UML and the design of ObjectOriented Information Systems
Professor Randy Guthrie
Japanese Engineer Training
(JET)
Randy Guthrie – Microsoft Corporation
1
Japanese Engineer Training
(JET)
Randy Guthrie - Cal Poly Pomona
2

15 Years Industry Experience



Contract Administrator
Project Manager
Financial Analyst

9 Years University Teaching Experience

1 Year with Microsoft Corporation
Japanese Engineer Training
(JET)
Randy Guthrie - Cal Poly Pomona
3

My Family


Married 29 years
Six Children
 three married
 Three in college
 one still in school
Japanese Engineer Training
(JET)
Randy Guthrie - Cal Poly Pomona
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Japanese Engineer Training
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Randy Guthrie - Cal Poly Pomona
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Denver, Colorado
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
Four Stages:
Inception
 Elaboration
 Construction
 Transition

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



Making the business case to management
High level goals of the project
Rough estimates of costs & benefits
Rough estimates of resource commitments
Japanese Engineer Training
(JET)
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11
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Better definition of overall goals of project
Iterative implementation of core architecture
Resolution of high risks
Identification of most of the requirements
Realistic estimates
Japanese Engineer Training
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

Iterative implementation of lower-risk
elements
Preparation for deployment
Training
 Hardware installation & test

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

Beta or limited-release testing
Deployment
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
Iterative Development


software/system developed in iterations (cycles)
each iteration
 critical use cases developed first
 two-four weeks duration
 based on use cases







fully-dressed use cases
domain model
robustness diagram
sequence diagram
class diagram
working code
tested code
Japanese Engineer Training
(JET)
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17

Each iteration completes a portion of the
system
client evaluates software at each iteration
 changes are incorporated into next iteration
 cycle continues until system is complete

Japanese Engineer Training
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Prototype
Screens
Domain
Model
Casual / Full Dress
Use Case
Event
Analysis
Brief
Use
Cases
Unified
Process /
Iterative
Development
Rank
Use Cases
Code
and Test
Robustness
Diagram
Sequence
Diagram
Class
Diagram
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
Some Best Practices

Iterative Development
 Project developed in 2-4 week phases
 Called “time-boxes”

Use of software design “patterns”
 GRASP
 Gang of Four
 Many others
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
Exploring the “problem domain”

Defining system and problem boundaries
 What is “in-scope” vs. “out-of-scope”

Discovering system requirements
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
Creating a conceptual solution


Identifying software classes
Assigning responsibilities to the software classes
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
Software Classes have two types of
responsibility:



“knowing” (attributes / data)
“doing” (behavior / methods)
Assigning responsibilities to classes is a critical
activity of software design

In other words, deciding where the variables and
operations go is really important
Japanese Engineer Training
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

Are done at the same time
Most analysis is completed during elaboration
phase during early iterations
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
A standardized set of documentation and
diagramming techniques that are useful for
analyzing and designing information
systems that will be implemented using
object-oriented software
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End-user
Functionality
Programmers
Logical View
Development
View
Scenarios
Process View
Physical View
Integrators
Performance
Scalability
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System Engineers
Topology/Communications
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
Supports Functional Requirements


what services the system should provide to the users
Focus on objects and object classes
 class diagrams
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
Specifies non-functional requirements




performance
availability
fault tolerance
Specifies how functional requirements will be
met
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
Focuses on how the actual software
modules/class are organized

software structure
 Object Oriented or structured
 three-tier architecture
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
Addresses physical infrastructure and
topologies for system

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hardware/software platforms
networks
terminals
protocols
storage media
backup / recovery
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
All four views are integrated (related) through
“scenarios”

Scenario is a story about how the system is used
 sometimes referred to as “use cases”
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Stories about how a feature is used to
complete a task
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Not part of UML and not OO
Text Document, not a “diagram”
Focuses on one task / feature
Can be high level and brief
Can be low-level and detailed
Typically avoids mention specific
technology such as “scan bar code”
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
Three general types of use case
Brief: one paragraph summary
 Casual: information paragraph format– multiple
paragraphs cover various scenarios
 Detailed (full dress): formal structure

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
Sections of Detailed Use Case:
Primary Actor
 Stake Holders and Interests
 Preconditions
 Success Guarantees (Post Conditions)
 Main Scenario (basic flow)
 Extensions (alternative flows)

