COurse Registration CPP Evalscript

This script will allow you to test drive Rational Rose 98 by building a model of a Course Registration
System for a University.

Requirements
Rose 98
Setup
Start Rational Rose
!f you are using Rose "nterprise# do not use a $ramewor% &hit Cancel button on the
$ramewor% 'i(ard).
Turn off focus of control
Tools*ptions menu command
+iagram tab
$ocus of Control chec%bo,
+isplay all attributes and operations
+iagram tab
Show all -ttributes and Show all *perations chec%bo,es
Set the default language to C..
/otation tab
+efault language field &select the arrow to ma%e the drop down menu visible and select
C..)
Test +rive Rose C.. 0age 1
'e will start modeling the Course Registration 0roblem by creating a Use Case +iagram. This type of
diagram consists of actors# use cases and the relationships between them. 2et3s open the 4ain Use Case
+iagram.
1. Clic% the . ne,t to the Use Case
5iew pac%age in the 6rowser.
7. +ouble8clic% on the diagram called
4ain to open the diagram.
The first step is to identify the actors
where an actor is someone or some thing that interacts with the system under development. $or our
problem we have identified 9 actors : the Student# the 0rofessor# the Registrar and the 6illing System.
1. Clic% to select the actor icon from
the tool bar &stic%man).
7. Clic% on the diagram to place the
actor.
;. 'hile the actor is still selected#
enter the name Student.
9. Repeat the above steps for the other
three actors &Professor, Registrar
and Billing System).
/e,t# we identify use cases for each of our actors. - use case is a piece of functionality that is provided by
the system. <ou can identify uses cases by loo%ing at each actor and seeing how the actor interacts with
the system. !n our model# the Student wants to Register for Courses. The 6illing System receives
registration information. The 0rofessor wants to Request a Course Roster. $inally# the Registrar must
4anage the Curriculum.
1. Clic% to select the use case icon
from the toolbar &oval).
use case.
;. 'hile the use case is still selected#
enter the name Register for Courses.
9. Repeat the above steps for the other
use cases. &Request Course Roster,
Manage Curriculum).
Relationships are drawn between the
actors and the use cases. - uni8directional arrow is used to show the direction of the communication &who
initiates the communication). !n the Course Registration system# the Student initiates the Register for
Courses use case# which in turn communicates# with the 6illing System. The 0rofessor initiates the
Request Course Roster use case. The Registrar initiates the 4anage Curriculum use case.
1. Clic% to select the uni8directional
association icon from the toolbar
&arrow).
7. Clic% on the Student actor and drag
the line to the Register for Courses
use case.
;. Clic% to select the uni8directional
association icon from the toolbar.
9. Clic% on the Register for Courses
use case and drag the association
line to the 6illing System actor.
=. Repeat the above steps for the other
relationships &0rofessor actor to
Request Course Roster use case and
Registrar actor to 4anage
Curriculum use case).
/*T" !f you depress the Shift %ey
prior to selecting the uni8directional
arrow# you do not have to %eep re8
selecting it from the Toolbar.
Test +rive Rose C.. 0age ;
Use case functionality may be graphically shown in a Sequence +iagram. This diagram is one path
through the flow of events for the use case : for e,ample# adding a student to a course. Sequence
diagrams contain ob>ects and messages between the ob>ects that show how the behavior is reali(ed. 2et3s
loo% at the ?-dd a Course@ sequence diagram for the ?Register for Courses@ use case.
1. Clic%8right on the Register for Courses use case in the
6rowser to ma%e the short cut menu visible.
7. Select the /ewSequence +iagram menu command. This
will add a sequence diagram called New Diagram to the
6rowser.
;. 'hile the new diagram is still selected# enter the name
Add a Course.
'e will then add the ob>ects and messages to the diagram to carry out the needed functionality. 'e open
the diagram by double8clic%ing on the diagram in the 6rowser. Since this scenario is initiated by the
Student actor# we can drag the actor onto the diagram. The actor may be named if this is needed to add
