 

your system and construct a complete class diagram. 

Finalise the documentation of the project for submission on the scheduled date. 

44

PROJEK 

1. Algemeen 

Projek 

As deel van u prakties van ITRW213 en ITRW225 word van u verwag om 'n 

gerekenariseerde stelsel in die kleine te ontwerp, ontwikkel en te implementeer. Verslae en 

ander dokumentasie moet m.b.v. 'n woordverwerker gedoen word. 

U moet in groepe verdeel (5 lede elk) om hierdie projek te doen. U moet vroeg in die jaar 

saam besluit oor 'n toepassingsarea wat u interessant vind om u stelsel op te baseer. U 

spanmaats se humeure en tye moet verkieslik goed saamwerk - en elkeen sal opofferings 

moet maak. Elke span se breedvoerige voorstel moet aan die dosent voorgelê word - teen 

die 3e week van die semester. Na goedkeuring kan u voortgaan met u projek. 

Dit is belangrik om seker te maak dat al die groeplede wel voortgaan met ITRW225 in die 

tweede semester. Tydens hierdie module word die stelsel gebou en geïmplementeer. 

2. Wat word van u verwag? 

Dit is moeilik om minimum vereistes te stel, aangesien die stelsels wat ontwikkel word so 

verskillend is. U stelsel moet egter van 'n aansienlike hoër standaard wees as u eerste jaar 

s'n. U werk ook nou in groepsverband en kan dus 'n mooi resultaat bereik. Die toepassing 

moet uitdagend en interessant wees en u moet baie leer in hierdie proses. 

U kan die volgende in gedagte hou: 

1. Ten minste 4 entiteite en 5 attribute per entiteit. 

2. Die “CRUD” (“create, read, update and delete”) transaksies moet op alle entiteite 

gedoen word. 

3. Die uitsluitlike gebruik van “data grid” komponente word nie toegelaat om die 

verskillende transaksies uit te voer nie. Dit is verkieslik dat die inlees, opdateer en 

uitvee van data met verskillende vorms gedoen word. 

4. Komplekser datastrukture (rekords, vektore, wysers) en besigheidsreëls. 

5. Verskillende tipes uitvoer en verslae. 

6. Sortering 

7. Gebruik van “units”, “bat-lêers”, dll, exe, ens. 

8. Klank en kleur. 

9. Rugsteun en sekuriteit. 

10. Kliëntbedienertoepassings. 

11. Internet- of webgebaseerde toepassings. 

12. Ensovoorts - kom praat gerus! Daar sal ’n assistent betrokke wees vir projekkwessies. 

Die persoon se besonderhede sal aan u deurgegee word. 

3. Algemene Riglyne 

1. Vyf persone in 'n groep. 

2. Kies 'n naam van u groep. 

3. Hou 'n lêer vir al u dokumentasie. 

4. Kry tye vir gereelde (weekliks) bymekaarkom en hou daarby. 

45

PROJECT 

1. General 

Project 

You must design, develop and implement a computerised system as part of your practical 

work for modules ITRW213 and ITRW225. Your reports and documents must be compiled 

on a word processor. 

You must work in groups of three. The group must decide on the desired application area as 

early in the year as possible. During the third week of the semester, the group must submit a 

proposal on their project. Upon approval of the proposal by the lecturer the group may 

continue to develop, design and implement the system. 

It is vital that the team members, working together on a project, all be enrolled for ITRW 225 

since the system will be constructed and implemented during this module. 

2. What is expected of you? 

It is very difficult to impose a set of minimum requirements for the projects, since there are 

such a variety of systems being developed. Your system must be of a higher standard than 

your first-year project. Since you are working in a group now, you should be able to produce 

a very good project. The application must be interesting and challenging as well as teach 

you a great deal about developing a project. 

