Example 1:

University
  Government legislation may impact the overall mission of the University
and cause changes to strategic and tactical plans. Government funding
may also impact these plans by applying constraints to the University's
implementation plans. The User Community, of the University network,
both internal and external, will influence strategic and tactical plans by
making requests for hardware, software, or support. Private Sector
Funding, to a lesser extent than Government funding, may also apply
constraints on the strategic and tactical plans for the University. Industry,
both inside and outside the province, will influence the strategic and
tactical plans for the University by making requests to the University for
services and setting new educational requirements for University
programs. The Education Community is made up of universities, public
schools, vocational schools, private educational institutions, and university
educators. This group will influence the strategic and tactical plans for the
University in many ways, for example, by making requests for educational
services, gaining a competitive advantage through technology, or gaining
advancement in educational techniques.
Example 1:
University
  Government legislation may impact the overall mission of the University
and cause changes to strategic and tactical plans. Government funding
may also impact these plans by applying constraints to the University's
implementation plans. The User Community, of the University network,
both internal and external, will influence strategic and tactical plans by
making requests for hardware, software, or support. Private Sector
Funding, to a lesser extent than Government funding, may also apply
constraints on the strategic and tactical plans for the University. Industry,
both inside and outside the province, will influence the strategic and
tactical plans for the University by making requests to the University for
services and setting new educational requirements for University
programs. The Education Community is made up of universities, public
schools, vocational schools, private educational institutions, and university
educators. This group will influence the strategic and tactical plans for the
University in many ways, for example, by making requests for educational
services, gaining a competitive advantage through technology, or gaining
advancement in educational techniques.
Example 1:
University Context Diagram
Example 2:
SafeHome
  SafeHome software enables the homeowner to configure the security
system when it is installed, monitors all sensors connected to the security
system, and interacts with the homeowner through a keypad and function
keys contained in the SafeHome control panel.During installation, the
SafeHome control panel is used to ‘program’ and configure the system.
Each sensor is assigned a number and type, a master password is
programmed for arming and disarming the system, and telephone number
(s) are input for dialing when a sensor event occurs.When a sensor event
is recognized, the software invokes an audible alarm attached to the
system. After a delay time that is specified by the homeowner during
system configuration activities, the software dials a telephone number of a
monitoring service, provides information about the location, reporting the
nature of the event that has been detected. The telephone number will be
redialed every 20 seconds until telephone connection is obtained.All
interaction with SafeHome is managed by a user-interaction subsystem
that reads input provided through the keypad and function keys, displays
prompting messages on the LCD display, displays system status
information on the LCD display. Keyboard interaction takes the following
form ...
Example 2:
SafeHome
  SafeHome software enables the homeowner to configure the security
system when it is installed, monitors all sensors connected to the security
system, and interacts with the homeowner through a keypad and function
keys contained in the SafeHome control panel. During installation, the
SafeHome control panel is used to ‘program’ and configure the system.
Each sensor is assigned a number and type, a master password is
programmed for arming and disarming the system, and telephone number
(s) are input for dialing when a sensor event occurs. When a sensor event
is recognized, the software invokes an audible alarm attached to the
system. After a delay time that is specified by the homeowner during
system configuration activities, the software dials a telephone number of a
monitoring service, provides information about the location, reporting the
nature of the event that has been detected. The telephone number will be
redialed every 20 seconds until telephone connection is obtained. All
interaction with SafeHome is managed by a user-interaction subsystem
that reads input provided through the keypad and function keys, displays
prompting messages on the LCD display, displays system status
information on the LCD display.
Example 2:
SafeHome Context Diagram
Example 2:
Level 0 DFD
Example 2:
SafeHome
  SafeHome software enables the homeowner to configure the security
system when it is installed, monitors all sensors connected to the security
system, and interacts with the homeowner through a keypad and function
keys contained in the SafeHome control panel. During installation, the
SafeHome control panel is used to ‘program’ and configure the system.
Each sensor is assigned a number and type, a master password is
programmed for arming and disarming the system, and telephone number
(s) are input for dialing when a sensor event occurs. When a sensor event
is recognized, the software invokes an audible alarm attached to the
system. After a delay time that is specified by the homeowner during
system configuration activities, the software dials a telephone number of a
monitoring service, provides information about the location, reporting the
nature of the event that has been detected. The telephone number will be
redialed every 20 seconds until telephone connection is obtained. All
interaction with SafeHome is managed by a user-interaction subsystem
that reads input provided through the keypad and function keys, displays
prompting messages on the LCD display, displays system status
information on the LCD display. Keyboard interaction takes the following
form ...
Example 2:
Level 1 DFD
Rules for
Data Flow Diagramming
  Process:
  No process can have only outputs
  No process can have only outputs.
  A process has a verb-phrase label (sound familiar)
  Data Store:
  Data cannot move directly from one data store to
another. It must flow through a process.
  Data cannot be moved directly from an outside data
source or sink to a data store. It must first go through a
process.
  A data store has a noun-phrase label.
  Source / Sink:
  Data cannot move directly from a source to a sink. It
must be moved by a process.
  A source/sink has a noun-phrase label.
Rules for
Data Flow Diagramming (cont’d)
  Data Flow:
  A data flow has only one direction of flows between symbols.
This is called a net flow: Example: a read before an update will
show one arrow for the update only.
  A fork in a data flow means a copy of the data is going to more
than one location.
  A join in a data flow (not shown) means data is being received
from more than one process, data store and/or data sink/
source.
  A data flow cannot loop back to itself. If it does need to loop
back, it must flow through a process.
  A data flow to a data store means an update (delete or
change).
  A data flow from a data store implies a read. A data flow has a
noun-phrase label.
Example2: Level 2 DFD for
Monitor Sensors Process
Example 3: ATM

