NH85969 (Igee)

Object-Oriented Programming and Design
Using Java (Third Edition)

Object-OrientedProgramming
andDesign Using Java (Third
Edition)
Object-OrientedProgrammingand
Design UsingJava(ThirdEdition)
Course Edition: 1.0
ACKNOWLEDGMENTS
Project Team
Content Developer: Aparna Venkatesan and Sivanarul S Content Manager: Srisai V. K. Graphic Designer: Rajaram S
Project Manager: Balakumar R Media Instructional Designer: Aparna Venkatesan and Sivanarul S Content Editor:
Gopalakrishnan V Materials Editor: Hannah Pauline Technical Reviewer: Arunkumar J Project Technical Support: Mike
Toscano
NOTICES
DISCLAIMER: While Element K Corporation takes care to ensure the accuracy and quality of these materials, we cannot guarantee their accuracy, and all materials are provided without any warranty
whatsoever, including, but not limited to, the implied warranties of merchantability or tness for a particular purpose. The name used in the data les for this course is that of a ctitious company. Any
resemblance to current or future companies is purely coincidental. We do not believe we have used anyones name in creating this course, but if we have, please notify us and we will change the name in
the next revision of the course. Element K is an independent provider of integrated training solutions for individuals, businesses, educational institutions, and government agencies. Use of screenshots,
photographs of another entitys products, or another entitys product name or service in this book is for editorial purposes only. No such use should be construed to imply sponsorship or endorsement of
the book by, nor any afliation of such entity with Element K. This courseware may contain links to sites on the Internet that are owned and operated by third parties (the External Sites). Element K is
not responsible for the availability of, or the content located on or through, any External Site. Please contact Element K if you have any concerns regarding such links or External Sites.
TRADEMARK NOTICES: Element K and the Element K logo are trademarks of Element K Corporation and its afliates.
Java is a registered trademark of Sun Micrososystems, Inc., in the U.S. and other countries; the other Sun Micrososystems, Inc., products and services discussed or described may be trademarks of Sun
Micrososystems, Inc. All other product names and services used throughout this course may be common law or registered trademarks of their respective proprietors.
Internet Explorer is a registered trademark of Microsoft Corporation in the U.S. and other countries; the other Microsoft products and services discussed or described may be trademarks of Microsoft
Corporation. All other product names and services used throughout this course may be common law or registered trademarks of their respective proprietors.
Copyright 2008 2008 Element K Corporation. All rights reserved. Screenshots used for illustrative purposes are the property of the software proprietor. This publication, or any part thereof, may not
be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, storage in an information retrieval system, or otherwise, without express written
permission of Element K, 500 Canal View Boulevard, Rochester, NY 14623, (585) 240-7500, (800) 478-7788. Element K Coursewares World Wide Web site is located at
www.elementkcourseware.com.
This book conveys no rights in the software or other products about which it was written; all use or licensing of such software or other products is the responsibility of the user according to terms and
conditions of the owner. Do not make illegal copies of books or software. If you believe that this book, related materials, or any other Element K materials are being reproduced or transmitted without
permission, please call (800) 478-7788.
Object-Oriented Programming and Design Using Java (Third Edition) ii
Part Number: NH85969 (IGEE)
OBJECT-ORIENTED PROGRAMMING AND
DESIGN USING JAVA (THIRD EDITION)
LESSON 1- IDENTIFYING THE KEY PHASES IN SOFTWARE PRODUCT
DEVELOPMENT
A. Identify theAspects of aGoodProject Plan . . . . . . . . . . . . . . . . . . . . . . . . . 2
Phases inSoftwareDevelopment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Project Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Guidelines for DevelopingaProject Plan . . . . . . . . . . . . . . . . . . . . . . . . . 4
B. Identify theElements in SoftwareRequirements Specications . . . . . . . . . 7
TheSoftwareRequirements Specications Document . . . . . . . . . . . . . . 7
TheRequirements of aSoftwareProject . . . . . . . . . . . . . . . . . . . . . . . . . . 8
UseCases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Test Cases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
C. DeterminetheSteps Involvedin DesigningaClass Structure. . . . . . . . . . . 12
Classes andObjects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Class StructureDesign . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Attributes of aClass Structure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
D. ExaminetheCodingProcess . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
TheCodingProcess . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
LESSON 2- EXPLORING SOFTWARE DESIGN METHODOLOGIES AND TOOLS
A. Identify theCharacteristics of SoftwareDesign Methodologies. . . . . . . . . 22
SoftwareDesignMethodologies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Elements of SoftwareDesignMethodologies . . . . . . . . . . . . . . . . . . . . . . 22
B. ExaminetheDifferent Types of UML Diagrams. . . . . . . . . . . . . . . . . . . . . . . . 24
Notations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
TheUniedModelingLanguage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
UniedModelingLanguageDiagrams . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
CONTENTS
Contents iii
LESSON 3- DESCRIBING THE CHARACTERISTICS AND BENEFITS OF
OBJECT-ORIENTED PROGRAMMING
A. ExaminetheDifferent Approaches toProblem-Set Analysis . . . . . . . . . . . 34
ProgrammingProblemSets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Approaches toAnalysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
TheAlgorithmicApproach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
TheObject-OrientedApproach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Comparisonof theTwoApproaches toAnalysis . . . . . . . . . . . . . . . . . . . 36
B. DescribetheEvolution of Object-OrientedProgrammingLanguages . . . 39
Generations of ProgrammingLanguages . . . . . . . . . . . . . . . . . . . . . . . . 39
Object-OrientedProgrammingLanguages. . . . . . . . . . . . . . . . . . . . . . . 41
Object-BasedProgramming . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
C. Identify theBenets of Object-OrientedProgramming . . . . . . . . . . . . . . . 43
Benets of Object-OrientedProgramming. . . . . . . . . . . . . . . . . . . . . . . . 43
LESSON 4- IDENTIFYING THE ELEMENTS OF OBJECT-ORIENTED
PROGRAMMING
A. DeneObject Relationships andAttributes . . . . . . . . . . . . . . . . . . . . . . . . . 48
Classes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Objects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Classicationof Objects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Abstraction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Approaches toAbstraction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Encapsulation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
InformationHiding. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Modularity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
JavaPackages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
B. Identify theRelationshipBetween Classes . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Subclasses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Inheritance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Levels of Inheritance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
CONTENTS
Object-Oriented Programming and Design Using Java (Third Edition) iv
C. Implement MultipleForms of theSameProcedure . . . . . . . . . . . . . . . . . . . 86
Polymorphism. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Types of Polymorphism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
MethodOverload . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
MethodOverride. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
LESSON 5- DETERMINING THE USE OF OBJECT-ORIENTED PROGRAMMING
IN WINDOWED APPLICATIONS
A. ExploretheStructureandWorkingof aWindowedApplication. . . . . . . . . 98
EvolutionStages inApplicationDevelopment. . . . . . . . . . . . . . . . . . . . . 98
Applicationof OOPs inWindowedApplications . . . . . . . . . . . . . . . . . . . 100
TheWorkingof aWindowedApplication . . . . . . . . . . . . . . . . . . . . . . . . . 100
B. ExaminetheUseof Frameworks in Developingan Application . . . . . . . . . 104
Frameworks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
Class Libraries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
LESSON 6- EXAMINING APPLICATION DEVELOPMENT FOR THE INTERNET
A. ExaminetheWebCommunication Process . . . . . . . . . . . . . . . . . . . . . . . . . 108
WebApplications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
WebElements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
StaticandDynamicWebPages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
TheWebCommunicationProcess. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
B. ExaminetheTechnologies Involvedin WebCommunication . . . . . . . . . . 111
Server-SideObjects andTechnologies . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Client-SideObjects andTechnologies . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
WebCommunicationinDynamicPages . . . . . . . . . . . . . . . . . . . . . . . . . 117
CONTENTS
Contents v
C. Identify WebObjects. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
TheBrowser Document Object Model . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
TheProcess of DisplayingaWebPage . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
CGI Executables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Server Extensions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Java. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
TheJavaRuntimeEnvironment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
JavaClasses andObjects. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
TheJavaDevelopment Kit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
D. CreateaWeb-basedApplication UsingJava . . . . . . . . . . . . . . . . . . . . . . . 125
Applets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
LifeCycleof anApplet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
LESSON LABS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
135
GLOSSARY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
143
INDEX . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
147
CONTENTS
Object-Oriented Programming and Design Using Java (Third Edition) vi
ABOUT THIS COURSE
You have probably written software code that focuses on the procedures of a system. You may
now need to write code that focuses on the properties of the objects involved in the system
rather than the procedures. In this course, you will examine the concepts underlying the object-
oriented programming model.
Applications developed with focus on the procedures carried out within a system require
numerous changes in coding when small changes occur in procedures. By shifting the focus of
the program from the procedures to the entities of the system and their interactions, you can
create code, which will be less inuenced by changes in system procedures.
CourseDescription
Target Student
The target student is interested in learning general object-oriented programming concepts. This
course provides a foundation for students desiring to go on and learn one or more object-
oriented programming languages.
CoursePrerequisites
To ensure your success, we recommend you rst take the following New Horizons courses or
have equivalent knowledge: Introduction to Programming using Java
HowtoUseThis Book
As aLearningGuide
Each lesson covers one broad topic or set of related topics. Lessons are arranged in order of
increasing prociency with Object-Oriented Programming and Design Using Java; skills you
acquire in one lesson are used and developed in subsequent lessons. For this reason, you
should work through the lessons in sequence.
INTRODUCTION
Introduction vii
We organized each lesson into results-oriented topics. Topics include all the relevant and sup-
porting information you need to master Object-Oriented Programming and Design Using Java,
and activities allow you to apply this information to practical hands-on examples.
You get to try out each new skill on a specially prepared sample le. This saves you typing
time and allows you to concentrate on the skill at hand. Through the use of sample les,
hands-on activities, illustrations that give you feedback at crucial steps, and supporting back-
ground information, this book provides you with the foundation and structure to learn Object-
Oriented Programming and Design Using Java quickly and easily.
As aReviewTool
Any method of instruction is only as effective as the time and effort you are willing to invest
in it. In addition, some of the information that you learn in class may not be important to you
immediately, but it may become important later on. For this reason, we encourage you to
spend some time reviewing the topics and activities after the course. For additional challenge
when reviewing activities, try the What You Do column before looking at the How You Do
It column.
As aReference
The organization and layout of the book make it easy to use as a learning tool and as an after-
class reference. You can use this book as a rst source for denitions of terms, background
information on given topics, and summaries of procedures.
CourseObjectives
In this course, you will examine the principles of object-oriented programming and design.
You will:
identify the key phases in software product development.
explore software design methodologies and tools.
describe the characteristics and benets of object-oriented programming.
identify the elements of object-oriented programming.
determine the use of object-oriented programming in windowed applications.
examine application development for the Internet.
CourseRequirements
Hardware
ClassroomComputers
On each students machine, you need the following hardware:
Intel
Pentium
1 GHz or higher processor.

512 megabytes (MB) of RAM or more.
INTRODUCTION
Object-Oriented Programming and Design Using Java (Third Edition) viii
10 gigabytes (GB) of available hard-disk space or more.
CD-ROM drive or DVD-ROM drive.
Sound card.
Headphones or speakers to hear sound effects.
Color monitor with a 16-bit or greater video card.
Monitor with 1024 x 768 resolution.
A mouse or other pointing device.
Internet connection.
Display system to project the instructors computer screen.
Software
Microsoft
Windows
XP Professional with Service Pack 2 or Microsoft
Windows
Vista
Business Edition.
Microsoft
Internet Explorer
6.0 or its later versions.

WinZip or a similar compression/extraction utility.
A source code editor, Notepad++ 5.0 or above.
Java SE Development Kit (JDK) 6 Update 7.
Class Setup
Install Windows XP Professional
1. Install Windows XP Professional on the C drive using the following parameters:
a. Accept the license agreement.
b. Create a 4 GB partition on the C drive.
c. Format the C partition to NTFS.
d. Select the appropriate regional and language settings.
e. Enter the appropriate name and organization for your environment.
f. Enter the product key.
g. For each student computer, congure the settings:
1. Name of computer: Computer# (where # is a unique integer representing the
student computer)
2. Administrator password: password
3. Select your time zone.
4. Select the Typical network conguration.
2. Download and install Windows Internet Explorer 7. Microsoft
Internet Explorer 7 can be

downloaded at http://www.microsoft.com/windows/downloads/ie/getitnow.mspx?wt_
svl=20510a&mg_id=20510b.
3. Download and install any updates from Microsoft Update.
INTRODUCTION
Introduction ix
CreateaDownloads Folder
You will download all of the required software into the various folders that you create in this
procedure.
1. Create a Downloads folder on the Desktop.
2. Inside the Downloads folder, create two new folders with the following names:
Notepad++
JDK
DownloadandInstall Notepad++
Download and install Notepad++ 5.0.3:
1. In Internet Explorer 7, in the address bar, type http://notepad-plus.sourceforge.net/uk/
site.htm and press Enter.
2. Click the Download link.
3. Under the Binary les heading, click the Download Notepad++ executable les link.
4. In the SourceForge.net: Files window, if necessary, expand npp 5.0.3 bin.
5. Click the npp.5.03. Installer.exe link.
6. If you experience problems with the download, click the this direct link link.
7. In the File Download Security Warning dialog box, click Run.
8. In the Internet Explorer-Security Warning dialog box, click Run.
9. Save this executable le to the Notepad++ folder you had created.
10. In Windows Explorer, on the desktop, navigate to the Downloads\Notepad++ folder.
11. Double-click the npp.5.0.3.Installer.exe le.
12. In the Installer Language dialog box, verify if English is selected and click OK.
13. In the Notepad++v5.0.3 setup dialog box, click Next.
14. In the License Agreement dialog box, click I Agree.
15. In the Choose Install Location dialog box, click Browse.
16. In the Browse For Folder dialog box, click Make New Folder, name the new folder
Notepad++ and then click OK.