Keep the following in mind: 

1. A minimum of 4 entities with 5 attributes each. 

2. CRUD-operations (create, read, update and delete) must be performed on all entities. 

3. The exclusive use of data grid components to perform the various transactions is not 

allowed. It is preferred that input, editing and deletion of data be performed using a 

variety of methods. 

4. Complex data structures (records, arrays, pointers, etc.) and business rules. 

5. Different types of input and reports. 

6. Sorting. 

7. Units, bat files, dll, exe, etc. 

8. Sound and colour. 

9. Back-ups and security. 

10. Service provider applications. 

11. Internet or web-based applications. 

12. Please feel free to consult the lecturer. Student assistants will be available to assist 

you in this process. 

3. General Guidelines 

1. Three people per group. 

2. Choose a name for the group. 

3. Store all your documentation in a file. 

4. Consistently meet on a regular basis (weekly). 

45

Projek 

5. Hou boek van elkeen se tydsbesteding (dit word ingehandig). Gebruik bv. EXCEL 

daarvoor. 

6. Doen verslag op afgespreekte tye by dosent. 

7. Gebruik 'n woordverwerker vir verslae en dokumentasie. Doen u projekbeplanning, 

take en tydskedulering met MS Project of ’n soortgelyke projekbestuurpakket. Gebruik 

’n “CASE”-tipe hulpmiddel of pakket vir u proses en datamodelle (System Architect). 

8. NB! Neem gereeld rugsteun. Daar moet altyd ten minste 2 kopieë van al u verslae 

en programme wees. 

9. Een persoon in die groep moet alternerend vir die redigering van 'n verslag 

verantwoordelik wees. Dui die naam aan op die betrokke verslae. 

4. Verslae en dokumente wat ingehandig moet word 

1. U voorstel. (Datum: ) 

46 

Hierdie dokument moet so 2–3 bladsye wees van wat u beoog vir die nuwe stelsel. 

Wat is die huidige probleme, hoe dit opgelos kan word en watter tipe werk dit sal 

behels? 

2. Vereiste-bepaling. (Datum: ) 

Hierdie dokument moet alle invoere, uitvoere en bewerkings breedvoerig bespreek. U 

word aangemoedig om ’n deskundige te gaan spreek wat ’n tipiese gebruiker sal wees 

van u stelsel. So ’n deskundige kan help om die besigheidsreëls te formuleer 

waarvolgens die stelsel moet funksioneer. Gebruik hfst. 6 (bl. 214) as riglyn. 

3. Ontledingsdokument (modelle). (Datum: ) 

Hierby sal alle dokumentasie tot op datum ingesluit word, saam met die datamodelle, 

prosesmodelle, “use cases” en prototipes. U kan hfst. 7-10 gebruik as riglyn vir die 

opstelling van hierdie dokument. 

4. CD – alle dokumentasie (modelle, voorbeelde, prototipes, tydbesteding, ens) moet ook 

op ‘n CD ingehandig word. 

Die projek se fisiese konstruksie en toetsing sal nie in hierdie semester gedoen word nie. 

Die fases tot by modelkonstruksie sal in die eerste semester gedoen word en die detail 

ontwerp, ontwikkeling en implementering volgende semester. 

U sal as groep by die dosent (of ’n assistent) op afgespreekte tye verslag kom doen en 'n 

voorlegging van u vordering doen vir 'n praktiese punt. Elkeen van u sal ook in die klas 'n 

geleentheid kry om 'n deel van die stelsel voor te lê. 

Die projek is 'n uitdaging en ons hoop u geniet die werk daaraan. Doen u eie werk – anders 

leer u niks by nie. Kom gesels gerus indien u met probleme worstel. 

Sterkte!

Project 

5. Record each member’s activities by means of for example Excel. You will be required 

to submit this record. 

6. Report on your meetings to the lecturer. 

7. Compile all your documentation and reports on a word processor. Do your project 

planning, tasks and time scheduling with MS Project or similar software. (System 

Architect) 

8. NB! Make regular backups. You must keep at least two copies of all your reports and 

software. 