  Usingyour knowledge of how an ATM is

used, develop a set of use cases that
could serve as a basis for understanding
the requirements for an ATM system.
Example 3:
Withdraw cash
  Actors: Customer, ATM, Accounting system
  Inputs: Customer’s card, PIN, Bank Account details
  Outputs: Customer’s card, Receipt, Bank account details
  Normal operation: The customer inputs his/her card into the
machine. He/she is promoted for a PIN which is entered on the
keypad. If correct, he/she is presented with a menu of options.
The Withdraw cash option is selected. The customer is promoted
with a request for the amount of cash required and inputs the
amount. If there are sufficient funds in his/her account, the cash
is dispensed, a receipt if printed and the account balance is
updated. Before the cash is dispensed, the card is returned to the
customer who is prompted by the machine to take their card.
  Exception:
  Invalid card. Card is retained by machine; Customer advised to seek advice.
  Incorrect PIN. Customer is request to rekey PIN. If incorrect after 3 attempts,
card is retained by machine and customer advised to seek advice.
  Insufficient balance. Transaction terminated. Card returned to customer.
Example 3:
Display balance
  Actors: Customer, ATM, Accounting system
  Inputs: Customer’s card, PIN, Bank Account
details
  Outputs: Customer’s card
  Normal operation: The customer authenticates
using card and PIN as in Withdraw cash and
selects the Display Balance option. The current
balance of their account is displayed on the
screen. The card is returned to the customer.
  Exception:
  Invalid card. As in Withdraw cash
  Incorrect PIN. As in Withdraw cash
Example 3:
Print statement
  Actors: Customer, ATM, Accounting system
  Inputs: Customer’s card, PIN, Bank Account
details
  Outputs: Customer’s card, Printed statement
  Normal operation: The customer authenticates
using card and PIN as in Withdraw cash and
selects the Print statement option. The last five
transactions on their account is printed. The card
is returned to the customer.
  Exception:
  Invalid card. As in Withdraw cash
  Incorrect PIN. As in Withdraw cash
Example 3:
Change PIN
  Actors: Customer, ATM
  Inputs: Customer’s card, PIN
  Outputs: Customer’s card
  Normal operation: The customer authenticates as
in Withdraw cash and selects the Change PIN
option. He/she is prompted twice to input the
new PIN. The PINs input should be the same. The
customer’s PIN is encrypted and stored on the
card. Card returned to customer.
  Exception:
  Invalid card. As in Withdraw cash.
  Incorrect PIN. As in Withdraw cash.
  PINS do not match. The customer is invited to repeat the
process to reset his/her PIN.
Example 3:
Deposit cash
  Actors: Customer, ATM, Accounting system
  Inputs: Customer’s card, PIN, Bank Account details, Cash to be
deposited
  Outputs: Customer’s card, Receipt
  Normal operation: The customer authenticates as in Withdraw cash
and selects the Deposit option. The customer is promoted with a
request for the amount of cash to be deposited and inputs the
amount. He or she is then issued with a deposit envelope in which
they should put the cash then return it to the machine. The
customer’s account balance is updated with the amount deposited
but this is marked as uncleared funds and is not cleared until
checked. A receipt is issued and the customer’s card is returned.
  Exception:
  Invalid card. As in Withdraw cash.
  Incorrect PIN. As in Withdraw cash.
  No cash deposited within 1 minute of envelope being issued. Transaction
terminated. Card returned to customer.