R.S. Pressman & Associates, Inc. Supplementary Slides for Software Engineering: A Practitioner's Approach, 6/e Part 1 R.S. Pressman & Associates, Inc. 1

Software Engineering: A Practitioner’s Approach, 6/e Chapter 1 Software and Software Engineering copyright © 1996, 2001, 2005 R.S. Pressman & Associates, Inc. For University Use Only May be reproduced ONLY for student use at the university level when used in conjunction with Software Engineering: A Practitioner's Approach. Any other reproduction or use is expressly prohibited. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 2

Software’s Dual Role Software is a product Delivers computing potential Produces, manages, acquires, modifies, displays, or transmits information Software is a vehicle for delivering a product Supports or directly provides system functionality Controls other programs (e.g., an operating system) Effects communications (e.g., networking software) Helps build other software (e.g., software tools) These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 3

What is Software? Software is a set of items or objects that form a “configuration” that includes • programs • documents • data ... These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 4

What is Software? software is engineered software doesn’t wear out software is complex These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 5

Wear vs. Deterioration These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 6

Software Applications system software application software engineering/scientific software embedded software product-line software WebApps (Web applications) AI software These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 7

Software—New Categories Ubiquitous computing—wireless networks Netsourcing—the Web as a computing engine Open source—”free” source code open to the computing community (a blessing, but also a potential curse!) Also … (see Chapter 32) Data mining Grid computing Cognitive machines Software for nanotechnologies These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 8

Legacy Software Why must it change? software must be adapted to meet the needs of new computing environments or technology. software must be enhanced to implement new business requirements. software must be extended to make it interoperable with other more modern systems or databases. software must be re-architected to make it viable within a network environment. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 9

Software Evolution The Law of Continuing Change (1974): E-type systems must be continually adapted else they become progressively less satisfactory. The Law of Increasing Complexity (1974): As an E-type system evolves its complexity increases unless work is done to maintain or reduce it. The Law of Self Regulation (1974): The E-type system evolution process is self-regulating with distribution of product and process measures close to normal. The Law of Conservation of Organizational Stability (1980): The average effective global activity rate in an evolving E-type system is invariant over product lifetime. The Law of Conservation of Familiarity (1980): As an E-type system evolves all associated with it, developers, sales personnel, users, for example, must maintain mastery of its content and behavior to achieve satisfactory evolution. The Law of Continuing Growth (1980): The functional content of E-type systems must be continually increased to maintain user satisfaction over their lifetime. The Law of Declining Quality (1996): The quality of E-type systems will appear to be declining unless they are rigorously maintained and adapted to operational environment changes. The Feedback System Law (1996): E-type evolution processes constitute multi-level, multi- loop, multi-agent feedback systems and must be treated as such to achieve significant improvement over any reasonable base. Source: Lehman, M., et al, “Metrics and Laws of Software Evolution—The Nineties View,” Proceedings of the 4th International Software Metrics Symposium (METRICS '97), IEEE, 1997, can be downloaded from: http://www.ece.utexas.edu/~perry/work/papers/feast1.pdf These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 10

Software Myths Affect managers, customers (and other non- technical stakeholders) and practitioners Are believable because they often have elements of truth, but … Invariably lead to bad decisions, therefore … Insist on reality as you navigate your way through software engineering These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 11

Software Engineering: A Practitioner’s Approach, 6/e Chapter 2 Process: A Generic View copyright © 1996, 2001, 2005 R.S. Pressman & Associates, Inc. For University Use Only May be reproduced ONLY for student use at the university level when used in conjunction with Software Engineering: A Practitioner's Approach. Any other reproduction or use is expressly prohibited. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 12

A Layered Technology Software Engineering tools methods process model a “quality” focus These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 13

A Process Framework Process framework Framework activities work tasks work products milestones & deliverables QA checkpoints Umbrella Activities These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 14

Framework Activities Communication Planning Modeling Construction Analysis of requirements Design Construction Code generation Testing Deployment These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 15

Umbrella Activities Software project management Formal technical reviews Software quality assurance Software configuration management Work product preparation and production Reusability management Measurement Risk management These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 16

The Process Model: Adaptability the framework activities will always be applied on every project ... BUT the tasks (and degree of rigor) for each activity will vary based on: the type of project characteristics of the project common sense judgment; concurrence of the project team These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 17

The CMMI The CMMI defines each process area in terms of “specific goals” and the “specific practices” required to achieve these goals. Specific goals establish the characteristics that must exist if the activities implied by a process area are to be effective. Specific practices refine a goal into a set of process- related activities. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 18

Process Patterns Process patterns define a set of activities, actions, work tasks, work products and/or related behaviors A template is used to define a pattern Typical examples: Customer communication (a process activity) Analysis (an action) Requirements gathering (a process task) Reviewing a work product (a process task) Design model (a work product) These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 19

Process Assessment The process should be assessed to ensure that it meets a set of basic process criteria that have been shown to be essential for a successful software engineering. Many different assessment options are available: SCAMPI CBA IPI SPICE ISO 9001:2000 These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 20

Assessment and Improvement These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 21

Personal Software Process (PSP) Recommends five framework activities: Planning High-level design High-level design review Development Postmortem stresses the need for each software engineer to identify errors early and as important, to understand the types of errors These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 22

Team Software Process (TSP) Each project is “launched” using a “script” that defines the tasks to be accomplished Teams are self-directed Measurement is encouraged Measures are analyzed with the intent of improving the team process These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 23

The Primary Goal of Any Software Process: High Quality Remember: High quality = project timeliness Why? Less rework! These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 24

Software Engineering: A Practitioner’s Approach, 6/e Chapter 3 Prescriptive Process Models copyright © 1996, 2001, 2005 R.S. Pressman & Associates, Inc. For University Use Only May be reproduced ONLY for student use at the university level when used in conjunction with Software Engineering: A Practitioner's Approach. Any other reproduction or use is expressly prohibited. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 25

Prescriptive Models Prescriptive process models advocate an orderly approach to software engineering That leads to a few questions … If prescriptive process models strive for structure and order, are they inappropriate for a software world that thrives on change? Yet, if we reject traditional process models (and the order they imply) and replace them with something less structured, do we make it impossible to achieve coordination and coherence in software work? These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 26

The Waterfall Model These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 27

The Incremental Model These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 28

The RAD Model These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 29

Evolutionary Models: Prototyping Quick plan communication Modeling Quick design Deployment delivery & feedback Construction of prototype These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 30

Evolutionary Models: The Spiral These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 31

Evolutionary Models: Concurrent These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 32

Still Other Process Models Component based development—the process to apply when reuse is a development objective Formal methods—emphasizes the mathematical specification of requirements AOSD—provides a process and methodological approach for defining, specifying, designing, and constructing aspects Unified Process—a “use-case driven, architecture- centric, iterative and incremental” software process closely aligned with the Unified Modeling Language (UML) These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 33

The Unified Process (UP) inception elaboration inception These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 34

UP Phases These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 35

UP Work Products These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 36

Software Engineering: A Practitioner’s Approach, 6/e Chapter 4 Agile Development copyright © 1996, 2001, 2005 R.S. Pressman & Associates, Inc. For University Use Only May be reproduced ONLY for student use at the university level when used in conjunction with Software Engineering: A Practitioner's Approach. Any other reproduction or use is expressly prohibited. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 37

The Manifesto for Agile Software Development “We are uncovering better ways of developing software by doing it and helping others do it. Through this work we have come to value: Individuals and interactions over processes and tools Working software over comprehensive documentation Customer collaboration over contract negotiation Responding to change over following a plan That is, while there is value in the items on the right, we value the items on the left more.” Kent Beck et al These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 38

What is “Agility”? Effective (rapid and adaptive) response to change Effective communication among all stakeholders Drawing the customer onto the team Organizing a team so that it is in control of the work performed Yielding … Rapid, incremental delivery of software These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 39

An Agile Process Is driven by customer descriptions of what is required (scenarios) Recognizes that plans are short-lived Develops software iteratively with a heavy emphasis on construction activities Delivers multiple ‘software increments’ Adapts as changes occur These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 40

Extreme Programming (XP) The most widely used agile process, originally proposed by Kent Beck XP Planning Begins with the creation of “user stories” Agile team assesses each story and assigns a cost Stories are grouped to for a deliverable increment A commitment is made on delivery date After the first increment “project velocity” is used to help define subsequent delivery dates for other increments These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 41

Extreme Programming (XP) XP Design Follows the KIS principle Encourage the use of CRC cards (see Chapter 8) For difficult design problems, suggests the creation of “spike solutions”—a design prototype Encourages “refactoring”—an iterative refinement of the internal program design XP Coding Recommends the construction of a unit test for a store before coding commences Encourages “pair programming” XP Testing All unit tests are executed daily “Acceptance tests” are defined by the customer and excuted to assess customer visible functionality These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 42

Extreme Programming (XP) These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 43

Adaptive Software Development Originally proposed by Jim Highsmith ASD — distinguishing features Mission-driven planning Component-based focus Uses “time-boxing” (See Chapter 24) Explicit consideration of risks Emphasizes collaboration for requirements gathering Emphasizes “learning” throughout the process These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 44

Adaptive Software Development These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 45

Dynamic Systems Development Method Promoted by the DSDM Consortium (www.dsdm.org) DSDM—distinguishing features Similar in most respects to XP and/or ASD Nine guiding principles Active user involvement is imperative. DSDM teams must be empowered to make decisions. The focus is on frequent delivery of products. Fitness for business purpose is the essential criterion for acceptance of deliverables. Iterative and incremental development is necessary to converge on an accurate business solution. All changes during development are reversible. Requirements are baselined at a high level Testing is integrated throughout the life-cycle. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 46

Dynamic Systems Development Method DSDM Life Cycle (with permission of the DSDM consortium) These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 47

Scrum Originally proposed by Schwaber and Beedle Scrum—distinguishing features Development work is partitioned into “packets” Testing and documentation are on-going as the product is constructed Work occurs in “sprints” and is derived from a “backlog” of existing requirements Meetings are very short and sometimes conducted without chairs “demos” are delivered to the customer with the time-box allocated These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 48

Scrum These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 49

Crystal Proposed by Cockburn and Highsmith Crystal—distinguishing features Actually a family of process models that allow “maneuverability” based on problem characteristics Face-to-face communication is emphasized Suggests the use of “reflection workshops” to review the work habits of the team These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 50

Feature Driven Development Originally proposed by Peter Coad et al FDD—distinguishing features Emphasis is on defining “features” a feature “is a client-valued function that can be implemented in two weeks or less.” Uses a feature template <action> the <result> <by | for | of | to> a(n) <object> A features list is created and “plan by feature” is conducted Design and construction merge in FDD These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 51

