Systems Analysis & Design

Tenth Edition

Chapter 10
Object-Oriented
Systems Analysis
and Design Using
UML

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Learning Objectives (1 of 2)

•Understand what object-oriented systems

analysis and design is and appreciate its
usefulness
•Comprehend the concepts of Unified Modeling
Language (UML), the standard approach for
modeling a system in the object-oriented world
•Apply the steps used in UML to break down the
system into a use case model and then a class
model

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Learning Objectives (2 of 2)

•Diagram systems with the UML toolset so they

can be described and properly designed
•Document and communicate the newly modeled
object-oriented system to users and other
analysts

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Class Diagrams

•Show the static features of the system and do

not represent any particular processing
•Show the nature of the relationships between
classes
•Show data storage requirements as well as
processing requirements

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Class Diagrams (continued)

•Classes
•Attributes
–Private
–Public
–Protected
•Methods
–Standard
–Custom

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Figure 10.13 A Class Diagram for Course Offerings: The
Filled-In Diamonds Show Aggregation and the Empty
Diamond Shows a Whole-Part Relationship

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Method Overloading

•Including the same method (or operation) several

times in a class
•The same method may be defined more than
once in a given class, as long as the parameters
sent as part of the message are different

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Types of Classes

•Entity classes
•Interface classes
•Abstract classes
•Control classes

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Entity Classes

•Represent real-world items

•The entities represented on an entity-relationship
diagram

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Interface or Boundary Classes

•Provide a means for users to work with the

system
•Human interfaces may be a display, window,
Web form, dialogue box, touch-tone telephone,
or other way for users to interact with the system
•System interfaces involve sending data to or
receiving data from others

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Abstract Classes

•Linked to concrete classes in a

generalization/specialization relationship
•Cannot be directly instantiated

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Control Classes

•Used to control the flow of activities

•Many small control classes can be used to
achieve classes that are reusable

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Presentation, Business, and
Persistence Layers
•Sequence diagrams may be discussed using
three layers:
–Presentation layer, what the user sees, corresponding
to the interface or boundary classes
–Business layer, containing the unique rules for this
application, corresponding roughly to control classes
–Persistence or data access layer, for obtaining and
storing data, corresponding to the entity classes

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Defining Messages and Methods

•Each message may be defined using a notation

similar to that described for the data dictionary
•The methods may have logic defined using
structured English, a decision table, or a decision
tree

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Figure 10.15 A Sequence Diagram for Using Two Web
Pages: One for Student Information, One for Course
Information

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Create Sequence Diagrams

•Include the actor from the use case diagram

•Define one or more interface classes for each
actor
•Each use case should have one control class
•Examine the use case to see what entity classes
are required
•The sequence diagram may be modified when
doing detailed design

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Relationships

•The connections between classes

–Associations
–Whole/part

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Figure 10.18 An Example of an Associative Class in Which
a Particular Section Defines the Relationship between a
Student and a Course

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Associations

•The simplest type of relationship

•Association classes are those that are used to
break up a many-to-many association between
classes
•An object in a class may have a relationship to
other objects in the same class, called a reflexive
association

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Whole/Part Relationships

•When one class represents the whole object, and

other classes represent parts
•Categories
–Aggregation
–Collection
–Composition

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Aggregation

•A “has a” relationship
•Provides a means of showing that the whole
object is composed of the sum of its parts

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Collection

•Consists of a whole and its members

•Members may change, but the whole retains its
identity

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Composition

•The whole has a responsibility for the parts, and

is a stronger relationship
•If the whole is deleted, all parts are deleted

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Figure 10.19 An Example of Whole-Part
and Aggregation Relationships

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Generalization/Specialization
Diagrams
•Generalization
•Inheritance
•Polymorphism
•Abstract classes
•Messages

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Generalization
• Describes a relationship between a general kind of thing
and a more specific kind of thing
• Described as an “is a” relationship
• Used for modeling class inheritance and specialization
• General class is a parent, base, or superclass
• Specialized class is a child, derived, or subclass

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Inheritance

•Helps to foster reuse

•Helps to maintain existing program code

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Polymorphism

•The capability of an object-oriented program to

have several versions of the same method with
the same name within a superclass/subclass
relationship
•The subclass method overrides the superclass
method
•When attributes or methods are defined more
than once, the most specific one is used

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Abstract Classes

•Abstract classes are general classes

•No direct objects or class instances, and is only
used in conjunction with specialized classes
•Usually have attributes and may have a few
methods

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Figure 10.20 A Generalization/Specification Diagram
Is a Refined Form of a
Class Diagram

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Finding Classes

•During interviewing
•During facilitated team sessions
•During brainstorming sessions
•Analyzing documents and memos
•Examining use cases, looking for nouns

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Determining Class Methods

•Standard methods
•Examine a CRUD matrix

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Messages

•Used to send information by an object in one

class to an object in another class
•Acts as a command, telling the receiving class to
do something
•Consists of the name of the method in the
receiving class, as well as the attributes that are
passed with the method name

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Statechart Diagrams

• Used to examine the different states that an object may

have
• Created for a single class
– Objects are created, go through changes, and are deleted or
removed
• Objects
• States
• Events
– Signals or asynchronous messages
– Synchronous
– Temporal events

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Statechart Diagrams (continued)

•Created when:
–A class has a complex life cycle
–An instance of a class may update its attributes in a
number of ways through the life cycle
–A class has an operational life cycle
–Two classes depend on each other
–The object’s current behavior depends on what
happened previously

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Figure 10.22 A Statechart Diagram Showing How a
Student Progresses from a Potential Student to a
Graduated Student

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Packages

•Containers for other UML things

•Show system partitioning
•Can be component packages
•Can be physical subsystems
•Use a folder symbol
•May have relationships

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Figure 10.23 Use Cases Can Be
Grouped into Packages

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Putting UML to Work

The steps used in UML are:

–Define the use case model
–Continue UML diagramming to model the system
during the systems analysis phase
–Develop the class diagrams
–Draw statechart diagrams
–Begin systems design by refining the UML diagrams
–Document your system design in detail

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Summary

•Object-oriented systems
–Objects
–Classes
–Inheritance
•CRC cards
•UML and use case modeling
•Components of UML
–Things
–Relationships
–Diagrams

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Summary (continued)

•UML diagrams
–Use case diagrams
–Activity diagrams
–Sequence diagrams
–Communication diagrams
–Class diagrams
–Statechart diagrams
•Using UML

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Copyright

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