17. Click Next.
18. In the Choose Components dialog box, check the As default html viewer check box.
19. Click Install.
20. Click Finish.
21. Close the change.log le and then close the Notepad++ application.
Install Java
SE Development Kit 6 Update7

1. In Internet Explorer, navigate to http://java.sun.com/javase/downloads/index.jsp
2. Click the Previous Releases link.
3. Click the Archived Releases link.
4. From the JDK/JRE - 6 drop-down list, select 6 Update 7 and click Go.
5. Click the Download JDK link.
INTRODUCTION
Object-Oriented Programming and Design Using Java (Third Edition) x
6. From the Platform drop-down list, select Windows.
7. Click the jdk-6u7-windows-i586-p.exe link.
At the time this course was written, the JDK (jdk-6u7-windows-i586-p.exe le) was available for download
using the above given procedure.
8. In the Internet Explorer-Security Warning dialog box, click Save.
9. Save this executable le to the JDK folder you had created.
10. In Windows Explorer, on the desktop, navigate to the Downloads\JDK folder.
11. Double-click the jdk-6u7-windows-i586-p.exe le.
12. In the Java(TM) SE Development Kit 6 Update 7 - License Wizard, click Accept.
13. On the License Agreement page, click Accept.
14. On the Custom Setup page, click Next to install the Java(TM) SE Runtime Environment.
15. On the Custom Setup page, click Next to install Default Java for browsers.
16. On the Java(TM) SE Development Kit 6 Update 7 - Complete Wizard, click Finish to
complete the wizard.
Set Environment Variables BeforeCompilingthe
File
For Microsoft Windows XP:
1. Choose StartControl Panel.
2. In the Control Panel window, select System.
3. In the System Properties dialog box, select the Advanced tab.
4. On the Advanced tab, click Environment Variables.
5. In the Environment Variables dialog box, in the System variables section,
in the Variable column, select Path.
6. Click Edit.
7. In the Edit System Variable dialog box, in the Variable value text box,
place the cursor at the end of the existing text, and type ;C:\Program Files\
Java\jdk1.6.0_07\bin to set the path to the location of the javac.exe le.
8. Click OK.
9. In the Environment Variables dialog box, click OK.
10. In the System Properties dialog box, click OK.
11. Close the Control Panel.
For Microsoft Windows Vista:
1. Choose ComputerSystem properties.
2. In the left pane, in the Tasks list, select Advanced system settings.
3. In the User Account Control dialog box, click Continue.
4. In the System Properties dialog box, choose Environment Variables.
5. In the Environment Variables dialog box, in the System variables section,
in the Variable column, select Path.
6. Click Edit.
INTRODUCTION
Introduction xi
7. In the Edit System Variable dialog box, in the Variable value text box,
place the cursor at the end of the existing text, and type ;C:\Program Files\
Java\jdk1.6.0_07\bin to set the path to the location of the javac.exe le.
8. Click OK.
9. In the Environment Variables dialog box, click OK.
10. In the System Properties dialog box, click OK.
Display FileExtensions
Display the le extensions of your documents.
1. Choose StartAll ProgramsAccessoriesWindows Explorer.
2. In Windows Explorer, choose ToolsFolder Options.
3. Select the View tab and uncheck the Hide extensions for known le types check box.
Initial Class Setup
1. On the course CD-ROM, run the 085969dd.exe self-extracting le located within. This
will install a folder named 085969Data on your C drive. This folder contains all the data
les that you will use to complete this course.
List of Additional Files
Printed with each activity is a list of les students open to complete that activity. Many activi-
ties also require additional les that students do not open, but are needed to support the le(s)
students are working with. These supporting les are included with the student data les on the
course CD-ROM or data disk. Do not delete these les.
INTRODUCTION
Object-Oriented Programming and Design Using Java (Third Edition) xii
Identifying the Key Phases
in Software Product
Development
In this lesson, you will identify the key phases in software product development.
You will:
Identify the aspects of a good project plan.
Identify the elements in software requirements specications.
Determine the steps involved in designing a class structure.
Examine the coding process.
Lesson Time
1 hour(s) LESSON 1
LESSON 1
Lesson 1: Identifying the Key Phases in Software Product Development 1
Introduction
As a programmer, before you start work on the coding aspect of your project, you need to
clearly dene the scope and requirements of a project and draw a clear plan on how to go
about achieving them. In this lesson, you will identify the key phases in software product
development.
Suppose you would like to own a home. Before you plunge into the search for your dream
home, you must have a denite strategy for buying it. Your strategy might include to check for
nances including the budget, look for best mortgage plans, select a real estate agent, shop for
a home, make an offer, negotiate terms, and nally sign the papers. Similarly, when you are
developing a software application, you need to identify its key phases and provide a structured
framework for the development process. This strategic planning of your project will help you
remove any obstacles and create a road map to achieving your objective.
TOPIC A
Identify the Aspects of a Good
Project Plan
Before writing code for software, it is important that you know the objective of your tasks and
the way the project has progressed. To achieve this, you need to know how the software devel-
opment phase is executed as a series of steps, which emphasizes the need for good planning.
In this topic, you will identify the aspects of a good project plan.
Before you go for a vacation, you will organize your tour itinerary which consists of the places
to see, hotel accommodation, and any other travel arrangements. If you dont have a proper
tour plan, then you might be facing much difficulty. Similarly, delivering customer require-
ments on time is a prime requisite in software product development. Formulation and strict
adherence to a good project plan will help you manage your resources and time better. If the
plan is not adhered to, then there is a possibility of your losing a valuable customer.
Phases in Software Development
The software development process is a framework based on which any software product is
developed. There are several software development models available, each following different
approaches to completing the activities and tasks involved. One such approach to software
development is the iterative model, which is the famous Software Development Life Cycle
(SDLC) process. It is an iterative process consisting of six phases:
1. During the analysis phase, you will study the feasibility and scope of the project.
2. In the design phase, you will develop a project plan before planning the ow of work.
3. In the coding phase, you will write program code based on the accepted design before
building the required technical architecture and databases.
4. In the testing phase, you will check whether the developed software application is work-
ing as intended.
5. During the integration phase, you will make the developed software available on the mar-
ket.
Phases in Software
Development
LESSON 1
Object-Oriented Programming and Design Using Java (Third Edition) 2
6. In the maintenance and extension phase, you will provide troubleshooting and help desk
services to support system users.
Project Plans
Denition:
A project plan is a formal document that contains a generic description about the
project; about various sub-tasks and activities involved; about the sequence with which
these tasks have to be performed as well as their dependencies with other tasks; about
the resources involved; about the estimated start and completion dates; and about the
costs involved. This document is accepted and used by management to track the cur-
rent phase of the project, the level of completion achieved, and as a record of
decisions made with respect to the project. A project plan can be very detailed in its
description, or it can be just a summary. It is always best to start with a project plan.
Careful planning can mean the difference between a good product that ships on time
and a faulty product that is released much later than expected.
Project Plans
LESSON 1
Example:
Project Plan Details
During the initial stages of creating a project plan, you will have to start out with
some of the details missing. For instance, you cannot probably assign completion mile-
stones and delivery dates until youve at least identied software requirements. Until
you know what youre building, its simply not possible to reliably assign delivery
dates without severely compromising other aspects of the project. Many good books,
software, and templates have been developed to assist in the process of creating a
project plan. You can adapt them to meet your needs, and it is usually much quicker to
begin with existing tools than to develop them from scratch.
Guidelines for Developing a Project Plan
Many sound methodologies have been developed as guidelines for developing a project plan. It
is always a good idea to get introduced to the sorts of issues that the methodologies address,
and to start using a general framework for thinking in an object-oriented way when you
embark on a software project.
Guidelines:
The methodology must identify certain aspects of a project plan in order to make it
successful. This includes determining information such as:
What are the objectives of the plan or what is the problem or a value addition
being addressed by the project?
How can these objectives be measured?
What are the steps involved in this project?
What are the important deliverables of the project and when should they be deliv-
ered?
Who should have input into the project plan?
Who should own the project plan?
Who should have access to the project plan?
What are the responsibilities of the people who are involved in the plan? How are
the people involved in the plan organized?
LESSON 1
What is the estimated project completion date or the timeline? When will the
milestones of the project be completed?
Example:
Sally Brown, a project manager with Our Global Company is assigned the task of pre-
paring the project plan for an assignment that involves digitizing the community
information of Chermont City. Before she prepares the schedule, she must identify the
steps involved in digitizing the community information, the milestones for the project,
the resources involved, and the budget for the project. She must also identify the
objects of the plan, if there are any product deliverables that have to be met, and when
they should be delivered to the client. Based on the information, Sally has to create the
project plan which would help Our Global Companys management in tracking the
project.
Figure 1-1: A sample project plan created to track the digitizing project.
LESSON 1
ACTIVITY 1-1
Framing Project Schedules
Scenario:
You have been assigned the task of preparing a project schedule for an assignment that
involves the building of an information website for the tourism department of Chermont City.
Before preparing the schedule, you would like to test your knowledge of identifying the vari-
ous aspects of the project plan.
1. In which phase do you check a projects feasibility and scope?
a) Analysis
b) Design
c) Coding
d) Testing
2. True or False? You can assign delivery dates in your plan only after knowing what
needs to be built.
True
False
3. True or False? You will be able to draft a complete plan only after the software
requirements are in place.
True
False
LESSON 1
TOPIC B
Identify the Elements in Software
Requirements Specications
You examined the features of a good project plan. However, a complete project plan can be
developed only after the software requirements specications are in place. In this topic, you
will identify the elements in software requirements specications.
The software requirements specications document translates the requirements of the customer
into a language that is well understood by the programmer. Because it directly relates to the
nal product outcome, preparing a requirements specications document free of ambiguity is
essential to develop software that meets customer requirements.
The Software Requirements Specications
Document
Before any design or coding begins, it is necessary to identify what will be required of the
program. This process typically involves nding out what the customer or eventual user of the
program needs to be able to do. It produces documents with names such as software require-
ments specications (srs) or software specications.
A software requirements specications document is a document that contains a comprehensive
description of the functionality to be incorporated into the software based on customer require-
ments. It will contain information about what the software will do; how it will interact with
other programs and users in real-world situations; performance aspects such as its speed and
response time, its reliability, maintainability, and security information; and design constraints.
A good software specications document will help reduce the effort put in by developers and
minimize the development cost. This document will act as a base between you and your client
in understanding one anothers requirements at any given point in time and as a reference for
any contracts signed.
The term software requirements specications is also known as functional requirements, user requirements, or
software specications.
Benets of Software Requirements Specications
A properly dened software requirements specications document will act as a basis
between yourself and the client in clearly establishing the requirements about what
exactly the proposed software will do? Based on the accepted requirements or any
changes proposed by your client, you can derive a contract or an agreement between
each other. Carefully reviewing each requirement both by you and your client will help
in clearing out any misunderstandings, omissions, and inconsistencies in the document.
This will considerably help reduce development time. Based on the requirements, you
will be able to provide the estimated cost of the product and the time frame within
which it can be shipped off to the client. It can also help you gain new users or cus-
tomers to the product and will serve as a base for future renements and
enhancements.
LESSON 1
Documenting Software Requirements Specications
The recommended scope, depth, and form of a software requirements specications
document are sometimes the cause of endless debate among software development
teams. Some organizations favor the use of words over diagrams, and others favor dia-
grams over words. Many software development organizations have set forth extensive
rules, guidelines, and templates to facilitate a uniform approach to creating such docu-
ments. Much has been written about the subject of writing software requirements
specications. If your organization is struggling with dening standards for software
requirements specications, you would be well advised to base your companys own
standards on one of the many existing sets of templates and guidelines.
The Requirements of a Software Project
Typically, software requirements specications identify the general aspects of a software
project and dene the requirements for the project. Refer to the table for a description of each
such general aspect.
General Aspect Description
Product functions Describe the major functions that the program
must perform.
User descriptions Describe the major types of users who will be
using the program, and how they will be using the
program, including which product functions they
will use.
Operating environment Describes the environment in which the program
will operate, including operating systems, hardware
that must be supported, and other software with
which the program must be compatible.
User interface requirements Describe user interface requirements, such as a
specic look and feel that needs to be imple-
mented, display hardware constraints, and so forth.
Software interface requirements Describe other systems that the program must
interface with, and dene (or point to other docu-
ments that dene) the interface itself.
Design and implementation constraints Describe any factors that programmers should be
aware of as limitations, such as technologies that
must be used or avoided, languages or tools that
must be used for development, and so forth.
Assumptions and dependencies Describe additional factors that programmers
should be aware of as limitations or enablers, such
as existing software that the program must inter-
face with, dependent software systems that are
slated for replacement, and so forth.
Performance requirements Describe the performance standards that must be
met, if any.
Business rules Describe how the software functionality relates to
rules of the business or organization that will be
using this software. For example, only the attend-
ing physician can release the patient from the
hospital.
LESSON 1
Use Cases
A use case is a description of a type of user accessing a software tool to accomplish a particu-
lar task. It is a combination of a user and a particular event, such as a customer using an
automated teller machine to withdraw cash. By considering each of the potential users of a
program, in each of the various tasks they need to perform, it is possible to identify the types
of objects and interactions that need to be implemented. It is very important to work through
enough use cases to substantially identify all subtle interactions between potential users. Use
cases can be implemented through diagrams, tables, or other forms of notationwhatever
works best for the design team.
Figure 1-2: Generic and sample use cases.
