Domain class model
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The document describes the steps to construct a domain class model: 1. The first step is to find relevant classes by identifying nouns from the problem domain. Classes often correspond to nouns and should make sense within the application domain. 2. The next steps are to prepare a data dictionary defining each class, find associations between classes corresponding to verbs, and identify attributes and links for each class. 3. The model is then organized and simplified using techniques like inheritance and packages. The model is iteratively refined by verifying queries and reconsidering the level of abstraction.
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Chapter 7 ooad
The document discusses various approaches to object classification and identifying classes in object-oriented analysis and design. It describes the noun phrase approach, where nouns from requirements are identified as potential classes and verbs as potential methods. Several guidelines are provided for analyzing noun phrases and selecting relevant classes, such as eliminating redundant, adjective, and attribute classes. The document also applies the noun phrase approach to analyze a sample problem domain and identify candidate classes. It notes some limitations of the noun phrase approach and describes the common class patterns approach as an alternative.
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This document discusses the Object-Oriented Analysis and Design (OOAD) approach using the Class-Responsibility-Collaboration (CRC) cards technique. It explains that CRC modeling discovers real-world objects in a system and maps the collaborations and responsibilities between classes. The document outlines the CRC process, including discovering candidate classes by identifying nouns in requirements, clarifying the system scope, selecting core classes, identifying hot spots, applying design patterns, leveraging frameworks, and distinguishing attributes from classes. CRC modeling aims to develop a robust object-oriented design for a software system.
Programming Paradigms - Seminar 3
This document discusses the Object-Oriented Analysis and Design (OOAD) approach using the Class-Responsibility-Collaboration (CRC) cards technique. It explains that CRC modeling discovers real-world objects in a system and maps the collaborations and responsibilities between classes. The key steps covered are: identifying candidate classes by underlining nouns in requirements; clarifying the system scope; selecting core classes by identifying hot spots, removing unnecessary classes, combining synonyms, leveraging frameworks, and distinguishing attributes from classes. Examples are provided for an ATM system domain to illustrate applying CRC modeling concepts.
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The document provides instructions for a practical examination on project management. It includes multiple scenarios to be modeled using UML diagrams, including class diagrams, activity diagrams, use case diagrams, and work breakdown structures. Students are asked to draw diagrams for scenarios involving university course modeling, payroll systems, library management systems, ATM cash withdrawals, online paper submissions, and software development projects. The tasks assess students' ability to analyze requirements and derive UML diagrams from descriptive texts.
Unit 2
The document discusses Unit II of a syllabus which covers class diagrams, including elaboration, domain modeling, finding conceptual classes and relationships. It discusses when to use class diagrams and provides examples of a class diagram for a hotel management system. It also discusses inception and elaboration phases in software development processes and provides artifacts used in elaboration. Finally, it discusses domain modeling including how to identify conceptual classes, draw associations, and avoid adding too many associations.
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The document describes the steps of use-case analysis, which includes supplementing the use-case description, finding classes from use-case behavior, distributing use-case behavior to classes, describing class responsibilities and attributes, and unifying the analysis classes. Key steps are identifying boundary, entity, control classes and allocating responsibilities to classes based on which class has needed data or is coordinating the use case behavior. Sequence and communication diagrams are used to model class interactions.
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Class and object diagrams are commonly used in UML to model the static design view of a system. A class diagram shows the classes, interfaces, and relationships in a system, while an object diagram shows the instances of classes at a specific point in time. Class diagrams are important for visualizing, specifying, documenting, and constructing systems through forward and reverse engineering. Object diagrams can model snapshots of object structures in a running system and are useful for modeling complex data structures. Both diagrams indicate which elements know about others and what type of relationships exist between them.
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This is the presentation I have been using to discuss OOAD concepts with the new joiners of the my company. Quick refresher, but will give the paradigm shift for the participants on how OOAD is different in theory & practice.
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The document provides an overview of design patterns, including what they are, why they are used, how to apply them, examples of common patterns, and an example application to expense reporting. Design patterns solve common programming problems by describing core solutions that can be reused in different situations, with the intent of increasing code reuse and flexibility. The document discusses several fundamental design patterns including creational, structural, and behavioral patterns, provides UML diagrams to illustrate the relationships between pattern participants, and gives a detailed example of how patterns could be applied to validate expense reports against business policies.
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The document discusses the differences between software analysis and design. It provides details on:
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The document introduces design patterns and their key elements. It discusses how design patterns help address common object-oriented design problems like determining appropriate objects, object granularity, specifying interfaces, and implementations. Key points made include: design patterns make reuse easier, express proven techniques, help choose reusable designs, and get a design "right" faster. Each pattern has a name, problem description, solution, and consequences. Patterns are organized by purpose (creational, structural, behavioral) and scope (class, object).
Chapter 4_Introduction to Patterns.ppt
This document introduces design patterns and their key elements. Design patterns help designers solve common problems in object-oriented software design and make reusable designs more accessible. A pattern has four elements - a name, the problem it addresses, the solution, and consequences of applying the pattern. Patterns are organized based on their purpose (creational, structural, behavioral) and scope (object, class, etc.). The document outlines 23 classic design patterns organized in a catalog.
