Phase 2 Apply Your Knowledge Systems Analysis 249­ Apply Your Knowledge This section contains four mini-cases. Each case describes a situation, explains your role, and requires you to apply what you learned in the chapter. 1 Osceola Auto Parts Osceola Auto Parts is an independent auto parts dealer that sells auto parts, runs tests on customers’ cars, and delivers parts and tools to mechanic shops around town. Tasks 1. 2. 3. 4. 2 Identify possible actors and use cases involved in Osceola’s business functions. Create a use case diagram for Osceola’s operations. Select one of the use cases and create a class diagram. Create a sequence diagram for the use case you selected. Area Transit Authority The Area Transit Authority (ATA) is a rural public transportation company. ATA operates a fleet of 25 buses that serve approximately 1,000 riders each day. The bus operation involves 10 regular routes, plus routes for special events. The ATA employs 20 full-time drivers and 10 to 15 part-time drivers. A dispatcher coordinates the staffing and routes and relays messages to drivers regarding traffic information and special passenger pick-up arrangements. Tasks 1. 2. 3. 4. 9781285171340_CH06.indd 249 Identify possible actors and use cases involved in ATA’s bus operations. Create a use case diagram for the bus system. Create a sequence diagram for the use case you selected. Create a state transition diagram that describes typical passenger states and how they change based on specific actions and events. 12/10/12 2:27 PM Chapter 6 Object Modeling 250­ 3 Apply Your Knowledge Oakwood Community College Registration Oakwood Community College has a student registration process similar to the one at your school. The administration asked you, as IT director, to develop a new system that would be more user-friendly. Your first task is to create an object-oriented model of the current system. You can use your school’s registration process as the basis for the model. Tasks 1. 2. 3. 4. 4 List possible objects in the registration system, including their attributes and methods. Identify possible use cases and actors. Create a use case diagram that shows how students register. Create a state transition diagram that describes typical student states and how they change based on specific actions and events. Oakwood Community College Library The library staff at Oakwood Community College works hard to satisfy students and faculty. One of library’s main goals is to use new technology whenever possible to enhance service and efficiency. The collection is updated constantly, and faculty members often request new books to support current courses and research needs. Students and faculty can visit the library to use on-site resources, including some materials that cannot be checked out. In addition, the library maintains extensive online resources. The head librarian wants you to develop an object-oriented model for a new library information system that would be user-friendly and cost-effective. You can use your schools library as a model, and you are free to use your imagination. Tasks 1. 2. 3. 4. List possible objects in the library operation, including their attributes and methods. Identify possible use cases and actors. Select one of the use cases and create a sequence diagram. Create an object relationship diagram that provides an overview of the system, including how books are requested by faculty and checked out to students. 9781285171340_CH06.indd 250 12/10/12 2:27 PM Phase 2 Systems Analysis 251­ Case Studies Case Studies Each chapter includes a Chapter Case, a Continuing Case, a Capstone Case, and an Online Case Simulation. You can learn more about the Online Case Simulation in the MIS CourseMate Features section. Chapter Case: Campus Bikes Campus Bikes is a popular bicycle shop located near a major university. The business has grown and the owner, Mark Turner, wants to install an up-to-date computer system to handle all business functions. Background Campus Bikes sells several brands of new bikes, including everything from high-end racing models to beach cruisers. In addition to sales of new bikes and accessories, Mark’s service department is always busy. The staff includes Mark himself, a bookkeeper, two part-time sales reps, a full-time mechanic, and several part-time service helpers who assemble bikes. Before opening the shop three years ago, Mark worked for many years in his father’s auto dealership, Turner Motors, and he learned all about the automobile business. In the bike shop, he runs a similar operation, but on a much smaller scale. For example, sales orders are recorded on pre-printed forms, and service requests are written up just as they would be in an auto service department. Mark’s customers find him fair and reasonable. He likes to say that the main difference between his business and a big-box retailer is that he knows his customers and will do whatever it takes to keep them happy. You work at the college as a lab assistant in the computer information department. You earned a computer science degree at a two-year school, and you recently decided to work toward your four-degree. The computer lab manager, Jill, often suggests that local businesses contact you for help in troubleshooting IT issues. This morning, you received a call from Mark, who wants to hire you as a consultant to help plan a system for Campus Bikes. You learned that Jill had referred him, and you are excited to have this opportunity. It probably didn’t hurt that both you and Jill had bought bikes from Mark, and already knew him. After spending several weekends talking with Mark and the staff, you are ready to start. You decide to use an object-oriented approach that will be easy to understand. Tasks 1. 2. 3. 