Feature Driven Development Reprinted with permission of Peter Coad These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 52

Agile Modeling Originally proposed by Scott Ambler Suggests a set of agile modeling principles Model with a purpose Use multiple models Travel light Content is more important than representation Know the models and the tools you use to create them Adapt locally These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 53

Supplementary Slides for Software Engineering: A Practitioner's Approach, 6/e Part 2 copyright © 1996, 2001, 2005 R.S. Pressman & Associates, Inc. For University Use Only May be reproduced ONLY for student use at the university level when used in conjunction with Software Engineering: A Practitioner's Approach. Any other reproduction or use is expressly prohibited. This presentation, slides, or hardcopy may NOT be used for short courses, industry seminars, or consulting purposes. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 54

Software Engineering: A Practitioner’s Approach, 6/e Chapter 5 Practice: A Generic View copyright © 1996, 2001, 2005 R.S. Pressman & Associates, Inc. For University Use Only May be reproduced ONLY for student use at the university level when used in conjunction with Software Engineering: A Practitioner's Approach. Any other reproduction or use is expressly prohibited. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 55

What is “Practice”? Practice is a broad array of concepts, principles, methods, and tools that you must consider as software is planned and developed. It represents the details—the technical considerations and how to’s—that are below the surface of the software process—the things that you’ll need to actually build high-quality computer software. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 56

The Essence of Practice George Polya, in a book written in 1945 (!), describes the essence of software engineering practice … Understand the problem (communication and analysis). Plan a solution (modeling and software design). Carry out the plan (code generation). Examine the result for accuracy (testing and quality assurance). At its core, good practice is common-sense problem solving These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 57

Core Software Engineering Principles Provide value to the customer and the user KIS—keep it simple! Maintain the product and project “vision” What you produce, others will consume Be open to the future Plan ahead for reuse Think! These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 58

Software Engineering Practices Consider the generic process framework Communication Planning Modeling Construction Deployment Here, we’ll identify Underlying principles How to initiate the practice An abbreviated task set These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 59

Communication Practices Principles Listen Prepare before you communicate Facilitate the communication Face-to-face is best Take notes and document decisions Collaborate with the customer Stay focused Draw pictures when things are unclear Move on … Negotiation works best when both parties win. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 60

Communication Practices Initiation The parties should be physically close to one another Make sure communication is interactive Create solid team “ecosystems” Use the right team structure An abbreviated task set Identify who it is you need to speak with Define the best mechanism for communication Establish overall goals and objectives and define the scope Get more detailed Have stakeholders define scenarios for usage Extract major functions/features Review the results with all stakeholders These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 61

Planning Practices Principles Understand the project scope Involve the customer (and other stakeholders) Recognize that planning is iterative Estimate based on what you know Consider risk Be realistic Adjust granularity as you plan Define how quality will be achieved Define how you’ll accommodate changes Track what you’ve planned These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 62

Planning Practices Initiation Ask Boehm’s questions Why is the system begin developed? What will be done? When will it be accomplished? Who is responsible? Where are they located (organizationally)? How will the job be done technically and managerially? How much of each resource is needed? These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 63

Planning Practices An abbreviated task set Re-assess project scope Assess risks Evaluate functions/features Consider infrastructure functions/features Create a coarse granularity plan Number of software increments Overall schedule Delivery dates for increments Create fine granularity plan for first increment Track progress These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 64

Modeling Practices We create models to gain a better understanding of the actual entity to be built Analysis models represent the customer requirements by depicting the software in three different domains: the information domain, the functional domain, and the behavioral domain. Design models represent characteristics of the software that help practitioners to construct it effectively: the architecture, the user interface, and component-level detail. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 65

Analysis Modeling Practices Analysis modeling principles Represent the information domain Represent software functions Represent software behavior Partition these representations Move from essence toward implementation Elements of the analysis model (Chapter 8) Data model Flow model Class model Behavior model These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 66

Design Modeling Practices Principles Design must be traceable to the analysis model Always consider architecture Focus on the design of data Interfaces (both user and internal) must be designed Components should exhibit functional independence Components should be loosely coupled Design representation should be easily understood The design model should be developed iteratively Elements of the design model Data design Architectural design Component design Interface design These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 67

Construction Practices Preparation principles: Before you write one line of code, be sure you: Understand of the problem you’re trying to solve (see communication and modeling) Understand basic design principles and concepts. Pick a programming language that meets the needs of the software to be built and the environment in which it will operate. Select a programming environment that provides tools that will make your work easier. Create a set of unit tests that will be applied once the component you code is completed. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 68

Construction Practices Coding principles: As you begin writing code, be sure you: Constrain your algorithms by following structured programming [BOH00] practice. Select data structures that will meet the needs of the design. Understand the software architecture and create interfaces that are consistent with it. Keep conditional logic as simple as possible. Create nested loops in a way that makes them easily testable. Select meaningful variable names and follow other local coding standards. Write code that is self-documenting. Create a visual layout (e.g., indentation and blank lines) that aids understanding. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 69

Construction Practices Validation Principles: After you’ve completed your first coding pass, be sure you: Conduct a code walkthrough when appropriate. Perform unit tests and correct errors you’ve uncovered. Refactor the code. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 70

Construction Practices Testing Principles All tests should be traceable to requirements Tests should be planned The Pareto Principle applies to testing Testing begins “in the small” and moves toward “in the large” Exhaustive testing is not possible These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 71

Deployment Practices Principles Manage customer expectations for each increment A complete delivery package should be assembled and tested A support regime should be established Instructional materials must be provided to end-users Buggy software should be fixed first, delivered later These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 72

Software Engineering: A Practitioner’s Approach, 6/e Chapter 6 System Engineering copyright © 1996, 2001, 2005 R.S. Pressman & Associates, Inc. For University Use Only May be reproduced ONLY for student use at the university level when used in conjunction with Software Engineering: A Practitioner's Approach. Any other reproduction or use is expressly prohibited. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 73

System Engineering Elements of a computer-based system Systems Software Hardware People Database Documentation Procedures Systems A hierarchy of macro-elements These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 74

The Hierarchy These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 75

System Modeling define the processes that serve the needs of the view under consideration. represent the behavior of the processes and the assumptions on which the behavior is based. explicitly define both exogenous and endogenous input to the model. exogenous inputs link one constituent of a given view with other constituents at the same level of other levels; endogenous input links individual components of a constituent at a particular view. represent all linkages (including output) that will enable the engineer to better understand the view. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 76

Business Process Engineering uses an integrated set of procedures, methods, and tools to identify how information systems can best meet the strategic goals of an enterprise focuses first on the enterprise and then on the business area creates enterprise models, data models and process models creates a framework for better information management distribution, and control These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 77

System Architectures Three different architectures must be analyzed and designed within the context of business objectives and goals: data architecture applications architecture technology infrastructure data architecture provides a framework for the information needs of a business or business function application architecture encompasses those elements of a system that transform objects within the data architecture for some business purpose technology infrastructure provides the foundation for the data and application architectures These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 78

The BPE Hierarchy Information strategy planning (ISP) strategic goals defined success factors/business rules identified enterprise model created Business area analysis (BAA) processes/services modeled interrelationships of processes and data Application Engineering a.k.a ... software engineering modeling applications/procedures that address (BAA) and constraints of ISP Construction and delivery using CASE and 4GTs, testing These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 79

Information Strategy Planning Management issues define strategic business goals/objectives isolate critical success factors conduct analysis of technology impact perform analysis of strategic systems Technical issues create a top-level data model cluster by business/organizational area refine model and clustering These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 80

Defining Objectives and Goals Objective—general statement of direction Goal—defines measurable objective: “reduce manufactured cost of our product” Subgoals: decrease reject rate by 20% in first 6 months gain 10% price concessions from suppliers re-engineer 30% of components for ease of manufacture during first year Objectives tend to be strategic while goals tend to be tactical These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 81

Business Area Analysis define “naturally cohesive groupings of business functions and data” (Martin) perform many of the same activities as ISP, but narrow scope to individual business area identify existing (old) information systems / determine compatibility with new ISP model define systems that are problematic defining systems that are incompatible with new information model begin to establish re-engineering priorities These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 82

The BAA Process Process Flow Data Models Model Matrices e.g., admin. manufacturing QC distribution sales acct eng’ring Process Decomposition Diagram Matrices e.g., entity/process matrix Process Flow Models Data Model These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 83

Product Engineering These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 84

Product Architecture Template These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 85

Architecture Flow Diagram These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 86

System Modeling with UML Deployment diagrams Each 3-D box depicts a hardware element that is part of the physical architecture of the system Activity diagrams Represent procedural aspects of a system element Class diagrams Represent system level elements in terms of the data that describe the element and the operations that manipulate the data These and other UML models will be discussed later These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 87

Deployment Diagram These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 88

Activity Diagram These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 89

Class Diagram These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 90

Software Engineering: A Practitioner’s Approach, 6/e Chapter 7 Requirements Engineering copyright © 1996, 2001, 2005 R.S. Pressman & Associates, Inc. For University Use Only May be reproduced ONLY for student use at the university level when used in conjunction with Software Engineering: A Practitioner's Approach. Any other reproduction or use is expressly prohibited. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 91

Requirements Engineering-I Inception—ask a set of questions that establish … basic understanding of the problem the people who want a solution the nature of the solution that is desired, and the effectiveness of preliminary communication and collaboration between the customer and the developer Elicitation—elicit requirements from all stakeholders Elaboration—create an analysis model that identifies data, function and behavioral requirements Negotiation—agree on a deliverable system that is realistic for developers and customers These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 92

Requirements Engineering-II Specification—can be any one (or more) of the following: A written document A set of models A formal mathematical A collection of user scenarios (use-cases) A prototype Validation—a review mechanism that looks for errors in content or interpretation areas where clarification may be required missing information inconsistencies (a major problem when large products or systems are engineered) conflicting or unrealistic (unachievable) requirements. Requirements management These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 93

Inception Identify stakeholders Recognize multiple points of view “who else do you think I should talk to?” Recognize multiple points of view Work toward collaboration The first questions Who is behind the request for this work? Who will use the solution? What will be the economic benefit of a successful solution Is there another source for the solution that you need? These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 94

Eliciting Requirements meetings are conducted and attended by both software engineers and customers rules for preparation and participation are established an agenda is suggested a "facilitator" (can be a customer, a developer, or an outsider) controls the meeting a "definition mechanism" (can be work sheets, flip charts, or wall stickers or an electronic bulletin board, chat room or virtual forum) is used the goal is to identify the problem propose elements of the solution negotiate different approaches, and specify a preliminary set of solution requirements These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 95

