The document discusses software design and implementation. It describes the design phase as involving high-level architectural design to develop the overall structure of a software program, and low-level detailed design to develop specific algorithms and data structures. The implementation phase includes activities like constructing software components, testing, developing prototypes, training, and installing the system. Good design principles include modularity, low coupling between modules, and high cohesion within modules.
Software design is a critical phase in the development of any software application, playing a pivotal role in its success and long-term sustainability.
Software design is a critical phase in the development of any software application, playing a pivotal role in its success and long-term sustainability.
This ppt covers the following topics
Introduction
The software component
Designing class-based components
Designing conventional components
Thus it covers Component level design
software design is very crusial thing to manage therfore software 'software design is very crusial thing to manage therfore software software design is very crusial thing to manage therfore software software design is very crusial thing to manage therfore software
This ppt covers the following topics
Introduction
The software component
Designing class-based components
Designing conventional components
Thus it covers Component level design
software design is very crusial thing to manage therfore software 'software design is very crusial thing to manage therfore software software design is very crusial thing to manage therfore software software design is very crusial thing to manage therfore software
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2. Software design and implementation
The process of converting the system
specification into an executable system.
Software design
• Design a software structure that realises the
specification;
Implementation
• Translate this structure into an executable
program;
The activities of design and implementation are
closely related and may be inter-leaved.
3.
4. The Design Phase
High-level (architectural) design consists
of developing an architectural structure for
software programs, databases, the user
interface, and the operating environment.
Low-level (detailed) design entails
developing the detailed algorithms and
data structures that are required for
program development.
5.
6.
7.
8.
9. The Implementation Phase
Primary objectives are to ensure that:
System is built, tested and installed (actual
programming of the system)
The implementation phase includes five
activities:
Construct software components
Verify and test
Develop prototypes for tuning
Train and document
Install the system
10. Design
Designer plans to produce a s/w system such that it is
• Functional
• Reliable
• Easy to understand, modify, & maintain
SRS manifested with functional, information, and
behavioral models feed the design process.
Design produces
• Data Design
• Architecture Design
• Procedural Design
• Interface Design
12. Design Models ?
Data Design
• created by transforming the data dictionary and ERD into
implementation data structures.
• requires as much attention as algorithm design.
Architectural Design
• Defines relationship b/w structural elements of the s/w.
• derived from the analysis model and the subsystem interactions
defined in the DFD.
Interface Design
• derived from DFD and CFD and describes communication of
software elements with other software elements, other systems,
and human users.
Procedural Design
• Transforms structural elements into procedural description.
14. Architectural Design
Layered Architecture Example (UNIX)
• Core Layer Kernel
• Utility Layer System Calls
• Application Layer Shell & Library routines
• User Interface Layer User Application
Data Centered Architecture: Central database is processed
through other components which add, delete, and update the
data.
Data Flow Architecture: Applied when input data is to be
transformed into output data through a series of components.
Generally uses concepts of pipes and filters.
Object Oriented Architecture: Data and operations
encapsulated together and communication among objects is
through message passing.
19. Importance of Design
Design is a phase where quality is fostered.
Without proper design we risk building an unstable
software.
Design acts as a foundation for all subsequent
phases.
21. What is a Module?
A lexically contiguous sequence of program
statements, bounded by boundary elements, with
an aggregate identifier.
• “Lexically contiguous”
• Adjoining in the code
• “Boundary elements”
• { ... }
• begin ... end
• “Aggregate identifier”
• A name for the entire module
22.
23. Modularity
Attribute of the s/w that allows it to be
managed intellectually.
A monolithic s/w can’t be easily grasped by a
reader
Degree of Modularity
Cost
of
Efforts
Cost to module
Cost to
Interface
Overall efforts
24. Modularity
Attribute of s/w that allows it to be managed intellectually. A
monolithic s/w can not be grasped by a reader easily.
Therefore, it is easier to solve a complex problem by dividing
it into manageable pieces (modules).
C(x): perceived complexity of the problem
E(x): Effort required to solve the problem
For two problems P1 and P2
If C(P1) > C(P2) Then E(P1) > E(P2)
Also it has been observed that
C(P1)+C(P2) < C(P1+P2)
It therefore, follows that
E(P1)+E(P2) < E(P1+P2)
25. Control Hierarchy
Organization of program components is depicted
through
• Depth and Width of the structure (graph)
representing
• Number of levels of control.
• and overall span of control.