clarity to the drawing. 'e3ll call our student ?Aoe@.
1. +ouble8clic% on the sequence
diagram in the 6rowser to open the
diagram.
7. Clic% to select the Student actor in
the 6rowser and drag it onto the
sequence diagram.
;. Clic% to select the actor on the
sequence diagram and enter its
name : Joe.
!n this scenario# the student must fill in information on a registration form and then the form is submitted.
This implies that there is a registration form ob>ect# which receives information from the student.
'e will create the form and add two messages# ?fill in info@ and ?submit@.
1. Clic% to select the ob>ect icon from
the toolbar &rectangle).
7. Clic% on the sequence diagram to
place the ob>ect.
;. 'hile the ob>ect is still selected
enter the name registration form.
9. Clic% to select ob>ect message icon
from the toolbar &arrow).
=. Clic% on the dashed line for the
Student actor and drag the arrow to
the dashed line for the registration
form ob>ect.
B. 'hile the arrow is still selected#
enter the message 88 fill in
information.
C. Repeat steps 9 through B to create
the submit message.
The form then sends a message to the manager. !t tells the manager that a student must be added to a
course : Aoe wants to ta%e math 1D1.
place the ob>ect.
enter the name manager.
registration form ob>ect and drag the
arrow to the dashed line for the
manager ob>ect.
enter the following message add
Joe to Mat !"!#
Test +rive Rose C.. 0age =
The manager in turn tells 4ath 1D1 that Aoe would li%e to be added to the course.
place the ob>ect.
enter the name mat !"!.
manager ob>ect and drag the arrow
to the dashed line for the math 1D1
ob>ect.
enter the following message add
Joe#
The course in turn# as%s the course offering if it is open &in this scenario# the answer is yes) so it tells the
offering to add >oe.
place the ob>ect.
enter the name 88 section !.
math 1D1 ob>ect and drag the arrow
to the dashed line for the section 1
ob>ect.
enter the following message
acce$ting students%
C. Repeat steps 9 through B to create
the message add Joe##
Test +rive Rose C.. 0age B
$inally# the billing system is notified that Aoe is ta%ing math 1D1.
place the ob>ect.
enter the name bill.
manager ob>ect and drag the arrow
to the dashed line for the bill ob>ect.
enter the following message Send
bill for Mat !"! to Joe#
The ob>ects in the sequence diagrams are grouped into classes. - class is a template for creating ob>ects
>ust li%e a coo%ie cutter is used to create coo%ies. 6ased on our sequence diagram we can identify the
following ob>ects and classes
registration form is an ob>ect in the Reg$orm class
manager is an ob>ect in the 4anager class
math 1D1 is an ob>ect in the Course class
section 1 is an ob>ect in the Course*ffering class
bill is the interface to the e,ternal billing system# so we will use 6illingSystem as the name
of its class.
Classes are created in the 2ogical 5iew of the tool.
1. Clic%8right on the 2ogical 5iew pac%age in the 6rowser
to ma%e the shortcut menu visible.
7. Select the /ewClass menu command. This will add a
class called /ewClass to the 6rowser.
;. 'hile the class is still selected# enter the name
Reg&orm#
9. Repeat the above steps for the additional classes
Manager, Course, Course'ffering and BillingSystem
-s classes are created# they should be documented. +ocumentation is added via the +ocumentation
'indow.
Test +rive Rose C.. 0age C
1. Clic% to select the Course*ffering
class in the 6rowser.
7. "nter its documentation in the
+ocumentation 'indow.
The process of diagramming scenarios and finding classes continues until you reach the law of
diminishing returns which says that you are not finding out any new information : that is# you are not
finding out any new classes and you seem to be typing the same messages over and over.
- 6rowser view of the classes is good but a picture is also needed. That is where class diagrams come into
play. 2et3s open the 4ain class diagram and add our classes to it.
4ain in the 6rowser to open the
diagram.
7. Select the Euery-dd Classes menu
command.
;. Select the -llFF button to add all
the classes.
9. Clic% the *G button to close the
window and add the classes to the
diagram.
=. Re8arrange the classes on the
diagram as needed by selecting the
class and dragging it to its new
location.
/*T" Classes can also be added to the