Eliciting Requirements These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 96

Quality Function Deployment Function deployment determines the “value” (as perceived by the customer) of each function required of the system Information deployment identifies data objects and events Task deployment examines the behavior of the system Value analysis determines the relative priority of requirements These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 97

Elicitation Work Products a statement of need and feasibility. a bounded statement of scope for the system or product. a list of customers, users, and other stakeholders who participated in requirements elicitation a description of the system’s technical environment. a list of requirements (preferably organized by function) and the domain constraints that apply to each. a set of usage scenarios that provide insight into the use of the system or product under different operating conditions. any prototypes developed to better define requirements. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 98

Use-Cases A collection of user scenarios that describe the thread of usage of a system Each scenario is described from the point-of-view of an “actor”—a person or device that interacts with the software in some way Each scenario answers the following questions: Who is the primary actor, the secondary actor (s)? What are the actor’s goals? What preconditions should exist before the story begins? What main tasks or functions are performed by the actor? What extensions might be considered as the story is described? What variations in the actor’s interaction are possible? What system information will the actor acquire, produce, or change? Will the actor have to inform the system about changes in the external environment? What information does the actor desire from the system? Does the actor wish to be informed about unexpected changes? These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 99

Use-Case Diagram These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 100

Building the Analysis Model Elements of the analysis model Scenario-based elements Functional—processing narratives for software functions Use-case—descriptions of the interaction between an “actor” and the system Class-based elements Implied by scenarios Behavioral elements State diagram Flow-oriented elements Data flow diagram These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 101

Class Diagram From the SafeHome system … 102 These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 102

State Diagram These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 103

Analysis Patterns Pattern name: A descriptor that captures the essence of the pattern. Intent: Describes what the pattern accomplishes or represents Motivation: A scenario that illustrates how the pattern can be used to address the problem. Forces and context: A description of external issues (forces) that can affect how the pattern is used and also the external issues that will be resolved when the pattern is applied. Solution: A description of how the pattern is applied to solve the problem with an emphasis on structural and behavioral issues. Consequences: Addresses what happens when the pattern is applied and what trade-offs exist during its application. Design: Discusses how the analysis pattern can be achieved through the use of known design patterns. Known uses: Examples of uses within actual systems. Related patterns: On e or more analysis patterns that are related to the named pattern because (1) it is commonly used with the named pattern; (2) it is structurally similar to the named pattern; (3) it is a variation of the named pattern. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 104

Negotiating Requirements Identify the key stakeholders These are the people who will be involved in the negotiation Determine each of the stakeholders “win conditions” Win conditions are not always obvious Negotiate Work toward a set of requirements that lead to “win-win” These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 105

Validating Requirements-I Is each requirement consistent with the overall objective for the system/product? Have all requirements been specified at the proper level of abstraction? That is, do some requirements provide a level of technical detail that is inappropriate at this stage? Is the requirement really necessary or does it represent an add-on feature that may not be essential to the objective of the system? Is each requirement bounded and unambiguous? Does each requirement have attribution? That is, is a source (generally, a specific individual) noted for each requirement? Do any requirements conflict with other requirements? These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 106

Validating Requirements-II Is each requirement achievable in the technical environment that will house the system or product? Is each requirement testable, once implemented? Does the requirements model properly reflect the information, function and behavior of the system to be built. Has the requirements model been “partitioned” in a way that exposes progressively more detailed information about the system. Have requirements patterns been used to simplify the requirements model. Have all patterns been properly validated? Are all patterns consistent with customer requirements? These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 107

Software Engineering: A Practitioner’s Approach, 6/e Chapter 8 Analysis Modeling copyright © 1996, 2001, 2005 R.S. Pressman & Associates, Inc. For University Use Only May be reproduced ONLY for student use at the university level when used in conjunction with Software Engineering: A Practitioner's Approach. Any other reproduction or use is expressly prohibited. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 108

Requirements Analysis specifies software’s operational characteristics indicates software's interface with other system elements establishes constraints that software must meet Requirements analysis allows the software engineer (called an analyst or modeler in this role) to: elaborate on basic requirements established during earlier requirement engineering tasks build models that depict user scenarios, functional activities, problem classes and their relationships, system and class behavior, and the flow of data as it is transformed. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 109

A Bridge These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 110

Rules of Thumb The model should focus on requirements that are visible within the problem or business domain. The level of abstraction should be relatively high. Each element of the analysis model should add to an overall understanding of software requirements and provide insight into the information domain, function and behavior of the system. Delay consideration of infrastructure and other non-functional models until design. Minimize coupling throughout the system. Be certain that the analysis model provides value to all stakeholders. Keep the model as simple as it can be. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 111

Domain Analysis Software domain analysis is the identification, analysis, and specification of common requirements from a specific application domain, typically for reuse on multiple projects within that application domain . . . [Object-oriented domain analysis is] the identification, analysis, and specification of common, reusable capabilities within a specific application domain, in terms of common objects, classes, subassemblies, and frameworks . . . Donald Firesmith These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 112

Domain Analysis Define the domain to be investigated. Collect a representative sample of applications in the domain. Analyze each application in the sample. Develop an analysis model for the objects. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 113

Data Modeling examines data objects independently of processing focuses attention on the data domain creates a model at the customer’s level of abstraction indicates how data objects relate to one another These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 114

What is a Data Object? Object —something that is described by a set of attributes (data items) and that will be manipulated within the software (system) each instance of an object (e.g., a book) can be identified uniquely (e.g., ISBN #) each plays a necessary role in the system i.e., the system could not function without access to instances of the object each is described by attributes that are themselves data items These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 115

Typical Objects external entities (printer, user, sensor) things (e.g, reports, displays, signals) occurrences or events (e.g., interrupt, alarm) roles (e.g., manager, engineer, salesperson) organizational units (e.g., division, team) places (e.g., manufacturing floor) structures (e.g., employee record) These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 116

Data Objects and Attributes A data object contains a set of attributes that act as an aspect, quality, characteristic, or descriptor of the object object: automobile attributes: make model body type price options code These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 117

What is a Relationship? relationship —indicates “connectedness”; a "fact" that must be "remembered" by the system and cannot or is not computed or derived mechanically several instances of a relationship can exist objects can be related in many different ways These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 118

ERD Notation One common form: object object Another common form: relationship object 1 2 (1, 1) attribute Another common form: object relationship object 1 2 (0, m) (1, 1) These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 119

Building an ERD Level 1—model all data objects (entities) and their “connections” to one another Level 2—model all entities and relationships Level 3—model all entities, relationships, and the attributes that provide further depth These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 120

The ERD: An Example request Customer for service (1,1) (1,m) (1,1) places (1,1) (1,m) (1,1) standard task table (1,n) work order generates (1,1) (1,1) (1,1) selected from work tasks (1,w) consists of (1,w) (1,i) materials lists These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 121

Object-Oriented Concepts Must be understood to apply class-based elements of the analysis model Key concepts: Classes and objects Attributes and operations Encapsulation and instantiation Inheritance These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 122

Classes object-oriented thinking begins with the definition of a class, often defined as: template generalized description “blueprint” ... describing a collection of similar items a metaclass (also called a superclass) establishes a hierarchy of classes once a class of items is defined, a specific instance of the class can be identified These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 123

Building a Class These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 124

What is a Class? occurrences roles organizational units things places external entities structures class name attributes: operations: These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 125

Encapsulation/Hiding The object encapsulates both data and the logical procedures required to manipulate the data method # 1 method # 2 data method # 3 method # 6 method # 5 method # 4 Achieves “information hiding” These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 126

Class Hierarchy PieceOfFurniture (superclass) Table Chair Desk ”Chable" subclasses of the instances of Chair These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 127

Methods (a.k.a. Operations, Services) An executable procedure that is encapsulated in a class and is designed to operate on one or more data attributes that are defined as part of the class. A method is invoked via message passing. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 128

Scenario-Based Modeling “[Use-cases] are simply an aid to defining what exists outside the system (actors) and what should be performed by the system (use-cases).” Ivar Jacobson (1) What should we write about? (2) How much should we write about it? (3) How detailed should we make our description? (4) How should we organize the description? These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 129

Use-Cases a scenario that describes a “thread of usage” for a system actors represent roles people or devices play as the system functions users can play a number of different roles for a given scenario These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 130

Developing a Use-Case What are the main tasks or functions that are performed by the actor? What system information will the the actor acquire, produce or change? Will the actor have to inform the system about changes in the external environment? What information does the actor desire from the system? Does the actor wish to be informed about unexpected changes? These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 131

Use-Case Diagram These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 132

Activity Diagram Supplements the use-case by providing a diagrammatic representation of procedural flow These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 133

Swimlane Diagrams Allows the modeler to represent the flow of activities described by the use-case and at the same time indicate which actor (if there are multiple actors involved in a specific use-case) or analysis class has responsibility for the action described by an activity rectangle These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 134

Flow-Oriented Modeling Represents how data objects are transformed at they move through the system A data flow diagram (DFD) is the diagrammatic form that is used Considered by many to be an ‘old school’ approach, flow-oriented modeling continues to provide a view of the system that is unique—it should be used to supplement other analysis model elements These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 135

The Flow Model Every computer-based system is an information transform .... computer based system input output These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 136

Flow Modeling Notation external entity process data flow data store These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 137

External Entity A producer or consumer of data Examples: a person, a device, a sensor Another example: computer-based system Data must always originate somewhere and must always be sent to something These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 138

Process A data transformer (changes input to output) Examples: compute taxes, determine area, format report, display graph Data must always be processed in some way to achieve system function These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 139

Data Flow Data flows through a system, beginning as input and be transformed into output. base compute triangle area area height These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 140

Data Stores Data is often stored for later use. look-up sensor data sensor #, type, location, age look-up sensor data report required type, location, age sensor number sensor data These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 141

Data Flow Diagramming: Guidelines all icons must be labeled with meaningful names the DFD evolves through a number of levels of detail always begin with a context level diagram (also called level 0) always show external entities at level 0 always label data flow arrows do not represent procedural logic These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 142

Constructing a DFD—I review the data model to isolate data objects and use a grammatical parse to determine “operations” determine external entities (producers and consumers of data) create a level 0 DFD These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 143

Level 0 DFD Example user digital video monitor processor video source processing request user requested video signal digital video processor monitor video source NTSC video signal These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 144

Constructing a DFD—II write a narrative describing the transform parse to determine next level transforms “balance” the flow to maintain data flow continuity develop a level 1 DFD use a 1:5 (approx.) expansion ratio These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 145

