Run by School of Computer Science and Electronic Engineering

10.000 Credits or 5.000 ECTS Credits

Semester 2

Organiser: Ms Inge Powell

This module will introduce learners to the different approaches that can be taken to design automated systems. It will allow the learners to develop an awareness of the concepts and terminology involved in analysis and design. This will allow them to be familiar with the different types and understand a range of diagrams as well as create their own in a recognised structured manner. This module will provide essential skills that can be applied in the Object Oriented Programming module at level 5 and will prepare students for higher level analysis at level six in both the Advanced Programming and Software Engineering modules.

Indicative content includes:

● Requirements Specification ● Object Oriented design models and techniques ● Object Oriented system life cycle ● Producing models of the dynamic and static aspects of the system ● Construction of a detailed Use Case diagram and Use Case descriptions ● Construction of Interaction diagrams ● Construction of State Chart diagrams ● Construction of Class diagrams ● Identification of operations ● Visibility of attributes and operations (private, public, protected) ● Specification of appropriate association, aggregation and inheritance relationships between classes ● User interface prototyping

threshold

Equivalent to 40%. Uses key areas of theory or knowledge to meet the Learning Outcomes of the module. Is able to formulate an appropriate solution to accurately solve tasks and questions. Can identify individual aspects, but lacks an awareness of links between them and the wider contexts. Outputs can be understood, but lack structure and/or coherence.

excellent

Equivalent to the range 70%+. Assemble critically evaluated, relevent areas of knowledge and theory to constuct professional-level solutions to tasks and questions presented. Is able to cross-link themes and aspects to draw considered conclusions. Presents outputs in a cohesive, accurate, and efficient manner.

good

quivalent to the range 60%-69%. Is able to analyse a task or problem to decide which aspects of theory and knowledge to apply. Solutions are of a workable quality, demonstrating understanding of underlying principles. Major themes can be linked appropriately but may not be able to extend this to individual aspects. Outputs are readily understood, with an appropriate structure but may lack sophistication.

1. Be able to gather and document detailed requirements

2. Produce models of the dynamic aspects of the system

3. Be able to gather basic requirements from a given scenario.

4. Produce models of the static aspects of the system

Type	Name	Description	Weight
CASE STUDY	Data Modelling Specification	Produce a data modelling specification in a report format for a given scenario that includes: • Discuss the possible system requirements and how these could impact the design. • A basic class diagram to include all methods and attributes • A Use Case diagram of the main business function. • A prototype to give an example of a possible interface/s (Visual only)	40.00
REPORT	Data Modelling Report	Produce a data modelling specification in a report format for a given scenario that includes: • A full Requirements Specification • A detailed Class Diagram to include all methods, attributes and any association, aggregation and inheritance. • At least one Interaction Sequence diagram • At least one State Chart diagram	60.00

		Hours
Lecture	The classroom-based element will include student-centred learning methods such as interactive lectures, case studies, group discussions and practical workshops.	30
Private study	The tutor directed student learning will be supported by online learning materials hosted or signposted on the VLE.	70

• Literacy - Proficiency in reading and writing through a variety of media
• Numeracy - Proficiency in using numbers at appropriate levels of accuracy
• Computer Literacy - Proficiency in using a varied range of computer software
• Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
• Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.

• Use of such knowledge in modelling and design
• Problem solving strategies
• Deploy theory in design, implementation and evaluation of systems
• Specify, design or construct computer-based systems
• Evaluate systems in terms of quality and trade-offs
• Methods, techniques and tools for information modelling, management and security
• System Design
• Knowledge and understanding of computational modelling

Talis Reading list

http://readinglists.bangor.ac.uk/modules/icl-1201.html

Reading list

Core Text: Fowler, M. 2018. UML Distilled: A Brief Guide to the Standard Object Modeling Language 3rd Ed. Addison-Wesley.

Further Reading: Cooling, J. 2018. Modelling software with pictures: Practical UML diagramming for real-time systems (The engineering of real-time embedded systems) Independently published.

Miles, R. 2006. Learning UML 2.0, O’Reilly Media.

Larman, C. 2004, Applying UML and Patterns: An Introduction to Object-Oriented Analysis and Design and Iterative Development. Prentice Hall.

Seidl, M. (et al) 2015. UML @ Classroom: An Introduction to Object-Oriented Springer.

Compulsory in courses:

• H300: BSc Applied Software Engineering (Deg Apprenticeship GLlM) year 1 (BSC/ASE)