4. List possible objects in the new bike shop system, including their attributes and methods. Identify at least three possible use cases and actors. Create a use case diagram that shows how service requests are handled. Create a state transition diagram that describes typical customer states and how they change based on specific actions and events. Continuing Case: Personal Trainer, Inc. Personal Trainer, Inc. owns and operates fitness centers in a dozen Midwestern cities. The centers have done well, and the company is planning an international expansion by opening a new “supercenter” in the Toronto area. Personal Trainer’s president, Cassia Umi, hired an IT consultant, Susan Park, to help develop an information system for the new facility. During the project, Susan will work closely with Gray Lewis, who will manage the new operation. (continues) 9781285171340_CH06.indd 251 12/10/12 2:27 PM Chapter 6 Object Modeling 252­ Case Studies Continuing Case: Personal Trainer, Inc. Background Working as an IT consultant for Personal Trainer, Susan Park used data and process modeling tools to create a logical model of the proposed information system. Now she wants to build an object-oriented view of the system using O-O tools and techniques. Before you perform the following tasks, you should review the information and background in Chapters 1 and 2, and the fact-finding summary of the case provided in Chapter 4. Tasks 1. 2. 3. 4. Identify possible actors and use cases involved in Personal Trainer’s operations. Create an object relationship diagram for the Personal Trainer information system. Create a use case diagram for the system. Select one of the use cases and create a sequence diagram and a state transition diagram. Capstone Case: New Century Wellness Group New Century Wellness Group offers a holistic approach to healthcare with an emphasis on preventive medicine as well as traditional medical care. In your role as an IT consultant, you will help New Century develop a new information system. Background You began the systems analysis phase at New Century by completing a series of interviews, reviewing existing reports, and observing office operations. Then, in Chapter 5, you acquired more information and developed a set of DFDs, process descriptions, and a data dictionary. The next step in the SDLC is to perform an object-oriented analysis of the new system. Before you begin, go back and review the organization chart and processes list from Chapter 1, and the diagrams data store list from Chapter 5. Then complete the following tasks. Tasks 1. Identify possible use cases and actors, and create a use case diagram for the New Century Wellness Group system. 2. Select one of the use cases and create a class diagram. 3. Create a sequence diagram for the use case that you selected. 4. Create a state transition diagram that describes typical patient states and how they change based on specific actions and events. 9781285171340_CH06.indd 252 12/10/12 2:27 PM Phase 2 Systems Analysis 253­ CASE Tool Workshop CASE Tool Workshop Systems analysts use CASE tools to help them plan, build, and maintain information systems. To learn more about CASE tools, turn to Part B of the Toolkit that follows Chapter 12. You can complete these tasks with the Visible Analyst® CASE tool, which is available with this textbook, or a similar tool. Background In the previous chapter, you created a data and process model for a new business venture. You plan to operate a mobile auto detailing service that will visit customers at their homes or businesses, and offer traditional, high-quality hand washing and waxing. In addition to retail customers, several auto dealers have expressed interest in your services, and you are eager to get started. You will hire college students as technicians, train and supply them, and offer them a share of the profits as an incentive. Your friend, who is an IT major, offered to help you set up an information system by customizing several Microsoft Office applications to meet your needs. In addition to the data and process model you created, she recommended that you prepare an object model. She suggested that you focus on the main actors and events, and that it was OK to use your imagination. Thinking it over, you know that you will have employees, retail customers, auto dealer accounts, one or more suppliers, and your local bank, where you plan to set up a business checking account. You also plan to keep track of customers, employee information, profit-sharing data, and an operations log. Tasks 1. List possible objects in the new business, including their attributes and methods, and create a use case diagram that shows how an on-site service request would be handled. 2. Create a sequence diagram that models the on-site service request mentioned in Task 1. 9781285171340_CH06.indd 253 12/10/12 2:27 PM BUIS 361 – Individual Assignment 6 – due by 11:59PM on Mon 11/20 I. Answer the following questions, based on the material in Chapter 6, Object Modeling. 1. What is object-oriented analysis, and what are some advantages of this method? 2. Define an object, and provide three examples. 3. Define an attribute, and provide three examples. 4. Define a method, and provide three examples. 5. Define encapsulation, and explain how it is used in object-oriented analysis. 6. Define polymorphism, and provide three examples. 7. Define a class, subclass, and superclass, and provide three examples of each. 8. Define an actor, and provide three examples. 