The Data Flow Hierarchy b x P y level 0 c a p2 f p1 b p4 d 5 g p3 e level 1 These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 146

Flow Modeling Notes each bubble is refined until it does just one thing the expansion ratio decreases as the number of levels increase most systems require between 3 and 7 levels for an adequate flow model a single data flow item (arrow) may be expanded as levels increase (data dictionary provides information) These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 147

Process Specification (PSPEC) bubble PSPEC narrative pseudocode (PDL) equations tables diagrams and/or charts These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 148

Maps into DFDs: A Look Ahead analysis model design model 149 These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 149

Control Flow Diagrams Represents “events” and the processes that manage events An “event” is a Boolean condition that can be ascertained by: listing all sensors that are "read" by the software. listing all interrupt conditions. listing all "switches" that are actuated by an operator. listing all data conditions. recalling the noun/verb parse that was applied to the processing narrative, review all "control items" as possible CSPEC inputs/outputs. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 150

The Control Model the control flow diagram is "superimposed" on the DFD and shows events that control the processes noted in the DFD control flows—events and control items—are noted by dashed arrows a vertical bar implies an input to or output from a control spec (CSPEC) — a separate specification that describes how control is handled a dashed arrow entering a vertical bar is an input to the CSPEC a dashed arrow leaving a process implies a data condition a dashed arrow entering a process implies a control input read directly by the process control flows do not physically activate/deactivate the processes—this is done via the CSPEC These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 151

Control Flow Diagram These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 152

Control Specification (CSPEC) The CSPEC can be: state diagram (sequential spec) state transition table combinatorial spec decision tables activation tables These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 153

Guidelines for Building a CSPEC list all sensors that are "read" by the software list all interrupt conditions list all "switches" that are actuated by the operator list all data conditions recalling the noun-verb parse that was applied to the software statement of scope, review all "control items" as possible CSPEC inputs/outputs describe the behavior of a system by identifying its states; identify how each state is reach and defines the transitions between states focus on possible omissions ... a very common error in specifying control, e.g., ask: "Is there any other way I can get to this state or exit from it?" These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 154

Class-Based Modeling Identify analysis classes by examining the problem statement Use a “grammatical parse” to isolate potential classes Identify the attributes of each class Identify operations that manipulate the attributes These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 155

Analysis Classes External entities (e.g., other systems, devices, people) that produce or consume information to be used by a computer-based system. Things (e.g, reports, displays, letters, signals) that are part of the information domain for the problem. Occurrences or events (e.g., a property transfer or the completion of a series of robot movements) that occur within the context of system operation. Roles (e.g., manager, engineer, salesperson) played by people who interact with the system. Organizational units (e.g., division, group, team) that are relevant to an application. Places (e.g., manufacturing floor or loading dock) that establish the context of the problem and the overall function of the system. Structures (e.g., sensors, four-wheeled vehicles, or computers) that define a class of objects or related classes of objects. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 156

Selecting Classes—Criteria retained information needed services multiple attributes common attributes common operations essential requirements These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 157

Class Diagram Class name attributes operations 158 These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 158

Class Diagram These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 159

CRC Modeling Analysis classes have “responsibilities” Responsibilities are the attributes and operations encapsulated by the class Analysis classes collaborate with one another Collaborators are those classes that are required to provide a class with the information needed to complete a responsibility. In general, a collaboration implies either a request for information or a request for some action. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 160

CRC Modeling These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 161

Class Types Entity classes, also called model or business classes, are extracted directly from the statement of the problem (e.g., FloorPlan and Sensor). Boundary classes are used to create the interface (e.g., interactive screen or printed reports) that the user sees and interacts with as the software is used. Controller classes manage a “unit of work” [UML03] from start to finish. That is, controller classes can be designed to manage the creation or update of entity objects; the instantiation of boundary objects as they obtain information from entity objects; complex communication between sets of objects; validation of data communicated between objects or between the user and the application. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 162

Responsibilities System intelligence should be distributed across classes to best address the needs of the problem Each responsibility should be stated as generally as possible Information and the behavior related to it should reside within the same class Information about one thing should be localized with a single class, not distributed across multiple classes. Responsibilities should be shared among related classes, when appropriate. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 163

Collaborations Classes fulfill their responsibilities in one of two ways: A class can use its own operations to manipulate its own attributes, thereby fulfilling a particular responsibility, or a class can collaborate with other classes. Collaborations identify relationships between classes Collaborations are identified by determining whether a class can fulfill each responsibility itself three different generic relationships between classes [WIR90]: the is-part-of relationship the has-knowledge-of relationship the depends-upon relationship These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 164

Composite Aggregate Class These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 165

Reviewing the CRC Model All participants in the review (of the CRC model) are given a subset of the CRC model index cards. Cards that collaborate should be separated (i.e., no reviewer should have two cards that collaborate). All use-case scenarios (and corresponding use-case diagrams) should be organized into categories. The review leader reads the use-case deliberately. As the review leader comes to a named object, she passes a token to the person holding the corresponding class index card. When the token is passed, the holder of the class card is asked to describe the responsibilities noted on the card. The group determines whether one (or more) of the responsibilities satisfies the use- case requirement. If the responsibilities and collaborations noted on the index cards cannot accommodate the use-case, modifications are made to the cards. This may include the definition of new classes (and corresponding CRC index cards) or the specification of new or revised responsibilities or collaborations on existing cards. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 166

Associations and Dependencies Two analysis classes are often related to one another in some fashion In UML these relationships are called associations Associations can be refined by indicating multiplicity (the term cardinality is used in data modeling In many instances, a client-server relationship exists between two analysis classes. In such cases, a client-class depends on the server-class in some way and a dependency relationship is established These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 167

Multiplicity These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 168

Dependencies These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 169

Analysis Packages Various elements of the analysis model (e.g., use- cases, analysis classes) are categorized in a manner that packages them as a grouping The plus sign preceding the analysis class name in each package indicates that the classes have public visibility and are therefore accessible from other packages. Other symbols can precede an element within a package. A minus sign indicates that an element is hidden from all other packages and a # symbol indicates that an element is accessible only to packages contained within a given package. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 170

Analysis Packages These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 171

Behavioral Modeling The behavioral model indicates how software will respond to external events or stimuli. To create the model, the analyst must perform the following steps: Evaluate all use-cases to fully understand the sequence of interaction within the system. Identify events that drive the interaction sequence and understand how these events relate to specific objects. Create a sequence for each use-case. Build a state diagram for the system. Review the behavioral model to verify accuracy and consistency. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 172

State Representations In the context of behavioral modeling, two different characterizations of states must be considered: the state of each class as the system performs its function and the state of the system as observed from the outside as the system performs its function The state of a class takes on both passive and active characteristics [CHA93]. A passive state is simply the current status of all of an object’s attributes. The active state of an object indicates the current status of the object as it undergoes a continuing transformation or processing. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 173

State Diagram for the ControlPanel Class These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 174

The States of a System state—a set of observable circum- stances that characterizes the behavior of a system at a given time state transition—the movement from one state to another event—an occurrence that causes the system to exhibit some predictable form of behavior action—process that occurs as a consequence of making a transition These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 175

Behavioral Modeling make a list of the different states of a system (How does the system behave?) indicate how the system makes a transition from one state to another (How does the system change state?) indicate event indicate action draw a state diagram or a sequence diagram These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 176

Sequence Diagram These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 177

Writing the Software Specification Everyone knew exactly what had to be done until someone wrote it down! These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 178

Specification Guidelines These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 179

Specification Guidelines These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 180

Specification Guidelines These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 181

Software Engineering: A Practitioner’s Approach, 6/e Chapter 9 Design Engineering copyright © 1996, 2001, 2005 R.S. Pressman & Associates, Inc. For University Use Only May be reproduced ONLY for student use at the university level when used in conjunction with Software Engineering: A Practitioner's Approach. Any other reproduction or use is expressly prohibited. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 182

Analysis Model -> Design Model These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 183

Design and Quality the design must implement all of the explicit requirements contained in the analysis model, and it must accommodate all of the implicit requirements desired by the customer. the design must be a readable, understandable guide for those who generate code and for those who test and subsequently support the software. the design should provide a complete picture of the software, addressing the data, functional, and behavioral domains from an implementation perspective. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 184

Quality Guidelines A design should exhibit an architecture that (1) has been created using recognizable architectural styles or patterns, (2) is composed of components that exhibit good design characteristics and (3) can be implemented in an evolutionary fashion For smaller systems, design can sometimes be developed linearly. A design should be modular; that is, the software should be logically partitioned into elements or subsystems A design should contain distinct representations of data, architecture, interfaces, and components. A design should lead to data structures that are appropriate for the classes to be implemented and are drawn from recognizable data patterns. A design should lead to components that exhibit independent functional characteristics. A design should lead to interfaces that reduce the complexity of connections between components and with the external environment. A design should be derived using a repeatable method that is driven by information obtained during software requirements analysis. A design should be represented using a notation that effectively communicates its meaning. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 185

Design Principles The design process should not suffer from ‘tunnel vision.’ The design should be traceable to the analysis model. The design should not reinvent the wheel. The design should “minimize the intellectual distance” [DAV95] between the software and the problem as it exists in the real world. The design should exhibit uniformity and integration. The design should be structured to accommodate change. The design should be structured to degrade gently, even when aberrant data, events, or operating conditions are encountered. Design is not coding, coding is not design. The design should be assessed for quality as it is being created, not after the fact. The design should be reviewed to minimize conceptual (semantic) errors. From Davis [DAV95] These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 186

Fundamental Concepts abstraction—data, procedure, control architecture—the overall structure of the software patterns—”conveys the essence” of a proven design solution modularity—compartmentalization of data and function hiding—controlled interfaces Functional independence—single-minded function and low coupling refinement—elaboration of detail for all abstractions Refactoring—a reorganization technique that simplifies the design These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 187

Data Abstraction door manufacturer model number type swing direction inserts lights type number weight opening mechanism implemented as a data structure These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 188

Procedural Abstraction open details of enter algorithm implemented with a "knowledge" of the object that is associated with enter These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 189

Architecture “The overall structure of the software and the ways in which that structure provides conceptual integrity for a system.” [SHA95a] Structural properties. This aspect of the architectural design representation defines the components of a system (e.g., modules, objects, filters) and the manner in which those components are packaged and interact with one another. For example, objects are packaged to encapsulate both data and the processing that manipulates the data and interact via the invocation of methods Extra-functional properties. The architectural design description should address how the design architecture achieves requirements for performance, capacity, reliability, security, adaptability, and other system characteristics. Families of related systems. The architectural design should draw upon repeatable patterns that are commonly encountered in the design of families of similar systems. In essence, the design should have the ability to reuse architectural building blocks. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 190

