10

Object-Oriented Systems
Analysis and Design
Using UML
Systems Analysis and Design, 8e
Kendall & Kendall

Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall

 Learning Objectives

• 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.
• 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.

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-2
 Object-Oriented Analysis and
Design
• Works well in situations where
complicated systems are undergoing
continuous maintenance, adaptation,
and design
• Objects, classes are reusable
• The Unified Modeling Language (UML)
is an industry standard for modeling
object-oriented systems.

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-3
 Object-Oriented Analysis and
Design (Continued)
• Reusability
• Recycling of program parts should reduce
the costs of development in computer-
based systems.
• Maintaining systems
• Making a change in one object has a
minimal impact on other objects.

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-4
 Major Topics

• Object-oriented concepts
• CRC cards and object think
• Unified Modeling Language
• Use case and other UML diagrams
• Packages
• Using UML

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-5
 Object-Oriented Concepts

• Objects
• Classes
• Inheritance

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-6
 Objects

• Persons, places, or things that are

relevant to the system being analyzed
• May be customers, items, orders, and
so on
• May be GUI displays or text areas on a
display

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-7
 Classes

• Defines the set of shared attributes and

behaviors found in each object in the class
• Should have a name that differentiates it from
all other classes
• Instantiate is when an object is created from
a class.
• An attribute describes some property that is
possessed by all objects of the class.
• A method is an action that can be requested
from any object of the class.

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-8
 An Example of a UML Class: A Class Is Depicted as a
Rectangle Consisting of the Class Name, Attributes, and
Methods (Figure 10.1)

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-9
 Inheritance

• When a sub-class inherits all the

attributes and behaviors of the base
class
• Reduces programming labor by using
common objects easily
• A feature only found in object-oriented
systems

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-10
 A Class Diagram Showing Inheritance (Figure 10.2)

Car and truck are specific

examples of vehicles and
inherit the characteristics of
the more general class vehicle.

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-11
 CRC Cards and Object Think

• CRC
• Class
• Responsibilities
• Collaborators
• CRC cards are used to represent the
responsibilities of classes and the
interaction between the classes.

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-12
 Four CRC Cards for Course Offerings Show How Analysts Fill in the
Details for Classes, Responsibilities, and Collaborators, as well as for
Object Think Statements and Property Names (Figure 10.3)

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-13
 Interacting during a CRC Session

• Identify all the classes you can.

• Create scenarios.
• Identify and refine responsibilities.

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-14
 The Unified Modeling Language
(UML) Concepts and Diagrams
• Things
• Relationships
• Diagrams

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-15
 Things

• Structural things are

• Classes, interfaces, use cases, and other elements that
provide a way to create models
• Describe relationship between things
• Behavioral things
• Describe how things work
• Interactions and state machines
• Group things
• Used to define boundaries
• Annotational things
• Can add notes to the diagrams

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-16
 Relationships

• Structural relationships
• Tie things together in structural diagrams
• Behavioral relationships
• Used in behavioral diagrams

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-17
 Structural Relationships

• Dependencies
• Aggregations
• Associations
• Generalizations

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-18
 Behavioral Relationships

• Communicates
• Includes
• Extends
• Generalizes

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-19
 Diagrams

• Structural diagrams
• Used to describe the relation between
classes
• Behavior diagrams
• Used to describe the interaction between
people (actors) and a use case (how the
actors use the system)

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-20
 Structural Diagrams

• Class diagrams
• Object diagrams
• Component diagrams
• Deployment diagrams

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-21
 Behavioral Diagrams

• Use case diagrams

• Sequence diagrams
• Collaboration diagrams
• Statechart diagrams
• Activity diagrams

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-22
 An Overall View of UML and its Components: Things,
Relationships, and Diagrams (Figure 10.4)

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-23
 Commonly Used UML Diagrams

• Use case diagram

• Describing how the system is used
• The starting point for UML modeling
• Use case scenario
• A verbal articulation of exceptions to the main
behavior described by the primary use case
• Activity diagram
• Illustrates the overall flow of activities

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-24
 Commonly Used UML Diagrams
(Continued)
• Sequence diagrams
• Show the sequence of activities and class
relationships.
• Class diagrams
• Show classes and relationships.
• Statechart diagrams
• Show the state transitions.