diagram by dragging them from
the 6rowser onto the diagram.
This can only be done for one class
at a time.
The U42 has a concept of a stereotype# which may be used to create new types of modeling elements.
This provides the capability to add meaning to a model. 'e will use the pre8defined stereotype of
!nterface for the 6illingSystem class since this is the class that is the interface to the e,ternal billing
system
1. +ouble8clic% on the 6illingSystem
class on the 4ain class diagram to
ma%e the Specification visible.
1. Clic% the arrow in the Stereotype
field to ma%e the drop down menu
visible.
7. Select the !nterface stereotype.
;. Clic% the *G button to close the
Specification.
Relationships between classes are added
to facilitate ob>ect communication. Sequence diagrams are e,amined to see what ob>ects must tal% to one
another. !f ob>ects must tal% then there must be a pathway for communication between their classes. Two
common types of relationships are associations and aggregations.
-n association is a bi8directional connection between classes. 6y e,amining the ?-dd a Course@ sequence
diagram we can determine that the following associations e,ist Reg$orm to 4anager# 4anager to
Course and 4anager to 6illingSystem.
1. Clic% to select the association icon
from the toolbar &line).
7. Clic% on the Reg&orm class and
drag the association line to the
Manager class.
;. Repeat the above steps for the
following relationships
Manager and Course
Manager and BillingSystem.
-n aggregation is a stronger form of association. !t shows the relationship between a whole and its parts.
'e will create an aggregation relationship between the Course and the Course*ffering classes &a Course is
comprised of Course*fferings).
1. Clic% to select the aggregation icon
from the toolbar &line with a
diamond).
7. Clic% to select the class representing
the part : Course*ffering.
;. +rag the aggregation line to the
class representing the whole :
Course.
4ultiplicity indicators are added to the relationships in the model to show ?how many@ ob>ects participate
in the relationship.
1. Clic%8right on the aggregation line
near the Course*ffering class.
7. Select the 4ultiplicity*ne or 4ore
menu command.
;. Clic%8right on the aggregation line
near the Course class.
9. Select the 4ultipliciy1 menu
command.
Test +rive Rose C.. 0age 1D
The structure of a class is represented by its set of attributes. Structure is found by e,amining the problem
requirements and through conversions with domain e,perts and customers. !n our model# each
Course*ffering is held at a specific location : this is an attribute.
1. Clic%8right on the Course*ffering
class on the class diagram.
7. Select the /ew-ttribute menu
command. This will add an
attribute called HHFFname
typeIinitval to the class.
;. 'hile the new attribute is still
selected# enter its name :
numberStudents.
The behavior of a class is represented by its set of operations. *perations are initially discovered by
mapping the messages in sequence diagrams to operations.
The first step is to assign the ob>ects in the sequence diagram to classes.
1. *pen the -dd a Course sequence
diagram by double clic%ing on the
diagram in the 6rowser.
class in the 6rowser.
;. +rag the Course*ffering class onto
the section 1 ob>ect.
*nce an ob>ect is assigned to a class# you can map the messages it receives to new operations or to
operations that have already been defined for the class.
1. Clic%8right on the ?accepting
students J@ message to ma%e the
shortcut menu visible.
7. Select the Hnew operationF menu
command to ma%e the *peration
Specification visible.
;. "nter the name of the new operation
: offering*pen.
*peration specification.
*nce a new operation has been created# messages may be mapped to the operation.
1. Clic%8right on the ?accepting
studentsJ@ message to ma%e the
7. Select the offering*pen&) operation.
*perations created are automatically added to the Class in the 2ogical 5iew of the model.
-s you progress along the analysis and design timeline# design decisions are added to the model.
/avigation shows what ob>ects can send messages. 6y default# associations and aggregations are
navigable in both directions. +uring design# navigation may be set to only one direction &arrow added to
