LPU

ASSIGNMENT
NO2 OF
SYSTEM
ANALYSIS AND
DESIGN
SUBMITTED TO SUBMITTED
BY
NAVDEEP KAUR VARUN
KATOCH
E3801B53
BCA-MCA
Part -1

Q-1 Which steps of SDLC do you think can spoil the

complete base of the project . Elaborate the importance
of that step?

ANSWER:-According to me the base of the project from

SDLC is "REQUIREMENT ANALYSIS", because its a fact
that before initiateing any project we must know the
following components.
a ) For what purpose we are going to create the software.
b) what is the requiremenet of the client, that what the
client exertly need.c) what will be the requirement to
comlete the whole project. (Here requirement means the
technical machines, hardware, software,the man power
required,communication Facility, the estimate time
require to complete the project)

So, without having perfect knowledge of it we can't make

the any software according to its appropiate gole.

Q-2 For whom the requirements for project accomplishing

are created - End user or Software Developer. Justify your
answer.
ANSWER:-
The requirement is created for the software
developer, because first of all the developer understands
the need of the client, and then thinks about the perfect
out put that the enduser wants.
And after this he decide the requirement which is being
used to create or to develop the software.
the developer mkes its requirements in the form of check
list(here it consist of all the technical machines,
hardware, software,the man power
required,communication Facility, the estimate time
require to complete the project,cost each and every thing
which is required).
And after this they create the SRS.
SRS stands for Software Requirement Specification.
It establishes the basis for agreement between customers
and contractors or suppliers on what the software product
is expected to do, as well as what it is not expected to do.
Some of the features of SRS are -
• It sets permits a rigorous assessment of requirements
before design can begin.
• It sets the basis for software design, test, deployment,
training etc. It also sets pre-requisite for a good design
though it is not enough.
• It sets basis for software enhancement and
maintenance.
• It sets Basis for Project plans like Scheduling and
Estimation.
And after this they startup their work.

Q-3 Think of a system with some problem. Suggest two

alternate solutions and conduct cost benefit analysis.

ANSWER:-
According to the answer the problem must be
sloved, under the factor of cost benifit analysis.
First way:-
Just go through the Rigorous testing"
1) Analyse the problem, i.e what is the problem.
2) Find out the sector that where is the problem is exist.
3) Then use the domain persons according to the
problem. And slove out the problem.

It is the best way to slove out the problem in the field of

cost benifit, because in this our own persons were
invloved to slove the problem.

Second way:-
The s

Part-2

Q-1 Which fact finding technique could be the most

important way for project development, according to
you? Justify your answer with example.

ANSWER:- Their are following technics such as:-

1) Questionnaires.
2) Interviews.
3) simple intraction.
Questionnaires:- In this we just put the simple and the
direct questions, which consist of straight forward
answer.
The best example is in the form of "EXAM".

Interviews:- Its also based on questioning, but having a

well formate, in which we have to answer the question
one after the another.

Simple intraction:-According to me its the best way of fact

finding technic because in this our personal intraction
takes place and in this we are free to give suggession and
as well as tips, aslo able to get comments and tips from
the other hand. In this we are free to shear

Q-2 Draw decision tree and decision table for a system to

highlight the difference between the two concepts.

Ans:- Identify the objective of the decision-making

process. Typically this involves maximizing something
desirable, such as profit, sales or satisfaction, or reducing
something undesirable, such as defects, time taken or
scrap.

Identify constraints on the decision making. These will

effectively act as additional sub-objectives, and can be
used to prevent the objective being achieved at the
expense of other goals. For example, an objective to
increase short-term profit could be fulfilled at the
expense of longer term investments, unless some
reasonable constraints are defined.

List the set of possible actions to be considered as ways

of achieving the objectives. For example, if the objective
is to increase productivity, options may include new
machinery and revised working practices.
This should be a relatively short list, typically of between
two and four actions, particularly if the Decision Tree is to
be multi-level, in order to minimize the complexity of the
final Tree. This may start as a longer list which is first
whittled down to a few strong contenders amongst which
the best choice is difficult to identify.

List the possible events that may follow on from each of

the actions identified in step 3. Limit this to a few events
which constitute all possibilities, for example, 'sales
increase', 'no change' and 'sales decrease'.
Events may be dependent or independent, as follows:
Dependent events are a direct consequence of
performing an individual action, and are thus different for
each action. For example, the action of increasing furnace
temperature to reduce firing time may also result in more
scrap through cracked pots.
Independent events do not depend on the actions, and
are just as likely to happen whatever action is taken. For
example, the dynamics of the national economy are not
affected by an investment in a new product, yet may still
affect future sales.

For each action (step 3) and event (step 4), determine a

value that describes the gain that will be achieved if this
combination occurs. This is commonly called the payoff or
outcome and may be shown in a payoff table, as
illustrated in Fig. 1.
.

Fig. 1. Payoff table

This measurement will require a common unit, related to

the original objective (step 1). This is typically a financial
measure, but can be others, such as time, efficiency, etc.
It can be useful to include the cost of performing the
actions in this figure, rather than just using the return
gained. Thus 'profit' or 'return on investment' may be
better than simple 'revenue'.
The basic Decision Tree can now be drawn, as in Fig. 2.
Start with a small square on the left of the page with lines
radiating for each possible action (step 3). At the end of
each line, draw a small circle with one line coming out of
it for each possible subsequent event (step 4). At the end
of each of these lines write in the payoff (step 5). Actions
and events may either be written in full or as codes from
a table, such as in Fig. 1. The final diagram will look
something like Fig. 2.