Test Cases
A test case is a description of various scenarios that will be constructed and analyzed to iden-
tify whether a program runs correctly as designed. Designing test cases in the preliminary
stages has several advantages. First, it means that software quality assurance will not be treated
as an afterthought at the end of the projectit will be treated as an important part of the
design process. Furthermore, as developers design and implement software, it provides a sanity
check to make sure that the project is going to live up to its requirements. At each iteration of
the development process, tests can be conducted to ensure that no new bugs have been added
as new features are introduced.
Use Cases
Test Cases
LESSON 1
Figure 1-3: Three sample scenarios constructed to identify whether the sample pro-
gram runs as designed.
How to Identify the Elements in Software
Requirements Specications
Before plunging yourself and your team into writing code for your software, you must rst
reach an agreement with your client about all requirements and weed out any inconsistencies
that may arise. A complete and properly dened software specications document will help
you achieve this goal.
Guidelines:
Some of the guidelines that must be kept in mind before creating a software require-
ments specications document are:
Take time and effort to understand customer specications in order to document
the requirements about the software that is going to be developed.
Instead of having large diagrams detailing the aspects of the software, use tables
and charts where possible. Your client may not be experienced enough to under-
stand all that technical information.
Get other people and not the actual developer of the software to work on the
specications to get different views about the requirements.
Be clear and concise in stating what the proposed software is expected to do. Do
not be vague about the requirements. If you do not understand the requirements,
do not hesitate to clarify the same with the client. Otherwise, vague descriptions
might pose possible dangers to you in the future.
If some of the requirements are simple to understand between you and the client,
do not complicate the same by over-documenting the features.
Keep your software requirements specications up to date.
Always test the requirements document based on the test cases written for the
same.
Example:
Benjamin Roberts, a product manager with Our Global Company, is assigned the task
of writing the software specications document for the loan processing system his
company is going to develop. He has had various discussions with the client about the
proposed application, and has documented the purpose and an outline of the applica-
tion. As part of the requirements, he has attached various reports and charts
LESSON 1
documenting the advantages of the new application. In the document, he has men-
tioned the possible time frame within which the application has to be developed; other
specications such as hardware and network requirements and security information are
also provided. Finally, he has given possible real-life scenarios and test ideas for
reviewing the application.
DISCOVERY ACTIVITY 1-2
Preparing Software Requirements Specications for Our
Global Company
Scenario:
Our Global Company has decided to automate its loan department. You have been asked to
dene the requirements of the project to prepare a project feasibility report. Before you prepare
the requirements of the project, you would like to test your knowledge on preparing the soft-
ware requirements specications document.
1. Identify the sections that form part of the software requirements specifications docu-
ment.
a) Operating environment
b) Software interface requirements
c) Product functions
d) Business rules
e) Allocation of project resources
2. True or False? Test cases are a description of the various scenarios that will be con-
structed and analyzed to identify whether a program runs correctly as designed.
True
False
3. True or False? Use cases provide a means of identifying the functionality that software
must support.
True
False
LESSON 1
TOPIC C
Determine the Steps Involved in
Designing a Class Structure
You identied the requirements of the software product. However, before you start writing the
code for your project, you need to design the various classes that are involved. In this topic,
you will determine the steps involved in designing a class structure.
A book contains a set of chapters that dene the scope of discussion based on the knowledge
to be imparted. Similarly, your software project might consist of a set of classes that dene the
scope of software development based on the customers requirements.
Classes and Objects
Denition:
A class is a template used to create objects and an object is an instance of a class. A
class contains the attributes and behaviors that are common to similar objects. For
example, the template of a registration form used to register for a course can be con-
sidered a class with attributes such as the student name, course name, and semester.
Objects are the printouts of the form taken using the template. The attribute values of
the student name, course name, and semester vary for different objects. A behavior is
something exhibited by an object, such as when processing, modifying, or canceling a
course registration.
Characteristics of a class are also known as attributes, or properties. Behaviors of a class are also
known as methods.
Example:
Classes and Objects
LESSON 1
Class Structure Design
The process of designing a class structure involves a set of sequential steps to come up with a
robust design structure for classes, so they stand the test of time and change.
The table describes each phase in designing a class structure.
Design Phase Description
Iterative analysis and design This phase helps you design objects of the system
with the help of good design methodologies
through an iterative process. In this phase, you
sketch out diagrams of the class structure and then
rene your diagrams through successive passes
until you believe youve got a workable solution.
The design process gives the entire team an oppor-
tunity to buy into the design.
Class sketching This phase involves effort being driven to deter-
mine class attributes. You then test the class
structure against use cases to determine whether
the structure is as simple as possible while still
covering all possible scenarios; it has room for
feature enhancements over time without requiring
major redesign; and it does work as intended. It is
helpful to document the class structure using a
software design program that uses a standard nota-
tion or object-oriented modeling methodology such
as Unied Modeling Language (UML), Booch,
OMT, and OOSE. Depending on the nature of the
software tool, the size of the development team,
and other factors, it might even make sense to
develop the rst-pass of the class structure right in
the software tool, rather than starting on paper.
Class Structure Design
LESSON 1
Design Phase Description
Class update This phase helps you make changes to existing
class structures as more functionality gets added to
the application. You might discover some elements
that you did not anticipate during the initial design
phase. As the development team begins to
assemble objects and code interactions, other
modications might be called for. Even after the
software ships, it might be necessary to modify the
classes that youve designed.
Often, even the most thorough design methodolo-
gies do not produce a perfect class structure in the
initial design phase. Certainly the goal is to pro-
duce the best possible design during the design
phase, but as you progress through the project (and
sometimes even after the software ships), it is nec-
essary to go back to the drawing board and modify
the classes that youve designed. For example, new
features in successive versions of software might
call for modications. Furthermore, you might
reuse the classes you create for one software
project within another. As you reuse classes, you
might discover the need for additional functionality
that you didnt plan for.
The Iterative Analysis and Design Phase
Good design methodologies enable you to design a class structure using some sort of
an iterative process in which you keep trying until you get it right, much like the way
a painter creates a picture.
It is unlikely that a complete class structure will just pop into your head and that you
can start coding. More likely, you will come up with a general idea of which objects
are involved, and you will somehow sketch out diagrams of the class structure.
Although jokes abound regarding the drawbacks of designing by a committee, a small
development team working together on an iterative design can often produce a much
better design than one person working alone. Certainly the various viewpoints make it
less likely that certain details will be overlooked.
LESSON 1
Usage of Tools for the Design Phase
You can use high-tech tools for this design phase, such as modeling software, that
enable you to use the computer to diagram and analyze class structures. Alternatively,
you can use low-technology tools, such as index cards, a white board, or ip chart
sheets. While some high-technology tools really do provide useful capabilities that help
automate the analysis and design process, the important part is that the tools you use
enable you to make a lot of changes and easily play What If? to come up with the
best design. You should provide adequate time to think through several iterations of the
design before you start coding. On the other hand, you should not get hung up on try-
ing to anticipate everything. When you begin coding, youll know if any modications
to your class structure are needed.
Sketching Out a Class Structure
As you analyze the class structure, youll want to consider the following questions
over the design for each class.
What will you name the class?
Which classes descend from other classes?
What major properties and methods will the class contain?
What other classes will this class interact with?
Attributes of a Class Structure
There are certain attributes that you need to examine when analyzing a class structure. Refer to
the table for a description of each such attribute.
Attribute Description
Class name Class names should be meaningful and clearly sig-
nify the range of information that is represented by
the class. As you modify and improve the class
structure, it might be necessary to modify class
names that youve come up with so that they are
consistent with the changes you make.
Relationships to other classes Class design includes design of child classes so
that they inherit attributes in a way that makes
sense and is not awkward.
Functionality of the class Class functionality improvisation will invite
changes to the class design by changing the rela-
tionships of existing classes and child classes. If a
single class becomes extremely complex, you
might need to create several smaller classes
instead.
Collaboration Class mergers are usually advised when a lot of
collaboration takes place between any two classes.
If one class has a few interactions with other
classes, it could be that it is too big and all-
encompassing. When in doubt, keep objects small
and specic.
LESSON 1
ACTIVITY 1-3
Designing Class Structures for Payment Process
Automation
Scenario:
Your client, Our Global Company has approached you with software requirements specica-
tions of a project in order to automate their payment processing system. You now need to
design class structures that can be used to create a model based on the specications listed.
Before you start working on the design of class structures, you would like to test your knowl-
edge on designing them.
1. Identify the attributes of the class structure design.
a) Class relationship
b) Class functionality
c) Class implementations
d) Collaboration
2. True or False? Class mergers are usually done when a lot of collaboration happens
between classes.
True
False
TOPIC D
Examine the Coding Process
Once the class structure has been designed and approved, it is time to begin the coding pro-
cess. As with all other aspects of the software design and development process, there are many
different approaches for accomplishing this task. In this topic, you will examine the coding
process.
In the manufacturing industry, new components are added to a product as it moves along an
assembly line. This ensures that all products are uniform and of the highest quality. Similarly,
the software coding process adopts a phased approach where specic functionality is added at
various stages of development. This would ensure that the nal product meets customer
requirements.
The Coding Process
As with the design process, the coding process is typically iterative. It consists of the follow-
ing stages:
The Coding Process
LESSON 1
1. First, an application framework that provides an overview of the general user interface or
communication mechanism to be used in the product is developed.
2. After that, specic chunks of functionality are added to the framework fairly methodically.
These specic functions might depend on other functions. Analyzing such dependencies
can help to determine the order in which specic classes or functionality should be imple-
mented.
3. Once the functionality is implemented, the nal software polishing occurs, which includes
the quality assurance process that enables software to ship to customers free of bugs.
The Application Framework Design
Regardless of the approach used, the application framework design phase of develop-
ment is a sort of trial by re where you get to test the design of the class structure.
For the various project stakeholders, this part of the process is very exciting, because
this enables them to see, for the rst time, a working model of the software. Many
development teams nd that this part of the process actually takes less time than the
design phase because much more is known about the project, and fewer face-to-face
meetings are needed to iron out details.
With large projects, knowing where to begin the coding process can be a bit like pick-
ing oneself up by ones bootstraps. Typically, it starts with the application framework
development. It provides the general user interfacesuch things as the main applica-
tion window, menus, and so forth, if its a typical software application. In the case of
device drivers, web applications, and other projects that involve communication
between various pieces of software (potentially running on different networked com-
puters), the general communication mechanism might be implemented and tested.
Dialog boxes and other secondary user interface features might be provided, but they
would lack specic functionality at this point. (For example, it might be possible to
display or close a dialog box, but none of the buttons or other items within the dialog
box would be functional.)
LESSON 1
The application framework provides a place to hang features as they are developed in
successive iterations. It also provides an opportunity for stakeholders to view the gen-
eral application design as early as possible in the development process. If major
changes are needed, its best to address them early on, before too much development
and testing has been done. Valuable insights can be gained from having a largely non-
functional prototype of the application available for stakeholders to poke and prod.
Implementation of Features
The addition of new features to the application framework can introduce some
sequencing dilemmas. For example, a reporting feature that prints the contents of a
database could probably not easily be tested until the database itself is present and
working. Analyzing such sequencing dilemmas can help determine the order in which
specic classes or functionality should be implemented.
You should not only identify each iteration that will be developed, but also identify
what classes or functionality will be implemented in that iteration. Each iteration
should represent a version of the program that can be methodically tested against a use
case. By relating each iteration to the support of a specic use case, you minimize the
problem of having to wade through a complex sea of side effects. (Was the bug intro-
duced when we added the printing capability, or when we added the database query
feature?) In most cases, bug-chasing can be localized to the area of code that was
modied when adding specic functionality. To keep things orderly, its best to
advance in small, specic steps.
Regarding time-sensitive projects, it might be possible to implement important or
baseline features rst. Should problems be encountered that cause delays, this will
make it possible for the product to be released without some of the less important fea-
tures, which could be implemented in the subsequent versions of software.
Quality Control and Product Improvement
Polishing of software can also refer to the process by which good software keeps get-
ting better based on the feedback of users. It is not uncommon for software
applications and operating systems that made their debut more than a decade ago to be
in version 8 or 9, with many incremental versions (for example, 8.2a) in between. (For
some reason, many software products are renamed before their version numbers reach
double digitsalthough there are a few exceptions to this rule.)
Of course, one of the motivations for software companies to continually release new
versions of software is to persuade existing customers to spend more money to get the
newest and best, but often, new versions actually are new and improved. Software is
improved by listening to the feedback of usersnot only to identify new features that
are desired, but also to identify current features that are broken or buggy.
LESSON 1
ACTIVITY 1-4
Developing Applications for the Quality Control
Department
Scenario:
The quality control department of Our Global Company has decided to implement an applica-
tion to measure the quality metrics in the organization. They have approached you with the
software specications. Before you start working on developing the application, you would like
to test your knowledge of the coding process.
1. True or False? Building an application framework involves the development of a gen-
eral user interface for software.
True
False
2. True or False? The final polishing of software is done to remove bugs before shipping it
to the customer.
True
False
Lesson1Follow-up
In this lesson, you identied the key phases in software product development. You will now be
able to adopt a structured approach to development by implementing these phases in your
projects.
1. What are the various phases of software design in your organization?
Answers will vary but may depend on the type of organization. If it is a small or medium
sized company, some of the phases such as analysis and design might be merged. If it is a
big company, then depending on the size of the project, they might carry out all the
phases.
2. In what phase of development are changes to software requirements specifications
most expensive? What are the implications of this?
Answers will vary depending on the type of products or the projects that your organiza-
tion is involved in.
Some of the implications of making changes to the software requirements specifications
can be increase in the cost of the project, rework for the development team to include
the changes made, and last and the least favored implication would be delay in the ship-
ment of the final product to the client.
LESSON 1
NOTES
Exploring Software Design
Methodologies and Tools
In this lesson, you will explore software design methodologies and tools.
You will:
Identify the characteristics of software design methodologies.
Examine the different types of UML diagrams.
