[Year 12 SofDev] Diagrams in the SRS - of which system?

Mon Mar 20 07:58:47 AEDT 2017

Dear All

I have to agree with James. We are talking about the existing system for analysis. Students will draw the required diagrams and the do the SRS.

Kind Regards

Phil Feain.

Sent from my iPhone

> On 19 Mar 2017, at 2:58 pm, Vella, James <jvella at mackillop.vic.edu.au> wrote:
> 
> The diagrams should be of the existing system or process.
> 
> Regardless of whether students are looking to meet a need or opportunity, there is almost always some existing system or manual process in place.
> 
> The SRS is part of the Analysis stage - not the Design stage.
> 
> Regards
> 
> James
> ________________________________________
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> Today's Topics:
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>   1. Diagrams in the SRS - of which system? (Lisa Kerekes)
>   2. Re: Diagrams in the SRS - of which system? (Tony Crewe)
> 
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> ----------------------------------------------------------------------
> 
> Message: 1
> Date: Fri, 17 Mar 2017 03:14:21 +0000
> From: Lisa Kerekes <Lisa.Kerekes at donvale.vic.edu.au>
> Subject: [Year 12 SofDev] Diagrams in the SRS - of which system?
> To: "Year 12 Software Development Teachers' Mailing List"
>        <sofdev at edulists.com.au>
> Message-ID:
>        <c112a04d34714ca78b79283e0f369dfb at MAIL03.donvale.vic.edu.au>
> Content-Type: text/plain; charset="us-ascii"
> 
> Hi all,
> 
> Just seeking clarification/confirmation as to whether the diagrams in the SRS (the Use Case & Context & DFDs) - ought to be
> 
> 
> -        of the client's existing system (if they have one)
> or
> 
> -        of the student's proposed solution
> 
> I guess I'm asking whether the diagrams are more useful to be drawn so students can grasp how the current system works ... or to plan how their solution should function.
> 
> Page 2 of VCAA's Admin Info for SBA<http://www.vcaa.vic.edu.au/Documents/vce/SBA_General.pdf> suggests that the majority of the SRS is written to describe the new solution, based on data collected about the existing one. "An analysis that defines the requirements, constraints and scope of a solution in the form of a software requirements specification"
> 
> Assessment Criteria 3 reads:
> "Draws a set of logical conclusions with most being consistent with the data represented in the analytical tools."
> 
> 
> Thanks,
> Lisa Kerekes
> Secondary Teacher (Computing, Media)
> Phone: (03) 9844 2471 Ext: 266
> 
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> ------------------------------
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> Message: 2
> Date: Fri, 17 Mar 2017 03:26:58 +0000
> From: Tony Crewe <TonyCrewe at caulfieldgs.vic.edu.au>
> Subject: Re: [Year 12 SofDev] Diagrams in the SRS - of which system?
> To: "Year 12 Software Development Teachers' Mailing List"
>        <sofdev at edulists.com.au>
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> 
> I think best for proposed solution,
> 
> A number of students create solution based on a need or opportunity rather than an existingsituation  in any case.
> 
> Tony
> 
> From: sofdev-bounces at edulists.com.au [mailto:sofdev-bounces at edulists.com.au] On Behalf Of Lisa Kerekes
> Sent: Friday, 17 March 2017 2:14 PM
> To: Year 12 Software Development Teachers' Mailing List <sofdev at edulists.com.au>
> Subject: [Year 12 SofDev] Diagrams in the SRS - of which system?
> 
> Hi all,
> 
> Just seeking clarification/confirmation as to whether the diagrams in the SRS (the Use Case & Context & DFDs) - ought to be
> 
> -          of the client's existing system (if they have one)
> or
> 
> -          of the student's proposed solution
> I guess I'm asking whether the diagrams are more useful to be drawn so students can grasp how the current system works ... or to plan how their solution should function.
> 
> Page 2 of VCAA's Admin Info for SBA<http://www.vcaa.vic.edu.au/Documents/vce/SBA_General.pdf> suggests that the majority of the SRS is written to describe the new solution, based on data collected about the existing one. "An analysis that defines the requirements, constraints and scope of a solution in the form of a software requirements specification"
> 
> Assessment Criteria 3 reads:
> "Draws a set of logical conclusions with most being consistent with the data represented in the analytical tools."
> 
> 
> Thanks,
> Lisa Kerekes
> Secondary Teacher (Computing, Media)
> Phone: (03) 9844 2471 Ext: 266
> 
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