9. Define a use case and a use case diagram, and prepare a sample of each. 10. Define the term black box, and explain why it is an important concept in object-oriented analysis. Can you think of other black boxes that you use in everyday life? II. Complete the Apply Your Knowledge Mini Cases #1 Osceloa Auto Parts, Tasks 1-4, page 249 in the .pdf file and #3 Oakwood Community College Registration, Task 1, page 250 in the .pdf file. Phase 2 Apply Your Knowledge Systems Analysis 249­ Apply Your Knowledge This section contains four mini-cases. Each case describes a situation, explains your role, and requires you to apply what you learned in the chapter. 1 Osceola Auto Parts Osceola Auto Parts is an independent auto parts dealer that sells auto parts, runs tests on customers’ cars, and delivers parts and tools to mechanic shops around town. Tasks 1. 2. 3. 4. 2 Identify possible actors and use cases involved in Osceola’s business functions. Create a use case diagram for Osceola’s operations. Select one of the use cases and create a class diagram. Create a sequence diagram for the use case you selected. Area Transit Authority The Area Transit Authority (ATA) is a rural public transportation company. ATA operates a fleet of 25 buses that serve approximately 1,000 riders each day. The bus operation involves 10 regular routes, plus routes for special events. The ATA employs 20 full-time drivers and 10 to 15 part-time drivers. A dispatcher coordinates the staffing and routes and relays messages to drivers regarding traffic information and special passenger pick-up arrangements. Tasks 1. 2. 3. 4. 9781285171340_CH06.indd 249 Identify possible actors and use cases involved in ATA’s bus operations. Create a use case diagram for the bus system. Create a sequence diagram for the use case you selected. Create a state transition diagram that describes typical passenger states and how they change based on specific actions and events. 12/10/12 2:27 PM Chapter 6 Object Modeling 250­ 3 Apply Your Knowledge Oakwood Community College Registration Oakwood Community College has a student registration process similar to the one at your school. The administration asked you, as IT director, to develop a new system that would be more user-friendly. Your first task is to create an object-oriented model of the current system. You can use your school’s registration process as the basis for the model. Tasks 1. 2. 3. 4. 4 List possible objects in the registration system, including their attributes and methods. Identify possible use cases and actors. Create a use case diagram that shows how students register. Create a state transition diagram that describes typical student states and how they change based on specific actions and events. Oakwood Community College Library The library staff at Oakwood Community College works hard to satisfy students and faculty. One of library’s main goals is to use new technology whenever possible to enhance service and efficiency. The collection is updated constantly, and faculty members often request new books to support current courses and research needs. Students and faculty can visit the library to use on-site resources, including some materials that cannot be checked out. In addition, the library maintains extensive online resources. The head librarian wants you to develop an object-oriented model for a new library information system that would be user-friendly and cost-effective. You can use your schools library as a model, and you are free to use your imagination. Tasks 1. 2. 3. 4. List possible objects in the library operation, including their attributes and methods. Identify possible use cases and actors. Select one of the use cases and create a sequence diagram. Create an object relationship diagram that provides an overview of the system, including how books are requested by faculty and checked out to students. 9781285171340_CH06.indd 250 12/10/12 2:27 PM Phase 2 Systems Analysis 251­ Case Studies Case Studies Each chapter includes a Chapter Case, a Continuing Case, a Capstone Case, and an Online Case Simulation. You can learn more about the Online Case Simulation in the MIS CourseMate Features section. Chapter Case: Campus Bikes Campus Bikes is a popular bicycle shop located near a major university. The business has grown and the owner, Mark Turner, wants to install an up-to-date computer system to handle all business functions. Background Campus Bikes sells several brands of new bikes, including everything from high-end racing models to beach cruisers. In addition to sales of new bikes and accessories, Mark’s service department is always busy. The staff includes Mark himself, a bookkeeper, two part-time sales reps, a full-time mechanic, and several part-time service helpers who assemble bikes. Before opening the shop three years ago, Mark worked for many years in his father’s auto dealership, Turner Motors, and he learned all about the automobile business. In the bike shop, he runs a similar operation, but on a much smaller scale. For example, sales orders are recorded on pre-printed forms, and service requests are written up just as they would be in an auto service department. Mark’s customers find him fair and reasonable. He likes to say that the main difference between his business and a big-box retailer is that he knows his customers and will do whatever it takes to keep them happy. You work at the college as a lab assistant in the computer information department. You earned a computer science degree at a two-year school, and you recently decided to work toward your four-degree. The computer lab manager, Jill, often suggests that local businesses contact you for help in troubleshooting IT issues. This morning, you received a call from Mark, who wants to hire you as a consultant to help plan a system for Campus Bikes. You learned that Jill had referred him, and you are excited to have this opportunity. It probably didn’t hurt that both you and Jill had bought bikes from Mark, and already knew him. After spending several weekends talking with Mark and the staff, you are ready to start. You decide to use an object-oriented approach that will be easy to understand. Tasks 1. 