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-25
 An Overview of UML Diagrams Showing How Each
Diagram Leads to the Development of Other UML
Diagrams (Figure 10.5)

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-26
 Use Case Modeling

• Describes what the system does, without

describing how the system does it
• Based on the interactions and relationships of
individual use cases
• Use case describes
• Actor
• Event
• Use case

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-27
 A Use Case Example of Student
Enrollment (Figure 10.6)

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-28
 A Use Case Scenario Is Divided into Three Sections:
Identification and Initiation, Steps Performed, and
Conditions, Assumptions, and Questions (Figure 10.7)

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-29
 Activity Diagrams

• Show the sequence of activities in a process,

including sequential and parallel activities, and
decisions that are made.
• An activity diagram is usually created for one use
case and may show the different possible scenarios
• Symbols
• Rectangle with rounded ends
• Arrow
• Diamond
• Long, flat rectangle
• Filled-in circle
• Black circle surrounded by a white circle
• Swimlanes

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-30
 Specialized Symbols Are Used to Draw an
Activity Diagram (Figure 10.8)

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-31
 Creating Activity Diagrams

• Created by asking what happens first, what

happens second, and so on
• Must determine what activities are done in
sequence or in parallel
• The sequence of activities can be determined
from physical data flow diagrams.
• Can be created by examining all the scenarios
for a use case

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-32
 Swimlanes

• Useful to show how the data must be

transmitted or converted
• Help to divide up the tasks in a team
• Makes the activity diagram one that
people want to use to communicate
with others

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-33
This Activity
Diagram
Shows
Three
Swimlanes:
Client Web
Page, Web
Server, and
Mainframe
(Figure
10.9)

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-34
 Activity Diagrams and Test Plans

• Activity diagrams may be used to

construct test plans.
• Each event must be tested to see if the
system goes to the next state.
• Each decision must be tested.

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-35
 Activity Diagrams Not Created for
All Use Cases
• Use an activity diagram when:
• It helps to understand the activities of a
use case
• The flow of control is complex
• There is a need to model workflow
• When all scenarios for a use case need to
be shown

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-36
 Sequence Diagrams

• Illustrate a succession of interactions between

classes or object instances over time
• Often used to show the processing described in use
case scenarios
• Used to show the overall pattern of the activities or
interactions in a use case
• Each use case scenario may create one sequence
diagram, although sequence diagrams are not always
created for minor scenarios
• Sequence diagrams are not always created for minor
scenarios
Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-37
 Specialized Symbols Used to Draw a
Sequence Diagram (Figure 10.10)
messages
or signals
sent
Class Or between
Object classes

Timing
lifeline for
the class or
object

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-38
 A Sequence Diagram for Student Admission: Sequence
Diagrams Emphasize the Time Ordering of Messages
(Figure 10.11)

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-39
 Communication Diagrams

• Describes the interactions of two or more

things in the system that perform a behavior
that is more than any one of the things can
do alone
• Shows the same information as a sequence
diagram, but may be more difficult to read
• Emphasizes the organization of objects
• Made up of objects, communication links, and
the messages that can be passed along those
links

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-40
 A Communication Diagram for Student
Admission (Figure 10.12)

• Communication diagrams show the same information that is depicted in

a sequence diagram but emphasize the organization of objects rather
than the time ordering.
• In order to show time ordering you most indicate a sequence number
and describe the message
Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-41
 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.