Patterns Design Pattern Template Pattern name—describes the essence of the pattern in a short but expressive name Intent—describes the pattern and what it does Also-known-as—lists any synonyms for the pattern Motivation—provides an example of the problem Applicability—notes specific design situations in which the pattern is applicable Structure—describes the classes that are required to implement the pattern Participants—describes the responsibilities of the classes that are required to implement the pattern Collaborations—describes how the participants collaborate to carry out their responsibilities Consequences—describes the “design forces” that affect the pattern and the potential trade-offs that must be considered when the pattern is implemented Related patterns—cross-references related design patterns These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 191

Modular Design These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 192

Modularity: Trade-offs What is the "right" number of modules for a specific software design? module development cost cost of software module integration cost optimal number number of modules of modules These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 193

Information Hiding module clients • algorithm controlled interface • data structure • details of external interface • resource allocation policy clients "secret" a specific design decision These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 194

Why Information Hiding? reduces the likelihood of “side effects” limits the global impact of local design decisions emphasizes communication through controlled interfaces discourages the use of global data leads to encapsulation—an attribute of high quality design results in higher quality software These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 195

Stepwise Refinement open walk to door; reach for knob; open door; repeat until door opens turn knob clockwise; walk through; if knob doesn't turn, then close door. take key out; find correct key; insert in lock; endif pull/push door move out of way; end repeat These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 196

Functional Independence These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 197

Sizing Modules: Two Views These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 198

Refactoring Fowler [FOW99] defines refactoring in the following manner: "Refactoring is the process of changing a software system in such a way that it does not alter the external behavior of the code [design] yet improves its internal structure.” When software is refactored, the existing design is examined for redundancy unused design elements inefficient or unnecessary algorithms poorly constructed or inappropriate data structures or any other design failure that can be corrected to yield a better design. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 199

OO Design Concepts Design classes Entity classes Boundary classes Controller classes Inheritance—all responsibilities of a superclass is immediately inherited by all subclasses Messages—stimulate some behavior to occur in the receiving object Polymorphism—a characteristic that greatly reduces the effort required to extend the design These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 200

Design Classes Analysis classes are refined during design to become entity classes Boundary classes are developed during design to create the interface (e.g., interactive screen or printed reports) that the user sees and interacts with as the software is used. Boundary classes are designed with the responsibility of managing the way entity objects are represented to users. Controller classes are designed to manage the creation or update of entity objects; the instantiation of boundary objects as they obtain information from entity objects; complex communication between sets of objects; validation of data communicated between objects or between the user and the application. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 201

Inheritance Design options: The class can be designed and built from scratch. That is, inheritance is not used. The class hierarchy can be searched to determine if a class higher in the hierarchy (a superclass)contains most of the required attributes and operations. The new class inherits from the superclass and additions may then be added, as required. The class hierarchy can be restructured so that the required attributes and operations can be inherited by the new class. Characteristics of an existing class can be overridden and different versions of attributes or operations are implemented for the new class. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 202

Messages These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 203

Polymorphism Conventional approach … case of graphtype: if graphtype = linegraph then DrawLineGraph (data); if graphtype = piechart then DrawPieChart (data); if graphtype = histogram then DrawHisto (data); if graphtype = kiviat then DrawKiviat (data); end case; All of the graphs become subclasses of a general class called graph. Using a concept called overloading [TAY90], each subclass defines an operation called draw. An object can send a draw message to any one of the objects instantiated from any one of the subclasses. The object receiving the message will invoke its own draw operation to create the appropriate graph. graphtype draw These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 204

The Design Model These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 205

Design Model Elements Data elements Architectural elements Data model --> data structures Data model --> database architecture Architectural elements Application domain Analysis classes, their relationships, collaborations and behaviors are transformed into design realizations Patterns and “styles” (Chapter 10) Interface elements the user interface (UI) external interfaces to other systems, devices, networks or other producers or consumers of information internal interfaces between various design components. Component elements Deployment elements These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 206

Interface Elements These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 207

Component Elements These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 208

Deployment Elements These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 209

Design Patterns The best designers in any field have an uncanny ability to see patterns that characterize a problem and corresponding patterns that can be combined to create a solution A description of a design pattern may also consider a set of design forces. Design forces describe non-functional requirements (e.g., ease of maintainability, portability) associated the software for which the pattern is to be applied. The pattern characteristics (classes, responsibilities, and collaborations) indicate the attributes of the design that may be adjusted to enable the pattern to accommodate a variety of problems. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 210

Frameworks A framework is not an architectural pattern, but rather a skeleton with a collection of “plug points” (also called hooks and slots) that enable it to be adapted to a specific problem domain. Gamma et al note that: Design patterns are more abstract than frameworks. Design patterns are smaller architectural elements than frameworks Design patterns are less specialized than frameworks These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 211

Software Engineering: A Practitioner’s Approach, 6/e Chapter 10 Architectural Design copyright © 1996, 2001, 2005 R.S. Pressman & Associates, Inc. For University Use Only May be reproduced ONLY for student use at the university level when used in conjunction with Software Engineering: A Practitioner's Approach. Any other reproduction or use is expressly prohibited. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 212

Why Architecture? The architecture is not the operational software. Rather, it is a representation that enables a software engineer to: (1) analyze the effectiveness of the design in meeting its stated requirements, (2) consider architectural alternatives at a stage when making design changes is still relatively easy, and (3) reduce the risks associated with the construction of the software. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 213

Why is Architecture Important? Representations of software architecture are an enabler for communication between all parties (stakeholders) interested in the development of a computer- based system. The architecture highlights early design decisions that will have a profound impact on all software engineering work that follows and, as important, on the ultimate success of the system as an operational entity. Architecture “constitutes a relatively small, intellectually graspable model of how the system is structured and how its components work together” [BAS03]. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 214

Data Design At the architectural level … Design of one or more databases to support the application architecture Design of methods for ‘mining’ the content of multiple databases navigate through existing databases in an attempt to extract appropriate business-level information Design of a data warehouse—a large, independent database that has access to the data that are stored in databases that serve the set of applications required by a business These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 215

Data Design At the component level … refine data objects and develop a set of data abstractions implement data object attributes as one or more data structures review data structures to ensure that appropriate relationships have been established simplify data structures as required These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 216

Data Design—Component Level 1. The systematic analysis principles applied to function and behavior should also be applied to data. 2. All data structures and the operations to be performed on each should be identified. 3. A data dictionary should be established and used to define both data and program design. 4. Low level data design decisions should be deferred until late in the design process. 5. The representation of data structure should be known only to those modules that must make direct use of the data contained within the structure. 6. A library of useful data structures and the operations that may be applied to them should be developed. 7. A software design and programming language should support the specification and realization of abstract data types. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 217

Architectural Styles Data-centered architectures Each style describes a system category that encompasses: (1) a set of components (e.g., a database, computational modules) that perform a function required by a system, (2) a set of connectors that enable “communication, coordination and cooperation” among components, (3) constraints that define how components can be integrated to form the system, and (4) semantic models that enable a designer to understand the overall properties of a system by analyzing the known properties of its constituent parts. Data-centered architectures Data flow architectures Call and return architectures Object-oriented architectures Layered architectures These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 218

Data-Centered Architecture These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 219

Data Flow Architecture These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 220

Call and Return Architecture These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 221

Layered Architecture These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 222

Architectural Patterns Concurrency—applications must handle multiple tasks in a manner that simulates parallelism operating system process management pattern task scheduler pattern Persistence—Data persists if it survives past the execution of the process that created it. Two patterns are common: a database management system pattern that applies the storage and retrieval capability of a DBMS to the application architecture an application level persistence pattern that builds persistence features into the application architecture Distribution— the manner in which systems or components within systems communicate with one another in a distributed environment A broker acts as a ‘middle-man’ between the client component and a server component. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 223

Architectural Design The software must be placed into context the design should define the external entities (other systems, devices, people) that the software interacts with and the nature of the interaction A set of architectural archetypes should be identified An archetype is an abstraction (similar to a class) that represents one element of system behavior The designer specifies the structure of the system by defining and refining software components that implement each archetype These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 224

Architectural Context These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 225

Archetypes These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 226

Component Structure These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 227

Refined Component Structure These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 228

Analyzing Architectural Design 1. Collect scenarios. 2. Elicit requirements, constraints, and environment description. 3. Describe the architectural styles/patterns that have been chosen to address the scenarios and requirements: • module view • process view • data flow view 4. Evaluate quality attributes by considered each attribute in isolation. 5. Identify the sensitivity of quality attributes to various architectural attributes for a specific architectural style. 6. Critique candidate architectures (developed in step 3) using the sensitivity analysis conducted in step 5. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 229

An Architectural Design Method customer requirements "four bedrooms, three baths, lots of glass ..." architectural design These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 230

Deriving Program Architecture These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 231

Partitioning the Architecture “horizontal” and “vertical” partitioning are required These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 232

Horizontal Partitioning define separate branches of the module hierarchy for each major function use control modules to coordinate communication between functions function 1 function 3 function 2 These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 233

Vertical Partitioning: Factoring design so that decision making and work are stratified decision making modules should reside at the top of the architecture decision-makers workers These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 234

Why Partitioned Architecture? results in software that is easier to test leads to software that is easier to maintain results in propagation of fewer side effects results in software that is easier to extend These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 235

Structured Design objective: to derive a program architecture that is partitioned approach: the DFD is mapped into a program architecture the PSPEC and STD are used to indicate the content of each module notation: structure chart These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 236

Flow Characteristics Transform flow Transaction flow 237 These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 237

General Mapping Approach isolate incoming and outgoing flow boundaries; for transaction flows, isolate the transaction center working from the boundary outward, map DFD transforms into corresponding modules add control modules as required refine the resultant program structure using effective modularity concepts These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 238

Transform Mapping These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 239

Factoring These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 240

First Level Factoring main program controller output input processing These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 241

Second Level Mapping These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 242

Transaction Flow incoming flow action path T 243 These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 243

Transaction Example fixture fixture setting servos commands operator process report operator display commands screen robot control robot control software assembly record in reality, other commands would also be shown These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 244

Refining the Analysis Model 1. write an English language processing narrative for the level 01 flow model 2. apply noun/verb parse to isolate processes, data items, store and entities 3. develop level 02 and 03 flow models 4. create corresponding data dictionary entries 5. refine flow models as appropriate ... now, we're ready to begin design! These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 245