9. One of the group members must always be responsible for the editing of the reports, 

on a rotational basis. The person responsible for editing must be indicated on the 

relevant report. 

4. Reports and documentation to be submitted 

1. Your proposal. (Date ____________ ) 

46 

This document is to be about 2-3 pages and indicates your proposed system, the 

current problems, how this system intends solving the current problems and what this 

will entail. 

2. Requirements gathering. This document must specify all inputs, outputs and 

processing to be done by the system. You are encouraged to consult with a typical an 

expert that will typically use the system. Such an expert may help in formulating the 

business rules to which the system must adhere. Consult Chapter 6. 

(Date______________). 

3. Analysis document (models) (Date ____________ ) 

All documents to date will be included in this document. This includes data models, 

process models and prototypes. Consult Chapter 7 to 10 to set up this document. 

4. CD – all documentation (models, examples, prototypes, time spending of each 

member, etc) must be copied on a CD that is handed in. 

Physical construction and testing of the project are not necessary for this semester. The 

phases up to model construction must be completed during the first semester and the 

detailed design, development and implementation during the second semester. You will 

have to present an oral presentation at scheduled times, in order to obtain a practical mark. 

The project must also be demonstrated during lectures at scheduled times. The project is a 

challenge and we really hope that you will enjoy working on it. Please carry out your part of 

the work or else you will not learn anything. Please consult the lecturer or student assistant 

should you experience any problems.

5. Bepunting: Vereistesdokument 

Projek 

GROEPNAAM _____________________________________________________________ 

ONDERWERP _____________________________________________________________ 

Voorkoms en tegniese versorging 5 

Inhoudsopgawe en indeks 5 

Omvang, definisies, afkortings 5 

Projekbeskrywing 20 

Funksionele vereistes: invoere, uitvoere, prosesse, koppeling 20 

Nie-funksionele vereistes – “PIECES” 10 

Use case lys en use case diagram 10 

Voorbeelde van data – vraelyste, dokumente, ens. 10 

Afsluiting – toekoms, verdere beplanning 15 

TOTAAL 100 

6. Bepunting: Ontledingsdokument 

GROEPNAAM _____________________________________________________________ 

ONDERWERP _____________________________________________________________ 

Voorkoms en tegniese versorging 5 

Inhoudsopgawe en indeks 5 

Beskrywing van projek en stelselvereistes, 10 

Datamodelle 20 

Prosesmodelle en beskrywings (b336) 20 

Narratiewe beskrywings 10 

Prototipes 5 

Gantt-kaart (beplanning) 5 

Voorlegging 20 

Bonuspunte (graad van kompleksiteit) 

TOTAAL 100 

47

5. Evaluation: Requirements Document 

Project 

GROUP NAME _____________________________________________________________ 

SUBJECT _________________________________________________________________ 

Appearance and technical neatness 5 

Table of contents and index 5 

Scope, definitions and abbreviations 5 

Project description 20 

Functional requirements, inputs, outputs, processes and 

interfaces 

Non-functional requirements – (PIECES) 10 

Use case list and use case diagram 10 

Examples of data, questionnaires, documentation etc. 10 

Closing, future, further planning 15 

TOTAL 100 

6. Evaluation: Analysis Document 

GROUP NAME _____________________________________________________________ 

SUBJECT _________________________________________________________________ 

Impression and technical aspects 5 

Table of contents and index 5 

Description of project and system requirements 10 

Data models 20 

Process models (p 336) 20 

Use case Narratives 10 

Prototypes 10 

Presentation 20 

Bonus marks (complexity level) 

TOTAL 100 

20 

47

Voorbeeldvraestel 

VOORBEELDVRAESTEL 

Vraag/Question 1 

Wat is die verskil tussen inligtingstelsels en inligtingstegnologie? 

What is the difference between information systems and information technology? (5) 


Wat is etiek en hoe beïnvloed dit die stelselontleder? 

