1. 1 Class Exercise I: Use Cases Deborah McGuinness Semantic eScience 2011 - CSCI-6962-01 Week 4, September 26, 2011 Presented by Peter Fox 1

2. Contents Questions on reading? Use case introduction Elements of use case documentation Class exercise – use cases in real-time Assignment reading: Ontology Tool Summary, Pellet, OWL-S, SAWSDL, Wine Agent 2 2

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4. Developed for NASA TIWG Roles and skill-sets needed Facilitator *** (usual key skills, knows method) Domain experts (literate, knows resources; data, applications, tools, etc.) Modelers (to extract objects) Software engineers (architecture, technology) Scribe (to write everything down) The social aspect is key - it is a team effort 4

5. Developed for NASA TIWG Roles and skill-sets Facilitator – you may not be ready to play this role but you will need to ‘pretend’ Engage some domain experts (they are literate, know the resources; data, applications, tools, etc. and you can share this role) You will be the modeler (to extract objects, triples) You may play the role of a software engineer (architecture, technology) but you can also ask someone for help with this Write as much as you can down Be prepared to be social - it is a team effort 5

6. Developed for NASA TIWG Note Your roles and what is/ is not expected of you Be prepared to draw on the white board Keep your scoping in mind as you are proceeding –Identify objects, processes, actors/roles, organizations (or nouns, verbs, adjectives) 6

7. Developed for NASA TIWG For Ref: Long form of a Use Case http://wiki.esipfed.org/index.php/SolutionsUseC ase_Template 7

8. Use Case … is a collection of possible sequences of interactions between the system under discussion and its actors, relating to a particular goal. The collection of Use Cases should define all system behavior relevant to the actors to assure them that their goals will be carried out properly. Any system behavior that is irrelevant to the actors should not be included in the use cases. is a prose description of a system's behavior when interacting with the outside world. is a technique for capturing functional requirements of business systems and, potentially, of an ICT system to support the business system. can also capture non-functional requirements 8

9. Use Case Must be documented (or it is useless) Should be implemented (or it is not well scoped) Is used to identify: concepts ~ resources, processes, roles (aka actors), relations, requirements, etc. Should iterate with your end-user on wording and details at least once 9

10. Use case myths Need lots (10s - 100s) of use cases to build what is needed Need to be very general to get general functionality Need to know ‘computer science’ to create them, or the diagrams Have to get them perfect the first time Are only used for software development Many more … 10

11. Use Cases Expose System Requirements Exposes goals, outcomes, actors/ roles, resources, preconditions, process flow, artifacts And … semantics, terms, concepts and their relations 11

12. Developed for NASA TIWG Use Case Examples Make a collection of *any data format* model run datasets available for internet access with web browsing to find suitable data and access to the data via Matlab. 12

13. Developed for NASA TIWG Use Case Examples: Provide browse and quick look access to a broad variety of climate, weather and ocean data. 13

14. Developed for NASA TIWG Use Case Examples: Install an OPeNDAP Hyrax server with THREDDS cataloging on the front-end to support netCDF and HDF4 data sets on the back-end and allow aggregation based on NcML and authentication of user access 14

15. Developed for NASA TIWG Use Case Examples: Provide high-performance data transfer of specific climate model data products into the climate diagnostics and analysis tool (CDAT) for analysis, independent of their storage format, organization or location on the internet 15

16. Developed for NASA TIWG Use Case Examples: A US 9th grade teacher is preparing a lesson plan aimed at getting students to learn more about the ‘northern lights’, addressing NSES content standards in earth science. The teacher wants the students to learn the scientific terminology, where the phenomena occurs and retrieve some data or graphics for a recent occurrence. The goal of the lesson plan is the engage students, using authentic data from the aurora, as part of an inquiry-based program. 16

17. Real use cases: Marine habitat - change Scallop, number, density Scallop, size, shape, color, place Scallop, shell fragment Rock What is this? Flora or fauna? Dirt/ mud; one person’s noise is another person’s signal Several disciplines; biology, geology, chemistry, oceanography Several applications; science, fishing, habitat change, climate and environmental change, data integration Complex inter-relations, questions Use case: What is the temperature and salinity of the water and are these marine specimens usual or part of an ecosystem change? Src: WHOI and the HabCam group 17

18. NEFSC ESR Goal: Efficient generation of figures and tables representing ecosystem data and information products for the bi-annual (or annual) NEFSC Ecosystem Status Report (ESR). Let’s look at that use case 18

19. Use case format Use case name Goal Summary Triggers Basic flow Alternate flow Post conditions Activity diagram Preconditions in tabular form Notes 19

20. Use case format? Short (in document) format for: Exploratory phase of a project where you want to collect a lot of use cases An example for others to use Including in a proposal For activities like this! 20

