UML Assignment

Module Learning Outcomes Assessed:

Knowledge & Understanding:

3. Specify the requirements for an information system using object oriented analysis and design techniques, based on an accepted leading approach

4. Apply analysis and design techniques to typical business scenarios, using advanced object modelling concepts and techniques

Academic Integrity Statement:

You must adhere to the university regulations on academic conduct. Formal inquiry proceedings will be instigated if there is any suspicion of plagiarism or any other form of misconduct in your work. Refer to the University’s Assessment Regulations if you are unclear as to the meaning of these terms. The latest copy is available on the University website. As is the norm for academic work, sources must be appropriately referenced, and a reference list of sources used included. You should follow the standard Harvard referencing system, and provide a full reference list and brief references in the text of your answer. Direct quotations should be indicated by quotation marks and referenced. Please refer to http://www.citethemrightonline.com/ for further guidance. Please do not include references to lecture notes.

Students must NOT collude with other students or plagiarise their work.

Where coursework is submitted without approval, after the published hand-in deadline, the standard penalties will apply. Please contact Student Central for an extension.

Hand-written and scanned answers are not acceptable and will score 0 (zero) marks.

Instructions

Tasks related to the scenario which accompanies this brief. Answer all tasks.

This assignment includes group and individual components.

The group part (Task 1 & 2) will normally be completed by groups of 5 students. The individual part (Task 3 & 4) should be completed individually.

Student groups will be self-selected as much as reasonably possible. Groups will normally be of 5 students. You will notify us of your groups in the Week 5 (by 1st Mar 2019). You will sign up to groups by Blackboard. You are expected to draft your group’s code of conduct either on or before Week 5. Your tutor will then provide you feedback upon your code of conduct.

Your code of conduct is expected to provide the ground rules for how the group will operate and would typically include:

How you will work together (respect, professionalism, inclusive, etc) When and how frequently will you meet? Who will attend meetings (everyone?) Where will you meet?

Where will you store work in progress of group tasks?

Will you work on group tasks between meetings or will only when all together?

Which tasks are you each going to work on (suggest all complete group tasks and clearly you each complete the individual tasks separately)

When and how will you decide who focuses on which use case for tasks 3 and 4?

How you are going to manage your group?

What are you going to do if there are issues?

Time management / Project planning / Do now, do later, do last minute?

The module team will not provide feedback upon draft versions of your assignment either in person or sent via email. The model team will however by happy to attempt to answer you other questions related to the assignment. To ensure fair access to this support can you please ask your questions related to the assignment either at the lecture, seminar, email or discussion board.

General guidance

Only one submission per group should be made to Blackboard. This will contain both the group and individual elements. The individual elements must be clearly labelled to indicate which group member completed them. The assignment should be submitted to Blackboard as a single document (either Microsoft word or pdf) containing all the group and individual parts. If the group submits the assignment in several parts this will be taken as evidence of poor team work and a 20% penalty to the final mark of all group members will be imposed.

Peer Assessment

To ensure a fair split of marks, an element of peer assessment will be included. This must be supported by evidence in terms of completed meeting minutes. To support this, the group must complete a set of peer assessment forms – one for each group member. Failure to submit either the peer assessment form or supporting evidence or your code of conduct will be taken as evidence of a lack of a professional approach and hence will result in the marks for this module being capped at 40%. The peer assessment form must be completed in full. How the peer assessment works is explained in this document and will be explored at the seminars.

If your attendance at seminars or in group meetings is very poor, then we reserve the right to ask you to complete the assignment individually (not applicable to distance learning delivery). Equally if you do not sign up for a group we also reserve the right to ask you to complete the assignment individually. This is to prevent students from disrupting the learning of other students by their lack of commitment.

Peer assessment Form The group must submit:

1. One peer-assessment form for each group member. This will need to be agreed and signed by each group member. The peer assessment template is available on Blackboard

2. Evidence for the peer assessment in the form of meeting minutes. A template is available on Blackboard to help with this.

If these are not supplied the mark for all group members will be capped at 40%

Based on the peer assessment form you will be able to calculate a score of between 3 and 8 which measures your peer’s views of the quality of your team work in this task.