• Concept of FAN-IN and FAN-OUT.
• Concept of Super ordinate and subordinate
modules.
• Concept of Visibility and Connectivity.
32. Coupling
The degree of interaction between two modules.
• Seven categories or levels of coupling
1. No direct coupling (Good)
2. Data coupling
3. Stamp coupling
4. Control coupling
5. External coupling
6. Common coupling
7. Content coupling (Bad)
33. Content Coupling
Two modules are content coupled if one module
directly modifies content or branches into the
middle of the other module.
Examples:
• Module p modifies a statement of module q.
• Module p refers to local data of module q in
terms of some numerical displacement within q.
• Module p branches into a local label of module q.
Why is Content Coupling So Bad?
Almost any change to module q, requires a change
to module p
35. Common Coupling
Two modules are common coupled if they share
or have write access to the global data.
Example 1:
• Modules cca and ccb can access and change the
value of global_variable
36. Common Coupling (contd)
Example 2:
• Modules cca and ccb both have access to the same
database, and can both read and write the same record
Example 3:
• FORTRAN common
• COBOL common (nonstandard)
• COBOL-80 global
• C extern
38. External Coupling
Two modules are externally related by a common
data structure or device format etc.
A form of coupling in which a module has a
dependency to other module, external to the
software being developed or to a particular type of
hardware.
This is basically related to the communication to
external tools and devices.
39. Control Coupling
Two modules are control coupled if one module
controls the other by passing control flag as
parameter to the other.
Example:
• A control switch passed as an argument.
40. Stamp Coupling
Some languages allow only simple variables as parameters
• part_number
• satellite_altitude
• degree_of_multiprogramming
Many languages also support the passing of data
structures
• part_record
• satellite_coordinates
• segment_table
Two modules are stamp coupled if a data structure is
passed as a parameter, but the called module operates on
some but not all of the individual components of the data
structure.
41. Data Coupling
Two modules are data coupled if all parameters are
homogeneous data items (simple parameters, or
data structures all of whose elements are used by
called module)
Examples:
• display_time_of_arrival (flight_number);
• compute_product (first_number, second_number);
• get_job_with_highest_priority (job_queue);
42. Coupling Values
Sr. No. Type of Coupling Value
1. Content Coupling 0.95
2. Common Coupling 0.70
3. External Coupling 0.60
4. Control Coupling 0.50
5. Stamp Coupling 0.35
6. Data Coupling 0.20
7. No Direct Coupling 0.00
43. Cohesion
The degree of interaction within a module. A
measure of the degree to which the elements of a
module are functionally related.
Seven categories or levels of cohesion
1. Functional cohesion (good)
2. Sequential cohesion
3. Communicational cohesion
4. Procedural cohesion
5. Temporal cohesion
6. Logical cohesion
7. Coincidental cohesion (bad)
45. Coincidental Cohesion
Coincidental cohesion exists in modules containing
instructions that have little or no relationship to one another.
A module has coincidental cohesion if it performs multiple,
completely unrelated functions/actions.
X and Y have no conceptual relationship.
Example: Module checks user security,authenticates and
also prints monthly payrol.
• print_next_line, reverse_string_of_characters_comprising_second_
parameter, add_7_to_fifth_parameter,
convert_fourth_parameter_to_ floating_point
It’s BAD BECAUSE:
It degrades maintainability.
A module with coincidental cohesion is not reusable.
46. Logical Cohesion
A module has logical cohesion when it performs a
series of logically related actions, one of which is
selected by the calling module.
Example 1:
• An object performing all inputs irrespective of the device
it is coming from or the nature of use of the data.
Example 2:
• For more than one data items of type date in an input
transaction, separate code would be written to check that
each date is a valid date.
• A better way is to construct a DATECHECK module and
call it wherever necessary.
47. Temporal Cohesion
A module has temporal cohesion when it performs a
series of actions related in time. May be performed in
the same time span.
Example:
• open_old_master_file, new_master_file, transaction_file,
and print_file; initialize_sales_district_table,
read_first_transaction_record,
read_first_old_master_record (a.k.a. perform_initialization)
• The set of functions responsible for initialization, setting
start up values such as setting program counter or control
flags exhibit temporal cohesion. They should not be put in
the same function.
48. Procedural Cohesion
A module has procedural cohesion if it performs a
series of actions related by the procedure to be
followed by the product.
The two components X and Y are structured the
same way.
