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Toolkit 2 IM - Systems Analysis and Design Sixth Edition...

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Systems Analysis and Design, Sixth Edition Page 1 of 7 Systems Analysis and Design Sixth Edition Instructor’s Manual SYSTEMS ANALYST’S TOOLKIT PART TWO CASE Tools OBJECTIVES When students finish this part of the Toolkit, they will be able to: Explain CASE tools and the concept of a CASE environment Trace the history of CASE tools and their role in a fourth-generation environment Define CASE terms and concepts, including a repository, modeling tools, documentation tools, engineering tools, and construction tools Explain an integrated development environment Provide examples of CASE tools features Describe future trends for CASE tools, including new developments and the emerging role of object-oriented analysis and design INSTRUCTOR NOTES Introduction, 538 LECTURE NOTES Point out that Part 2 of the Systems Analyst’s Toolkit explains CASE tools and can help in performing systems development and maintenance tasks. Define computer-aided systems engineering (CASE) , or computer-aided software engineering . Recall CASE tools , which were introduced in Chapter 1. CASE tools support one or more activities in the SDLC. Mention topics dealt with in this part of the Systems Analyst’s Toolkit. Present the Toolkit Introduction Case: Mountain View College Bookstore on page 539. Review the background, participants, location, and discussion topics for the case. Discuss Figure TK 2-1. CLASSROOM ACTIVITIES Consider assigning students to each role in the Toolkit Introduction Case and having them read the case dialogue. Overview of CASE tools, 540 LECTURE NOTES Note the value of CASE tools. Mention how system developers use CASE tools. CASE tools help developers create system models, check the models for completeness and compatibility with
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2 Chapter 1: Introduction to Systems Analysis and Design other systems, and then generate program code based on the models. Describe a CASE environment . Discuss Figure TK 2-2. QUICK QUIZZES Assign Review Question 1 on page 557. CASE tools history, 540 LECTURE NOTES Point out that CASE tools evolved from early software tools, such as editors and code debuggers. Differentiate between procedural languages and non-procedural , or event-driven , languages. With a procedural language, a programmer assigns a name to a sequence of program instructions, called a procedure, that tells a computer what to accomplish and how to do it. With a non- procedural language, a programmer is able to write English-like statements that tell only what must be accomplished, without specifying how. Thus, non-procedural languages usually are easier to learn and use than procedural languages. Describe 4GLs , or fourth-generation languages , and object-oriented programming languages ( OOPL ). Point out that Part 5 of the Systems Analyst’s Toolkit presents more about object-oriented design. Programming languages often are classified in generations. Machine language, which uses a series of binary digits or a
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