We reserve the right to consult with you and potentially change the weightings (and in extreme cases marks) when this is felt necessary. We will not do this before the assignment is handed in. Please remember the learning outcome number 3 is “To adopt a professional approach within the context of a team based system analysis activity”.

On the form each student’s performance in the team is graded by a number of criteria. Each criterion will be given a score of between 3 and 8. Once all the criteria have been graded the average score across the criteria for the student will be determined. This is called Team Work Score, which will be between 3 and 8. Calculate this by adding up the score for each of the nine criteria and then dividing by nine. Only calculate this to 2 decimal places.

Once the peer assessment forms have been completed for all members of the group it is possible to determine the group average. This is calculated by adding up the Team Work Scores for all the group members and dividing the total by the number of group members. Only calculate this to 2 decimal places.

A weighting can then be calculated by dividing the student’s Team Work Score by the Group average. Only calculate this to 2 decimal places.

The weighting applies to only the group component of the assessment. A student’s mark will be determined by multiplying the group mark by the weighting. This will be calculated to the nearest whole number.

This will be explained at a seminar.

Peer assessment Example

A group of 3 students Rob, Jane and Fred obtain a group mark of 30/50.

What they may have put on their peer assessment forms is on the next three pages.

The group marks are:

Each student will also get a mark out of 50 for their individual work. Your module mark will be total of your weighted group mark and your individual mark.

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KF7011 Systems Analysis & Design with UML

2018/19

Assignment Two

This assignment is worth 60% of the total marks available for this module, and consists of four tasks:

Task 1: Use Case Diagram (25 marks) – (Group-based)

Task 2. Class diagram (25 marks) – (Group-based)

Task 3: Use Case Description (25 marks) – (Individual-based) Task 4: Sequence Diagram (25 marks) – (Individual-based)

Scenario: Café de Carol

Café de Carol is a small restaurant that offers casual dining in the city center of Newcastle upon Tyne. Customers who want to enjoy Café de Carol’s food have three options: dine-in, takeaway and home delivery. Café de Carol have enough facilities and manpower to serve up to 100 meals, including dine-in, takeaway and home delivery, per hour. The restaurant operates from 11 am to 10 pm, 7 days a week. They are proud of their comfortable and modern interior design which provide the customers with the wonderful dining experience, and the high quality of the food they serve. Home delivery is available for orders over a certain amount and limited regions in Newcastle upon Tyne, for an extra charge. Currently, customers can only place home delivery orders and pay by credit card on phone. Alternatively, takeaway order is also available and can be placed in two different ways: 1) order and pay at the restaurant, and 2) order and pay on phone. Fulfilling dine-in orders is in top priority and the availability of home delivery service depends on the availability of the staff who can deliver the meals.

There are currently 12 general staff, 3 chefs and a manager. All of these staff work full-time, but duties are flexible for the general staff. For example, the general staff may serve as waiters/waitress, assisting the chefs in the kitchen, or delivering food to the home delivery customers. Only 2 members of staff are qualified to drive the van for home delivery and staff who deliver food to the customers have access to company cars. The chefs will prepare the meals, inventory control in the kitchen and order ingredients when necessary. The manager will assign different roles to the general staff. At present, Café de Carol’s record-keeping is entirely manual, though a paper-based system. However, the business is growing and expansion of staff and facilities is planned in the near future. The owner now feels that a computerised system would give better support to their operations. It is expected that staff will use the new system to support and record the tasks they carry out, the inventory records, the sales records, the staff records and availability, manage and organise the use of company vehicles, managing bookings, online ordering and payment, etc.

Company Operations

Bookings are taken by telephone and recorded, currently in a large diary and noticeboard system. It is important to keep track of the number of bookings that have been made on each day, as a booking can only be taken if the restaurant is not full at that timeslot. For takeaway and home delivery orders, the manager needs to check with the kitchen and the general staff to see if the new order can be fulfilled and if any of the staff who can deliver the food is available.