2. 3. 4. List possible objects in the new bike shop system, including their attributes and methods. Identify at least three possible use cases and actors. Create a use case diagram that shows how service requests are handled. Create a state transition diagram that describes typical customer states and how they change based on specific actions and events. Continuing Case: Personal Trainer, Inc. Personal Trainer, Inc. owns and operates fitness centers in a dozen Midwestern cities. The centers have done well, and the company is planning an international expansion by opening a new “supercenter” in the Toronto area. Personal Trainer’s president, Cassia Umi, hired an IT consultant, Susan Park, to help develop an information system for the new facility. During the project, Susan will work closely with Gray Lewis, who will manage the new operation. (continues) 9781285171340_CH06.indd 251 12/10/12 2:27 PM Chapter 6 Object Modeling 252­ Case Studies Continuing Case: Personal Trainer, Inc. Background Working as an IT consultant for Personal Trainer, Susan Park used data and process modeling tools to create a logical model of the proposed information system. Now she wants to build an object-oriented view of the system using O-O tools and techniques. Before you perform the following tasks, you should review the information and background in Chapters 1 and 2, and the fact-finding summary of the case provided in Chapter 4. Tasks 1. 2. 3. 4. Identify possible actors and use cases involved in Personal Trainer’s operations. Create an object relationship diagram for the Personal Trainer information system. Create a use case diagram for the system. Select one of the use cases and create a sequence diagram and a state transition diagram. Capstone Case: New Century Wellness Group New Century Wellness Group offers a holistic approach to healthcare with an emphasis on preventive medicine as well as traditional medical care. In your role as an IT consultant, you will help New Century develop a new information system. Background You began the systems analysis phase at New Century by completing a series of interviews, reviewing existing reports, and observing office operations. Then, in Chapter 5, you acquired more information and developed a set of DFDs, process descriptions, and a data dictionary. The next step in the SDLC is to perform an object-oriented analysis of the new system. Before you begin, go back and review the organization chart and processes list from Chapter 1, and the diagrams data store list from Chapter 5. Then complete the following tasks. Tasks 1. Identify possible use cases and actors, and create a use case diagram for the New Century Wellness Group system. 2. Select one of the use cases and create a class diagram. 3. Create a sequence diagram for the use case that you selected. 4. Create a state transition diagram that describes typical patient states and how they change based on specific actions and events. 9781285171340_CH06.indd 252 12/10/12 2:27 PM Phase 2 Systems Analysis 253­ CASE Tool Workshop CASE Tool Workshop Systems analysts use CASE tools to help them plan, build, and maintain information systems. To learn more about CASE tools, turn to Part B of the Toolkit that follows Chapter 12. You can complete these tasks with the Visible Analyst® CASE tool, which is available with this textbook, or a similar tool. Background In the previous chapter, you created a data and process model for a new business venture. You plan to operate a mobile auto detailing service that will visit customers at their homes or businesses, and offer traditional, high-quality hand washing and waxing. In addition to retail customers, several auto dealers have expressed interest in your services, and you are eager to get started. You will hire college students as technicians, train and supply them, and offer them a share of the profits as an incentive. Your friend, who is an IT major, offered to help you set up an information system by customizing several Microsoft Office applications to meet your needs. In addition to the data and process model you created, she recommended that you prepare an object model. She suggested that you focus on the main actors and events, and that it was OK to use your imagination. Thinking it over, you know that you will have employees, retail customers, auto dealer accounts, one or more suppliers, and your local bank, where you plan to set up a business checking account. You also plan to keep track of customers, employee information, profit-sharing data, and an operations log. Tasks 1. List possible objects in the new business, including their attributes and methods, and create a use case diagram that shows how an on-site service request would be handled. 2. Create a sequence diagram that models the on-site service request mentioned in Task 1. 9781285171340_CH06.indd 253 12/10/12 2:27 PM Chapter 6 Object Modeling Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.     