Example:
• Data entry, Checking, and manipulation are
three functions but performed in a proper
sequence.
• Calculate student GPA, print student record,
calculate cumulative GPA, Print cumulative GPA
49. A module has communicational cohesion if it performs a
series of actions related by the procedure to be followed
by the product, but in addition all the actions operate on
the same data
Two components operate on the same input data or
contribute to the same output data.
X and Y operate on the same i/p data or contribute to
same o/p data.
Example 1: Fetching of unrelated data from tape or disk
because it requires only one access.
Example 2:
calculate_new_coordinates_and_send_them_to_terminal
Communicational Cohesion
50. Functional Cohesion
A module with functional cohesion performs exactly
one action
X and Y are part of the same functional task.
Example 1:
• get_temperature_of_furnace
Example 2:
• compute_orbital_of_electron
Example 3:
• write_to_floppy_disk
Example 4:
• calculate_sales_commission
51. Sequential Cohesion
More than one functions performed by the module
occur in an order prescribed by the specifications.
X outputs some data which forms the input to Y.
52. Cohesion Values
Sr. NO. Type of Cohesion Value
1. Coincidental 0.20
2. Logical 0.23
3. Temporal 0.25
4. Procedural 0.40
5. Communicational 0.60
6. Sequential 0.70
7. Functional 0.95
53. Design Strength
Dependence Matrix
• Depicts quantitative measure of dependence of
modules.
• Used to find strength of design.
• Primarily affected by the coupling and
cohesion.
• Gives the probability of having to change
module i given that module j is changed.
• First order dependence and complete
dependence matrix are found.
54. First Order Dependence Matrix
Represent coupling among various modules by a coupling matrix
C which will be symmetric i.e. Ci,j = Cj,I and diagonal elements
will be 1 i.e. Ci,i = 1.
Represent strength of various modules by the strength vector S.
FODM is constructed by the following formula
Di,j = 0.15*(Si+Sj)+0.7*Ci,j
= 0 where Ci,j = 0
= 1 where Ci,j = 1
FODM can be represented by a undirected graph having
links labeled with the dependence values.
Initial connectivity status of modules can also be depicted by
a undirected graph having links assigned the coupling value
and nodes the strength value.
FODM does not give a clear picture of dependence because
it is not able to incorporate indirect connectivity.
56. Observation about FODM
Probability that module 3 changes if module 1 is changed
is not simply 0.2 as given by FODM .
This probability will be in fact higher than 0.2 because
change in module 1 leads to a change in 4 which in turn
leads to a change in 8. A change in 8 due to external
coupling leads to a change in 7 due to external coupling 7
which leads to a change in 3.
FODM depicts that there is no dependence b/w module 1
and 9 which is really not correct.
Infact there is a dependence among all module but the
level of dependence may be high or low.
Due to this reason, a Complete Dependence Matrix
(CDM) is required for stability analysis of a program.
57. Complete Dependence Matrix
CDM is obtained by finding out all unique paths from
one module to all other modules.
Because these paths may not be mutually exclusive
to each other, hence addition law of probability is
not directly applicable.
IF there are three unique paths to B from A labeled
as x, y, and z respectively with probabilities as P(x),
P(y), and P(z) THEN
P(B changing) = P(x) + P(y) + P(z) - P(x)*P(y)
- P(y)*P(z) - P(x)*P(z) + P(x)*P(y)*P(z)
58. Undirected Graph & FODM
A B C D
A 1.0 0.4 0.3 0.0
B 0.4 1.0 0.4 0.5
C 0.3 0.4 1.0 0.2
D 0.0 0.5 0.2 1.0
59. Finding CDM
Assume that A changes, probability of B changing is not
0.4 as shown by FODM but is higher than this.
There are three possible chances of B changing as
there are three paths to B from A.
Probabilities of these paths are
• P(x: A to B) = 0.4
• P(y: A to C to B) = 0.3 x 0.4 = 0.12
• P(z: A to C to D to B) = 0.3 x 0.2 x 0.5 = 0.030
P(B Changing)= (0.4+0.12+0.030) - (0.4x0.12) -
(0.12x0.030) - (0.4x0.030) + (0.4x0.12x0.030) = 0.4878
In similar way other probabilities and hence CDM can
be obtained.
60. Strength Measures
CDM can be used to find the following measures
• Expected Change Measure (ECM) which gives
a probability of changing the number of modules
if a particular module changes.
ECMi = ΣDi,j where i and j are not equal.