21. Name and goal Concise name, enough to be recognizable – avoid jargon or acronyms but allow be as specific as possible State the goal concisely (we’ll have some examples shortly) As you iterate with the summary the goal may change… this is okay! 21

22. Scoping Focus initially on: Core functionality What it takes to implement the use case, resist early generalizations May (will) have to iterate on use case and requirements Acknowledge other important issues such as: Required vs. optional Non-functional requirements Available personnel (skills) and resources 22

23. Summary For semantics, this is the MOST important part of the use case State the business case (why) Describe the background Describe the goal in more detail Include success and failure scenarios, with measures of each, consequences Mention actors (roles, responsibilities) Describe how things function Describe a successful outcome 23

24. Triggers Are conditions that initiate the use case, i.e. come prior to the first step in the normal flow Can be scheduled, triggered by an event or person (could be one of the actors if they are inside the use case) Often start with one and think of others later 24

25. Actors The initial analysis will often have many human actors Begin to see where these can be replaced with machine actors – may require additional encoding If you are doing this in a team, take steps to ensure that actors know their role and what inputs, outputs and preconditions are expected of them Often, you may be able to ‘run’ the use case (really the model) before you build anything 25

26. Actors Real people (round heads) and computers (block heads) E.g. Data provider, end-user, data manager, alert service Primary – initiate (act on) Secondary – respond (acted upon) 26

27. What’s a pre-condition? defines all the conditions that must be true (i.e., describes the state of the system) for the trigger to meaningfully cause the initiation of the use case. 27

28. Preconditions Often the preconditions are very syntactic and you may not understand how they fit in the implementation Some level of modeling of these preconditions may be required (often this will not be in your first pass encoding which focuses on the main process flow, goal, description, etc.) Beware of using another entities data and services: policies, access rights, registration, and ‘cost’ 28

29. Preconditions - data/model 29

30. Preconditions - event/application 30

31. Post-condition? describes what the change in state of the system will be after the use case completes. Post-conditions are guaranteed to be true when the use case ends. 31

32. Success scenarios A re-statement of how the use case via its flows and actors and resources results in achieving the result Describe artifacts produced Describe impacts and metric values (part of Summary) 32

33. Failure scenarios A statement of how the use case via its flows and actors and resources did not result in achieving the result Describe role of actors in failure Describe role of resources in failure Describe what artifacts were and were not produced Describe impacts of failure and any metric values (part of summary) 33

34. Normal (process) flows A basis step of (usually) distinct steps that result when the use case is triggered (commences) Steps are often separated by actor (name them) intervention or represent modular parts of the flow (can encapsulate activities) Can have loops Should end with the final goal achieved 34

35. Process flow Each element in the process flow usually denotes a distinct stage in what will need to be implemented Consider the activity diagram (and often a state diagram) as a means to turn the written process flow into a visual one that your experts can review Make sure the artifacts and services have an entry in the resources section This is often the time you may do some searching (web searching…) 35

36. Alternate (process) flows Variations from the main flow, often invoked by valid but non-usual (or rules) Activity diagrams are useful in representing this part of the document Do not usually represent exceptions/ error flows Can often help to identify general patterns in the use case via similarities with the normal flow While many are possible, usually only include one - illustrative 36

37. Non-Functional requirements (from Wikipedia): Non-functional requirements which specify criteria that can be used to judge the operation of a system, rather than specific behaviors. This should be contrasted with functional requirements that specify specific behavior or functions. In general, functional requirements define what a system is supposed to do whereas non-functional requirements define how a system is supposed to be. 37

38. Functional/ non-functional (from Wikipedia): Non-functional requirements are often called qualities of a system. Other terms for non-functional requirements are "constraints", "quality attributes", "quality goals" and "quality of service requirements". Qualities, (non-functional requirements), can be divided into two main categories. Execution qualities, such as security and usability, are observable at run time. Evolution qualities, such as testability, maintainability, extensibility and scalability, are embodied in the static structure of the software system. 38

39. Artifacts Add artifacts that the use case generates to the resources list in the table It is often useful to record which artifacts are critical and which are of secondary importance Be thinking of provenance and the way these were produced, i.e. what went into them and produce suitable metadata or annotations Engage the actors to determine the names of these artifacts and who should have responsibility for them (usually you want the actors to have responsibility for evolution) 39

40. Reviewing the resources Apart from the artifacts and actor resources, you may find gaps Define/ find the authoritative sources for data, information, metadata, configuration Your encodings can also be a resource, make it a first class citizen, e.g. on the web give it a namespace and a URI Sometimes, a test-bed with local data is very useful as you start the implementation process, i.e. pull the data, maybe even implement their service (database, etc.) 40

41. When someone asks: “What is your use case”? Treat it like your ‘elevator pitch’ Know them, especially the ones you have implemented Tell them how you used it to develop a solution FOR use 41