When a customer books a table, if the booking can be taken, the member of staff records it in the diary, being sure to note the start and end times, special requirements and table size. Some customers have more than one booking on the records. If the customer is a new one, their name and contact details are taken and recorded on an index card, along with details of the customers(s): name, gender, age, date of birth, dietary notes, date of birth and any other notes. For repeat bookings, any of these details can be updated as necessary for an existing customer. There may be a discussion of cost: the staff know the rates for all classes and services offered. The person taking the booking will make a brief note of the booking on the noticeboard so the other staff members can call the customer to confirm the booking 24 hours before the booking starts. The restaurant requests a £5 deposit (per person) to be paid during booking confirmation. Customers can pay the deposit either in cash at the restaurant or by credit card over the phone. Following up on unpaid deposits is done on an ad hoc basis by the admin staff: it would be helpful if the new system could flag these up in some way. Bookings are eventually cancelled if no deposit is received.

The balance of the payment is made when the customer arrives or is collected and this must also be recorded. It is important that records are kept of all customers arriving and leaving, and that registers are taken for every session.

For home delivery and takeaway order, a member of staff will check with the chefs to see whether the kitchen can fulfil the order. For home delivery orders, the staff member will also check the postcode of the customer and the availability of the delivery staff. If the restaurant can serve the new order, similar customer details are taken, using the customer card index and the diary. The customer is required to pay the bill either in cash at the restaurant or by credit card over the phone to confirm the order.

Currently, all the orders and the payments received are manually recorded on a logbook and the logbook will be sent to an accountant to do the tax return.

The arrangement of home delivery service is currently rather haphazard, and last-minute rearrangements are not uncommon. The owner has requested that the new system should allow all these activities to be assigned to specific staff, using a diary that can be viewed and updated at any time, and that it will print or display a daily list for each staff member who will be carrying out any of these activities. The owner would also like the system to aid the management of the restaurant. They would like an overview of daily and weekly activities to be easily available, summary reports about the orders served and bookings made, with custom dates and times configurable. It will also be necessary for the owner to maintain details of staff, the inventory records, and the sales records.

Task 1: Use Case Diagram (25 marks) – Group-based

Produce a first-cut use case diagram for the Café de Carol scenario. The functionality may be divided between use cases as you wish, but you should write all necessary use cases. Whilst there are many possible solutions, requiring different numbers of use cases, it is not expected that a good solution will require a large number of use cases to be written (Hint: around 10 use cases). You are not expected to show all eventual uses of «include» and «extend». However, credit will be given for showing some appropriate examples.

Task 2: Class diagram (25 marks) – Group-based

Draw a domain class diagram for the Café de Carol application area, based on information given in this assignment specification. (Note: this is a domain class diagram: it should only contain entity classes, which should be relevant to the business). You are not expected to provide a complete set of attributes and operations, but should include any that are evident from the domain description or your use case and show multiplicities. To demonstrate your understanding of consistency between models, you should add to your diagram the entity classes, relationships and operations required by your sequence diagram as outlined in Task

4.

Task 3: Use Case Description (25 marks) – Individual-based

Write a use case description to support one of the use cases found in Task 1. Each group member should complete a use case description to support a different use case. So for example, if there are five people in your group then you produce five different use case descriptions. Your description should follow the house style as taught on the module.

Task 4: Sequence Diagram (20 marks) – Individual-based

Draw a sequence diagram for the use case selected in Task 3. Each group member should complete a different sequence diagram. You should ensure that entity objects and their operations that includes are supported by your class diagram. The sequence diagram should include control and boundary objects, show returns, activations and flow control.

Grading Criteria

Task 1: Use Case Diagram (25 marks)

25 marks

· You have demonstrated an exceptional understanding and knowledge of use case diagrams.

· There are no errors in the use case diagram.

· Appropriate actors are identified.

· The actors have been allocated appropriate responsibilities.

· Use cases are sensibly named.

· The scope of the system appears reasonable.

· Correct UML syntax is employed including sensible use of stereotypes (if any).

· The diagram is well presented.

· Use cases are of the correct granularity.

· Overall, an exceptional use case diagram.

22-24 marks

· You have demonstrated an outstanding understanding and knowledge of use case diagrams.

· The diagram covers most of the expected aspects but has very few minor errors or oversights.

· There may be very few minor errors of syntax, or occasional unusual naming of elements, or minor additions, or omissions in scope may have occurred, or minor presentation problems, or minor issues of use case granularity.

· More or fewer actors than expected may have been identified.

· Overall, an outstanding use case diagram.

19-21 marks

· You have demonstrated an excellent understanding and knowledge of use case diagrams.