• Overall Design Measure (ODM) which gives the
expected number of modules to be changed
given a module changes.
ODM = Σ Σ Di,j /m for i,j = 1 to m
61. Design of Computer
A highly incompetent
computer architect
decides to build an
ALU, shifter, and 16
registers with AND,
OR, and NOT gates,
rather than NAND or
NOR gates.
Figure 7.1
62. Design of Computer (contd..)
The architect
designs 3
silicon chips
Figure 7.2
63. Design of Computer (Contd..)
Redesign with
one gate type per
chip.
Resulting
“masterpiece”.
Figure 7.3
64. Computer Design (contd)
The two designs are functionally equivalent but the
second design is
• Hard to understand.
• Hard to locate faults.
• Difficult to extend or enhance.
• Cannot be reused in another product.
Modules must be like the first design
• Maximal relationships within modules, and
• Minimal relationships between modules.
65.
66.
67.
68.
69.
70. Software Development Approaches
The past
Procedural programs
Deterministic execution
Program in control
The present
Interactive program
Event-driven execution
Objects
71. Structured Approach
Systematic approaches to develop a software
design.
The design is usually documented as a set of
graphical models.
Possible models
• Object model;
• Sequence model;
• State transition model;
• Structural model;
• Data-flow model.
72. Structured approach
Modeling techniques
DFD
ERD
Problems
Sequential and transformational
Inflexible solutions
No reuse
73. Structured Approach
The structured paradigm was successful initially
but started to fail with larger products (> 50,000
LOC)
Post delivery maintenance problems (today, 70 to
80 percent of total effort)
Reason: Structured methods are
• Action oriented (e.g., finite state machines,
data flow diagrams); or
• Data oriented (e.g., entity-relationship
diagrams);
• But not both
83. Modules to Objects
Objects with high cohesion and low coupling
Objects
Information hiding
Abstract data types
Data encapsulation
Modules with high cohesion and low coupling
Modules
86. Strengths of the Object-Oriented
Paradigm
Information hiding reduces post-delivery maintenance due to
reduced chances of regression faults.
Development is easier because Objects generally have physical
counterparts and this simplifies the modeling process.
Well-designed objects are independent units as everything that
relates to the real-world object being modeled is encapsulated in
the object.
• Communication is by sending messages.
• Independence is enhanced by responsibility-driven design.
A classical product conceptually consists of a single unit and
hence complex. But, object-oriented paradigm reduces complexity
because the product generally consists of independent units.
The object-oriented paradigm promotes reuse of objects as they
are independent entities.
87. Classical Phases vs Object-
Oriented Workflows
There is no correspondence between phases and
workflows
Classical Paradigm
1. Requirements phase
2. Analysis &
specification phase
3. Design phase
4. Implementation phase
5. Post-delivery
maintenance
6. Retirement
Object-Oriented Paradigm
1. Requirements workflow
2. Object-Oriented Analysis
workflow
3. Object-Oriented Design
workflow
4. Object-Oriented
Implementation workflow
5. Post-delivery maintenance
6. Retirement
88. In More Details
Objects enter here
Modules (objects) are introduced as early as the object-oriented
analysis workflow.
• This ensures a smooth transition from the analysis workflow to
the design workflow
The objects are then coded during the implementation workflow
• Again, the transition is smooth
Classical paradigm
2. Analysis (specification) phase
• Determine what the product is
to do
3. Design phase
• Architectural design
• Detailed design
4. Implementation phase
• Code the modules in an
appropriate programming
language.
• Integrate the coded modules.
Object-Oriented paradigm
2. Object-Oriented Analysis workflow
• Determine what the product is to
do
• Extract the classes
3. Object-Oriented Design workflow
• Detailed design
4. Object-Oriented Implementation
workflow
• Code the modules in an
appropriate OO prog. language.
• Integrate
89. Modeling Primitives
Objects
• an entity that has state, attributes and services.
• Interested in problem-domain objects for requirements
analysis.
Classes
• Provide a way of grouping objects with similar attributes or
services.
• Classes form an abstraction hierarchy though ‘is_a’
relationships.
Attributes
• Together represent an object’s state.
• May specify type, visibility and modifiability of each attribute.
Relationships
• ‘is_a’ classification relations.
• ‘part_of’ assembly relationships.
• ‘associations’ between classes.