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-42
 Class Diagrams (Continued)

• Classes
• Attributes
• Private– hidden from all other classes
• Public– visible to other objects outside its class
• Protected- hidden from all other classes except
immediate subclasses
• Methods
• Standard- basic things that all classes of object know
how to do (ex. create a new object instance)
• Custom- designed for a specific class

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-43
 A Class Diagram for Course Offerings: The Filled-In
Diamonds Show Aggregation and the Empty Diamond
Shows a Whole-Part Relationship (Figure 10.13)

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-44
 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.

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-45
 Types of Classes

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

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-46
 Entity Classes

• Represent real-world items

• The entities represented on an entity-
relationship diagram

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-47
 Interface or Boundary Classes

• Provide a means for users to work with the

system. Two Types:
• 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.
• Attributes of these classes are those found on
the display or report
• The methods are those required to work with
the display, or produce the report
Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-48
 Abstract Classes

• Cannot be directly instantiated

• Used to generalize concrete classes
• Form generalization/specialization
relationship with concrete classes
• The name of an abstract class is usually
denoted in italics.

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-49
 Control Classes

• Used to control the flow of activities

• Many small control classes can be used
to achieve classes that are reusable.
• The rules for creating sequence
diagrams are:
• All interface classes must be connected to
a control class
• All entity classes must be connected to a
control class.
Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-50
 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.

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-51
 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.

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-52
A Sequence
Diagram for
Using Two
Web Pages:
One for
Student
Information,
One for
Course
Information
(Figure
10.15 )

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-53
 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.

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-54
 Creating a Test Plan from a
Sequence Diagram
• Does each method return correct results?
• Ensure that entity classes store or obtain the
correct attribute values.
• Verify that all JavaScript paths work correctly.
• Ensure that the server control classes work
correctly.
• Ask, “What may fail?”
• Determine what to do if something can fail.

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-55
 Relationships

• The connections between classes

• Association Relationships
• Whole/part Relationships

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-56
 Associations

• The simplest type of relationship

• Are structural connection between
classes or objects
• An object in a class may have a
relationship to other objects in the
same class, called a reflexive
association.

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-57
 Types of
associations
that may
occur in class
diagrams
(Figure 10.17)

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-58
 An Example of an Associative Class in Which a Particular
Section Defines the Relationship between a Student and
a Course (Figure 10.18)

Association classes are

those that are used to
break up a many-to-
many association
between classes

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-59
 Whole/Part Relationships

• When one class represents the whole

object, and other classes represent
parts
• Categories
• Aggregation
• Collection
• Composition

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-60
Categories of Whole/Part Relationships

Aggregation:
• A “has a” relationship
• Provides a means of showing that the whole object is composed
of the sum of its parts
• A weeker relationship (whole could be removed and parts stay)
Collection:
• Consists of a whole and its members
• A weak association, members may change, but the whole
retains its identity
Composition:
• The whole has a responsibility for the parts
• A stronger relationship, If the whole is deleted, all parts are
deleted.
Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-61
 An Example of Whole-Part and
Aggregation Relationships (Figure 10.19)

Composition
Aggregation

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-62
 Generalization/Specialization
Diagrams
• Generalization
• Inheritance
• Polymorphism
• Abstract classes
• Messages

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-63
 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

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-64
 Inheritance

• Helps to foster reuse

• Helps to maintain existing program
code

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-65
 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.

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-66
 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

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-67
A
Generalization
/Specification
Diagram Is a
Refined Form
of a Class
Diagram
(Figure 10.20)

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-68
 Finding Classes

• During interviewing or JAD sessions

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

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-69
 Determining Class Methods

• Standard methods
• Examine a CRUD matrix

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-70
 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
• May be thought of as an output or an input

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-71
 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

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-72
 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.

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-73
 A Statechart Diagram
Showing How a
Student Progresses
from a Potential
Student to a
Graduated Student
(Figure 10.22)

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-74
 Packages

• Containers for other UML things

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

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-75
 Use Cases Can Be Grouped into
Packages (Figure 10.23)

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-76
 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.

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-77
 Summary

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

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-78
 Summary (Continued)

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

Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10-79