show the navigation direction). Scenario diagrams are used to help you ma%e navigation decisions. !n
our model# the Course sends messages to the Course*ffering but the Course*ffering does not send
messages to the Course. This means that you cannot navigate from the Course*ffering to the Course.
1. *pen the 4ain class diagram by
double clic%ing on it in the browser.
7. Clic%8right on the aggregation line
near the Course class.
;. Select the /avigable menu
command &this will toggle
navigation in that direction).
*nce the language has been chose# attributes are given data types and operation signatures are finali(ed.
Kere# we are using the C.. language.
1. +ouble8clic% on the Course*ffering class in
either the 6rowser or on a class diagram to
7. Select the -ttributes tab.
;. Clic% in the Type field to ma%e the drop down
menu visible.
9. Select the desired data type &select long).
=. Clic% the *G button to close the Specification.
/*T" attribute data types may also be set using
the -ttribute specification or by typing in place if
the attribute is displayed on a class diagram
&format is attribute(data ty$e).
Test +rive Rose C.. 0age 1;
1. +ouble8clic% on the Course*ffering class in either the 6rowser or on a class diagram to ma%e the
7. Select the *perations tab.
;. Clic% in the Return type field to ma%e the drop down menu visible.
9. Select the desired return type &select long).
/*T" *peration arguments are set using the *peration Specification.
*peration arguments and return type my also be set by typing in place if the operation is displayed on a
class diagram &format is
o$eration)argument name(data ty$e*(return ty$e).
"ventually# you reach a point where it is time to generate code for the classes in the model. Kere# we use
the Component 5iew of the tool to specify the source code components in our system. Rose automatically
creates one component diagram called 4ain.
1. Clic% the . ne,t to the Component
5iew pac%age in the 6rowser to
e,pand the pac%age.
4ain to open the main component
diagram.
!n our model# we will have one component to represent the header file for the Course*ffering class and
one component to represent the .cpp file for the Course*ffering class. Stereotypes are used to differentiate
the .h and .cpp files. .h files have a stereotype of 0ac%age Specification and .cpp files have a stereotype of
0ac%age 6ody.
1. Clic% to select the component icon
from the toolbar.
component.
;. 'hile the new component is still
selected# enter its name 88
Course'ffering.
9. +ouble8clic% on the Course*ffering
component to ma%e the Component
=. Clic% the arrow in the Stereotype
field to ma%e the drop down menu
visible.
B. Select 0ac%age Specification.
C. Clic% the *G button to close the
specification.
8. Repeat the above steps using the
0ac%age 6ody stereotype.
9. Clic% to select the dependency
relationship icon from the toolbar.
1D. Clic% on the component representing
the .cpp file &pac%age body stereotype)
and drag the arrow to the component
representing the .h file &pac%age
specification stereotype).
"ach component is assigned a language. This implies that all classes assigned to the component will be
implemented in the assigned language. 'e will assign the components to the C.. language.
1. +ouble8clic% on the Course*ffering component
representing the .h file &pac%age specification
stereotype) on the component diagram or in the
6rowser to ma%e the Component Specification visible.
7. Clic% the arrow in the 2anguage field to ma%e the
drop down menu visible.
;. Select the desired language : C...
9. Clic% the *G button to close the Specification..
=. Repeat the above steps for the Course*ffering
component representing the .cpp file &pac%age body
stereotype).
*nce components are created# classes in the model must be assigned to the component.
Test +rive Rose C.. 0age 1=
1. +ouble8clic% on the Course*ffering component
representing the .h file &pac%age specification
stereotype) on the diagram or in the 6rowser to
7. Select the Reali(es tab.
;. Clic%8right on the Course*ffering class to ma%e the
9. Select the -ssign menu command.
The Tools menu contains the command to generate C..
code.
components &both components) on
the component diagram.
7. Select the ToolsC.. Code
Leneration menu command.
Test +rive Rose C.. 0age 1B
Code generation status is shown in the Code Leneration Status window. -ll errors are written to the log.