42. Diagrams 42

43. Developed for NASA TIWG Use Case Examples: A US 9th grade teacher is preparing a lesson plan aimed at getting students to learn more about the ‘northern lights’, addressing NSES content standards in earth science. The teacher wants the students to learn the scientific terminology, where the phenomena occurs and retrieve some data or graphics for a recent occurrence. The goal of the lesson plan is the engage students, using authentic data from the aurora, as part of an inquiry-based program. 43

44. Developed for NASA TIWG Schematic 44

45. Developed for NASA TIWG Resources http://alistair.cockburn.us/index.php/Use_cases,_ten_years_later http://www.digilife.be/quickreferences/pt/functional%20requirements%20and%20use %20cases.pdf http://alistair.cockburn.us/index.php/Resources_for_writing_use_cases http://alistair.cockburn.us/Usecasesintheoryandpractice180.ppt http://alistair.cockburn.us/Agileusecases1dy.ppt http://alistair.cockburn.us/index.php/Structuring_use_cases_with_goals http://www.foruse.com/publications/bibliographies/usecases.htm http://en.wikipedia.org/wiki/Use_case http://www.ddj.com/dept/architect/184414701 Omnigraffle (Mac) www.omnigroup.com/applications/omnigraffle/ or Cmap http://cmap.ihmc.us/ 45

46. Developed for NASA TIWG Notes Tactics - users are alien to this process Facilitator is the key role The social aspect - brief everyone on their role and what is expected of them (and what is not) UML4US (arrow, box, stick fig., text) Learn how to identify objects, processes, actors/roles, organizations (or nouns, verbs, adjectives) 46

47. Hint Write name, and goal and start on summary Review goal List actors, preconditions, trigger, normal flow Review summary to make sure these are well described Review goal Review actors, preconditions, trigger, normal flow, list post-conditions, alternate flows, resources 47

48. Now Use cases! 48

49. 49 Developing a service ontology Use case: find and display in the same projection, sea surface temperature and land surface temperature from a global climate model. Find and display in the same projection, sea surface temperature and land surface temperature from a global climate model. 49

50. 50 Developing a service ontology Use case: find and display in the same projection, sea surface temperature and land surface temperature from a global climate model. –Name: –Goal: –Summary: –Actors: –Preconditions: –Triggers: –Normal flow: –Alternate flow: –Post condition: –Activity diagram: –Notes 50

51. Find and display in the same projection, sea surface temperature and land surface temperature from a global climate model. 51

52. 52 Reminder: Services Ontologies of services, provides: –What does the service provide for prospective clients? The answer to this question is given in the "profile," which is used to advertise the service. To capture this perspective, each instance of the class Service presents a ServiceProfile. –How is it used? The answer to this question is given in the "process model." This perspective is captured by the ServiceModel class. Instances of the class Service use the property describedBy to refer to the service's ServiceModel. –How does one interact with it? The answer to this question is given in the "grounding." A grounding provides the needed details about transport protocols. Instances of the class Service have a supports property referring to a ServiceGrounding. 52

53. 53 Service ontology Climate model is a model Model has domain Climate Model has component representation Land surface is-a component representation Ocean is-a component representation Sea surface is part of ocean Model has spatial representation (and temporal) Spatial representation has dimensions Latitude-longitude is a horizontal spatial representation Displaced pole is a horizontal spatial representation Ocean model has displaced pole representation Land surface model has latitude-longitude representation Lambert conformal is a geographic spatial representation Reprojection is a transform between spatial representation …. 53

54. 54 Service ontology A sea surface model has grid representation displaced pole and land surface model has grid representation latitude-longitude and both must be transformed to Lambert conformal for display 54

55. 55 Summary Use cases are a powerful tool for implementing real semantic e-science applications based on what someone needs to DO! Use case should drive the functional requirements of both your ontology and how you ‘build’ one Small team, mixed skills: starting to learn this is the nature of your next assignment 55

56. 56 Assignments for Week 4 Assignment 2: Use-case Driven Knowledge Encoding Part I (Part II is class presentation, in Class 6, due TUESDAY Oct. 11. 1pm ET) Reading: Ontology Tool Summary, Pellet, OWL-S, SAWSDL, Wine Agent Note: Use file name convention on all files and in the subject line of any associated email 56

57. Assignment 2 Use-case Driven Knowledge Encoding Part I: –Develop a use case, ‘on your own’ – to do this you may engage domain experts and other team members. –You will perform the analysis, ontology modeling and knowledge encoding using the methods and tools you have learned to date and document them. –You may leverage an existing knowledge base and/or ontologies making it clear what you used, modified and created yourself. –You will also ask and answer questions about the encoding. You will present your use case, using the document format, in class and answer questions. 57