Lesson Time
45 minutes LESSON 2
LESSON 2
Lesson 2: Exploring Software Design Methodologies and Tools 21
Introduction
You examined the various phases in software design. You may now need to design software. In
this lesson, you will explore the methodologies and tools used to design software.
Decades ago, programmers across the world used white boards to represent class structures and
the relationship among them. This method, however, had a major disadvantage to information
sharing. Therefore, new computer aided design methods were created to facilitate easier col-
laboration among programmers. Given a set of requirements, software design can now be
accomplished with the help of these tools in very little time, thus aiding projects that have
tight schedules.
TOPIC A
Identify the Characteristics of
Software Design Methodologies
You examined the design of class structures. Before you get started with the actual design of
classes, you have to identify the architectural view and the low-level component structure of
these classes. To identify these component structures and the views, you may now need to use
standard methodologies that will ensure uniformity in the understanding of programmers when
designing class structures. In this topic, you will identify the characteristics of software design
methodologies.
Given a set of requirements, there are many different methods of designing software. It is
important that you know the characteristics and benets of these methods in order to choose
the one that best suits your needs.
Software Design Methodologies
Many tools and methodologies are available today that enable a programmer to prototype or
model software design before coding the nal software. Over many years of trial and error,
programmers have come up with efficient and effective approaches to designing objects. These
approaches have now come to be known as software design methodologies and are specic to
a given requirement. Some examples of software design methodologies include top-down/
bottom-up design, structured design, Object-Oriented Design (OOD), and Object-Oriented
Analysis (OOA).
Elements of Software Design Methodologies
Software design methodologies provide a consistent approach to abstraction, which is the pro-
cess of designing objects to represent programming problem sets. They dene three basic
elements. Refer to the table for a description of each of the elements.
Element Description
Processes A set of prescribed steps for modeling and con-
structing software.
LESSON 2
Element Description
Notations A language of graphic symbols or text markup for
representing software systems and subsystems.
Heuristics A set of rules to promote methodical software
design. Some programmers typically might follow
some rules of thumb or basically apply their com-
mon sense to arrive at the best possible solution in
designing the software. Some of these rules might
be written as part of the software design process
followed by your organization. Other rules might
be unwritten which might have originated through
many trial and error and been followed by your
peers and senior programmers in the organization.
ACTIVITY 2-1
Managing Customer Information for OGC Advertising
Inc.
Scenario:
An advertising company, OGC Advertising Inc., has approached you with a project to develop
software to manage customer information. The assignment requires that you have a sound
knowledge of software design methodologies and tools. Before you start work on the assign-
ment, you would like to test your knowledge on the various software design methodologies
and tools.
1. True or False? Software design methodologies define heuristics, processes, and nota-
tions.
True
False
2. True or False? Specific approaches to designing objects are termed as software design
methodologies.
True
False
LESSON 2
TOPIC B
Examine the Different Types of UML
Diagrams
You examined software design methodologies. To implement software design methodologies,
you require a special set of tools. In this topic, you will examine the tools designed for this
purpose.
A picture is worth a thousand words. By representing class structures pictorially, you can
ensure that they are easily comprehended by programmers around the world. This would also
help avoid misinterpretation of class structures.
Notations
Denition:
Notations are a highly developed specialized language that enable object-oriented pro-
grammers to communicate precisely with one another. They not only provide a
framework for thinking through problem sets programmers encounter but also act as a
means of analyzing and documenting all software design decisions. They represent
information in a way that is tangible and meaningful to human beings, while allowing
a computer program to easily represent and manipulate the information.
Example:
Imagine that your company has bagged a contract to create an online shopping portal
for Our Global Company. In this scenario, your problem set will be to design the
online portal in such a way that it helps your client Our Global Company to gain more
customers, and get more exposure to its products. You must design a framework and a
strategy that will analyze the given problem set in order to nd a suitable solution to
match your clients needs.
The Unied Modeling Language
The Unied Modeling Language (UML) is a popular notational system that provides different
types of diagrams for modeling software. Each type of diagram is designed to efficiently and
effectively represent specic attributes of software design. The various types of diagrams are
useful for representing many sorts of information about a software system. For this reason, not
every diagram type is used in every project.
Notations
LESSON 2
Evolution of UML
As approaches to software design have evolved over the years, so have the notations
used in the design process. The leading notation today is the Unied Modeling Lan-
guage (UML). It is built upon earlier notation systems, such as Booch, Object
Modeling Technique (OMT), and Object-Oriented Software Engineering (OOSE). It
was developed by Rational Software Corporations Grady Booch, Jim Rumbaugh, and
Ivar Jacobson, with its rst public draft released in October, 1995 as version 0.8. UML
continues to evolve.
Distinction Among UML Diagrams
One distinction that can be made about the different UML diagrams is whether they
are good for representing workow or for representing the systems changes in state
over time; or whether they are good for representing structural details while ignoring
the aspect of changes over time. While the former is known as dynamic diagrams, the
latter is known as static diagrams. Furthermore, some diagrams focus on aspects of
design from the human perspective (the needs of users and business processes),
whereas others focus more on computers and technology (where the software will
reside, what types of software modules will be involved in the nished product, and so
forth).
Unied Modeling Language Diagrams
Using a combination of UML diagram types, you can design and document software from sev-
eral perspectives, in order to provide a detailed representation of a software system and all of
its potential users.
The table provides a description of each of the UML diagram types.
UML Diagram Type Description
Use case Diagrams This diagram represents software from a users
perspective. They model business processes: the
tasks that users (represented by actors) must be
able to accomplish using the software. Use case
diagrams can be very complex, and are sometimes
depicted through text only. When you create use
case diagrams, you are essentially dening the user
interface at a very high level. You are determining
such things as:
Which users (people or agents such as external
software that interfaces with the system as a
user) need to interact with the system.
What specic types of users need to be able to
do (what services the system needs to provide).
What specic types of users should be limited
from doing (for example, access rights based on
user types).
LESSON 2
Sequence Diagrams This diagram represents messaging within a
systemthe types of communication and interac-
tions that occur among objects. Thus, it plays a
useful role in helping to specically dene what
occurs in a given use case.
In the sequence diagram, objects are represented
along one dimension of a graph, with time repre-
sented along another.
Messages between objects are represented by
arrows labeled with the name of the interaction or
message. Because it shows object relationships
over a timeline, the sequence diagram is useful for
analyzing and documenting complex tasks that are
time dependent or require synchronization of some
sort between two or more processes.
Communication Diagrams This diagram represents the interactions that occur
among different objects within a system. In this
regard, their purpose is similar to the sequence
diagram. However, the communication diagram
focuses more on objects than does the sequence
diagram, showing various interactions associated
with each object.
The communication diagram is more effective at
providing a procedural perspective than the
sequence diagram, and is useful for analyzing the
effects upon a particular object in the various inter-
actions in which it is involved.
Class Diagrams This diagram represents the structure of classes
used within the system, identifying each classs
attributes, operations, and relationships to other
classes.
Class diagrams can be depicted with increasing
levels of detail: showing the overall hierarchy of
classes (Conceptual view), the classes with their
interfaces (Specication view), and all details
(Implementation view, including hidden attributes
and behaviors of each class).
Class diagrams are static. In other words, they do
not represent the interactions that occur among
various classes over time or in different scenarios.
However, they provide a useful way to document
the existence of classes, their interfaces, and rela-
tionships to other classes.
Object Diagrams This diagram represents the logical relationships of
objects within the system, and provide a way to
trace the execution of specic scenarios. In an
object diagram, objects are represented as instances
of a class. In other words, they show the detailed
state of an instantiated class at a particular point in
time. Like class diagrams, object diagrams are
static.
LESSON 2
State Machine Diagrams This diagram represents the various events that
cause an object to change from one state to
another, and the actions that result from the change
in state. The state machine diagram is useful for
analyzing external events to which an object must
respond.
Activity Diagrams This diagram represents a business workow
model, as well as the ow of algorithms imple-
mented through a specic class or method.
Whereas state machine diagrams are well suited
for analyzing and documenting external events (for
example, responses to somewhat random user
actions), activity diagrams are especially useful for
representing the more sequential routines that are
hidden inside a program, which are typically pro-
cedural or linear in nature.
Component Diagrams This diagram shows the dependencies of one soft-
ware component upon another. Different
components might exist at different stages of
development. For example, some components
(such as source code les) might be compiled,
with the resulting executable code being combined
into a single le. Other components, such as
dynamically linked libraries (DLLs), device driv-
ers, Java class les, or external JavaScript (JS)
les might remain as separate les in the nal
product.
Package Diagrams This diagram shows how software will be broken
up into modules (such as EXEs and DLLs), and
how various modules depend on each other to
work.
Deployment Diagrams This diagram shows how various elements of the
system will be congured when the program is
nally installed and running. Various network com-
puters or other networked devices (called nodes),
network connections, databases, and other compo-
nents needed in the nal implementation are
represented in this diagram.
LESSON 2
Composite Structure Diagrams This diagram describes the functioning of the sys-
tem by displaying the interaction among classes,
interfaces, and components. Composite structure
diagrams are similar to class diagrams except that
they are used to depict runtime instances, indicat-
ing the objects and their roles in the collaboration.
On the other hand, a class diagram is used to
explore the static view of a class.
Interaction Overview Diagrams This diagram depicts the collaboration between
interaction diagrams such as sequence diagrams,
communication diagrams, timing diagrams, and
other interaction overview diagrams to show the
ow of control in the system. Interaction overview
diagrams are similar to activity diagrams. How-
ever, interaction overview diagrams introduce two
new elementsinteraction occurrences and interac-
tion elements.
Timing Diagrams This diagram is a behavioral representation of dif-
ferent objects of a system in a given time window.
Apart from providing a change in the state of
objects, it depicts the interaction among them in a
given time scale.
UML Diagram Categories
The 13 diagrams of UML can be categorized into two categories: Structure and Behav-
ior diagrams.
Class, Component, Object, Deployment, Composite Structure, and Package diagrams
are grouped under structure diagrams.
Activity, Use Case, State Machine, Communication, Interaction Overview, Timing, and
Sequence diagrams are grouped under behavior diagrams. Communication, Interaction
Overview, Timing, and Sequence diagrams are also known as interaction diagrams, a
subset of the behavior diagrams.
LESSON 2
UML Tools
There are various kinds of UML tools available which would help you implement the
class structures and the design of your proposed software application. Some of these
UML tools are available for free and others for a fee. Some prominent UML software
tools which help you design the various diagrams based on your needs are Microsoft
Visio, Eclipse, Rational Software Modeler, Poseidon for UML, Enterprise Architect,
Visual Paradigm for UML, UML Pad, and so on. Based on your companys nancial
position and buying power, you might be using either the free/open source versions of
the UML tools, or you might use the paid/licensed versions of some of the famous
UML tools available.
LESSON 2
ACTIVITY 2-2
Designing a Web Application for OGC Insurance
Scenario:
An insurance company, OGC Insurance, has decided to launch a website for all its customers
across the country. As a programmer, you have been assigned the mammoth task of designing
and coding the web application for the company. Before you start work on designing the web
application, you would like to test your knowledge on the various UML diagrams you need to
use.
1. Suppose you were developing a complex web application that involved components of
a web server, as well as client-side components. Which type of diagram would best
depict what components would need to be installed in the final application, and where
they would be installed?
a) Component diagram
b) Deployment diagram
c) Composite diagram
d) Package diagram
2. While developing a complex web application involving components of the web server
and the client, which type of diagram would best depict the dependence of the various
components on the installed system?
a) Class diagram
b) State machine diagram
c) Object diagram
d) Package diagram
3. Suppose you need to diagram all the processes between order placement on a website
and delivery of the final product to the customer. Which UML diagram will you use?
a) Package diagram
b) Activity diagram
c) Component diagram
d) Deployment diagram
4. Suppose you are designing a complex object that can respond to different events.
Which diagram would you use to help analyze and document those events?
a) State machine diagram
b) Communication diagram
c) Class diagram
d) Object diagram
LESSON 2
Lesson2Follow-up
In this lesson, you explored software design methodologies and tools. You will now be able to
use these tools to facilitate collaboration when designing software in your organization.
1. If you were to prepare a visual representation of a library management system, which
UML diagrams would you use? Why?
Answers will vary but will depend upon the type of details required. If you would like to
represent the borrowers perspective, you might use a communication, a sequence, or a
use case diagram. If the representation is for a programmer, you might use class/object
diagrams, activity, and state machine diagrams. If you want to know how the system has
to be installed on the client system, you might go in for deployment diagrams.
2. Which software tool does your organization use to design the models for the various
projects? Why?
Answers will vary but may depend on the size of the organization and its financial status.
Based on that, you might use the freely available UML tools or go for a highly sophisti-
cated licensed version of the UML tools developed by bigger software organizations.
LESSON 2
NOTES
Describing the
Characteristics and Benets
of Object-Oriented
Programming
In this lesson, you will describe the characteristics and benets of object-oriented program-
ming.
You will:
Examine the different approaches to problem-set analysis.
Describe the evolution of object-oriented programming.
Identify the benets of object-oriented programming.
Lesson Time
1 hour(s) LESSON 3
LESSON 3
Lesson 3: Describing the Characteristics and Benets of Object-Oriented Programming 33
Introduction
You are familiar with the fundamentals of computer programming. Before you go ahead and
take advantage of the power of object-oriented programming, you need to understand its fea-
tures and the benets it offers over other programming models. In this lesson, you will
examine the object-oriented programming model as an evolving substitute for all programming
styles.
You will be able to harness the power of a tool only when you have a complete understanding
of its features and benets. Similarly, examining the features and benets of object-oriented
programming will help you to use the object model as a solution to all your programming
needs.