1. Clic% the Close button to complete the code
generation process.
2et3s loo% at the code generated by Rose.
1. Clic% to select the component
representing the .h file for the
Course*ffering class on the
component diagram.
7. Select the ToolsC.. 6rowse
Keader menu command.
Test +rive Rose C.. 0age 1C
<ou will notice that the documentation
that was added to the model is also
added to the code.
-s you loo% at the code# you will notice
that there are methods generated that
were not specified in the model : for
e,ample a constructor# a destructor#
and getMset methods. This is due to the
fact that Rose has a very robust set of
code generation properties that may be
used to tailor the generated code. $or
more information on code generation
properties# see the Rose help.
/ow comes the 1DDD8dollar question. <ou have done your analysis and design# generated the code and are
implementing the methods when you discover that you need another operation. Kow many fol%s will go
bac% to the model# add the operation and re8generate the code J 0robably no one : you will update the
codeN
1. "nter the name of the new method
: incrementCount &ma%e the
return type long) to the
Course*ffering.h file.
7. Save the .h file.
'e now have a problem# our code says one thing and our model says another thing. This is where reverse
engineering comes into play.
1. To start the C.. -naly(er# select the
ToolsC..Reverse "ngineering
menu command.
1. To create a new analy(er pro>ect#
select the $ile/ew menu command.
The ne,t step is to tell the analy(er what directories include the files you want to analy(e.
1. Clic% the +irectories button to ma%e the 0ro>ect
+irectory 2ist window visible.
7. /avigate through the directories shown in the
+irectory Structure field to find the directory
containing the files to reverse engineered.
;. Clic% the -dd Current button to add the
directory.
9. Clic% the *G button to close the 0ro>ect
+irectory 2ist window.
'e now need to add the files to our analy(er
pro>ect.
Test +rive Rose C.. 0age 7D
1. Clic% the $iles button to ma%e the 0ro>ect $iles window visible.
7. Select the desired files from the $iles /ot !n 2ist field.
;. Clic% the -dd Selected button.
9. Clic% the *G button to close the 0ro>ect $iles window.
/ow that our pro>ect is set up# it is time to reverse engineer the files.
1. Clic% to select the files to be reverse
engineered.
7. Select the -ctionCode Cycle menu
command.
<ou will be as%ed if it is o% for Rose to update the files being analy(ed &Rose will add code mar%ers if
necessary to facilitate forward engineering).
1. Clic% the <es button to continue the reverse
engineering process.
/*T" Rose will update the status for
each file being analy(ed. Code cycled
means success.
-fter the file&s) are reverse engineered# they must be e,ported to Rose.
1. Select the -ction",port to Rose
menu command to ma%e the ",port to
Rose window visible.
7. Clic% the arrow in the *ption Set field
to ma%e the drop down menu visible.
;. Select the Round Trip option.
window.
/ow the Rose model must be updated with
the information obtained from the reverse
engineering process.
1. Select the $ileUpdate menu
command to ma%e the Update
4odel $rom window visible.
1. Use the arrow in the 2oo% !n field to go to the directory containing the .red file &file created by the C.
. analy(er).
7. Clic% to select the desired .red file.
;. Clic% the *pen button to update the Rose model.
Update status is displayed in the 4erge Status window.
1. Clic% the Close button to close the 4erge Status
window.
Test +rive Rose C.. 0age 7;
<ou will notice that the operation that we added in the code &incrementCount) is now present in the Rose
model.
!n this short demo# you have seen how Rational Rose may be used throughout the analysis and design
phases of development to visuali(e# analy(e# design# implement# and document a system under
development.

COurse Registration CPP Evalscript

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COurse Registration CPP Evalscript

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Copyright:

Formati disponibili

This script will allow you to test drive Rational Rose 98 by building a model of a Course Registration

System for a University.

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