90. Modeling Primitives
Methods (services, functions)
• These are the operations that all objects in a class
can do when called on to do so by other objects
• E.g. Constructors/Destructors (if objects are
created dynamically)
• E.g. Set/Get (access to the object’s state)
Message Passing
• How objects invoke services of other objects.
Use Cases/Scenarios
• Sequences of message passing between objects.
• Represent specific interactions.
91. Key Principles
Classification (using inheritance)
• Classes capture commonalities of a number of
objects.
• Each subclass inherits attributes and methods
from its parent.
• Forms an ‘is_a’ hierarchy
Child class may ‘specialize’ the parent class.
• by adding additional attributes & methods.
• by replacing an inherited attribute or method with
another.
Multiple inheritance is possible where a class is
subclass of several different super classes.
92. Key Principles
Information Hiding
• internal state of an object need not be visible to
external viewers.
• Objects can encapsulate other objects, and keep
their services internal.
Aggregation
• Can describe relationships between parts and the
whole objects.
93. UML Diagram Types (9)
These can be classified into 'static' and 'dynamic' diagrams.
• Static
Structure
• Class diagram
• Object diagram
Implementation
• Component diagram
• Deployment diagram
• Dynamic
Functionality
• Use Case diagram
Behavior
• Activity diagram
• State chart diagram
Interaction
• Collaboration
diagram
• Sequence diagram
System
Model
94. Parts of UML
Class Diagrams
• Structure models
Object Diagrams
• example models
Use Case Diagrams
• document who can do what in a system
Sequence Diagrams
• shows interactions between objects used to implement a
use case
Collaboration Diagrams
• same as sequence diagrams but in different style
95. Parts of UML (Cont…)
State chart Diagrams
• possible states and responses of a class and what transitions
them.
Activity Diagrams
• describe the behavior of a class in response to internal
processing.
Component Diagrams
• Organization of and dependencies amongst software
implementation components.
Deployment Diagrams
• Describe the mapping of software implementation components
onto processing nodes.
96. • A concept, abstraction, or thing with crisp
boundaries and meaning for the problem at
hand
• promote understanding of the real world
• provide a practical basis for computer
implementation
Object
97. Problem Decomposition
Decomposition of a problem into
objects depends on
• Judgment
• The nature of the problem being solved
• Not only the domain: two analyses of the same
domain will turn out differently depending upon the
kind of programs we wish to produce.
98. Classes
A class describes a group of objects
with similar properties.
• Class: Instructor
• Object: David Penny
• Object: Matthew Zaleski
Instructor Department
100. Attributes
Data values held by the objects of a class
Instructor
name: string
age: integer
weight: integer
101. Operations
A function or a transformation that may be
applied to or by objects in a class.
• Not often used (not often terribly useful) in an
OOA
Instructor
name
age
weight
teach
mark
listen_to_complaints
102. Links and Associations
The means for establishing
relationships among objects and
classes.
• link: a connection between two object
instances
• association: a collection of links with
common structure and semantics.
Instructor Department
teaches for
103. Object Diagrams
Models instances of things contained in class
diagrams.
Shows a set of objects and their links at a
point in time
Useful preparatory to deciding on class
structures.
Useful in order to better explain more
complex class diagrams by giving instance
examples.
104. i: Instructor
name = “Penny”
j: Instructor
name = “Zaleski”
: Department
name = “DCS”
: Department
name = “ECE”
105. Multiplicity
Used to indicate the number of potential
instances involved in the association when the
other associated classes are fixed.
Instructor Department
teaches
for
A given instructor
can teach for
potentially many
departments or none)
A given department
employs zero or
more instructors
*
*
106. N-ary Associations
Instructor Department
teaches
1 1
Course
*
A given instructor
teaching for a given
department may
teach zero or more
courses for that
department.
There is exactly
one instructor
teaching a given
course for a given
department
Try to avoid them!
110. Example
We are asked to build a system for
keeping track of the time our workers
spend working on customer projects.
We divide projects into activities, and
the activities into tasks. A task is
assigned to a worker, who could be a
salaried worker or an hourly worker.
Each task requires a certain skill, and
resources have various skills at various
level of expertise.
111. Steps
Analyze the written requirements
• Extract nouns: make them classes
• Extract verbs: make them associations
• Draw the OOA UML class diagrams
• Determine attributes
• Draw object diagrams to clarify class diagrams
112. Steps (contd..)
Determine the system’s use cases
• Identify Actors
• Identify use case
• Relate use cases
Draw sequence diagrams
• One per use case
• Use to assign responsibilities to classes
Add methods to OOA classes
113. Example
We are asked to build a system for
keeping track of the time our workers
spend working on customer projects.