TOPIC A
Examine the Different Approaches to
Problem-Set Analysis
Sometimes you may be required to develop software code for a given system. A systematic
approach to software design will require you to study the system being automated and furnish
the requirements. In this topic, you will examine the two common approaches to problem-set
analysis.
The success of any software project depends on the in-depth analysis of the system that is
being automated. This knowledge serves as a blueprint in terms of the tasks that need to be
executed and the resources that need to be allotted for the software project.
Programming Problem Sets
The most challenging tasks for a software developer are those that occur before any actual
coding begins. These tasks consist of analyzing a real-world situation, or in the case of com-
puter games, simulations and other such programsa virtual-world problem set of some sort
and then determining the best way to represent and manipulate that problem set within a
computer or a network of computers.
Sample Problem Sets
Consider, for a moment, how you might analyze and solve the following programming
problem sets:
An accounting system for a small business or nonprot organization.
A three-dimensional maze (such as the multiplayer games Doom and Quake), in
which various players must hunt down each other before getting hunted down
themselves.
A website that enables customers to select and buy books online.
A software driver that enables a computer to communicate with a specic model
of printer.
To generate the best design for these problem sets, you need to determine:
How to go about designing the program?
LESSON 3
Where to begin?
What sorts of information (data) are involved?
What kinds of processing (procedures or subroutines) would be involved?
For any problem set, there are probably as many ways to analyze and solve the prob-
lem as there are people and technologies to do that.
Approaches to Analysis
There are two commonly used approaches to problem-set analysis. You can break down a
problem set either algorithmically or procedurally, according to the sequence or procedure of
events that must occur. Alternatively, you can break down a problem set using an object-
oriented approachlooking at the various entities in the system, and the manner in which they
interact with one another.
The Algorithmic Approach
The algorithmic approach focuses on the functionality of a program. It begins with a general
task that needs to be performed at the top and breaks the topmost task into subsequent levels
of more specic subtasks as it works toward the bottom. Therefore, it is also known as the
top-down approach. The various boxes in the tree correspond to various routines and subrou-
tines that need to be programmed.
An Example of the Algorithmic Approach
Consider an account transaction in an ATM (Automatic Teller Machine). If an algorith-
mic approach is applied to this problem set, each account transaction is broken down
into a series of tasks. Suppose a user chooses to withdraw an amount, the system will
prompt for the withdrawal amount. Then it would ask him to verify the amount
entered. After verication, the amount will be dispensed to the user and the transaction
completed. Each of these tasks is treated as a subtask which needs to be programmed.
The Procedure-Oriented Approach
Algorithmic or procedural methods for software design were developed in the late
1960s to address problems with the general state of software development at that time.
Because the new approaches provided a structured approach to programming (versus
the chaotic hack-and-run approach used by some programmers), you may also hear
algorithmic or procedural approaches to programming called structured programming.
The Algorithmic Approach
LESSON 3
Likewise, because the algorithmic approach focuses on the procedures to accomplish a
task, it is also sometimes called a procedural approach. Because the algorithmic
approach focuses on the procedures to accomplish a task and the functionality of the
program, it is also known by many names such as:
Functional decomposition
Algorithmic decomposition
Structured programming
Top-down programming
Procedural programming
Many programmers use this approach today to produce quality softwareespecially
smaller programs or software modules.
The Object-Oriented Approach
The object-oriented approach views the problem set as a collection of independent objects that
work together to accomplish a set of tasks. Through careful analysis and design, software
objects can be developed to have a usefulness beyond the program for which they were origi-
nally created. For instance, a window object developed to represent an application window
under Windows, X Windows, or the Mac OS can be reused by the programmer in almost every
other application program.
An Example of the Object-Oriented Approach
Consider an account transaction in an ATM. If an object-oriented approach is applied
to this problem set, every transaction is viewed as an object. The other objects
involved in each transaction are the user, the transaction amount, and the receipt gener-
ated.
Comparison of the Two Approaches to Analysis
Both the object-oriented and algorithmic approaches attempt to solve a problem by breaking it
down into smaller chunks. The algorithmic approach focuses on the procedures of the system,
whereas the object-oriented approach focuses on the objects involved in the system. With the
algorithmic approach, data is thought of as a separate entity and represented separately from
the procedures that operate on it. With the object-oriented approach, data and procedures are
both embedded within an object to which they directly pertain.
The Object-Oriented Approach
LESSON 3
Data and Procedures
Computer programs involve pairing of data and procedures. With the algorithmic
approach, you can create data structures to hold various values that will, in turn, be
operated on by procedures. A procedural program might establish a large block of data
structures that contain diverse data such as the account number, street address, and cur-
rent transaction type. A mainline procedure might then display a menu to the user. As
users select menu choices, various other procedures are called upon to manipulate val-
ues stored within the various data structures.
With the object-oriented approach, the object might have properties such as the name
and list of accounts of a particular customer. These properties hold the data related to a
specic customer. Similarly, a customer object might have methods such as Display a
List of Customers Accounts and Change Address. These methods are procedures
related to the customer object. Another attribute that is often associated with object-
oriented programs is the event-driven design. Objects can have certain events
associated with them, such as when the mouse button was clicked or the object was
about to be hidden. Objects can be programmed to respond to such events. In win-
dowed environments (such as Windows, X Windows, Macintosh, and others), the
event-driven design is used almost exclusively.
Graphical Depiction of Object-Oriented and Algorithmic Approaches
The following gure depicts the object-oriented and algorithmic approaches graphi-
cally.
Data and Procedures
LESSON 3
ACTIVITY 3-1
Automating the City Library
Scenario:
Your company has secured a major project to automate your city library. You have been
assigned the job of analyzing the problem set for this project.
1. As a first step in the problem-set analysis, you have identified the constituent entities
of the library management system. What will be the next step?
a) Identify the processes carried out in the library.
b) Identify the job designations in the library.
c) Examine the frequency at which books are borrowed and returned.
d) Identify the manner in which books are classified.
2. True or False? You will use the object-oriented approach to study the constituents of
the library management system and the manner in which these constituents interact
with each other.
True
False
3. True or False? As books are the primary entities of a library management system, you
will use a book object that will contain data and procedures related to the book entity.
True
False
LESSON 3
TOPIC B
Describe the Evolution of Object-
Oriented Programming Languages
You examined the object-oriented approach to problem-set analysis. However, in order to com-
pletely harness the power of the object-oriented approach, you need to examine the
shortcomings of other programming models. In this topic, you will discuss the evolution of the
object model.
Back in time, programming was never easy. Apart from providing input to the program, pro-
grammers also had to take care of providing directions to hardware for processing the data and
displaying the results. The advent of the object-oriented model has made programming easier
today by hiding hardware implementation details from the programmer and by allowing the
entire processing to be done by the computer itself.
Generations of Programming Languages
Programming has progressed from being hardware-oriented to being object-oriented. You can
classify programming languages into generations based on their general design and features.
The following table describes the languages used in different generations.
Generation Description
First-Generation Languages The rst-generation programming languages forced
the programmer to focus on how hardware of a
particular computer worked, in addition to focusing
on the problem that needed to be solved. A pro-
gram written for one machine (computer) would
not likely run on a different type of machine. The
memory locations (registers) would be different,
and even the instructions would be different from
machine to machine.
Programmers had to directly speak the machine
language of computers. Rather than saying add
3+5, for example, a programmer would have to
code a sequence of commands to put the value 3
in one memory location, the value 5 in another,
and then issue the command to add the two
memory locations, storing the result in a different
memory location. Programming with rst-
generation languages involves stuffing a lot of
numeric opcodes or machine language instructions
and values into the computer.
LESSON 3
Second-Generation Languages The second-generation programming languages,
also known as assembly languages, provided pro-
grammers with a tool, called an assembler, that
performs much of the vital coding work, such as
guring out memory offsets and the numeric value
for a specic instruction. Assemblers typically pro-
vide macros, which enable programmers to
automatically insert chunks of code into their pro-
gram by simply invoking the name of that code
chunk.
An assembly language programmer enters com-
mands that are more friendly, such as: add
value1 value2. Elsewhere in the program, the
programmer would dene the values of value1 and
value2.
Third-Generation Languages The third-generation programming languages pro-
vide commands or instructions that do not directly
correspond to the low level of hardware instruc-
tions (like machine and assembly languages), but
rather focus on the high level of tasks that humans
need to accomplish. These high-level instructions
written by the programmer cannot be executed
directly on the computer. The programmer uses a
special program, called a compiler, to translate the
generic command into a set of machine-language
instructions that perform the tasks necessary on a
specic type of computer. The le generated by
the compiler is called an executable program
because it can be executed directly on the com-
puter.
Third-generation languages focus on tasks such as
displaying output on a screen, adding two num-
bers, or asking a user to enter a number value or a
string of text. For example, a command to display
text on the screen in a high-level language might
be as simple as: Print "Hello, world!".
BASIC, C, and C++ are examples of third-
generation languages.
Fourth-Generation Languages The fourth-generation programming languages (or
4GLs) are high-level languages that attempt to
abstract the functionality of the computer even
further. 4GLs enable programmers to write pro-
grams using commands that are similar to human
languages. 4GLs have made their greatest impact
on database programming.
Using a 4GL, a programmer can access specic
database information using commands such as
FIND ALL RECORDS WHERE MODEL_YEAR
IS "1964". The Structured Query Language
(also called SQL, which is pronounced as either
Ess Queue Eell or sequel) is a fourth-generation
language.
LESSON 3
Fifth-Generation Languages The fth-generation programming languages (or
5GL) are programming languages that attempt to
solve problems using the conditions given to the
program. The programmer need not write an algo-
rithm to solve the problem. These languages are
prominently used in articial intelligence research
and in academic institutions.
Object-Oriented Programming Languages
Denition:
Object-oriented programming languages are languages that provide the programmer
with some means to dene and use objects. The denitions of these objects include
properties, methods, and event handlers. The software program thus created provides
specic functionality by designing an environment in which these objects interact with
the user, various other agentssuch as the operating systemand the other programs
running on the same computer or on the other computers that are connected across a
network.
Example:
Examples of Object-Oriented Programming Languages
Object-oriented languages certainly make it easier for a programmer to employ prin-
ciples of object-oriented programming. Some object-oriented languages, such as Java,
actually make it difficult to program any way but as object-oriented, because they
deliberately lack features that encourage procedural programming. Although many
object-oriented programming languages are available today, Java and C++ are probably
the most commonly used. Visual Basic is also quite popular, which, with each new
version, is increasingly becoming object-oriented.
LESSON 3
Object-Based Programming
Denition:
Object-based programming languages are languages that provide the programmer with
the facility to use predened objects. Object-based programming allows you to group
data with the functions that work on that data. Object-based languages do not support
inheritance. A few examples of object-based languages include Visual Basic, Javascript,
and Perl. All object-oriented languages are also object-based languages but the reverse
does not hold true.
Example:
ACTIVITY 3-2
Converting Program Code to the Object Model
Scenario:
OGC Inc. has decided to assign a team of its programmers to a new project that requires the
conversion of old program code written in the last few decades into an object-oriented pro-
gramming language. As part of the process, the company has decided to assess the basic
understanding of its programmers on programming languages.
1. Which generation of programming languages uses a special program called assembler?
a) First
b) Second
c) Third
d) Fourth
2. True or False? All object-based languages are also object-oriented languages.
True
False
LESSON 3
TOPIC C
Identify the Benets of Object-
Oriented Programming
You examined the evolution of the object model. However, before you deploy the object
model, you need to examine the probability of object-oriented programming being a suitable
solution for all your programming needs. In this topic, you will identify the benets of object-
oriented programming.
Migration to new technologies in organizations is usually done after a careful analysis and
study of the consequences of implementing the technologies. The new technology should over-
come the shortcomings of and provide a method of interfacing with the existing technology. As
a rule of thumb, the suitability of the technology is directly related to the number of benets it
offers to the end consumer.
Benets of Object-Oriented Programming
To take full advantage of object-oriented programming, you need to be aware of its benets.
The following table lists the benets of object-oriented programming.
Benet Description
Reusability of code Provides the ability to easily reuse portions of
code in different programs, saving time in analysis,
design, development, testing, and debugging.
Component-based approach Provides an extended ability to buy portions of
existing and tested code, to enable a component-
based approach to development.
Reduced cost of development Provides the added benet of reduced total cost of
project implementation owing to reduced develop-
ment time.
Ease of work delegation Provides the ability to easily divide large program-
ming projects among a team of developers.
Modularity Provides the ability to divide and conquer pro-
gramming tasks that are too large to be solved in
one quick pass.
Improved quality of debugging and testing Provides greater quality of testing and debugging
owing to higher modularity of the program.
Interfacing with existing objects Provides a method of interfacing with different
types of existing objects while hiding the complex-
ity of differences that exist behind the scenes.
LESSON 3
Transition to Object-Oriented Programming
Programmers who grew up with languages such as BASIC, COBOL, and C sometimes
nd the transition to object-oriented programming difficult. When circumstances force
them to use object-oriented languages and development tools such as C++ and Visual
Basic, they might ignore the object-oriented features of those programs and use a pro-
cedural or unstructured approach.
It is not only important to learn to use object-oriented or object-based development
tools, but also to use them in an object-oriented way. Some languages (such as
SmallTalk and Java) make it difficult not to use an object-oriented programming
approach. Nonetheless, even with these languages, it is still necessary for programmers
to develop an object-oriented mindset to take full advantage of the benets they offer.
ACTIVITY 3-3
Implementing the Object Model
Scenario:
Your organization has decided to move all its existing program applications into the object-
oriented domain. As part of the process, it decides to assess the understanding of its
programmers on the benets of this new venture.
1. What is the benefit of object-oriented programming languages?
a) Increased development costs.
b) Less prone to errors.
c) It offers a component-based approach to development.
d) Code cannot be reused.