Q-3 Write logic of assigning grades to students using

Structured English.

Ans:- For access to all OWL resources, click here. Please

click on the links below to access resources for grades 7-
12 instructors and students:
Process
Starting the Writing Process - This resource contains tips
for instructors and student on beginning writing.
Prewriting - This section explains the prewriting
(invention) stage of the composing process. It includes
processes, strategies, and questions to help you begin to
write.
Writer's Block / Writer's Anxiety - This resource contains
help for overcoming writer's block and a short series of
exercises to help students begin writing.
Developing an Outline - This resource describes why
outlines are useful, what types of outlines exist,
suggestions for developing effective outlines, and how
outlines can be used as an invention strategy for writing.
Paragraphs and Paragraphing - The purpose of this
resource is to provide some basic instruction and advice
regarding the creation of understandable and coherent
paragraphs.
Transitions and Transitional Devices - This resource
discusses transition strategies and specific transitional
devices to help students' essays and sentences flow more
effectively.
Research: Overview - This section provides answers to
the following research-related questions: Where do I
begin? Where should I look for information? What types of
sources are available?
Searching the World Wide Web - This section covers
finding sources for your writing in the World Wide Web. It
includes information about search engines, Boolean
operators, web directories, and the invisible web. It also
includes an extensive, annotated links section.
Evaluating Sources of Information - This section provides
information on evaluating bibliographic citations, aspects
of evaluation, reading evaluation, print vs. Internet
sources, and evaluating internet sources.
Quoting, Paraphrasing, and Summarizing - This resource
will help you become more comfortable with the uses of
and distinctions among quotations, paraphrases, and
summaries. This handout compares and contrasts the
three terms, gives some pointers, and includes a short
excerpt that you can use to practice these skills.
Avoiding Plagiarism - This resource offers advice on how
to avoid plagiarism in your work—there are few
intellectual offenses more serious than plagiarism in
academic and professional contexts.
Rhetoric and Logic
Creating a Thesis Statement - This resource provides tips
for creating a thesis statement and examples of different
types of thesis statements.
Establishing Arguments - This section discusses the thesis
statement and explains argument in writing, which
includes using research to support a thesis. This
resources also discusses Aristotle's logical proof: ethos,
pathos, and logos and the logical fallacies.
Logic in Argumentative Writing - This resource covers
logic within writing— logical vocabulary, logical fallacies,
and other types of logos-based reasoning.
Rhetorical Situation - This presentation is designed for
instructors to use with students to introduce a variety of
factors that contribute to strong, well-organiz ed writing.
This presentation is suitable for the beginning of a
composition course or the assignment of a writing project
in any class.
Different Kinds of Essay Genres
Writing a Research Paper - This section provides detailed
information about how to write research papers including
discussing research papers as a genre, choosing topics,
and finding sources.
Writing About Fiction - This resource covers major topics
relating to writing about fiction. This covers prewriting,
close reading, thesis development, drafting, and common
pitfalls to avoid.
Writing About Literature - This material provides
examples and description about writing papers in
literature. It discusses research topics, how to begin to
research, how to use information, and formatting.
Writing About Poetry - This section covers the basics of
how to write about poetry. Including why it is done, what
you should know, and what you can write about.
Writing Definitions - This resource provides suggestions
and examples for writing definitions.
Style and Language
Adding Emphasis in Writing - This handout provides
information on visual and textual devices for adding
emphasis to student writing including textual formatting,
punctuation, sentence structure, and the arrangement of
words.
Conciseness - This resource explains the concept of
concise writing and provides examples of how to ensure
clear prose.
Paramedic Method: A Lesson in Writing Concisely - This
handout provides steps and exercises to eliminate
wordiness at the sentence level.
Sentence Variety - This resource presents methods for
adding sentence variety and complexity to writing that
may sound repetitive or boring. Sections are divided into
general tips for varying structure, a discussion of
sentence types, and specific parts of speech which can
aid in sentence variety.
Using Appropriate Language - This section covers some of
the major issues with appropriate language use: levels of
language formality, deceitful language and Euphemisms,
slang and idiomatic expressions; using group-specific
jargon; and biased/stereotypical language.
Punctuation - This resource will help clarify when and how
to use various marks of punctuation. When speaking, we
can pause or change the tone of our voices to indicate
emphasis. When writing, we must use punctuation to
indicate these places of emphasis.
Proofreading Your Writing - This section provides
information on proofreading, finding and fixing common
errors.
Commas - This resource offers a number of pages about
comma use.
Citation
Annotated Bibliography - This resource provides
information about annotated bibliographies.
MLA Formatting and Style Guide - This resource, updated
to reflect the MLA Handbook for Writers of Research
Papers (6th ed.) and the MLA Style Manual and Guide to
Scholarly Publishing (2nd ed.), offers examples for the
general format of MLA research papers, in-text citations,
endnotes/footnotes, and the Works Cited page. MLA
(Modern Language Association) style is most commonly
used to write papers and cite sources within the liberal
arts and humanities.
APA Formatting and Style Guide - This resource, revised
according to the 5th edition of the APA manual, offers
examples for the general format of APA research papers,
in-text citations, endnotes/footnotes, and the reference
page. APA (American Psychological Association) is most
commonly used to cite sources within the social sciences.
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