· The diagram covers most of the expected aspects but has some minor errors or oversights.

· There may be errors of syntax, or unusual naming of elements, or additions or omissions in scope may have occurred, or issues of use case granularity, or presentation problems.

· There may be some minor issues that prevent the diagram from being outstanding.

· Overall, an excellent use case diagram.

16-18 marks

· You have demonstrated a very good understanding and knowledge of use case diagrams.

· The diagram covers most of the expected aspects but has a number of minor errors or oversights.

· There may be errors of syntax, or unusual naming of elements, or additions or omissions in scope may have occurred, or issues of use case granularity, or presentation problems.

· There may be a number of issues that prevent the diagram from being excellent.

· Overall, a very good use case diagram.

15 marks

· You have demonstrated a good understanding and knowledge of use case diagrams.

· The diagram covers most of the expected aspects but has numerous errors or oversights.

· There may be errors of syntax, or unusual naming of elements, or additions or omissions in scope may have occurred, or issues of use case granularity, or presentation problems.

· There may be numerous issues that prevent the diagram from being very good.

· Overall, a good use case diagram.

14 marks

· You have demonstrated a satisfactory understanding and understanding of use case diagrams.

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A reasonable attempt has been made however, the number and significance of the errors prevent the diagram from being good.

· The diagram is however recognisable as a use case diagram and the scope of the system is reasonable.

· Overall, a satisfactory use case diagram.

13 marks

· You have demonstrated a basic knowledge and understanding of use case diagrams.

· An attempt has been made, however the number and significance of the errors make the diagram poor, but still usable.

· The diagram is recognisable as a use case diagram of the proposed system.

· Overall, an adequate use case diagram.

0-12 marks

· The diagram is not recognisable as a use case diagram or the content is seriously flawed, or both.

· It demonstrates no real knowledge or understanding of key concepts and principles.

· No application of theory to practice where appropriate.

· Not a genuine attempt to engage with the assessment requirements and/or subject matter.

· Overall, an unsatisfactory attempt at a use case diagram.

Task 2: Class diagram (25 marks)

22-25 marks

· You have demonstrated an exceptional knowledge and understanding of class diagrams.

· Your class diagram contains no errors.

· The correct scope is modelled covering all the requirements.

· Classes are sensibly named.

· Appropriate attributes and operations are allocated to classes.

· An appropriate and complete set of attributes has been identified.

· An appropriate and complete set of operations has been identified.

· Plausible visibility is applied to both attributes and operations.

· Plausible relationships including types, names and multiplicity.

· Correct following of UML standards.

· The diagram is consistent with the other provided diagrams.

· Domain class diagram contains only entity classes.

· Any errors, omissions or additions are very minor.

· Overall, an exceptional class diagram.

19-21 marks

· You have demonstrated an outstanding knowledge and understanding of class diagrams.

· Your class diagram contains very few minor errors.

· Excellent in the areas of the scope, classes, attributes, operations, visibility relationships, consistency and syntax.

· All areas are at least excellent.

· Domain class diagram contains only entity classes.

· Likely to contain very few minor errors, omissions or additions which prevent the diagram from being exceptional.

· Overall, an outstanding class diagram.

17-18 marks

· You have demonstrated an excellent knowledge and understanding of class diagrams.

· Your class diagram contains some minor errors.

· Excellent in the areas of the scope, classes, attributes, operations, visibility relationships, consistency and syntax.

· All areas are at least very good.

· Domain class diagram contains only entity classes.

· Likely to contain some minor errors, omissions or additions which prevent the diagram from being outstanding.

· Overall, an excellent class diagram.

15-16 marks

· You have demonstrated very good knowledge and understanding of class diagrams.

· Your class diagram contains numerous minor errors.

· Very good in the areas of the scope, classes, attributes, operations, visibility relationships, consistency and syntax.

· Domain class diagram contains only entity classes.

· All areas are at least good.

· Likely to contain numerous minor errors, omissions or additions which prevent the diagram from being excellent.

· Overall, a very good class diagram.

13-14 marks

· You have demonstrated a good knowledge and understanding of class diagrams.

· Good in the areas of the scope, classes, attributes, operations, visibility relationships, consistency and syntax.

· It is possible that the diagram is very good in some areas and satisfactory in others but on balance is good.