2. True or False? In object-oriented programming, you cannot reuse code.
True
False
Lesson3Follow-up
In this lesson, you examined the various approaches to problem-set analysis. You also identi-
ed the features and benets that make the object-oriented model a more preferred
programming style.
1. Under what circumstances will you opt for the algorithmic approach to problem-set
analysis?
Answers will vary but may include problem sets like creating a calculator that can per-
form all types of arithmetic calculations.
LESSON 3
2. For what type of problem sets will you use the object-oriented programming model?
Answers will vary but may include problem sets like developing a software application
that would enable you to create documents using it.
LESSON 3
NOTES
Identifying the Elements of
Object-Oriented
Programming
In this lesson, you will identify the elements of object-oriented programming.
You will:
Dene object relationships and attributes.
Identify the relationship between classes.
Implement multiple forms of the same procedure.
Lesson Time
2 hour(s) LESSON 4
LESSON 4
Lesson 4: Identifying the Elements of Object-Oriented Programming 47
Introduction
Before you get to apply the object-oriented programming model in your programs, you need to
familiarize yourself with the constituents of object-oriented programming. In this lesson, you
will identify the elements of object-oriented programming.
You wont be able to assemble a computer unless you are familiar with its basic components.
Likewise, knowledge about the building blocks of object-oriented programming will help you
build a successful model.
TOPIC A
Dene Object Relationships and
Attributes
You have examined the object-oriented approach to software designing. However, before you
go ahead and design software, you need to dene the properties of objects and set relationships
between them in order to constitute the design. In this topic, you will dene object relation-
ships and attributes.
You might have prepared chocolates at home by using a mold. The mold acts as a frame or
model that helps you prepare chocolates of uniform size and shape. Similarly, a class acts as a
mold for the objects that you create and use in your programming code.
Also, you know that in any industry, the nal quality of a product depends on the individual
properties of the raw materials that go into it. Objects are the raw materials of object-oriented
programming. Their individual properties and interactions with other objects are contributing
factors to the successful design of object-oriented programming.
Classes
Denition:
A class is a container element that denes a template containing elds and methods. It
begins with the keyword class and contains attributes and methods within braces to
delimit its start and end. A class denition typically has a name indicative of its use.
Example:
Let us consider a car object. To create a template of this car object, we need to rst
identify data that describes properties and methods that in turn describe the actions of
the car object. Some of the properties can be Speed, Color, amount of fuel remain-
ing, and so on. Similarly, some of the methods can be Accelerate( ),
ChangeGear( ), Brake( ), and SetChoke( ). Combine the properties and
methods into one single class and we can derive many desired car objects based on the
class.
Classes
LESSON 4
Fields are also referred to as instance variables.
Most in-built classes have their names initial capped. This is also good practice to follow for user-
dened classes.
To compile a program, you have to specify the le name; and to execute it, you have to specify the
class name. It is good practice to match the le name with the class name to avoid confusion while
compiling and executing the program.
Objects
Denition:
An object is a component of a program that is created from a class to hold unique data
values. It is a self-contained item declared from a class as an instance of that class. It
shares features with the class and also with all members dened within that class. It
contains related actions to perform a task and it may use other objects to perform an
action.
Objects
LESSON 4
Example:
Instantiating a Class
This code uses Java to dene and create two instances of a class:
1. // The following lines define a class
2. class Person {
3. String name;
4. int age;
5. String hairColor;
6. String eyeColor;
7. String currentLocation;
8. }
9.
10. class NewPerson {
11. public static void main(String args[]) {
12.
13. // The following lines instantiate objects from a class
14. Person Dean = new Person();
15. Person Remi = new Person();
16.
17. // The following lines set properties of objects
18. Dean.name = "Dean Moriarty";
19. Dean.currentLocation = "Denver";
20.
21. Remi.name = "Remi Boncoeur";
22. }
23. }
Lines 2 through 8 dene the class Person as having several attributes. For example,
a person has a name property (which is supposed to contain a text string, such as Sal
Paradise), an age property (which would contain an integer, such as 23), and so forth.
Lines 14 and 15 each instantiate a person object, assigning each new object a unique
name (Dean and Remi). Lines 18, 19, and 21 set properties of the objects that have
been instantiated.
LESSON 4
Classication of Objects
There are many ways to classify objects. The main thing is that you should be consistent in
using a classication scheme that is useful for your purposes and doesnt get in your way as
you develop the program. Refer to the table for a description of each such scheme for classify-
ing objects.
Classication Scheme Description
Representing real objects Represents real, tangible objects such as houses,
products for sale online, parts in a machine, and so
forth. Hardware devices attached to a computer
(such as printers, display monitors, and so forth)
might each be represented by an object.
Representing interactions, sequences, steps, or
events
Represents things that happen. For banking,
objects might include a deposit and withdrawal.
For insurance applications, an event might be an
auto accident, or a personal injury of some sort. To
track what a user has done and to enable multiple
levels of Undo, a graphics program might maintain
a set of the last 50 commands that a user per-
formed.
Representing relationships Represents objects as a kind of another or as a part
of another. For example, a Save As dialog box is a
kind of dialog box. Objects might represent the
relationship of employees (the organization chart)
within an organization.
Representing a role or function Represents roles or functions that must be served
in a given scenario. For example, you might have
an object that represents a baseball team, under
which you have other objects for the pitcher, short-
stop, and so forth. In a real estate transaction, you
might have a buyer object and a seller object.
Sample Class Structures
As an example of how two different groups of programmers can abstract the same
problem set differently, but effectively, consider the gures provided here. They illus-
trate class structures that dene the same types of objects. The objects are standard
parts of Windows applications (windows, menus, buttons, and so forth). The two class
structures are the class libraries, which are provided by Javas Abstract Window
Toolkit (AWT) and by Java Swing in their software development environments for the
purpose of building standard Windows applications. Using the classes provided with
the development tool, a programmer can quickly create windows, menus, buttons, and
other such objects, which include the built-in functionality (such as title bars, the maxi-
mize button, the minimize button, and so forth) for free.
LESSON 4
Figure 4-1: A simplified AWT class hierarchy.
Figure 4-2: A simplified Swing class hierarchy.
There are similarities as well as differences between these two class structures. For
programmers, both class libraries provide the functionality to build common compo-
nents of Windows applications, but AWT and Swing took different approaches to how
they classied the objects involved.
LESSON 4
Abstraction
Denition:
Abstraction is the process of developing a simple representation of a complex object. It
is used to represent the vital properties of a complex object and hides the less impor-
tant ones. You can create abstraction by determining the attributes of the object that are
signicant.
Example:
Analogy:
The concept of abstraction is quite similar to abstract art. It is not the intention of the
abstract artist to depict a person or a scene as seen in a photograph. Rather, the inten-
tion is to represent those details or attributes that are important to the artist. Similarly,
a programmer needs to consider the attributes of an object that are important to the
task at hand and those that are not and then set about representing the critical attributes
of the object through programming code.
Quest for a Good Abstraction
We live in a complex world. As a programmer, it would be impossible to capture every
bit of information about every object you need to represent. Fortunately, you dont
need to know everything about something to write a good computer program (although
it might sometimes seem that way).
Abstraction, like beauty, lies in the eye of the beholder. This means that there is no
single right way of abstracting an object. That doesnt mean that anything goes; the
quality of an abstraction is very important to software design. You should test the qual-
ity of your abstractions by determining how well they distinguish one kind of object
from another. For example, if your program needs to distinguish between a debit and a
credit, and you create an abstraction that makes no distinction between those two
objects, then your abstraction is not going to serve your needs.
Abstraction
LESSON 4
Likewise, if your abstraction makes distinctions that are never used (such as having
separate objects for red-haired and blonde-haired employees), then your abstraction is
probably more complicated than it needs to be. In designing any system, simplicity is
usually betterand almost always less prone to breakage.
Approaches to Abstraction
Developing effective abstraction is typically a matter of successive approximations and rene-
ments. There are some categories of information that you will need when you attempt to
design an object-oriented solution to a programming problem set. Refer to the table for a
description of each of the approaches to abstraction.
Category Helps You
Classication Identify the kinds of objects that are involved.
Hierarchy Determine how the various kinds of objects relate
to each other.
Properties Identify what is potentially unique about each
instance of an object.
Methods Determine the logical sequence that describes an
objects behavior or functionality.
Events Determine the situations that each object needs to
respond to.
Getting Started with Abstractions
The process of developing a useful abstraction involves looking at the objects you
need to represent and determining how theyre different and how theyre alike. You
also need to consider how objects are related. Is one object really a kind of another?
For example, a fox is a kind of mammal. As a naturalist classies plants and animals
in this manner, so must the programmer classify the objects that he or she needs to
represent.
Animals and plants existed long before the rst naturalist came along and began classi-
fying them according to species, genus, and so forth. Naturalists began the task of
analyzing similarities and differences between organisms and then grouping them
accordingly. Over time, creatures such as the duck-billed platypus were encountered,
which did not t neatly into the existing scheme, and naturalists had to adjust things
accordingly. It was, and continues to be, a process of trial and error.
For the programmer, the process is much the same. The best place to begin is to sim-
ply make a stab at the process of abstraction and then test your abstraction to see if it
works. Because of the sheer complexity of many systems, it is often impossible to cre-
ate a perfect abstraction on the rst try.
Real-Time Examples of Abstraction
The following are some examples of abstraction that have been implemented through
objects.
LESSON 4
Standard software partsPrograms developed for software platforms such as Win-
dows, Macintosh, and X Windows share many common elements. For example,
under Microsoft Windows, most programs have an application window of some
sort. Applications also typically have one or more menu bars containing drop-
down lists (or some equivalent). Dialog boxes can be represented as objects, as
can the various buttons, text boxes, and other components that make up a dialog
box. Each of the pieces and parts that make up an applications user interface can
be represented as objects.
Web page componentsThe various parts that make up a web page are repre-
sented in computer memory as objects. Using a web-savvy programming language
such as Java or JavaScript, you can access information on a web page, such as
data that the user has entered in a form, text (for example, URL) that the user has
entered on the browsers address bar, and so forth. Through these and other
objects, your web-based programs can interact with the web page.
Robots or data acquisition devicesDevices attached to computers are accessed
through objects. When a company buys an industrial robot to perform tasks on an
assembly line, the robot might include (along with the necessary hardware for
communication with a computer and the robot) objects already dened in source
code, which can be added to programs that need to control the robot. The same
goes for thermal sensors, pressure sensors, and other data acquisition devices that
are used as building blocks by companies that install and use automated equip-
ment.
LESSON 4
Encapsulation
Denition:
Encapsulation is a software design technique in which data and the procedures related
to that data are bundled together within a single entity. The bundle in which data and
its procedures are encapsulated is called an object.
Example:
To understand encapsulation, let us consider a car. A car has certain properties, such as
the speed at which it is traveling. Let us consider speed as its property. A car also has
methods. For example, you can use the gas pedal (accelerator) to increase the speed of
the car. Let us call this the accelerate method. The accelerate method would accept a
parameter that species how faster or slower the car should go. In the case of an
actual car, this is expressed by how much you press down the gas pedal. When you are
at the wheel of any car, you expect the gas pedal already to be there. You consider the
gas pedal to be an integral part of the car. In other words, the gas pedal is encapsu-
lated within the car object.
But consider what life would be like without such encapsulation. A gas pedal, after all
can be removed from a car by simply loosening a few bolts. Let us assume that you
had to bring your own gas pedal with you from car to car. Some day, you might forget
to bring a pedal with you, and you wouldnt be able to go anywhere. Clearly, gas ped-
als should be encapsulated within car objects.
Encapsulating a Sample Object
With a computer program, the benets of encapsulation might not be so clear. But sup-
pose you were creating a drawing program. Youd not only need to keep track of how
many shapes the user had drawn on the on-screen page, youd also need to keep track
of where those shapes are positioned on the page, how large they are, and what kinds
of shape they are (circle, rectangle, polygon, and so forth). Without having encapsu-
lated data structures, youd need to create several separate data structures (tables, lists,
or arrays) to hold all the needed information. One list would store references to each
of the shapes that the user created. Another might hold the location, another might
hold the color, and so forth. Then, each time a shape is added by the user, youd need
to be sure that the information for each shape is added to each of the lists. Deleting a
shape would involve deleting the corresponding entry from each list. This approach is
pretty messy, with related information hanging out all over the place. Suppose you
Encapsulation
LESSON 4
wanted to use shapes in another program. Youd very carefully have to sift through all
the related data structures and procedures in your program, and copy them to the other
program. If you were to use structured programming techniques, you might have stored
all of the related data and procedures within a single, separate le that you could
include in another program.
LESSON 4
With encapsulation, you would have designed a shape object that encapsulated all of a
shapes related data (properties) and procedures (methods). Because the shape object
contained all of the information needed for a shape (and nothing extra), you would
have designed the object to easily be reused in another program.
Examples of Encapsulation
Examine the code example below:
//Sample 1
class missile {
String name;
int speed;
//other missile properties
void create(String missileName) {
//Instructions on how to create a missile
name = missileName;
}
void launch( ) {
//Instructions on how to launch a missile
}
}
class Newmissile {
public static void main(String args[]) {
//first missile information
missile Missile1 = new missile();
Missile1.create("Missile1");
Missile1.launch();
Missile1.speed = 200;
//Second missile information
missile Missile2 = new missile();
}
}
Using Java, you can declare the various properties of an object within the protective
boundaries of a class. This approach offers complete protection and foolproof security
of data so that it is not manipulated by unauthorized sources.
Information Hiding
Information hiding is a software design approach that enables you to use a software feature
without the need to know how the feature was implemented. It provides mechanisms to sepa-
rate the interface, which relates to the part of the object visible to someone using it, from the
features implementation, which relates to the inner workings created by the original program-
mer of the object. This will prevent a person from making inadvertent changes to a chunk of
programming code or an object that he or she is reusing.
