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Information and Communications
Technology Qualifications
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| Prescription: OO600 Object-Oriented Analysis and Design |
| Aim of Module | The student will understand and apply analysis and design techniques using the Unified Modeling Language.
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| Credits | 7
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| Knowledge Assumed From | OO500 (OO100)
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| Student Learning hours | 70
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| Content Revised | New 2002
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| Prescription Expiry Date | Nov 2005
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| Note | It is expected students would study this concurrently with or subsequent to an object-oriented programming language module at the 600 (200) level.
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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. | | |
CONTENT
| | | | > | All diagrams of the UML are described and the purpose of each explained.
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| | | | > | 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). | | |
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| | | | > | 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. | | |
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| | | | 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. | | |
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