Deriving Level 1 Processing narrative for " process operator commands" Process operator command software reads operator commands from the cell operator. An error message is displayed for invalid commands. The command type is determined for valid commands and appropriate action is taken. When fixture commands are encountered, fixture status is analyzed and a fixture setting is output to the fixture servos. When a report is selected, the assembly record file is read and a report is generated and displayed on the operator display screen. noun-verb When robot control switches are selected, control values are sent to parse the robot control system. Process operator command software reads operator commands from the cell operator . An error message is displayed for invalid commands . The command type is determined for valid commands and appropriate action is taken . When fixture commands are encountered , fixture status is analyzed and a fixture setting is output to the fixture servos . When a report is selected, the assembly record file is read and a report is generated and displayed on the operator display screen . When robot control switches are selected , control value s are sent to the robot control system. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 246

Level 1 Data Flow Diagram These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 247

Level 2 Data Flow Diagram These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 248

Transaction Mapping Principles isolate the incoming flow path define each of the action paths by looking for the "spokes of the wheel" assess the flow on each action path define the dispatch and control structure map each action path flow individually These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 249

Transaction Mapping These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 250

Isolate Flow Paths These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 251

Map the Flow Model These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 252

Refining the Structure Chart These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 253

Software Engineering: A Practitioner’s Approach, 6/e Chapter 11 Component-Level Design copyright © 1996, 2001, 2005 R.S. Pressman & Associates, Inc. For University Use Only May be reproduced ONLY for student use at the university level when used in conjunction with Software Engineering: A Practitioner's Approach. Any other reproduction or use is expressly prohibited. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 254

What is a Component? OMG Unified Modeling Language Specification [OMG01] defines a component as “… a modular, deployable, and replaceable part of a system that encapsulates implementation and exposes a set of interfaces.” OO view: a component contains a set of collaborating classes Conventional view: logic, the internal data structures that are required to implement the processing logic, and an interface that enables the component to be invoked and data to be passed to it. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 255

OO Component These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 256

Conventional Component These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 257

Basic Design Principles The Open-Closed Principle (OCP). “A module [component] should be open for extension but closed for modification. The Liskov Substitution Principle (LSP). “Subclasses should be substitutable for their base classes. Dependency Inversion Principle (DIP). “Depend on abstractions. Do not depend on concretions.” The Interface Segregation Principle (ISP). “Many client-specific interfaces are better than one general purpose interface. The Release Reuse Equivalency Principle (REP). “The granule of reuse is the granule of release.” The Common Closure Principle (CCP). “Classes that change together belong together.” The Common Reuse Principle (CRP). “Classes that aren’t reused together should not be grouped together.” Source: Martin, R., “Design Principles and Design Patterns,” downloaded from http:www.objectmentor.com, 2000. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 258

Design Guidelines Components Interfaces Dependencies and Inheritance Naming conventions should be established for components that are specified as part of the architectural model and then refined and elaborated as part of the component-level model Interfaces Interfaces provide important information about communication and collaboration (as well as helping us to achieve the OPC) Dependencies and Inheritance it is a good idea to model dependencies from left to right and inheritance from bottom (derived classes) to top (base classes). These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 259

Cohesion Conventional view: OO view: Levels of cohesion the “single-mindedness” of a module OO view: cohesion implies that a component or class encapsulates only attributes and operations that are closely related to one another and to the class or component itself Levels of cohesion Functional Layer Communicational Sequential Procedural Temporal utility These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 260

Coupling Conventional view: OO view: Level of coupling The degree to which a component is connected to other components and to the external world OO view: a qualitative measure of the degree to which classes are connected to one another Level of coupling Content Common Control Stamp Data Routine call Type use Inclusion or import External These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 261

Component Level Design-I Step 1. Identify all design classes that correspond to the problem domain. Step 2. Identify all design classes that correspond to the infrastructure domain. Step 3. Elaborate all design classes that are not acquired as reusable components. Step 3a. Specify message details when classes or component collaborate. Step 3b. Identify appropriate interfaces for each component. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 262

Component-Level Design-II Step 3c. Elaborate attributes and define data types and data structures required to implement them. Step 3d. Describe processing flow within each operation in detail. Step 4. Describe persistent data sources (databases and files) and identify the classes required to manage them. Step 5. Develop and elaborate behavioral representations for a class or component. Step 6. Elaborate deployment diagrams to provide additional implementation detail. Step 7. Factor every component-level design representation and always consider alternatives. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 263

Collaboration Diagram These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 264

Refactoring These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 265

Activity Diagram These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 266

Statechart These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 267

Object Constraint Language (OCL) complements UML by allowing a software engineer to use a formal grammar and syntax to construct unambiguous statements about various design model elements simplest OCL language statements are constructed in four parts: (1) a context that defines the limited situation in which the statement is valid; (2) a property that represents some characteristics of the context (e.g., if the context is a class, a property might be an attribute) (3) an operation (e.g., arithmetic, set-oriented) that manipulates or qualifies a property, and (4) keywords (e.g., if, then, else, and, or, not, implies) that are used to specify conditional expressions. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 268

OCL Example context PrintJob::validate(upperCostBound : Integer, custDeliveryReq : Integer) pre: upperCostBound > 0 and custDeliveryReq > 0 and self.jobAuthorization = 'no' post: if self.totalJobCost <= upperCostBound and self.deliveryDate <= custDeliveryReq then self.jobAuthorization = 'yes' endif These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 269

Algorithm Design the closest design activity to coding the approach: review the design description for the component use stepwise refinement to develop algorithm use structured programming to implement procedural logic use ‘formal methods’ to prove logic These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 270

Stepwise Refinement open walk to door; reach for knob; open door; repeat until door opens turn knob clockwise; walk through; if knob doesn't turn, then close door. take key out; find correct key; insert in lock; endif pull/push door move out of way; end repeat These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 271

Algorithm Design Model represents the algorithm at a level of detail that can be reviewed for quality options: graphical (e.g. flowchart, box diagram) pseudocode (e.g., PDL) ... choice of many programming language decision table conduct walkthrough to assess quality These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 272

Structured Programming for Procedural Design uses a limited set of logical constructs: sequence conditional — if-then-else, select-case loops — do-while, repeat until leads to more readable, testable code can be used in conjunction with ‘proof of correctness’ important for achieving high quality, but not enough These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 273

A Structured Procedural Design These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 274

Decision Table These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 275

Program Design Language (PDL) These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 276

Why Design Language? These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 277

Software Engineering: A Practitioner’s Approach, 6/e Chapter 12 User Interface Design copyright © 1996, 2001, 2005 R.S. Pressman & Associates, Inc. For University Use Only May be reproduced ONLY for student use at the university level when used in conjunction with Software Engineering: A Practitioner's Approach. Any other reproduction or use is expressly prohibited. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 278

Interface Design Easy to learn? Easy to use? Easy to understand? 279 These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 279

Interface Design Typical Design Errors lack of consistency too much memorization no guidance / help no context sensitivity poor response Arcane/unfriendly These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 280

Golden Rules Place the user in control Reduce the user’s memory load Make the interface consistent These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 281

Place the User in Control Define interaction modes in a way that does not force a user into unnecessary or undesired actions. Provide for flexible interaction. Allow user interaction to be interruptible and undoable. Streamline interaction as skill levels advance and allow the interaction to be customized. Hide technical internals from the casual user. Design for direct interaction with objects that appear on the screen. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 282

Reduce the User’s Memory Load Reduce demand on short-term memory. Establish meaningful defaults. Define shortcuts that are intuitive. The visual layout of the interface should be based on a real world metaphor. Disclose information in a progressive fashion. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 283

Make the Interface Consistent Allow the user to put the current task into a meaningful context. Maintain consistency across a family of applications. If past interactive models have created user expectations, do not make changes unless there is a compelling reason to do so. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 284

User Interface Design Models User model — a profile of all end users of the system Design model — a design realization of the user model Mental model (system perception) — the user’s mental image of what the interface is Implementation model — the interface “look and feel” coupled with supporting information that describe interface syntax and semantics These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 285

User Interface Design Process These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 286

Interface Analysis Interface analysis means understanding (1) the people (end-users) who will interact with the system through the interface; (2) the tasks that end-users must perform to do their work, (3) the content that is presented as part of the interface (4) the environment in which these tasks will be conducted. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 287

User Analysis Are users trained professionals, technician, clerical, or manufacturing workers? What level of formal education does the average user have? Are the users capable of learning from written materials or have they expressed a desire for classroom training? Are users expert typists or keyboard phobic? What is the age range of the user community? Will the users be represented predominately by one gender? How are users compensated for the work they perform? Do users work normal office hours or do they work until the job is done? Is the software to be an integral part of the work users do or will it be used only occasionally? What is the primary spoken language among users? What are the consequences if a user makes a mistake using the system? Are users experts in the subject matter that is addressed by the system? Do users want to know about the technology the sits behind the interface? These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 288

Task Analysis and Modeling Answers the following questions … What work will the user perform in specific circumstances? What tasks and subtasks will be performed as the user does the work? What specific problem domain objects will the user manipulate as work is performed? What is the sequence of work tasks—the workflow? What is the hierarchy of tasks? Use-cases define basic interaction Task elaboration refines interactive tasks Object elaboration identifies interface objects (classes) Workflow analysis defines how a work process is completed when several people (and roles) are involved These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 289

Swimlane Diagram These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 290

Analysis of Display Content Are different types of data assigned to consistent geographic locations on the screen (e.g., photos always appear in the upper right hand corner)? Can the user customize the screen location for content? Is proper on-screen identification assigned to all content? If a large report is to be presented, how should it be partitioned for ease of understanding? Will mechanisms be available for moving directly to summary information for large collections of data. Will graphical output be scaled to fit within the bounds of the display device that is used? How will color to be used to enhance understanding? How will error messages and warning be presented to the user? These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 291

Interface Design Steps Using information developed during interface analysis (SEPA, Section 12.3), define interface objects and actions (operations). Define events (user actions) that will cause the state of the user interface to change. Model this behavior. Depict each interface state as it will actually look to the end-user. Indicate how the user interprets the state of the system from information provided through the interface. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 292

Interface Design Patterns Patterns are available for The complete UI Page layout Forms and input Tables Direct data manipulation Navigation Searching Page elements e-Commerce These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 293

Design Issues Response time Help facilities Error handling Menu and command labeling Application accessibility Internationalization These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 294

Design Evaluation Cycle These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 295

