Chapter 10--Thinking Critically

1.

Given the data flow diagram in Figure 10-24, do the following: (a) draw a system boundary, (b) divide the DFD into program
components such as real-time, monthly, daily, periodic, and so forth, (c) draw a system flow chart based on the division into
program components.

2. Given the data flow diagram in Figure 10-25, and using transaction analysis,
develop a structure chart.

3. Given the data flow diagram shown in Figure 10-26, and using transform
analysis, develop a structure chart.

4. Integrate the structure charts from problems 2 and 3 together into a single
structure chart.
Replace the Add Class module from problem 2 with the tree from problem 3.

5. Given the data flow diagram in Figure 10-27, and using transform analysis,
develop a structure chart.

Chapter 11--Thinking Critically

Note: Exercises 1, 2, 3, and 4 are based on the solutions you developed in Chapter 7
for Thinking Critically exercises 1 and 2 based on the university library
system. Alternatively, your teacher may provide you with a use case diagram and a
class diagram.
1.

Figure 11-33 is a system sequence diagram for the use case Check out
books in the university library system. Do the following:

a. Develop a first-cut sequence diagram, which only includes the actor

and problem domain classes.

b. Add the view layer classes and the data access classes to your diagram
from part a.

c. Develop a design class diagram based on the domain class diagram and
the results of parts a and b.

d. Develop a package diagram showing a three-layer solution with view

layer, domain layer, and data access layer packages.

2.

Figure 11-34 is an activity diagram for the use case Return books for the
university library system. Do the following:

a. Develop a first-cut sequence diagram, which only includes the actor

and problem domain classes.

b. Add the view layer classes and the data access classes to your diagram
from part a.

c. Develop a design class diagram based on the domain class diagram and
the results of parts a and b.

d. Develop a package diagram showing a three-layer solution with view

layer, domain layer, and data access layer packages.

3.

Figure 11-35 is a fully developed use case description for the use
case Receive new book for the university library system. Do the following:

a. Develop a first-cut sequence diagram, which only includes the actor and
problem domain classes.

b. Add the view layer classes and the data access classes to your diagram
from part a.

c. Develop a design class diagram based on the domain class diagram and
the results of parts a and b.

d. Develop a package diagram showing a three-layer solution with view

layer, domain layer, and data access layer packages.

4.

Integrate your design class diagram solutions that you developed for
exercises 1, 2, and 3 into a single design class diagram.

Chapter 13 Homework
1.

Assume that RMO is developing its database using object-oriented

methods. Assume further that the database designers want to make some
changes to the class diagram in Figure 13-15. Specifically, they want to
makeProductItem an abstract parent class from which more specific
product classes are specialized. Three specialized classes will be added
- ClothingItem, EquipmentItem, and OtherItem. ClothingItem will add
the attribute Color and that same attribute will be removed from
the InventoryItem class. Equipment item will also add an attribute called
Color but will not have an attribute called Gender. OtherItem will have
both the Color and Gender attributes. Revise the relational database
schema in Figure 13-24 to store the new ProductItem generalization
hierarchy. Use a separate table for each of the specialized classes.
The new and revised table descriptions are:
Table
ProductItem
InventoryItem
ClothingItem
EquipmentNumber
OtherItem

Attributes
ProductID, Vendor, Description
Number, ProductID, Size,
Options, QuantityOnHand,AverageCost, ReorderQuantity
ProductID, Color, Gender
ProductID, Color
ProductID, Color, Gender