Information HidingAn Analogy
As the driver of an automobile, you need not be concerned about the mechanism that
converts your heavier foot pressure into a corresponding increase in speed. You could
say that all of the machinery that accomplishes this is essentially hidden information.
Most drivers know that hidden information is there, but they do not actually poke
around under-the-hood themselves, reserving such tasks for professional auto mechan-
LESSON 4
ics. The fact is, you can drive a car just ne without knowing whats going on under
the hood. To many drivers, the car is essentially a black box. They push the go pedal
and it goes; they push the stop pedal and it stops. They do this quite effectively with-
out understanding the effect that the accelerator pedal has on the fuel pump through
the throttle linkage.
This side benet, the ability to use the method without having to know the details of
how it was implemented, has a name. It is called information hiding. Information hid-
ing is a concept that was introduced with structured programming, and it is a natural
benet of the object-oriented programming concept of encapsulation. For information
hiding to occur, objects must separate their inner workings (the gas pedal linkage, the
carburetor, and other under-the-hood stuff) from the part that connects to other objects
(the gas pedal). The inner workings are called the implementation, whereas the part
that connects to other objects is called the interface. A major benet of object-oriented
programming is the ability to create reusable code.
Benets of Information Hiding
Consider the benets of information hiding. The following line of programming code
requests a ten-mile-per-hour increase in speed.
car.accelerate(10)
To increase the speed by 25 miles per hour, you need to type:
car.accelerate(25)
You do not have to dig into the code listing to gure out how the accelerate method
worked. It was fairly obvious what was going on, even though the implementation
details of the accelerate method were not provided. This makes it easy for one pro-
grammer to reuse objects that another programmer has created. Because
implementation details are hidden from the person using the object, it is less likely that
a programmer will make inadvertent changes to a chunk of programming code (an
object) that he or she is reusing.
For example, an object might have a specic property that, under given conditions,
causes the computer to crash. The object can provide a method through which changes
to that property must be made. If a potentially harmful setting is applied, the method
can take appropriate corrective or preventive measures to prevent the crash.
Modularity
Modularity involves breaking up a large programming task into subtasks, which are then pro-
grammed independently before being assembled into one complete, nal program. In a good
modular design, modules are designed to minimize dependence on one other, and they exhibit
controlled interactions.
Modularity in Structured Programming
In structured programming, modularity is attained through the creation of subroutines
known as procedures or functions. To maintain control of interactions among subrou-
tines, data is passed in and out of subroutines through parameters that provide a list of
data structures that the subroutine operates on. Through encapsulation, object-oriented
programs provide an even higher degree of modularity by ensuring that the needed
data and subroutines are included with the object.
LESSON 4
Java Packages
A package in Java is a collection of related classes. To use a package in your program, you
must rst import into your program the package that contains the associated method. A pack-
age name is separated with periods. The rst part of the name identies the folder the package
resides in. The remaining part of the name describes the contents of the package. These pack-
ages are either in-built or can be dened by the programmer.
Types of Packages
Some of the types of packages in Java are provided in the following table.
Package Description
java.lang.* Provides in-built methods that are fundamental
to the Java language. It is imported, by
default, in all Java programs.
java.util.* Provides in-built methods for utilities such as
the date and time.
java.sql.* Provides in-built methods to access and work
with relational databases.
java.awt.* AWT stands for Abstract Window Toolkit.
This package provides in-built methods to
design user interfaces and to work with
images.
java.io.* Provides in-built methods for system input and
output.
In Java, packages reside in a folder. To view them, navigate to C:\Program Files\Java\jdk1.6.0_07\
src.zip.
The java.lang.* package is imported into all Java programs by default and need not be specied
explicitly.
How to Dene Object Relationships and Attributes
Procedure Reference: Create a Class
To create a class:
1. Type import PackageName; to import the packages required for using the
in-built methods.
2. Type modifier class ClassName to dene a class.
3. Type { } to enclose the body of the class.
4. Within braces, enter the elds and methods of the class.
To assign class variables within a method with values passed from another class, through an
object, use the this keyword.
LESSON 4
5. Save the le as a Java program.
6. If necessary, compile the program.
A program without the main method is abstract, does not produce any result, and so cannot be
run.
Procedure Reference: Create an Object
To create an object:
1. Dene a class and the main method.
2. Type ClassName ObjectName= new ClassName(); to create an object.
The class name dened in the object should be the same in both instances.
3. Type ObjectName.MethodName(); to call a method in the class.
The name of the method should match one of the public methods within the class.
4. Type System.out.println(ObjectName.MethodName); to display the
return value of the called method.
5. Save the le as a Java program.
6. Compile and execute the program.
Procedure Reference: Create a Java Package
To create a Java package:
1. Create the desired classes required for the application.
2. Come up with the desired package name.
3. In the Java program that contains the necessary classes (modules of the applica-
tion), as the rst line of the program, type package PackageName;
4. If necessary, you can import the newly created packages into another Java pro-
gram. In the new Java program, as the rst line of the program, type import
PackageName;
5. Save the Java programs.
6. To compile the packages, in the command prompt, enter
javac -d DirectoryName PackageNameThis will inform the compiler to create
a subdirectory in the desired directory and place class les inside it. If you want
the subdirectory to be created in the current directory itself, you have to use the
dot operator (.) instead of the desired directory name.
7. If desired, run the program.
LESSON 4
ACTIVITY 4-1
Creating an Object for a Class
Before You Begin:
1. Open the Command Prompt window and minimize it.
2. In the Notepad++ application, open a new le and save it as EmployeeDetails.java in the
folder C:\085969Data\Elements of OOP.
3. Choose ViewWrap.
Scenario:
You have been assigned the task of creating an employee database application for Our Global
Company.
As a programmer, you have had discussions with your client about the requirements for the
proposed application, and they have provided necessary details about an employee. The details
include the name, age, social security number, gender, employee ID, address, phone number,
email ID, role, department, and salary.
Some of the requirements of your client are:
Upon request, the proposed application has to display the following information
about an employee: employee name, employee ID, age, social security number,
gender, address, phone number, email ID, role, and department he/she belongs to.
Also, based on the salary information provided, the application should calculate
the employees annual income and display the same.
LESSON 4
What You Do How You Do It
1. In the EmployeeDetails.java file,
import Java packages and declare
the EmployeeDetails class.
a. In line 1, type import java.util.*;
to import the utilities package.
b. Press Enter and type import
java.io.*; to import the package that
provides system input and output meth-
ods.
The character indicates that the code is con-
tinued in the next line. When the character
is encountered, the next line of code given in
the book should be typed as one continuous
line in the application.
c. Press Enter twice and type class
EmployeeDetails { to declare the
EmployeeDetails class.
d. Press Enter twice.
e. Type } to close the body of the
LESSON 4
2. Declare the variables for the
a. Press the Up arrow key and then press the
Spacebar twice.
b. In line 5, type String EmpName; to
declare EmpName as a string variable.
c. Press Enter.
d. Add code to declare int Age, String
SSN, String Dept, String
Gender, int EmpId, String
PhoneNo, String Address, String
emailId, String JobRole, and
double Salary as variables.
See Code Sample 1.
Code Sample 1
String EmpName;
int Age;
String SSN;
String Dept;
String Gender;
int EmpId;
String PhoneNo;
String Address;
String emailId;
String JobRole;
double Salary;
LESSON 4
3. Define the Display() and
AnnualIncome() methods for the
a. Press Enter twice.
b. In line 17, type public void
Display(String name, int
empno, int a, String
socialno, String gend, String
addr, String phone, String
email, String desgn, String
team) { to define the Display()
method for the class.
c. Press Enter.
d. In line 18, add code to assign values to
the variables EmpName, EmpId, Age,
SSN, Gender, Address, PhoneNo,
emailId, JobRole and Dept.
See Code Sample 2.
e. Press Enter and type
System.out.println("Employee
Name: "+EmpName); to display the
employees name.
f. Press Enter.
g. Add code to display the EmpId, Age,
Gender, SSN, Address, PhoneNo,
emailId, JobRole, and Dept
information about the employee.
See Code Sample 3.
h. Press Enter and type } to close the
Display() method definition.
i. Press Enter and type public double
AnnualIncome(double income) {
to define the AnnualIncome() method
for the class.
j. Press Enter and type this.Salary =
income; to assign the income value to
the Salary variable of the current object
which is calling the method.
k. Press Enter and type return(Salary
* 12); to return the gross salary of the
employee.
l. Press Enter and type } to close the
AnnualIncome() method definition.
LESSON 4
Code Sample 2
public void Display(String name, int empno, int a, String socialno,
String gend, String addr, String phone, String email, String desgn,
String team) {
EmpName = name;
EmpId = empno;
Age = a;
SSN = socialno;
Gender = gend;
Address = addr;
PhoneNo = phone;
emailId = email;
JobRole = desgn;
Dept = team;
Code Sample 3
System.out.println("Employee Name: "+EmpName);
System.out.println("Employee ID: "+EmpId);
System.out.println("Age: "+Age);
System.out.println("Gender: "+Gender);
System.out.println("Social Security Number: "+SSN);
System.out.println("Address: "+Address);
System.out.println("Phone Number: "+PhoneNo);
System.out.println("Email ID: "+emailId);
System.out.println("Designation: "+JobRole);
System.out.println("Department: "+Dept);
LESSON 4
4. Declare the main method and get
the employee details from the user.
b. Type public static void
main(String args[]) throws
Exception { to declare the main
method.
c. Press Enter and type
DataInputStream S = new
DataInputStream(System.in); to
declare an object for the console opera-
tion.
d. Press Enter and type
System.out.print("Enter
Employee Name: "); to act as a
prompt for the user to enter the desired
employees name.
e. Press Enter and type String name =
S.readLine(); to get the employee
name from the user.
f. Press Enter.
g. Similarly, add code to get the employee
ID, employees age, gender, social secu-
rity number, address, phone number,
email ID, role, department, and salary
information from the user.
See Code Sample 4.
Code Sample 4
String name = S.readLine();
System.out.print("Enter Employee ID: ");
int eid = Integer.parseInt(S.readLine());
System.out.print("Enter Employee's Age: ");
int ag = Integer.parseInt(S.readLine());
System.out.print("Enter Gender: ");
String gen = S.readLine();
System.out.print("Enter Employee's Social Security Number: ");
String ssn = S.readLine();
System.out.print("Enter Address: ");
String adr = S.readLine();
System.out.print("Enter Phone Number: ");
String phno = S.readLine();
System.out.print("Enter Email ID: ");
String emlid = S.readLine();
System.out.print("Enter Role: ");
String rle = S.readLine();
System.out.print("Enter Department: ");
String dpt = S.readLine();
System.out.print("Enter Salary: $");
LESSON 4
double sal = Double.parseDouble(S.readLine());
5. Create an object for the
EmployeeDetails class, display the
employee information, and calculate
the annual income.
b. Type EmployeeDetails obj = new
EmployeeDetails(); to create an
object obj for the EmployeeDetails
class.
obj.Display(name, eid, ag,
ssn, gen, adr, phno, emlid,
rle, dpt); to call the Display()
method.
System.out.println("Annual
Income:
$"+obj.AnnualIncome(sal));
e. Press Enter and type } to close the main
method definition.
f. Save and close the file.
g. Minimize the Notepad++ application.
6. Compile and execute the Java pro-
gram.
a. Switch to the Command Prompt window
and clear the screen.
b. Type cd C:\085969Data\Elements
of OOP and press Enter to change the
directory.
c. Type javac EmployeeDetails.java
and press Enter to compile the Java pro-
gram.
d. Type java EmployeeDetails and press
Enter to execute the program.
LESSON 4
7. Provide the employee information. a. At the Enter Employee Name prompt,
enter the desired name as the employee
name.
b. At the Enter Employee ID prompt, enter
the employees ID.
c. At the Enter Employees Age prompt,
enter the employees age.
d. At the Enter Gender prompt, enter the
employees gender.
e. At the Enter Employees Social Security
Number prompt, enter the employees
social security number.
f. At the Enter Address prompt, enter the
address.
g. At the Enter Phone Number prompt,
enter the employees phone number.
h. At the Enter Email ID prompt, enter the
email ID.
i. At the Enter Role prompt, enter the role.
j. At the Enter Department prompt, enter
the employees department.
k. At the Enter Salary prompt, enter the sal-
ary.
l. Observe that the result displays all infor-
mation about the employee along with the
annual income.
m. Minimize the Command Prompt window.
LESSON 4
ACTIVITY 4-2
Integrating Department and EmployeeInfo Classes
Data Files:
Department.java
EmployeeInfo.java
Before You Begin:
1. In the Notepad++ application, open a new le and save it as DisplayEmployees.java in
the folder C:\085969Data\Elements of OOP.
2. From the C:\085969Data\Elements of OOP folder, open the EmployeeInfo.java le in the
Notepad++ application.
3. From the C:\085969Data\Elements of OOP folder, open the Department.java le in the
Scenario:
You are creating an application to store employee information of Our Global Company. Your
colleague, Samuel, has created an EmployeeInfo class which contains important details
about an employee such as the name, employee ID, social security number, role, department,
and salary. The class also has a method which will display the information about the
employee. Another colleague, Jordan, has created a Department class which contains the list
of departments available in Our Global Company.
You are asked to integrate the two classes, and use them as individual modules in another
class. In order to test the integrated application, you will use the information provided by Our
Global Company about two of its employees.
The rst employee is James Hope whose employee ID is 825 and social security number is
340-86-1924. His designation is HR Executive belonging to the Human Resources department,
whose salary is $6700.
The second employee is Joanne Moore. Her employee ID is 1239 and social security number
is 257-84-3603. She is a Project Lead belonging to the Project Management department. Her
salary is $8500.