Explain how object-oriented analysis can be used to describe an information system Define object modeling terms and concepts, including objects, attributes, methods, messages, classes, and instances Explain relationships among objects and the concept of inheritance Draw an object relationship diagram Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 2    Describe Unified Modeling Language (UML) tools and techniques including use cases, use case diagrams, class diagrams, sequence diagrams, state transition diagrams, and activity diagrams Explain the advantages of using CASE tools in developing the object model Explain how to organize an object model Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 3    O-O methodology is popular because it integrates easily with object-oriented programming languages such as Java, Smalltalk, VB.Net, Python, and Perl Programmers also like O-O code because it is modular, reusable, and easy to maintain The end product of O-O analysis is an object model ◦ Object model: Represents the information system in terms of objects and O-O concepts Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 4  Object-Oriented Terms and Concepts ◦ Unified modeling language (UML)  Method of visualizing and documenting an information system ◦ ◦ ◦ ◦ Attributes: Characteristics that describe an object Methods: Tasks or functions that the object performs Message: Command to perform a specific function A class is a group of similar objects  Instance: Specific member of a class Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 5  Objects ◦ Represented as a rectangle  The object name is at the top, followed by the object’s attributes and methods FIGURE 6-1 Objects have attributes, can send and receive messages, and perform actions called methods. Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 6 FIGURE 6-2 The PARENT object includes four attributes and two methods. Mary Smith, Ahmed Ali, and Anthony Greene are instances of the PARENT object. Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 7 FIGURE 6-3 The CHILD object includes five attributes and five methods. James Smith, Amelia Ali, and Misty Greene are instances of the CHILD object. Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 8  Attributes ◦ Describe the characteristics of an object ◦ The number of attributes required depends on:  Business requirements of the information system  Requirements of users ◦ Attributes of an object are defined during the system development process ◦ Objects possess a state  State: Describes the object’s current status Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 9  Methods ◦ Specific tasks that an object can perform ◦ Identify functions performed ◦ Describe the functions performed FIGURE 6-4 The MORE FRIES method requires the server to perform seven specific steps. Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 10  Message ◦ A command that tells an object to perform a certain method ◦ Polymorphism: Concept that a message gives different meanings to different objects FIGURE 6-5 In an example of polymorphism, the message GOOD NIGHT produces different results, depending on which object receives it. Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 11  Message (cont.) ◦ A message to the object triggers changes within the object without specifying how the changes must be carried out  An object can be viewed as black box ◦ Encapsulation: Idea that all data and methods are self-contained, as in a black box Figure 6-6 In a school information system, an INSTRUCTOR object sends an ENTER GRADE message to an instance of the STUDENT RECORD class. Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 12  Classes ◦ An object belongs to a group or category called a class  All objects within a class share common attributes and methods ◦ Subclasses: Categories within a class ◦ Super-class: A class belonging to a general category Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 13 FIGURE 6-7 The VEHICLE class includes common attributes and methods. CAR, TRUCK, MINIVAN, and SCHOOL BUS are instances of the VEHICLE class. Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 14 FIGURE 6-9 At the fitness center, the PERSON superclass includes common attributes and methods. EMPLOYEE is a class within the PERSON superclass. INSTRUCTOR is a subclass within the EMPLOYEE class. Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 15  Relationships ◦ Enable objects to communicate and interact as they perform business functions and transactions ◦ Describe what objects need to know about each other  Inheritance ◦ The strongest relationship ◦ Enables an object to derive one or more of its attributes from another object Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 16 FIGURE 6-10 An inheritance relationship exists between the INSTRUCTOR and EMPLOYEE objects. The INSTRUCTOR (child) object inherits characteristics from the EMPLOYEE (parent) class and can have additional attributes of its own. Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 17  Object Relationship Diagram ◦ Displays objects and how they interact to perform business functions and transactions FIGURE 6-11 Object relationship diagram for the fitness center. Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 18   UML uses a set of symbols to represent graphically the various components and relationships within a system Use Case Modeling ◦ Use case: Represents the steps in a specific business function or process ◦ An external entity, called an actor, initiates a use case by requesting the system to perform a function or process Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 19  Use Case Modeling (Cont.) ◦ UML symbol for a use case is an oval with a label that describes the action or event ◦ The actor is shown as a stick figure, with a label that identifies the actor’s role ◦ Use case description: Documents the name of the use case, the actor, a description of the use case  Provides a step-by-step list of the tasks and other key descriptions and assumptions FIGURE 6-12 In a medical office system, a PATIENT (actor) can MAKE APPOINTMENT (use case). Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 20 FIGURE 6-13 When a student adds a class, PRODUCE FITNESS-CLASS ROSTER uses the results of ADD CLASS to generate a new class roster. When an instructor changes his or her availability, UPDATE INSTRUCTOR INFORMATION uses the CHANGE AVAILABILITY use case to update the instructor’s information. Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 21 FIGURE 6-14 The ADD NEW STUDENT use case description documents the process used to add a current student into an existing class. Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 22  Use Case Diagrams ◦ A visual summary of several related use cases within a system or subsystem ◦ The first step is to identify the system boundary which is represented by a rectangle  System boundary: Shows what is included in the system (inside the rectangle) and what is not included in the system (outside the rectangle) Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 23 FIGURE 6-16 A use case diagram to handle work at an auto service department. Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 24  Class Diagrams ◦ Show the object classes and relationships involved in a use case ◦ Each class appears as a rectangle, with the class name at the top, followed by the class’s attributes and methods ◦ Lines show relationships between classes and have labels identifying the action that relates the two classes ◦ Includes a concept called cardinality  Cardinality: Describes how instances of one class relate to instances of another class Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 25 FIGURE 6-17 Examples of UML notations that indicate the nature of the relationship between instances of one class and instances of another class. Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 26 FIGURE 6-18 Class diagram for a sales order use case (attributes and methods omitted for clarity). Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 27  Sequence Diagrams ◦ Dynamic model of a use case, showing the interaction among classes during a specified time period ◦ Graphically document the use case by showing the classes, the messages, and the timing of the messages ◦ Include symbols that represent classes, lifelines, messages, and focuses Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 28  Sequence Diagrams (Cont.) ◦ Classes  Send or receive messages  Shown at the top of the sequence diagram ◦ Lifelines  Represent the time during which the object above it is able to interact with the other objects in the use case  An X marks the end of the lifeline ◦ Messages  Include additional information about the contents ◦ Focuses  Indicate when an object sends or receives message Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 29 FIGURE 6-19 A sequence diagram with two classes. Notice the X that indicates the end of the CLASS 2 lifeline. Also notice that each message is represented by a line with a label that describes the message, and that each class has a focus that shows the period when messages are sent or received Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 30 FIGURE 6-20 The sequence diagram for the ADD NEW STUDENT use case. The use case description for ADD NEW STUDENT is shown in Figure 6 14. Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 31  State Transition Diagrams ◦ Show how an object changes from one state to another, depending on events that affect the object ◦ All possible states must be documented in the state transition diagram ◦ States appear as rounded rectangles with the state names inside FIGURE 6-21 An example of a state transition diagram for a bank account. Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 32  Activity Diagrams ◦ Show actions and events as they occur ◦ Show the order in which the actions take place and identify the outcomes FIGURE 6-22 An activity diagram shows the actions and events involved in withdrawing cash from an ATM. Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 33  Business Process Modeling (BPM) ◦ Represents the people, events, and interaction in a system ◦ Can be used anytime during the systems development process ◦ Compatible with object modeling Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 34 FIGURE 6-23 The Bizagi Modeler tool supports business modeling and simulation using the standard BPM notation. Source: bizagi.com Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 35  CASE Tools ◦ Provide an overall framework for documenting the system components  Object modeling requires many types of diagrams to represent proposed systems  CASE tools speed up the process ◦ Ensure consistency and provide common links  Once objects are described and used in one part of the design, they can be reused multiple times without further effort Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 36   Develop an object relationship diagram that provides an overview of the system Support each diagram or object definition with clear and relevant documentation that can be accessed easily ◦ Organize use cases and use case diagrams so they can be linked to the appropriate class, state transition, sequence, and activity diagrams  Maintain accuracy Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 37 • •  Object modeling is a popular technique that describes a system in terms of objects Object-oriented terms include classes, attributes, instances, messages, and methods Objects can send messages, or commands, that require other objects to perform certain methods, or tasks Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 38    The Unified Modeling Language (UML) is a widely used method of visualizing and documenting an information system Use case describes a business situation initiated by an actor, who interacts with the information system At the end of the object modeling process, the use cases and use case diagrams are organized and class, sequence, state transition, and activity diagrams are created Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 39
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