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
Optional Sections
Special Requirements
 Technology and Data Variations List
 Frequency of Occurrence
 Open Issues

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
Primary Actor

the person that is interacting directly with the
system (entering data and receiving output)
 Sometimes called the “user”
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
Stakeholders and Interests

individuals and entities that have an interest in the
successful completion of the use case
 Includes the person triggering the event if not the user
 Usually people/roles, but can also be organizations
 helps to define what should be included in use case
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
Preconditions

a statement describing environmental conditions
that must always be true before beginning the use
case scenario
 example: must have an account with the bank before
you can deposit money
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
Success Guarantees (Post Conditions)



State what must be true on successful completion
of the use case
Describes what useful function the system
performed and/or what thing of value was
delivered to the customer
Describes the system state, data storage, and
activities completed
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
Main Success Scenario (basic flow)

numbered steps describing both user and system
behavior and interaction
 interactions
 validation
 state changes

write in third person (sports announcer)
Japanese Engineer Training
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
Extensions (Alternative Flows)
Similar format as main success scenario
 Identifies what to do when there is a problem or
failure in main success scenario
 Numbers correspond to step in main success
scenario

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
Special Requirements

Identifies any non-functional requirements, quality /
performance attributes, or other constraint
 language
 time constraints
 business rules
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
Technology and Data Variations List

known technology requirements
 operating system
 input/output devices ie: scanner, bar code, etc.
 interfaces / links
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
Write a “full-dress” use case for withdrawing
funds from a bank ATM
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
In iterative development, you develop ( the
most critical use cases first

find out early about critical problems
 can cancel with minimal investment


more schedule/budget flexibility when complicated
parts of system are done early
later project cost /schedule estimates will be more
accurate
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
Three Criteria


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Risk
Coverage
Criticality
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
Technical Risk



Scope Risk


cutting edge technology
not a lot of in-house expertise
size of effort
Cost Risk
cost of hardware/software
 cost of outside labor/consulting

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
The number of processes that are impacted by
this use case

Is this an important pre-condition for other use
cases?
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
The importance of the use case to the overall
goals of the system/business

If use case describes a process central to the reason
the system is being developed, it is more critical
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Use Case
Risk
Coverage
Criticality
Total
Check out
Book
3
6
8
17
Search
Catalog
3
2
2
7
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
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System is shown as a hollow rectangle
Use cases are shown as labeled ovals inside the
rectangle
Actor(s) are shown as stick figures on the left of
the rectangle
Supporting actors are shown as stick fingers on
the right of the rectangle.
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
Use Case Diagram
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System
Sell Item
Reorder Inventory
Ship Item
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Use Case Diagram
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
Prepare a Use Case Diagram showing three
basic banking functions:
deposit
 withdrawal
 balance enquiry

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

Represents real thing (not software class)
Class diagram structure:
Name
 Attributes
 Associations

 name (may have a reading arrow)
 multiplicity
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Student
-name
-address
-e-mail
-major
-idNumber
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Name
Attributes
62
Association
Name
Association
Student
-name
-address
-e-mail
-major
-idNumber
Reading
Arrow
Professor
Is Taught By4
0..*
0..*
-name
-department
-phone
-empID
-rank
Multiplicity
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
Indicates how many instances of an
object can be associated with a single
instance of another
Student
-name
-address
-e-mail
-major
-idNumber
One professor is associated
with 0 to many students
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Professor
Is Taught By4
0..*
0..*
-name
-department
-phone
-empID
-rank
One student is associated with 0 to many professors
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Multiplicity
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
Use Category List to help identify domain
objects
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physical objects
places
transactions
people roles
organizations
events
collections of things
containers of things
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
Nouns in use cases and other documents are
often important objects
Use case
 Event tables
 Other analysis artifacts

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
Naming objects



Use existing names within the problem domain
Exclude features not related to problem
Do not add things that do not currently exist
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
Associations (connecting lines)

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
relationship between conceptual classes that is
meaningful or significant
relationship that needs to be preserved over some
time duration
show only those that you know are important
inherently bi-directional
can have multiplicity (cardinality)
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
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Strong (mandatory) relationship
Whole cannot exist without the parts
Example:

Computer
 processor
 motherboard
 memory
 power supply
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


Weaker relationship (optional)
Whole can exist without all the parts
Example:

Computer
 Floppy drive
 Mouse
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



Sometimes called “inheritance”
Child classes are specific instances of parent
class
Child classes possess all attributes of parent
Is-A type relationship
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
Attributes
logical data values
 should be simple (primitive)
 are similar to variables in class diagrams
 should not be used as “foreign keys”

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
Process:



identify classes
add associations
add attributes
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Real World Objects
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Write a domain model for a bank
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
Artifacts

Feature Design
Planner, Designer
or Program
Manager
 Prototype GUI Windows
 Detailed Specification
 Scenarios
 System specifications

Software Design (UML)
 Robustness Diagram
 Interaction Diagrams
Systems Analyst,
Software Engineer
or Programmer
 Class Diagrams
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Based on a use case
Is a “feature” in the system
Highest ranked features are developed first
Can be drawn by hand

Or use Visual Studio or Visio
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Select Search Type
Enter Search Words
List Box
Text Field
Search
Button
Results Window
Text Area
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


Links your interfaces with software logic
Not a formal part of the UML
Shows how data moves between interfaces and
entity classes
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
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Represent GUI Components
Can interact with Actors
Can interact with Control
Objects
Cannot directly interact
with Entity Objects
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
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Represent methods
Can interact with Boundary
Objects
Can interact with Entity Objects
Can interact with other Control
Objects
Cannot interact with Actors
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



Represent software classes
Represent real-world
concepts
Supply or store data
Can only interact with
Control Objects
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Boundary Rules
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
Show how Control
Objects move data
between Boundary
Objects and Entity
Objects
Customer Info
Window
Get Customer Info

Customer
Arrow shows the
direction that data is
moving
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Search Type
List Box
Keyword Text
Field
Search Catalog
Patron
Catalog
Search
Button
Display Results
Results Window
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
Illustrates how instances of software classes
interact via “messages”

A message is sent to a class instance in order to
make it fulfill one of its “responsibilities”
 Usually method calls
 set methods
 get methods
 constructor methods (<<create>>)
 query operations
 input / output operations
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
Notation for instances is slightly different than
class notation
name is preceded by a colon
 name is underlined
 static methods should be sent to the class (name not
underlined)

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
Two Kinds:

Object2
Object1
Sequence Diagram
Object3
onClick()
getData(no)
performFunction(fno)
Top Package::Actor1

Collaboration
Diagram
onClick()
ObjectA
1. g
etD
ata(n
o)
ObjectB
Top Package::ActorA
ObjectC
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rform
2 . pe
ti
Func
on(fn
o)
93

Messages flow from top to bottom in the order
they would be sent in the use case
Time
Object2
Object1
Object3
onClick()
getData(no)
performFunction(fno)
Top Package::Actor1
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
Example:
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Object1
Three kinds of messages
click
Actor1
Object
Object
getData(parameter)
returnValue
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
Message Notation


return :=message(parameter: parameter type) :
return type
example:
 amount:=getDepositAmount(transNo: int) :double

or more simply:
 getDepositAmount(transNo)
 create
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
Returns can optionally be modeled by a
dashed arrow

can be labeled to show what is being returned
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
Process:



Select use case (see use case ranking)
Examine robustness diagram for the boundary
classes and entity classes
Add pure fabrication classes as needed
 refer to software design patterns (ie: Expert, Controller,
Pure Fabrication)

Decide where operations go and add messages to
perform the indicated operations
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
Process (continued)

Draw classes (instances) from left-to-right from most
highly-coupled to least coupled
 controller classes should be furthest left
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
Practice individually making a sequence
diagrams using Visio based on Robustness
Diagram you created in previous exercise.
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Collaboration Diagrams
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
Similar notation as sequence diagram with
some minor differences
arranged in “network” structure
 instances (or classes) are connected by a link (line)
 messages are located on the link

 link can have multiple messages

messages are numbered (except first incoming)
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
Example
InputWindow
3. getData()
1. enter data
2. on click
Actor1
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4. calcResult(data)
Button
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Data Class
105

Associations in collaboration diagrams can
have multiple messages
1. calcResult()
2. getData(no)
Object1
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Object2
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106

Process:

Draw classes (instances) on diagram with most
highly-coupled on the top left to least coupled on
lower right
 controller classes should be furthest left
 locate classes that collaborate close to each other


Draw association lines (hint: no arrow heads or
messages on associations)
Examine methods in class diagram and create
numbered messages that would invoke those
methods
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
Individually practice making a collaboration
diagram using Visio using the robustness
diagram (or sequence diagram) from the prior
exercise.
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Specifying Software Classes
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


Illustrates the specifications for software classes
and interfaces
Shows the final (static) design of the software
Can show multiple use cases

But can be too complex to be useful
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
Three sections
Class Name
 Variables
 Functions/Method


Student
-idNo
-name
-address
-phone
-majorDept
+setAttributes()
+getAttributes()
Uses correct syntax for
programming language
Japanese Engineer Training
(JET)
Randy Guthrie - Cal Poly Pomona
111





+ means public access
- means private access
# means protected access
public: item is accessible anywhere
private


Java: accessible only within the class
C++: within the class and its “friends”
Japanese Engineer Training
(JET)
Randy Guthrie - Cal Poly Pomona
112

Protected



C++: accessible by the class and its subclasses
Java: accessible by classes in same package and
subclasses everywhere
Package (Java only)

accessible only from classes within the same package
Japanese Engineer Training
(JET)
Randy Guthrie - Cal Poly Pomona
113
Visibility
Japanese Engineer Training
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114




Constructor: initializes an instance
Query: returns a value but does not change the
state (variables) of an instance
Update: carries out some action that changes
the state of the instance
Destructor: used to delete instances
Japanese Engineer Training
(JET)
Randy Guthrie - Cal Poly Pomona
115
Method Types
Japanese Engineer Training
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Randy Guthrie - Cal Poly Pomona
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
Values and operations that span multiple
instances of objects



number of orders
cumulative sales
Class attributes and operations are underlined
in class diagrams

In Java, are preceded by the word static
Japanese Engineer Training
(JET)
Randy Guthrie - Cal Poly Pomona
117

relationship between classes in a class diagram


represents dependencies between classes in the
implementation
components
 name
 reading arrow
 multiplicities at ends
Japanese Engineer Training
(JET)
Randy Guthrie - Cal Poly Pomona
118
Association
Name
Association
Reading Direction
Class2
Class1
-attribute1
-attribute2
+operation1()
uses4
0..1
1..*
multiplicities
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-attribute1
-attribute2
-attribute3
+operation1()
+operation2()
Navigation
Arrow
Randy Guthrie - Cal Poly Pomona
119


Shows which class contains a reference to
another class
The calling class points to the class with the
method
Japanese Engineer Training
(JET)
Randy Guthrie - Cal Poly Pomona
120

Shown in class diagram to show how the
system interacts with them
<<actor>>
Telephone
Agent
Japanese Engineer Training
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<<actor>>
Credit Card
Authorization
Randy Guthrie - Cal Poly Pomona
121

Process:



created in parallel with Interaction Diagrams
determine scope of the present iteration
select classes from the Domain model that are
relevant to the current iteration
 Draw in a network structure including attributes
 Add any obvious or missing attributes

Draw navigation based on messages
Japanese Engineer Training
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Randy Guthrie - Cal Poly Pomona
122

Process: (continued)




Add constructor methods
Add mutator (“set”) methods
Add accessor (“get”) methods
Add process methods
 calculations
 input / output
 GUI/interface
Japanese Engineer Training
(JET)
Randy Guthrie - Cal Poly Pomona
123
Japanese Engineer Training
(JET)
Randy Guthrie - Cal Poly Pomona
124

Individually practice making a class diagram
using Visio based on the banking system we
have been discussing
Japanese Engineer Training
(JET)
Randy Guthrie - Cal Poly Pomona
125

Reverse Engineering


Looking a source code and making UML diagrams
from the code
CASE tools can usually create class diagrams from
source / object code
Japanese Engineer Training
(JET)
Randy Guthrie - Cal Poly Pomona
126

With your groups, reverse engineer the
instructor-provided Java program and create a
sequence diagram and a class diagram
Japanese Engineer Training
(JET)
Randy Guthrie - Cal Poly Pomona
127
Japanese Engineer Training
(JET)
Randy Guthrie - Cal Poly Pomona
128