· Satisfactory or above in all areas.

· Likely to contain errors, omissions or additions which prevent the diagram from being excellent.

· Overall, a good class diagram.

12 marks

· You have demonstrated a satisfactory knowledge and understanding of class diagrams.

· Satisfactory in the areas of the scope, classes, attributes, operations, visibility relationships, consistency and syntax.

· It is possible that the diagram is good or above in some areas and satisfactory in others.

· Weak in no more than two areas.

· Likely to contain a number of errors, omissions or additions which prevent the diagram from being good.

· Overall, a satisfactory class diagram.

11 marks

· You have demonstrated an adequate knowledge and understanding of class diagrams.

· Adequate in the areas of the scope, classes, attributes, operations, visibility relationships, consistency and syntax.

· Contains numerous errors, but is still usable.

· Overall, an adequate class diagram.

0-10 marks

· You have demonstrated unsatisfactory knowledge and understanding of class diagrams.

Unsatisfactory diagram in the areas of the scope, classes, attributes, operations, visibility relationships, consistency and syntax.

· It is possible that the diagram is adequate or above in some areas and unsatisfactory in others.

· Unsatisfactory in three or more areas.

· Likely to contain errors, omissions, additions, or misunderstandings which prevent the diagram from being weak.

· May not be recognisable as a class diagram, might have major errors in content or a combination of the two.

· The report is extremely poorly structured and presented.

· It demonstrates no real knowledge or understanding of key concepts and principles.

· Not a genuine attempt to engage with the assessment requirements and/or subject matter.

Task 3: Use Case Description (25 marks)

25 marks

· You have demonstrated an exceptional understanding and knowledge of use case descriptions.

· There are no errors in the use case description.

· The use case description appears consistent with the use case diagram in terms of name and content.

· Sensible scenarios have been identified and linked together appropriately.

· The full flow of the use case is considered.

· The description is clearly a dialog between the actor and the system.

· Clearly specifies required use case.

· Overall, an exceptional use case description.

22-24 marks

· You have demonstrated an outstanding understanding and knowledge of use case descriptions.

· There are very few minor errors or oversights.

· Apart from very few minor errors, the use case description appears consistent with the use case diagram in terms of name and content.

· Scenarios have been identified and linked together appropriately.

· Overall, an outstanding use case description.

19-21 marks

· You have demonstrated an excellent understanding and knowledge of use case descriptions.

· Excellent use case description with some minor errors.

· The description is excellent but has minor errors or oversights.

· The description is clearly a dialog between an actor and the system.

· There may be minor errors of syntax, minor additions, or minor omissions in scope may have occurred, or is unclear in a minority of elements.

· Overall, an excellent use case description.

16-18 marks

· You have demonstrated a very good understanding and knowledge of use case descriptions.

· Very good use case description, but has a number of minor errors or oversights.

· There may be a number of minor errors of syntax, minor additions, or minor omissions in scope may have occurred, or is unclear in a minority of elements.

· There may be a number of minor issues that prevent the use case description from being excellent.

· Overall, a very good use case diagram.

15 marks

· You have demonstrated a good understanding and knowledge of use case descriptions.

· Good use case description.

· The description is good but has errors or oversights.

· There may be errors of syntax, or additions or omissions in scope may have occurred or elements are unclear.

· There may be a number of issues that prevent the diagram from being very good.

· The use case is a dialog between an actor and the system.

· Overall, a good use case description.

14 marks

· You have demonstrated a satisfactory understanding and understanding of use case descriptions.

· Satisfactory use case description.

· A reasonable attempt has been made however, the number and significance of the errors prevent the description from being good.

· The description may be significantly incomplete in terms of the scenarios identified or the content of the scenarios or clarity.

· Equally, the description may refer to the functionality of what is likely to be more than one use case.

· The description is however recognisable as a use case description.

· May be clear what is intended but not in the form of a dialog between an actor and the system.

· Overall, a satisfactory use case description.

13 marks

· You have demonstrated a basic knowledge and understanding of use case descriptions.

· An attempt has been made, however the number and significance of the errors make the description poor, but still usable.

· The description is recognisable as a use case description of the proposed system.

· Overall, an adequate use case description.