Worker
Customer
Project
Time
spends *
1
*
*
*
*
*
1
contracts
114. Example
We divide projects into activities, and
the activities into tasks. A task is
assigned to a worker, who could be a
salaried worker or an hourly worker.
Project
Worker
SalariedWorker HourlyWorker
Activity
1..*
Task
1..*
*
1
Assignment
Time
spent on ◄
115. Example
Each task requires a certain skill, and
workers have various skills at various
level of expertise.
Worker
Skill
Task
requires
◄
ha
s
SkillLevel
1..*
*
*
1..*
116. Steps
Analyze the written requirements
• Extract nouns: make them classes
• Extract verbs: make them associations
• Draw the OOA UML class diagrams
• Determine attributes
• Draw object diagrams to clarify class diagrams
Determine the system’s use cases
• Identify Actors
• Identify use case
• Relate use cases
122. Steps
Analyze the written requirements
• Extract nouns: make them classes
• Extract verbs: make them associations
• Draw the OOA UML class diagrams
• Determine attributes
• Draw object diagrams to clarify class diagrams
Determine the system’s use cases
• Identify Actors
• Identify use case
• Relate use cases
Draw sequence diagrams
• One per use case
• Use to assign responsibilities to classes
Add methods to OOA classes
124. Steps
Analyze the written requirements
• Extract nouns: make them classes
• Extract verbs: make them associations
• Draw the OOA UML class diagrams
• Draw object diagrams to clarify class diagrams
• Determine attributes
Determine the system’s use cases
• Identify Actors
• Identify use case
• Relate use cases
Draw sequence diagrams
• One per use case
• Use to assign responsibilities to classes
Add methods to OOA classes
125. Use Cases
Actors:
• Represent users of a system
• human users
• other systems
Use cases
• Represent functionality or services
provided by a system to its users
126. Use Case Diagrams
Time & Resource Management System
(TRMS)
project
manager
resource
manager
worker
<<actor>>
Backup
System
Manage
Resources
Log Time
Manage
Projects
Administer
System
system
administrator
128. More Resource Manager Use
Cases
resource
manager
Add
Worker
Remove
Worker
Update
Worker
Find
Worker
Find
Skill
<<uses>>
Assign Skill
to Worker
Unassign Skill
from Worker
<<extends>>
<<uses>>
129. Steps
Analyze the written requirements
• Extract nouns: make them classes
• Extract verbs: make them associations
• Draw the OOA UML class diagrams
• Draw object diagrams to clarify class diagrams
• Determine attributes
Determine the system’s use cases
• Identify Actors
• Identify use case
• Relate use cases
Draw sequence diagrams
• One per use case
• Use to assign responsibilities to classes
Add methods to OOA classes
130. Sequence Diagram – Assign Skill to
Worker Use Case
resource
manager
Res. Mgr. Win: UI :Worker :Skill :SkillLevel
find worker
find skill
assign skill
to worker
find worker
by name
find skill by name
[worker does not currently have skill]
assign skill to worker
131. Steps
Analyze the written requirements
• Extract nouns: make them classes
• Extract verbs: make them associations
• Draw the OOA UML class diagrams
• Draw object diagrams to clarify class diagrams
• Determine attributes
Determine the system’s use cases
• Identify Actors
• Identify use case
• Relate use cases
Draw sequence diagrams
• One per use case
• Use to assign responsibilities to classes
Add methods to OOA classes
132. Add Methods
Read sequence diagrams to identify necessary
methods
Worker
name: string
+ static Worker findWorker(String name);
+ static list of Workers getWorkers();
133. In Design
Bring methods closer to implementation
Worker
name: string
+ static Worker findWorker(String name);
+ static int getNWorkers();
+ static Worker getWorker(int);
134. In Design
Bring methods closer to implementation
Worker
name: string
+ static Worker findWorker(String name);
WorkList
Int getNumListElements();
String getListElement(int n);
ListModel
int getNumListElements();
String getListElement(int n);
135. Software Measurement
Software Measurement: Quantitative
determination of an attribute of the software.
Why to Measure the Software ?
To gain insight by providing mechanisms for
objective evaluation.
To improve understanding of particular entities
and attributes.
136. Developers measure software to check whether
Requirements are consistent and complete.
Design is of high quality.
