| Aim of Module | The student will understand and apply analysis and design techniques using the Unified Modeling Language. |
| Credits | 7 |
| Knowledge Assumed From | OO500 (OO100) |
| Student Learning hours | 70 |
| Content Revised | New 2004 |
| Prescription Expiry Date | Nov 2005 |
| Note | It is expected students would study this concurrently with or subsequent to an object-oriented programming language module at the 600 (200) level. |
| Topics | Highest Skill Level | Suggested Assessment Percentage | |
| 1 Purpose of Diagrams | C | 10 | |
| 3 Development Process | A | 10 | |
| 4 Model Creation | P | 70 | |
| 100 | |||
| LEARNING OUTCOMES The Student Will | ||
| C | 1 | Understand and describe the syntax and purpose of each UML diagram. |
| A | 2 | Understand and demonstrate the relationship between each of the UML diagrams. |
| A | 3 | Understand and demonstrate the iterative, incremental and evolutionary nature of analysis and design in model development using UML and how such development is controlled. |
| P | 4 | Create a suitable set of UML models for a given case study. |
| 1 | Purpose of Diagrams |
| > | All diagrams of the UML are described and the purpose of each explained. | |
| 3 | Development Process |
| > | The meaning of iterative, incremental and evolutionary development and the level of detail required of models created during the analysis and design phases are described. | |
| > | How such development impacts on project planning and control is described, and how such development is managed is explained. | |
| > | A suitable process model (development methodology) is described and used in solving a software problem (see note 4). | |
| 4 | Model Creation |
| > | From a given case study a complete set of analysis and design documents are developed using object-oriented techniques and an appropriate development methodology. | |
| > | A CASE tool is used to develop the models and to generate class header code if possible (see note 3). | |
| > | Suitable models include: | |
| -Use case diagram | ||
| -Class diagram | ||
| -Interaction (sequence or collaboration) diagram for selected objects | ||
| -Statechart for selected objects | ||
| -Activity diagram for workflows or selected methods | ||
| -Component diagram | ||
| -Deployment diagram | ||
| > | Diagrams may be provided at both the analysis level and design level of detail. | |
| Note | ||
| 1. | To gain full benefit from this module it should be taught concurrently with a 600 (200) level object-orientated programming language. Case studies and assessments could then be amalgamated to provide a complete picture of the analysis, design and implementation and testing of an object-oriented system. For example: providing designs for a programming exercise, re-engineering designs from a programming solution, using Use Case models to develop test plans. | |
| 2. | UML standard version 1.1 or above is recommended. | |
| 3. | Suitable CASE tools include Rational Rose, Visible Analyst, System Architect. | |
| 4. | Suitable process models (development methodologies) include OMT, Objectory, OPEN, Rational Unified Process. | |
| LEARNING RESOURCES | ||
| Suggested textbooks: | ||
| > | Bennett, S., McRobb, S. & Farmer, R. (1999). Object-Oriented Systems Analysis and Design and Design using UML. England: McGraw-Hill. | |
| > | Shelly, G.B., Cashman, T.J., & Rosenblatt, H.J. (2001). Systems Analysis and Design. Washington: Course Technology. | |
| TEACHING RESOURCES | ||
| Rumbaugh, J., Jacobson, I., & Booch, G. (1999). The Unified Modelling Language Reference Manual. Massachusetts: Addison Wesley Longman. | ||