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Project Management (Practical Qustion Paper) [CBSGS - 75:25 Pattern] {April -...
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The document describes a class diagram assignment for a university project management course. It provides three scenarios to model with class diagrams:
1) A university course management system with classes for Course, Lecturer, Student, and interface Person.
2) A payroll/reporting system with classes for Company, Employee, Manager, and Contractor.
3) A library management system with classes for Book, Author, BookItem, Account, User, and interfaces Search and Catalog.
Students are asked to draw class diagrams for each scenario using StarUML and show appropriate relationships between classes.CIS 111 Focus Dreams/newtonhelp.com
For more course tutorials visit
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DescriptionReviews (1)
This Tutorial contains 6 Set of Midterm Exam (Approximately – 240 MCQ)
Set 1
• Question 1____ provide(s) a description of the data characteristics and the set of relationships that link the data found within the database.
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The objective is to explain how a software design may be represented as a set of interacting objects that manage their own state and operations and to introduce various models that describe an object-oriented design.
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This document introduces object-oriented design concepts. It discusses how software design can be represented using interacting objects that manage their own state and operations. Various models for describing object-oriented design are introduced, including class diagrams, sequence diagrams, and state machine diagrams. Design patterns are also introduced as a way to reuse knowledge about solving common design problems.
Unit-2.pptx
The document discusses conceptual or domain models, which represent concepts in a problem domain using UML class diagrams. A conceptual model illustrates meaningful classes and associations between classes in the problem domain, without including software artifacts or responsibilities. It focuses on identifying domain concepts, drawing them as classes, and adding associations and attributes. The document provides guidelines for creating conceptual models, such as finding conceptual classes from requirements, identifying associations between classes, and choosing appropriate attributes. It also discusses using system sequence diagrams to illustrate the system events generated by external actors in response to use case scenarios.
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Domain class model
- 1. DOMAIN CLASS MODEL First step to in analyzing the requirements. Shows the static structure of real world system. Organizes them into workable pieces. Describes real world classes and relationship to each other. 2/24/2016 1
- 2. Steps to construct a domain model: 1. Find classes. 2. Prepare a data dictionary. 3. Find associations. 4. Find attributes of objects and links. 5. Organize and simplify classes using inheritance. 6. Verify that access path exists for likely queries. 7. Iterate and refine the model. 8. Reconsider the level of abstraction. 9. Group classes into packages. 2/24/2016 2
- 3. 1)Finding classes:- • The first step in constructing a class model is to find relevant classes for object from the application domain. • Classes must make sense in the application domain that are explicit or implicit in application domain, or can be based on general knowledge. • Classes often corresponds to nouns. • Ex: a reservation system to sell tickets to performances at theaters. 2/24/2016 3
- 4. Requirement Tentative Classes sources classes fig: finding classes by considering nouns Example of ATM classes Fig: ATM classes extracted from problem statement nouns 2/24/2016 4 Extract nouns Eliminate spurious classes Bank Computer Cashier ATM Bank Banking Network Account Transaction Cashier Station Account Data Central Computer Cash card User Cash System Record keeping Provision Security Provision Cost Customer Receipt Software access
- 5. Keeping the RIGHT Classes:- • Bad classes: attributes redundant irrelevant vague implementation 2/24/2016 5 System Security Provision Record keeping Provision Banking network Account Data Receipt Cash Software access Transaction log Communication line User Cost
- 6. • Good classes: Classes can be created on the basis of: • Redundant classes: if classes express same concepts,keep the most descriptive name. • Irrelevant classes: classes which have little or nothing to do with the problem, eliminate them. • Vague classes: a class should be specific. Some may have ill- boundaries or too broad in scope. 2/24/2016 6 ATMAccount Bank Bank Computer Central Computer Customer Transaction Cashier Cash card Cashier Station
- 7. • Attributes: Names that describes some properties should not be classes, until and unless they shows independent existence. • Operations: If a name describes an operation and not manipulated in its own right, then it is not a class. • Roles: classes should show the intrinsic nature and not the roles that it plays on an association. • Implementation constructs: words or names which shows a process which is applied during implementation should not be considered as class. • Derived classes: classes which can be derived from other classes which already been mentioned should be omited. 2/24/2016 7
- 8. 2)Preparing a data dictionary: • Write a paragraph precisely describing each class. • Describe the scope of the class regarding the problem statement, including restriction and assumption on its use. • For ex: Account-A single account at a bank against which a transaction can be applied. Accounts can be of various types such as current or savings.one customer can holds many accounts ATM: A station that allows customers to enter their owm transactions using cash cards as identification. 2/24/2016 8
- 9. 3) Finding Associations: 2/24/2016 • A structural relationship between classes is called as an association. • Associations often correspond to stative verbs or verb phrases. • These can be used to describe the attributes of class. Keeping the right associations: Associations which are incorrect and unnecessary should be discarded using the criterias: Associations between eliminated classes. Irrelevant or implementation associations Actions Ternary associations 9
- 10. Derived associations Misnamed associations Associations end names Qualified associations Multiplicity Missing associations Aggregation 2/24/2016 10
- 11. 2/24/2016 11
- 12. 2/24/2016 12