Software Engineering: A Practitioner’s Approach, 6/e Chapter 13 Software Testing Strategies copyright © 1996, 2001, 2005 R.S. Pressman & Associates, Inc. For University Use Only May be reproduced ONLY for student use at the university level when used in conjunction with Software Engineering: A Practitioner's Approach. Any other reproduction or use is expressly prohibited. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 296

Software Testing Testing is the process of exercising a program with the specific intent of finding errors prior to delivery to the end user. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 297

What Testing Shows errors requirements conformance performance an indication of quality These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 298

Who Tests the Software? developer independent tester Understands the system Must learn about the system, but, will test "gently" but, will attempt to break it and, is driven by "delivery" and, is driven by quality These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 299

Testing Strategy unit test integration test system validation test These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 300

Testing Strategy We begin by ‘testing-in-the-small’ and move toward ‘testing-in-the-large’ For conventional software The module (component) is our initial focus Integration of modules follows For OO software our focus when “testing in the small” changes from an individual module (the conventional view) to an OO class that encompasses attributes and operations and implies communication and collaboration These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 301

Strategic Issues State testing objectives explicitly. Understand the users of the software and develop a profile for each user category. Develop a testing plan that emphasizes “rapid cycle testing.” Build “robust” software that is designed to test itself Use effective formal technical reviews as a filter prior to testing Conduct formal technical reviews to assess the test strategy and test cases themselves. Develop a continuous improvement approach for the testing process. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 302

Unit Testing module to be tested results software engineer test cases These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 303

Unit Testing module to be tested interface local data structures boundary conditions independent paths error handling paths test cases These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 304

Unit Test Environment test cases RESULTS driver Module stub stub interface local data structures Module boundary conditions independent paths error handling paths stub stub test cases RESULTS These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 305

Integration Testing Strategies Options: • the “big bang” approach • an incremental construction strategy These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 306

Top Down Integration A top module is tested with stubs B F G stubs are replaced one at a time, "depth first" C as new modules are integrated, some subset of tests is re-run D E These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 307

Bottom-Up Integration F G drivers are replaced one at a time, "depth first" C worker modules are grouped into builds and integrated D E cluster These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 308

Sandwich Testing cluster A Top modules are tested with stubs B F G C Worker modules are grouped into builds and integrated D E cluster These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 309

Object-Oriented Testing begins by evaluating the correctness and consistency of the OOA and OOD models testing strategy changes the concept of the ‘unit’ broadens due to encapsulation integration focuses on classes and their execution across a ‘thread’ or in the context of a usage scenario validation uses conventional black box methods test case design draws on conventional methods, but also encompasses special features These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 310

Broadening the View of “Testing” It can be argued that the review of OO analysis and design models is especially useful because the same semantic constructs (e.g., classes, attributes, operations, messages) appear at the analysis, design, and code level. Therefore, a problem in the definition of class attributes that is uncovered during analysis will circumvent side effects that might occur if the problem were not discovered until design or code (or even the next iteration of analysis). These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 311

Testing the CRC Model 1. Revisit the CRC model and the object-relationship model. 2. Inspect the description of each CRC index card to determine if a delegated responsibility is part of the collaborator’s definition. 3. Invert the connection to ensure that each collaborator that is asked for service is receiving requests from a reasonable source. 4. Using the inverted connections examined in step 3, determine whether other classes might be required or whether responsibilities are properly grouped among the classes. 5. Determine whether widely requested responsibilities might be combined into a single responsibility. 6. Steps 1 to 5 are applied iteratively to each class and through each evolution of the OOA model. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 312

OOT Strategy class testing is the equivalent of unit testing operations within the class are tested the state behavior of the class is examined integration applied three different strategies thread-based testing—integrates the set of classes required to respond to one input or event use-based testing—integrates the set of classes required to respond to one use case cluster testing—integrates the set of classes required to demonstrate one collaboration These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 313

Smoke Testing A common approach for creating “daily builds” for product software Smoke testing steps: Software components that have been translated into code are integrated into a “build.” A build includes all data files, libraries, reusable modules, and engineered components that are required to implement one or more product functions. A series of tests is designed to expose errors that will keep the build from properly performing its function. The intent should be to uncover “show stopper” errors that have the highest likelihood of throwing the software project behind schedule. The build is integrated with other builds and the entire product (in its current form) is smoke tested daily. The integration approach may be top down or bottom up. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 314

High Order Testing Validation testing System testing Focus is on software requirements System testing Focus is on system integration Alpha/Beta testing Focus is on customer usage Recovery testing forces the software to fail in a variety of ways and verifies that recovery is properly performed Security testing verifies that protection mechanisms built into a system will, in fact, protect it from improper penetration Stress testing executes a system in a manner that demands resources in abnormal quantity, frequency, or volume Performance Testing test the run-time performance of software within the context of an integrated system These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 315

Debugging: A Diagnostic Process These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 316

The Debugging Process Debugging test cases results new test cases regression tests suspected causes corrections Debugging identified causes These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 317

Debugging Effort time required to diagnose the symptom and determine the cause time required to correct the error and conduct regression tests These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 318

Symptoms & Causes symptom cause symptom and cause may be geographically separated symptom may disappear when another problem is fixed cause may be due to a combination of non-errors cause may be due to a system or compiler error cause may be due to symptom assumptions that everyone cause believes symptom may be intermittent These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 319

Consequences of Bugs infectious damage catastrophic extreme serious disturbing annoying mild Bug Type Bug Categories: function-related bugs, system-related bugs, data bugs, coding bugs, design bugs, documentation bugs, standards violations, etc. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 320

Debugging Techniques brute force / testing backtracking induction deduction These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 321

Debugging: Final Thoughts 1. Don't run off half-cocked, think about the symptom you're seeing. 2. Use tools (e.g., dynamic debugger) to gain more insight. 3. If at an impasse, get help from someone else. 4. Be absolutely sure to conduct regression tests when you do "fix" the bug. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 322

Software Engineering: A Practitioner’s Approach, 6/e Chapter 14 Software Testing Techniques copyright © 1996, 2001, 2005 R.S. Pressman & Associates, Inc. For University Use Only May be reproduced ONLY for student use at the university level when used in conjunction with Software Engineering: A Practitioner's Approach. Any other reproduction or use is expressly prohibited. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 323

Testability Operability—it operates cleanly Observability—the results of each test case are readily observed Controllability—the degree to which testing can be automated and optimized Decomposability—testing can be targeted Simplicity—reduce complex architecture and logic to simplify tests Stability—few changes are requested during testing Understandability—of the design These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 324

What is a “Good” Test? A good test has a high probability of finding an error A good test is not redundant. A good test should be “best of breed” A good test should be neither too simple nor too complex These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 325

Test Case Design "Bugs lurk in corners and congregate at boundaries ..." Boris Beizer OBJECTIVE to uncover errors CRITERIA in a complete manner CONSTRAINT with a minimum of effort and time These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 326

Exhaustive Testing There are 10 possible paths! If we execute one loop < 20 X 14 There are 10 possible paths! If we execute one test per millisecond, it would take 3,170 years to test this program!! These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 327

Selective Testing Selected path loop < 20 X 328 These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 328

Software Testing white-box black-box methods methods Methods Strategies These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 329

White-Box Testing ... our goal is to ensure that all statements and conditions have been executed at least once ... These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 330

Why Cover? logic errors and incorrect assumptions are inversely proportional to a path's execution probability we often believe that a path is not likely to be executed; in fact, reality is often counter intuitive typographical errors are random; it's likely that untested paths will contain some These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 331

Basis Path Testing First, we compute the cyclomatic complexity: number of simple decisions + 1 or number of enclosed areas + 1 In this case, V(G) = 4 These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 332

Cyclomatic Complexity A number of industry studies have indicated that the higher V(G), the higher the probability or errors. modules V(G) modules in this range are more error prone These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 333

Basis Path Testing Next, we derive the independent paths: 1 2 3 4 5 6 7 8 independent paths: Since V(G) = 4, there are four paths Path 1: 1,2,3,6,7,8 Path 2: 1,2,3,5,7,8 Path 3: 1,2,4,7,8 Path 4: 1,2,4,7,2,4,...7,8 Finally, we derive test cases to exercise these paths. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 334

Basis Path Testing Notes you don't need a flow chart, but the picture will help when you trace program paths count each simple logical test, compound tests count as 2 or more basis path testing should be applied to critical modules These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 335

Graph Matrices A graph matrix is a square matrix whose size (i.e., number of rows and columns) is equal to the number of nodes on a flow graph Each row and column corresponds to an identified node, and matrix entries correspond to connections (an edge) between nodes. By adding a link weight to each matrix entry, the graph matrix can become a powerful tool for evaluating program control structure during testing These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 336

Control Structure Testing Condition testing — a test case design method that exercises the logical conditions contained in a program module Data flow testing — selects test paths of a program according to the locations of definitions and uses of variables in the program These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 337

Loop Testing Simple loop Nested Loops Concatenated Loops Unstructured These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 338

Loop Testing: Simple Loops Minimum conditions—Simple Loops 1. skip the loop entirely 2. only one pass through the loop 3. two passes through the loop 4. m passes through the loop m < n 5. (n-1), n, and (n+1) passes through the loop where n is the maximum number of allowable passes These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 339

Loop Testing: Nested Loops Start at the innermost loop. Set all outer loops to their minimum iteration parameter values. Test the min+1, typical, max-1 and max for the innermost loop, while holding the outer loops at their minimum values. Move out one loop and set it up as in step 2, holding all other loops at typical values. Continue this step until the outermost loop has been tested. Concatenated Loops If the loops are independent of one another then treat each as a simple loop else* treat as nested loops endif* for example, the final loop counter value of loop 1 is used to initialize loop 2. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 340

Black-Box Testing requirements output input events 341 These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 341

Black-Box Testing How is functional validity tested? How is system behavior and performance tested? What classes of input will make good test cases? Is the system particularly sensitive to certain input values? How are the boundaries of a data class isolated? What data rates and data volume can the system tolerate? What effect will specific combinations of data have on system operation? These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 342

Graph-Based Methods To understand the objects that are modeled in software and the relationships that connect these objects In this context, we consider the term “objects” in the broadest possible context. It encompasses data objects, traditional components (modules), and object-oriented elements of computer software. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 343

Equivalence Partitioning user queries output formats FK input mouse picks data prompts These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 344

Sample Equivalence Classes Valid data user supplied commands responses to system prompts file names computational data physical parameters bounding values initiation values output data formatting responses to error messages graphical data (e.g., mouse picks) Invalid data data outside bounds of the program physically impossible data proper value supplied in wrong place These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 345

Boundary Value Analysis user queries output formats FK input mouse picks data prompts output domain input domain These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 346