What is ethics and how does it affect a system analyst? (5) 


Maak ’n skets van die inligtingstelselboublokke en dui dan aan die verskillende 

perspektiewe wat die verskillende aandeelhouers kan hê. (Die skets is gebaseer op die 

raamwerk van Zachman.) (10) 

Draw a diagram to depicting the information system building blocks and also show the 

perspectives of the different stakeholders on the diagram. (This framework is based on 

the work of Zachman.) 


Wat is die “Capability Maturity Model” (CMM)? Beskryf kortliks CMM se vyf vlakke. (12) 

What is the Capability Maturity Model (CMM)? Describe very briefly the five levels of the 

CMM. 


Lys die agt aktiwiteite om projekte te bestuur. 

List the eight activities of project management. (8) 


Teken ’n Gantt-kaart en “PERT”-kaart van die volgende projek. Toon projekduur, 

vroegste begintye, laatste voltooitye en kritiese pad aan. (10) 

Draw a Gantt chart and PERT-chart of the following project. Show project duration, 

earliest start times, latest completion times and critical path. 

48

Sample test paper 

SAMPLE TEST PAPER 


Wat is die verskil tussen inligtingstelsels en inligtingstegnologie? 

What is the difference between information systems and information technology? (5) 


Wat is etiek en hoe beïnvloed dit die stelselontleder? 

What is ethics and how does it affect a systems analyst? (5) 


Maak ’n skets van die inligtingstelselboublokke en dui dan aan die verskillende perspektiewe 

wat die verskillende aandeelhouers kan hê. (Die skets is gebaseer op die raamwerk van 

Zachman.) (10) 

Draw a diagram to indicate the information system building blocks and also show the 

perspectives of the different stakeholders on the diagram. (This framework is based on the 

work of Zachman.) 


Wat is die “Capability Maturity Model” (CMM)? Beskryf kortliks CMM se vyf vlakke. (12) 

What is the Capability Maturity Model (CMM)? Briefly describe the five levels of the CMM. 


Lys die agt aktiwiteite van projekbestuur. 

List the eight activities of project management. (8) 


Teken ’n Gantt-kaart en PERT-kaart van die volgende projek. Toon projekduur, vroegste 

begintye, laatste voltooitye en kritiese pad aan. (10) 

Draw a Gantt chart and PERT chart of the following project. Show project duration, earliest 

start times, latest completion times and critical path. 

48

PROJEK TOETS/PROJECT TEST 

A 

B 

C 

D 

E 

F 

G 

H 

I 

J 

TAAK/TASK 


3 

5 

7 

6 

2 

5 

10 

6 

3 

7 

DUUR (DAE)/ 

DURATION (DAYS) 

- 

- 

A 

C 

D 

B 

F 

E, G 

E 

H 

VOORGANGER/ 

PREDECESSOR 

Voorbeeldvraestel 

Noem en gee ’n oorsig van die vier subfases van stelselontleding. Belig dit met ’n skets 

en toon ook die rol van ’n sentrale bergplek in hierdie fase. 

List and give an overview of the four sub-phases of system analysis. Use a sketch in 

your discussion and also show the role of the repository in this phase. (10) 

Totaal: 60 

49

PROJECT TEST 

A 

B 

C 

D 

E 

F 

G 

H 

I 

J 

TAAK/TASK 


3 

5 

7 

6 

2 

5 

10 

6 

3 

7 

DUUR (DAE)/ 

DURATION ( DAYS) 

- 

- 

A 

C 

D 

B 

F 

E, G 

H 

I 

VOORGANGER/ 

PREDECESSOR 

Sample test paper 

Noem en gee ’n oorsig van die vier subfases van stelselontleding. Belig dit met ’n skets en 

toon ook die rol van ’n sentrale bergplek in hierdie fase. 

List and give an overview of the four sub-phases of systems analysis. Illustrate your 

discussion with a sketch and also indicate the role of the repository in this phase. (10) 

49

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