Code is ready to be tested.
Project Managers measure software to
Decide about delivery date (Schedule).
Check the Budget.
Evaluate Attributes of process and product.
Customers measure software to check
Whether Requirements are met ?
Quality of the product.
Attributes of the final product.
Maintainers measure software to decide
What to be up-graded and improved ?
Aspects of adaptability.
Software Measurement
137. Software Measurement Objectives
Indicate quality of the Software.
Assess the productivity of the people.
Assess benefits derived from new methods
and tools.
Form baseline for future estimation.
Justifications for new tools and training.
To ensure control in project management.
“You can not control what you can not measure”
- DeMarco (1982)
138. What to Measure ?
Size
Complexity
Reliability
Quality
Coupling and Cohesion
Cost
Duration
Efforts
139. Function Points
Parameter Simple + Average + Complex = Fi
Distinct input items 3( ) + 4( ) + 6( ) = ?
Output screens/
reports
4( ) + 5( ) + 7( ) = ?
Types of user queries 3( ) + 4( ) + 6( ) = ?
Number of files 7( ) + 10( ) + 15( ) = ?
External interface 5( ) + 7( ) + 10( ) = ?
Total (T) = ?
140. Function Point Equation
FP = T * (0.65 + 0.01 * Q)
Where T = unadjusted table total
Q = score from questionnaire
(14 items with values 0 to 5)
Cost of producing one function point? May be
organization specific.
141. Function Point Questionnaire
1. Backup.
2. Data communication.
3. Distributed processes.
4. Optimal performance.
5. Heavily used
operating system.
6. On-line data security.
7. Multiple screens.
8. On-line master file
update.
9. Complex inputs,
queries, outputs.
10. Complex internal
processing.
11. Reusable code.
12. Conversion or
installation.
13. Multiple user sites.
14. Ease of use.
142. Halstead’s Software Science
Assumptions
complete algorithm specification exist
programmer works alone
programmer knows what to do
Based on counting of
n1 = # of unique operators
n2 = # of unique operands
N1 = # of occurrences of operators
N2 = # of occurrences of operands
143. Halstead Equations
Program Vocabulary (n) = n1+n2
Program Length (N) = N1+N2
Program Length (N) = n1* log2 (n1) + n2* log2 (n2)
Program Volume (V) = N* log2 (n)
Program Level (L) = V*/V = (2/n1)*(n2/N2)
Effort (E) = V/L = V2 /V*=V*[(n1*N2)/(2*n2)]
Language Level (l) = LV* (Constant)
Time (T)= E/B where B = (18) 5 to 20
147. Calculations (Example2)
n1 = 11 (BEGIN_END readln () , ; IF-THEN-ELSE
> := + writeln .)
n2 = 5 (a b c d m)
N1 = 22 (1+1+2+3+2+2+2+3+4+1+1)
N2 = 19 (3+6+4+2+4)
V = 41*log(11+5) = 164
E = 164*[(11*19)/(2*5)] = 3427
148. Halstead Modified Theory
Certain operators and operands which are part of
control statements contribute extra in the count value.
Assign weights so that measures can reflect complexity
produced by the non sequential control structures.
Nw1 =Σx in T [1+µ(x)*{L(x)+Adw(x)}]
Nw2 =Σx in R [1+µ(x)*{L(x)+Adw(x)}]
Where µ(x) = 1 if x is the part of control statement
= 0 otherwise
L(x) is the level of the statement and Adw(x) is the
additional weight assigned depending on the number of
test conditions checked for taking decision.
149. Calculations (Example2)
n1 = 11 (BEGIN_END readln () , ; IF-THEN-ELSE >
:= + writeln . )
n2 = 5 (a b c d m)
Nw1 = N1+6 = 28
Nw2 = N2+6 = 25
Vw = 53*log(11+5) = 212
Ew = 212*[(11*25)/(2*5)] = 5830
151. Cyclomatic Complexity
Cyclomatic complexity of the program is computed
from its flow graph using the formula
• CC(G) = E – N + 2*k where k is number of
connected components.
• CC(G)=P+1 where P is the number of predicate
nodes which can be counted by the conditional
statements in the PDL representation.
• CC(G)= R+1 where R is the number of closed
regions in the flow graph.
152. Basis Path Testing
Determine the basis set of linearly independent
paths.
Cardinality of this set is the program cyclomatic
complexity
Prepare test cases that will force the execution
of each path in the basis set.