Comparison Testing Used only in situations in which the reliability of software is absolutely critical (e.g., human-rated systems) Separate software engineering teams develop independent versions of an application using the same specification Each version can be tested with the same test data to ensure that all provide identical output Then all versions are executed in parallel with real-time comparison of results to ensure consistency These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 347

Orthogonal Array Testing Used when the number of input parameters is small and the values that each of the parameters may take are clearly bounded These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 348

OOT—Test Case Design Berard [BER93] proposes the following approach: 1. Each test case should be uniquely identified and should be explicitly associated with the class to be tested, 2. The purpose of the test should be stated, 3. A list of testing steps should be developed for each test and should contain [BER94]: a. a list of specified states for the object that is to be tested b. a list of messages and operations that will be exercised as a consequence of the test c. a list of exceptions that may occur as the object is tested d. a list of external conditions (i.e., changes in the environment external to the software that must exist in order to properly conduct the test) e. supplementary information that will aid in understanding or implementing the test. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 349

Testing Methods Fault-based testing The tester looks for plausible faults (i.e., aspects of the implementation of the system that may result in defects). To determine whether these faults exist, test cases are designed to exercise the design or code. Class Testing and the Class Hierarchy Inheritance does not obviate the need for thorough testing of all derived classes. In fact, it can actually complicate the testing process. Scenario-Based Test Design Scenario-based testing concentrates on what the user does, not what the product does. This means capturing the tasks (via use-cases) that the user has to perform, then applying them and their variants as tests. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 350

OOT Methods: Random Testing identify operations applicable to a class define constraints on their use identify a miminum test sequence an operation sequence that defines the minimum life history of the class (object) generate a variety of random (but valid) test sequences exercise other (more complex) class instance life histories These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 351

OOT Methods: Partition Testing reduces the number of test cases required to test a class in much the same way as equivalence partitioning for conventional software state-based partitioning categorize and test operations based on their ability to change the state of a class attribute-based partitioning categorize and test operations based on the attributes that they use category-based partitioning categorize and test operations based on the generic function each performs These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 352

OOT Methods: Inter-Class Testing For each client class, use the list of class operators to generate a series of random test sequences. The operators will send messages to other server classes. For each message that is generated, determine the collaborator class and the corresponding operator in the server object. For each operator in the server object (that has been invoked by messages sent from the client object), determine the messages that it transmits. For each of the messages, determine the next level of operators that are invoked and incorporate these into the test sequence These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 353

OOT Methods: Behavior Testing The tests to be designed should achieve all state coverage [KIR94]. That is, the operation sequences should cause the Account class to make transition through all allowable states These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 354

Testing Patterns Pattern name: pair testing Abstract: A process-oriented pattern, pair testing describes a technique that is analogous to pair programming (Chapter 4) in which two testers work together to design and execute a series of tests that can be applied to unit, integration or validation testing activities. Pattern name: separate test interface Abstract: There is a need to test every class in an object-oriented system, including “internal classes” (i.e., classes that do not expose any interface outside of the component that used them). The separate test interface pattern describes how to create “a test interface that can be used to describe specific tests on classes that are visible only internally to a component.” [LAN01] Pattern name: scenario testing Abstract: Once unit and integration tests have been conducted, there is a need to determine whether the software will perform in a manner that satisfies users. The scenario testing pattern describes a technique for exercising the software from the user’s point of view. A failure at this level indicates that the software has failed to meet a user visible requirement. [KAN01] These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 355

Software Engineering: A Practitioner’s Approach, 6/e Chapter 15 Product Metrics for Software copyright © 1996, 2001, 2005 R.S. Pressman & Associates, Inc. For University Use Only May be reproduced ONLY for student use at the university level when used in conjunction with Software Engineering: A Practitioner's Approach. Any other reproduction or use is expressly prohibited. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 356

McCall’s Triangle of Quality b l y P o r t a b i l y F l e x i b t y R e u s a b i l t y T e s t a b i l y I n t e r o p a b i l y P R O D U C T E V I S N P R O D U C T A N S I P R O D U C T E A I N C o r e c t n s U s a b i l t y E f i c e n y R e l i a b t y I n t e g r i y These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 357

A Comment McCall’s quality factors were proposed in the early 1970s. They are as valid today as they were in that time. It’s likely that software built to conform to these factors will exhibit high quality well into the 21st century, even if there are dramatic changes in technology. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 358

Measures, Metrics and Indicators A measure provides a quantitative indication of the extent, amount, dimension, capacity, or size of some attribute of a product or process The IEEE glossary defines a metric as “a quantitative measure of the degree to which a system, component, or process possesses a given attribute.” An indicator is a metric or combination of metrics that provide insight into the software process, a software project, or the product itself These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 359

Measurement Principles The objectives of measurement should be established before data collection begins; Each technical metric should be defined in an unambiguous manner; Metrics should be derived based on a theory that is valid for the domain of application (e.g., metrics for design should draw upon basic design concepts and principles and attempt to provide an indication of the presence of an attribute that is deemed desirable); Metrics should be tailored to best accommodate specific products and processes [BAS84] These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 360

Measurement Process Formulation. The derivation of software measures and metrics appropriate for the representation of the software that is being considered. Collection. The mechanism used to accumulate data required to derive the formulated metrics. Analysis. The computation of metrics and the application of mathematical tools. Interpretation. The evaluation of metrics results in an effort to gain insight into the quality of the representation. Feedback. Recommendations derived from the interpretation of product metrics transmitted to the software team. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 361

Goal-Oriented Software Measurement The Goal/Question/Metric Paradigm (1) establish an explicit measurement goal that is specific to the process activity or product characteristic that is to be assessed (2) define a set of questions that must be answered in order to achieve the goal, and (3) identify well-formulated metrics that help to answer these questions. Goal definition template Analyze {the name of activity or attribute to be measured} for the purpose of {the overall objective of the analysis} with respect to {the aspect of the activity or attribute that is considered} from the viewpoint of {the people who have an interest in the measurement} in the context of {the environment in which the measurement takes place}. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 362

Metrics Attributes simple and computable. It should be relatively easy to learn how to derive the metric, and its computation should not demand inordinate effort or time empirically and intuitively persuasive. The metric should satisfy the engineer’s intuitive notions about the product attribute under consideration consistent and objective. The metric should always yield results that are unambiguous. consistent in its use of units and dimensions. The mathematical computation of the metric should use measures that do not lead to bizarre combinations of unit. programming language independent. Metrics should be based on the analysis model, the design model, or the structure of the program itself. an effective mechanism for quality feedback. That is, the metric should provide a software engineer with information that can lead to a higher quality end product These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 363

Collection and Analysis Principles Whenever possible, data collection and analysis should be automated; Valid statistical techniques should be applied to establish relationship between internal product attributes and external quality characteristics Interpretative guidelines and recommendations should be established for each metric These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 364

Analysis Metrics Function-based metrics: use the function point as a normalizing factor or as a measure of the “size” of the specification Specification metrics: used as an indication of quality by measuring number of requirements by type These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 365

Function-Based Metrics The function point metric (FP), first proposed by Albrecht [ALB79], can be used effectively as a means for measuring the functionality delivered by a system. Function points are derived using an empirical relationship based on countable (direct) measures of software's information domain and assessments of software complexity Information domain values are defined in the following manner: number of external inputs (EIs) number of external outputs (EOs) number of external inquiries (EQs) number of internal logical files (ILFs) Number of external interface files (EIFs) These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 366

Function Points These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 367

Architectural Design Metrics Structural complexity = g(fan-out) Data complexity = f(input & output variables, fan-out) System complexity = h(structural & data complexity) HK metric: architectural complexity as a function of fan-in and fan-out Morphology metrics: a function of the number of modules and the number of interfaces between modules These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 368

Metrics for OO Design-I Whitmire [WHI97] describes nine distinct and measurable characteristics of an OO design: Size Size is defined in terms of four views: population, volume, length, and functionality Complexity How classes of an OO design are interrelated to one another Coupling The physical connections between elements of the OO design Sufficiency “the degree to which an abstraction possesses the features required of it, or the degree to which a design component possesses features in its abstraction, from the point of view of the current application.” Completeness An indirect implication about the degree to which the abstraction or design component can be reused These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 369

Metrics for OO Design-II Cohesion The degree to which all operations working together to achieve a single, well-defined purpose Primitiveness Applied to both operations and classes, the degree to which an operation is atomic Similarity The degree to which two or more classes are similar in terms of their structure, function, behavior, or purpose Volatility Measures the likelihood that a change will occur These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 370

Distinguishing Characteristics Berard [BER95] argues that the following characteristics require that special OO metrics be developed: Localization—the way in which information is concentrated in a program Encapsulation—the packaging of data and processing Information hiding—the way in which information about operational details is hidden by a secure interface Inheritance—the manner in which the responsibilities of one class are propagated to another Abstraction—the mechanism that allows a design to focus on essential details These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 371

Class-Oriented Metrics Proposed by Chidamber and Kemerer: weighted methods per class depth of the inheritance tree number of children coupling between object classes response for a class lack of cohesion in methods These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 372

Class-Oriented Metrics Proposed by Lorenz and Kidd [LOR94]: class size number of operations overridden by a subclass number of operations added by a subclass specialization index These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 373

Class-Oriented Metrics The MOOD Metrics Suite Method inheritance factor Coupling factor Polymorphism factor These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 374

Operation-Oriented Metrics Proposed by Lorenz and Kidd [LOR94]: average operation size operation complexity average number of parameters per operation These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 375

Component-Level Design Metrics Cohesion metrics: a function of data objects and the locus of their definition Coupling metrics: a function of input and output parameters, global variables, and modules called Complexity metrics: hundreds have been proposed (e.g., cyclomatic complexity) These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 376

Interface Design Metrics Layout appropriateness: a function of layout entities, the geographic position and the “cost” of making transitions among entities These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 377

Code Metrics Halstead’s Software Science: a comprehensive collection of metrics all predicated on the number (count and occurrence) of operators and operands within a component or program It should be noted that Halstead’s “laws” have generated substantial controversy, and many believe that the underlying theory has flaws. However, experimental verification for selected programming languages has been performed (e.g. [FEL89]). These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 378

Metrics for Testing Testing effort can also be estimated using metrics derived from Halstead measures Binder [BIN94] suggests a broad array of design metrics that have a direct influence on the “testability” of an OO system. Lack of cohesion in methods (LCOM). Percent public and protected (PAP). Public access to data members (PAD). Number of root classes (NOR). Fan-in (FIN). Number of children (NOC) and depth of the inheritance tree (DIT). These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005 379