0-12 marks

· You have demonstrated unsatisfactory knowledge and understanding of use case descriptions.

· The description is not recognisable as a use case description or the content is seriously flawed, or both.

· It demonstrates no real knowledge or understanding of key concepts and principles.

· No application of theory to practice where appropriate.

· Not a genuine attempt to engage with the assessment requirements and/or subject matter. • Overall, an unsatisfactory attempt at a use case description

Task 4: Sequence Diagram (25 marks)

23-25 marks

· Exceptional sequence diagram that is very well presented.

· Sequence diagram contains no errors.

· UML standards have been followed.

· Follows the full flow of the primary scenario of the use case.

· Includes appropriate boundary and control classes and shows appropriate returns, activations and flow control.

· Includes the relevant interactions with the actor and the updating of any boundary class.

Appropriate messages are used.

· Classes performing plausible responsibilities.

· Classes behave in a sensible manner and provide services as could be plausibly anticipated of them.

· Uses the classes from the class diagram.

· Is consistent with the class diagram.

· Conditional interaction is appropriately shown using combined fragments.

20-22 marks

· Outstanding sequence diagram that is well presented.

· Sequence diagram contains very few minor errors.

· UML standards have been followed.

· Follows the full flow of the primary scenario of the use case.

· Includes appropriate boundary and control classes and shows appropriate returns, activations and flow control.

· Includes the relevant interactions with the actor and the updating of any boundary class.

· Appropriate messages are used. Classes performing plausible responsibilities.

· Classes behave in a sensible manner and provide services as could be plausibly anticipated of them.

· Uses the classes from the class diagram.

· Is consistent with the class diagram.

· Conditional interaction is appropriately shown using combined fragments.

17-19 marks

· Excellent sequence diagram.

· Sequence diagram contains some minor errors or oversights.

· Includes appropriate boundary and control classes and shows appropriate returns, activations and flow control.

· There may be some minor errors of syntax, or flow, minor additions, or minor omissions in scope may have occurred, or minor mistakes in the allocation of responsibilities or minor presentation issues.

· There may be some minor errors in showing conditional interaction.

· May be inconsistent with the class diagram in a minor manner.

14-16 marks

· Good sequence diagram.

· The diagram is good but has numerous minor errors or oversights.

· There may be minor errors of flow, syntax, additions, or omissions in scope may have occurred, or mistakes in the allocation of responsibilities.

· There may be a number of minor errors that prevent the diagram from being very excellent.

· There may be mistakes in showing conditional interaction, but this is shown when necessary.

· Mostly consistent with the class diagram.

12-13 marks

· Good sequence diagram.

· The diagram is good but has errors or oversights.

· There may be errors of flow, syntax, additions, or omissions in scope may have occurred, or mistakes in allocation of responsibilities.

· There may be a number of issues that prevent the diagram from being very good.

· There may be mistakes in showing conditional interaction, but this is shown when necessary.

· Mostly consistent with the class diagram.

11 marks

· Satisfactory sequence diagram.

· A reasonable attempt has been made however, the number and significance of the errors prevent the diagram from being good.

· There may be mistakes in showing conditional interaction but this is shown when necessary.

· Uses classes and methods present in the class diagram, but is mostly inconsistent with the class diagram.

10 marks

· Satisfactory sequence diagram.

· A reasonable attempt has been made however, this contains a high number of errors that prevent the diagram from being satisfactory.

· The diagram may be incomplete in terms of the flow identified or the content of the flow.

· Conditional interaction, where required, is missing.

· Uses classes and methods present in the class diagram, but is highly inconsistent with the class diagram.

5-9 marks

· A weak sequence diagram.

· An attempt has been made however, the number and significance of the errors result in the diagram being poor.

· The diagram may be significantly incomplete in terms of the flow identified or the content of the flow.

· The diagram is however recognisable as a sequence diagram.

· Inconsistent with the class diagram.

· The diagram demonstrates a very weak knowledge base and a lack of sufficient understanding of the topic.

0-4 marks

· Unsatisfactory sequence diagram.

· Either the diagram is not recognisable as a sequence diagram or the content is seriously flawed, or there are major omissions, or a combination of these.

· May be of a different model to the class diagram.

· Not a genuine attempt to engage with the assessment requirements and/or subject matter.

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