# ICT107 Principles of Information Systems S2, 2013 Tutorial 7 – Classification Exercise 2: Classifyin

ICT107 Principles of Information Systems
S2, 2013

Tutorial 7 – Classification

Exercise 2: Classifying items under different schemes (hand in)

Item     HS Code    DMOZ    DDC
Telescope    900580 –
Other instruments: Monoculars, Other Optical Telescopes; Other Astronomical Instruments    http://www.dmoz.org/Science/Astronomy/Products_and_Services
/Telescopes%2C_Binoculars_and_Accessories/    522
Techniques, equipment, materials
An orange     200911-
Orange Juice (Frozen)    http://www.dmoz.org/Home/Cooking/Fruits_and_Vegetables/Citrus_Fruit/      582
Plants noted for specific vegetative characteristics and flowers
Tobacco    240310-

b) Discuss the issues you encountered when attempting to classify your items. What did you find straightforward to classify, and what was difficult? Why do you think this was? Consider both the items, and what the classification scheme was designed for. For example, HSC deals with physical items that are traded, while DDC deals with the subject matter of books. (You may wish to research the schemes further.)

c) Do you think it would be possible to have a single general-purpose classification scheme that could classify all items in the world? Why or why not?

…….

Exercise 3: Tagging and ‘folksonomy’ (hand in)

a) Now search for the items you classified using the formal schemes in Exercise 2. Are the photos what you would expect? How do they differ, and why do you think this is?

b) If they don’t look exactly like the item, do they correspond to any of the categories you thought of in Tutorial 3 (e.g. if you thought ‘tulip bulbs’ could belong in a category ‘spring’, do any of the photos suggest spring?)

c) Do you think tagging could substitute for formal classification schemes? When could it be an alternative?

Tutorial 8 – Decision making tools and techniques

Exercise 1: What I do on Saturdays (hand in):
Read through the following scenario and follow the instructions to represent it using a decision table, a decision tree, and if-then rules.
What I do on a Saturday depends on the weather and how rich I’m feeling. If it’s fine, I go for a walk round the lake. If it isn’t fine, I might go shopping or stay home and read a book – if I feel rich, I go shopping, otherwise I just stay home. If friends visit, we always go out for a coffee no matter what the weather is or how rich I feel.
à What are the conditions in this scenario? These are the circumstances that are going to affect what you do. Each condition must be something that is either true or false. (List them separately; don’t try to combine them yet.)

1    2    3    4    5    6    7    8
Conditions     Weather its fine    Yes     No    NO     Yes     Yes     No    Yes    NO
Rich     Yes    YEs    YEs    YES     No     No    No    No
Friends Visit     NO     Yes      NO     Yes     Yes     No    NO    Yes
Actions     Walk round    X
Shopping
X
Stay home                     X        X
Coffee        X        X                 X

…….

Exercise 3: Multi-criteria decision making – Journey planner (hand in):

Walk    Cycle     Car

Distance
1    1    1
Duration     3    2    1
Calories burnt     1    2    3
Cost     1    1    3
Carbon footprint     1    1    3

Walk    Cycle     Car

Distance (4o)
1*40=40    1*40=40    1*40=40
Duration (35)    3*35=105    2*35=70    1*35=35
Calories burnt (15)     1*15=15    2*15=30    3*15=45
Cost (30)    1*30=30    1*30=30    3*30=90
Carbon footprint (20)    1*20=20    1*20=20    3*20=60
Total     210    190    270

Tutorial 9 – Systems

Exercise 2: Features of a system: sorting recyclables (hand in):

Inputs:  Used materials: (Plastics, glasses, papers, bags)
Outputs: (Recycled Plastics, glasses, and papers, bags)
Transformations:  some materials or products can be useful so it will be repeat use again and the other it will be unless so it will end it and finished it.
Environment: it will help the environment to be clean from the pollution.
Feedback loops
Subsystems:
Larger systems it is a part of:
Other systems that it is coupled with, e.g. that supply inputs to this system, or receive
outputs from it:

Exercise 4: Causal loops and feedback diagrams (hand in)

Tutorial 10 – Information Systems
Exercise 2: Analysing an information system (hand in):
1- An automatic teller machine (ATM)
Inputs: Insert password, details card (name, expert data, credit card number), bank account
Outputs: available balance, Thank you message, Receipt about the availability money.
Transformations/Processing: remove money from the original amount in account balance.
Feedback: check the pin number if it is right for the card, if I insert the pin number three times wrong my card will taken.
Boundary: ATM machine
Environment: Shopping centre, university, a bank
Subsystems:  the subsystem where the ATM giving money from my account
The subsystems where insert money to my account. The subsystem where I take money my saving account. The subsystem where I take money from credit card account.
Other systems it interacts with (by getting inputs from, or supplying outputs to):
The ATM bank information system, as different one other bank information system for money transform or transaction.
2- The Australian Water Resources Information System (AWRIS) described here:
Inputs:
Outputs:
Transformations/Processing
Feedback
Boundary
Environment
Subsystems
Other systems it interacts with (by getting inputs from, or supplying outputs to)

Exercise 3: Stakeholders in an information system development project (hand in):
Suppose Murdoch is once again considering changing from the current LMS to a different one. List all the stakeholders you can think of, and their likely priorities for the new information system. (Priorities could cover specific functionality, or more general qualities of the IS such as usability, cost, support, etc.) Remember that each stakeholder group might consider different things important.

b) Who are the stakeholders in the Australian Water Resources Information System (AWRIS) described in Exercise 2? What would the priorities of each stakeholder group be?

…….

Tutorial 11 – Information Systems 2:
Exercise 1: Virtual worlds in education (hand in)
What advantages could virtual worlds have over face-to-face learning environments, or over online learning environments such as the LMS you currently use?

The virtual worlds such as Second life program help many people especially students to be more knowledgeable and educational. For example, students can make communication with students from other part of the world like American, Saudi Arabia, and French and so on. They can ask questions and swap the information together. (Edit)  re-write it.
Hint: LMS: it is the system I use for uploading my tasks, assignments, and doing my quiz, it’s a port for students in my university to know every new about the units.

If you think there are problems, what future technological developments could solve these problems? Are there any problems that would NOT have a technological solution?

Do you think it would be more interesting/useful/fun to have this discussion in a virtual world rather than in a ‘live’ classroom? Why or why not?

a) Write a few paragraphs (about half a page) summarising your discussion of the issues above, and include your own conclusions. Reference any sources you have used in your research.

Exercise 2: Crossword (hand in) – Next page