Even when you have a fancy case tool you might find yourself using these cards to help with designing parts of programs. Doc 8, oo design - exploratory Phase Slide 10 Finding Abstract Classes An abstract class springs from a set of classes that share a useful attribute. Look for common attributes in classes, as described by the you requirement Grouping related classes can identify candidates for abstract classes Name the superclass that you feel each group represents Record the superclass names Doc 8, oo design - exploratory Phase Slide 11 If you. Statement of purpose for class implies responsibilities Walk-through the system Imagine how the system will be used What situations might occur? Scenarios of using system Scenarios Scenario a sequence of events between the system and an outside agent, such as a user, a sensor, or another program Outside agent is trying to perform some task The collection of all possible scenarios specify all the existing ways. The atm accepts the card and reads its serial number. The atm requests the password; the user enters "1234." The atm verifies the serial number and password with the atm consortium; the consortium checks it with the user's bank and notifies the atm of acceptance. The atm asks the user to select the kind of transaction; the user selects "withdrawal." The atm asks the user for the amount of cash; the user enters "100." The atm verifies that the amount is within predefined policy limits and asks the consortium.
One class per card. Write a brief description of the overall purpose of the class. The front of the card will be filled in with information as the design process continues. If you prefer to use some other medium (8 1/2" by 11" sheets of paper, computer oliver program). The goal is a tool that will enhance exploring the model. Once you are experienced with object-oriented design, you may find better tools. However, while learning, it is hard to find a cheaper tool than index cards.
Skip the nonsense, keep the rest. The goal is a list of candidate objects. Some items in the list will be eliminated, others will be added later. Finding good objects is a skill, like finding a good functional decomposition. Model physical objects Disks Printers Airplanes Model conceptual entities that form a cohesive abstraction Window File bank Account If more than one word applies to a concept select the one that is most meaningful Doc 8, oo design - exploratory Phase Slide 6 Finding. Is start point different from end point from point? Be wary of passive voice a sentence is passive if the subject of the verb receives the action Passive: The music was enjoyed by us Active: we enjoyed the music Model categories of classes Categories may become abstract classes keep them as individual classes. This description is a source of interface objects. Model the values of attributes, not the attributes themselves height of a rectangle height is an attribute of rectangle value of height is a number Rectangle can record its height Doc 8, oo design - exploratory Phase Slide 8 Finding Classes Categories of Classes.
Rpubs - coursera, exploratory, data, analysis, assignment
With whom will writing each object collaborate in order to accomplish each of its responsibilities? What is the nature of the objects' collaboration These activities have an analysis flavor to them. Note the link between the goals of the system and its objects. The state and behavior of an object are derived, in theory, from the goals. ParcPlace has a design tool that tracks this relationship.
Select a goal, and the tool will list all the objects required for that goal. Conversely, given any object, the tool will show you the goal(s) it helps accomplish. Doc 8, oo design - exploratory Phase Slide 4 overview of Design Analysis Phase Who's related to whom? Determine which classes are related via inheritance finding abstract classes Determine class contracts Finding sub teams divide responsibilities into subsystems Designing interfaces of subsystems and classes Putting it all together Construct protocols for each class Produce a design specification for each class and subsystem Write. Some will be obvious classes, some will be obvious nonsense, and some will fall between obvious and nonsense.
Robert, burns (1759-1796 there is always something to upset the most careful of human calculations. Ihara, saikaku (1642-1693 object-Oriented, design Process, exploratory. Phase, who is on the team? What are their tasks, responsibilities? Who works with whom? Analysis, phase, who's related to whom?
Finding sub teams, putting it all together Exploratory Phase Who is on the team? What are the goals of the system? What must the system accomplish? What objects are required to model the system and accomplish the goals? What does each object have to know in order to accomplish each goal it is involved with? What steps toward accomplishing each goal is it responsible for?
Cse512: Data, visualization, assignment 2: Exploratory, data, analysis
CS535: Doc 8, oo design - exploratory Phase. Cs 535 Object-Oriented Programming design. Spring Semester, 1999, oo design - exploratory Phase, previous nbsp nbsp nbsp. Lecture notes Index nbsp nbsp nbsp, next 1999, All Rights Reserved, sdsu amp essay Roger Whitney. San diego State University - this page last updated 09-Mar-99. Contents of Doc 8, oo design - exploratory Phase. Wirfs-Brock, designing, object-Oriented Software, chapters 1- 5, mark, lorenz, object-Oriented, essay software development: a practical guide, 1993, Appendix i measures and Metrics. The best laid schemes o' mice and men often go astray.
Always true). (1) never true (2) Seldom True (3) Somewhat True (4) Often true (5) Always True 5) According to the information below, identify the "scale" or "level of measurement" it represents. Category (City; or county). Do you live in the county or City? _ county _ City submit this assignment to the course facilitator in the body of an email message. Unit 3 copyright 2001. Northern Arizona University, all rights reserved.
The category is license plates, the numbers have no meaning other than identification, so the answer is Nominal. Assignment Directions : Answer the following questions concerning different "scales" or "levels of measurement." 1) a speedball field is 36,400 square feet, this represent which "scale" or "level of measurement?" Category (dimension/square feet). 2) look at the chart below and identify the "scale" or "level of measurement" it represents. Category (Once per year: Once per month; Once per week; never). Activity, number in your household who participated or watched the following activities at least: Once per year, once per month, once per week. Never, aerobics 6 3 8 43, archery 2 3 1 paperless 59, arts and crafts, baseball, basketball, bicycling bmx 6 2. Bicycling mountain/road Bird watching boating ) According to the information below, identify the "scale" or "level of measurement" it represents. Category (Blonde; Brunette; and Redhead).
Exploratory, data, analysis, coursera
Assignment 4, assignment 4 - levels of measurement. This is a difficult assignment, it way is harder than it looks. Take your time and pay attention to the "differences" between the scales. You need to pay close attention to the scale for each item. Do not look at the numbers in the charts, but the categories. Note: The best information about this assignment is in the online class notes (. Unit 3: evidence: Data Analysis-lesson ). Example: What is the level of measurement for license plates: California 2346; Iowa 3yt904; Virginia 8934 grt and georgia 45OK825?