LESSON 4
1. In the Department class, create a
package statement and make the
class public.
a. In the Department.java file, in line 1,
before the keyword class, press Enter.
b. In line 1, type package OGCInfo; to
make the Department class part of the
OGCInfo package.
c. In line 2, click before class and type
public to make the Department class
public and available to other classes and
press the Spacebar.
d. Save and close the file.
2. In the EmployeeInfo class, create a
package statement and instantiate
class variables within the Display
method with values passed from an
object of the class.
a. In the EmployeeInfo.java file, in line 1,
before the keyword class, press Enter.
b. In line 1, type package OGCInfo; to
make the EmployeeInfo class part of
the OGCInfo package.
c. In line 2, click before class and type
public to make the EmployeeInfo
class public and available to other classes
and press the Spacebar.
d. In line 11, before EmpName, click and
type this so that the EmpName variable
becomes the instance variable of the cur-
rently executing class.
e. Similarly, add the this keyword and the
dot operator (.) to EmpId, SSN, Dept,
JobRole, and Salary variables of the
Display() method.
f. Save and close the file.
3. Import the EmployeeInfo and
Department modules of the package
OGCInfo.
a. In the DisplayEmployees.java file, in line
1, type import
OGCInfo.EmployeeInfo; to include the
EmployeeInfo class.
OGCInfo.Department; to include the
Department class.
LESSON 4
4. In the DisplayEmployees class, in
the main method, create two
objects, one for the EmployeeInfo
class and one for the Department
class to display employee informa-
tion.
a. Press Enter twice and type class
DisplayEmployees { to declare the
DisplayEmployees class.
b. Press Enter twice.
c. Type } to close the body of the
d. Press the Up arrow key and then press the
Spacebar twice.
e. In line 5, type public static void
main(String args[]) { to define the
main method.
f. Press Enter and type EmployeeInfo
obj = new EmployeeInfo(); to
create an object obj for the
EmployeeInfo class.
g. Press Enter and type
obj.Display("James Hope",
825, "340-86-1924", "HR
Executive", "Human
Resources", 6700.00); to pass values
to the Display() method of the
EmployeeInfo class.
h. Press Enter and type
System.out.println("\n"); to pro-
vide two lines of delimiting space
between the output generated.
i. Press Enter and type
obj.Display("Joanne Moore",
1239, "257-84-3603", "Project
Lead", "Project Management",
8500.00); to pass values to the
Display() method of the
EmployeeInfo class.
j. Press Enter and type
System.out.println("\n"); to pro-
vide two lines of delimiting space
between the output generated.
k. Press Enter and type Department
obj2 = new Department(); to create
an object for the Department class and
call the Department() constructor.
l. Press Enter and type } to close the main
LESSON 4
method definition.
m. Save and close the file.
n. Minimize the Notepad++ application.
gram.
b. Type javac -d .
EmployeeInfo.java
Department.java to inform the
compiler to place the generated class files
in the root folder and press Enter.
c. Type javac DisplayEmployees.java
gram.
d. Type java DisplayEmployees and
press Enter to execute the program.
e. Observe the result which displays the
information about two of the employees
and the names of the departments of Our
Global Company.
f. Minimize the Command Prompt window.
LESSON 4
Automating the Personnel Department
Scenario:
You have been assigned the task of automating your companys personnel department. To start
with, you initially conduct a study of the constituents and processes within the department.
Before you start with the study, you would like to test your knowledge on identifying the
object relationships and their attributes.
1. You have identified the various objects within the department and studied their simi-
larities and differences. What is this process called?
a) Encapsulation
b) Information Hiding
c) Abstraction
d) Modularity
2. You now need to break down the payment procedure into two subproceduresone for
paying employees and the other for paying contractors. Which feature of object-
oriented programming allows you to achieve this?
a) Abstraction
b) Encapsulation
c) Information hiding
d) Modularity
3. In the sample code prepared for the personnel department of an organization, identify
the unnecessary attributes. Analyze why some of the attributes are deemed unneces-
sary.
class employee {
String EmpName;
int Age;
int noOfPets;
boolean isBald;
}
Having one name property is probably not as useful as having separate properties for first
and last names. Because age is a factor of time, the age property will become outdated.
It would be better to have a date-of-birth property. The other properties, numberOfPets
and isBald, are probably not relevant to the type of processing that will be done on an
employee object.
LESSON 4
Modeling the Organizational Chart
Scenario:
As part of automating the personnel department, you need to model the hierarchy within the
department. Before you start with the modeling, you would like to identify the various classi-
cation schemes.
1. You need to create a separate class for managers. Which classification of objects does
this task fall under?
a) Representing real objects
b) Representing interactions, sequences, steps, or events
c) Representing relationships
d) Representing a role or function
2. True or False? If you create an object to model the organization chart, it falls under
the classification scheme for objects that represent relationships.
True
False
3. True or False? You created a class to represent the information of employees in the
personnel department. An instance of this class is called an object.
True
False
LESSON 4
TOPIC B
Identify the Relationship Between
Classes
You have dened object relationships and attributes. In a given program, you may need to
dene a number of classes that constantly interact and exchange data among themselves. How-
ever, before these classes interact, you need to set the relationship between them to facilitate
the data exchange process. In this topic, you will identify the relationship between classes.
Let us assume that a car company has decided to come up with a new model. It is implied that
when they go about building a new model, they will not start at a stage where they dene
what a car is. Instead, they will try improvising on their existing model. Similarly, object ori-
ented programming allows you to base one class on another, thus reducing the time involved
in dening a new class.
Subclasses
Denition:
A subclass is a class that is based on another class. It inherits the attributes and meth-
ods of the class it is based on. It can also include new attributes and methods.
Example:
An Example of a Subclass
Consider the following class:
Subclasses
LESSON 4
class Person {
String Name;
int Age;
String hairColor;
String eyeColor;
//Rest of the definitions
// Main function
//Objects
Person Dean = new Person();
Person Remi = new Person();
James.Name = "Dean Moriarty";
Remi.Name = "Remi Boncoeur";
}
Notice that both instances of the Person class (objects Dean and Remi) are a spe-
cial type of people. Given the special attributes of some people (susceptibility to bouts
of restlessness and wanderlust, affinity to coffee, and a continual quest for kicks), you
might consider creating a special type or class of person called a Wanderlust.
In addition to the Person class, you could create an entirely new class:
class Person {
String Name;
int Age;
String hairColor;
String eyeColor;
}
class Wanderlust extends Person {
String currentCity;
String favoriteCoffee;
int writesHowManyPagesPerMinute;
string currentNovel;
String findsKicksWhere;
// Main function
//Objects
Person Dean = new Person();
Person Remi = new Person();
James.Name = "Dean Moriarty";
Remi.Name = "Remi Boncoeur";
}
In this example, the class Wanderlust is a subclass of the class Person. Sub-
class is not used here in any derogatory senseit simply means that the
Wanderlust class has all of the attributes of the Person class, as well as some
additional attributes, such as the current city in which the wanderlust lives (important
to track because wanderlusts move so often), favorite kind of coffee, and so forth. The
effective properties of a wanderlust are:
Name (inherited from Person)
Age (inherited from Person)
hairColor (inherited from Person)
LESSON 4
eyeColor (inherited from Person)
currentCity
favoriteCoffee
writesHowManyPagesPerMinute
currentNovel
ndsKicksWhere
Inheritance
Denition:
Inheritance is a feature of object-oriented programming that allows a subclass to
acquire the attributes and methods of its parent class. Using inheritance, a change you
make to a parent class is applied to all its subclasses. Furthermore, attributes and meth-
ods can be passed down through multiple generations. That is to say, a subclass can be
based on another subclass, thereby inheriting the attributes and methods of its parent
and of all its ancestors.
Example:
Understanding Inheritance Through Examples
In the following example, Dog and Human are subclasses of Animal, and
Wanderlust and Beagle are subclasses of Human and Dog, respectively. There are
three generations in this example:
class Animal {
int Age;
String Kingdom;
String Phylum;
String Class;
String Order;
String Family;
String Genus;
String Species;
}
class Dog extends Animal {
String Breed;
String Markings;
Inheritance
LESSON 4
}
class Beagle extends Dog {
String AKA_identification;
}
class Human extends Animal {
String Name;
String hairColor;
String eyeColor;
}
class Wanderlust extends Human {
String currentCity;
String favoriteCoffee;
int writesHowManyPagesPerMinute;
String currentNovel;
String findsKicksWhere;
}
In this example, theres a whole lot of inheritance going on. For example, here are the
attributes of a Wanderlust, most of which it inherits from its ancestor classes,
Human and Animal:
Age (inherited from Human, which inherits it from Animal)
Kingdom (inherited from Human, which inherits it from Animal)
Phylum (inherited from Human, which inherits it from Animal)
Class (inherited from Human, which inherits it from Animal)
Order (inherited from Human, which inherits it from Animal)
Family (inherited from Human, which inherits it from Animal)
Genus (inherited from Human, which inherits it from Animal)
Species (inherited from Human, which inherits it from Animal)
Name (inherited from Human)
hairColor (inherited from Human)
eyeColor (inherited from Human)
currentCity
favoriteCoffee
writesHowManyPagesPerMinute
currentNovel
ndsKicksWhere
Levels of Inheritance
Java supports ve types of inheritance each of which is implemented in a variety of ways.
Based on the requirements of the application, a programmer can choose an inheritance type
that best serves the purpose.
The table provides a description of each inheritance level.
LESSON 4
Type Description
Single Is the ability of a class to inherit or derive the
attributes and behaviors of a single parent class. A
child class can not only inherit the members of the
parent class, but it can also have its own unique
members. The parent class is also known as the
base class or superclass and the child class is
known as the derived class or subclass.
Multilevel Is the ability of a class to inherit or derive the
attributes and behaviors from a child class which
is a child class of another parent class.
Hierarchical Is the ability of many child classes inheriting their
attributes from a single parent class.
Multiple Is the ability to derive a child class from more
than one parent class. Having more than one par-
ent class implies that the child class inherits the
attributes and behaviors of all its parents. In Java,
multiple inheritance is implemented only through
interfaces.
Hybrid Is the combination of any of the two inheritance
types. For example, it can be a combination of
multilevel and single inheritance.
How to Identify the Relationship Between Classes
Procedure Reference: Create a Subclass
To create a subclass:
1. Open a Java program containing a class.
LESSON 4
2. Type childClassName extends className to create a subclass.
3. Type the body of the class within braces, {}.
4. Save the le.
5. Compile and execute the program.
ACTIVITY 4-5
Creating a Manager Subclass of the Employee Class
Data Files:
EmployeeInherit.java
Before You Begin:
From the C:\085969Data\Elements of OOP folder, open the EmployeeInherit.java le in the
Scenario:
You have already created the Employee class, which has the employees name, social secu-
rity number, and salary variables. It also contains two functions, one displays the employees
name and social security number, and the other calculates his overall salary for a year.
Your client, Our Global Company, provides you with details about the managers of various
departments. A manager in Our Global Company receives an allowance for a calendar year
based on his teams performance. This allowance will be added to the annual salary and is
considered the total salary.
As part of your clients requirements, you now have to create a Manager class, which is
based on the Employee class, and calculate the managers total salary for a calendar year and
display all information.
After you create the classes, as part of testing them, you will provide the desired information
about any employee of the organization and test the veracity of the code.
LESSON 4
1. Define Manager as a subclass to the
Employee class and define its mem-
bers.
a. In the EmployeeInherit.java file, in line
19, at the end of the closing brace of the
Employee class, press Enter twice.
b. Type class Manager extends
Employee { to declare the Manager
class as a subclass of the Employee class.
c. Press Enter twice.
d. Type } to close the body of the Manager
class.
e. Press the Up arrow key and then press the
Spacebar twice.
f. Type double allowance; to declare
allowance as a variable of type double.
g. Press Enter and type public void
CalculateAllow(double a) { to
define the method CalculateAllow()
for the Manager class.
h. Press Enter and type allowance = a;
to assign the value to the allowance
variable.
i. Press Enter and type double
TotalSalary = Salary +
allowance; to calculate the total salary
for the manager.
j. Press Enter and type
System.out.println("Total
Salary: $"+TotalSalary); to display
the total salary of the manager.
k. Press Enter and type } to close the
CalculateAllow() method.
LESSON 4
2. Declare the EmployeeInherit class
and the main method.
a. In line 28, at the end of the closing brace
of the Manager class, press Enter twice.
b. Type class EmployeeInherit { to
declare the EmployeeInherit class.
c. Press Enter twice.
d. Type } to close the body of the
EmployeeInherit class.
e. Press the Up arrow key and then press the
Spacebar twice.
f. Type public static void
main(String args[]) throws
Exception { to declare the main
method.
g. Press Enter and type
DataInputStream S = new
DataInputStream(System.in); to
declare an object for the console opera-
tion.
h. Press Enter and type
System.out.print("Enter
Employee Name: "); to act as a
prompt for the user to enter the desired
employees name.
i. Press Enter and type String name =
S.readLine(); to get the employee
name from the user.
j. Press Enter.
k. Similarly, add the code to get the social
security number, salary and allowance
information from the user.
See Code Sample 1.
Code Sample 1
String name = S.readLine();
System.out.print("Enter Employee's Social Security Number: ");
String ssn = S.readLine();
System.out.print("Enter Salary: $");
double sal = Double.parseDouble(S.readLine());
System.out.print("Enter the Allowance: $");
double allo = Double.parseDouble(S.readLine());
LESSON 4
3. Create an object for the Manager
class, display the employee informa-
tion, and calculate the annual
income and the total allowance.
b. Type
Manager obj = new Manager(); to cre-
ate an object obj for the Manager class.
obj.Display(name, ssn); to call the
Display() method.
System.out.println("Annual
Salary:
$"+obj.AnnualSalary(sal)); to
calculate the annual salary of the
employee and display the same.
obj.CalculateAllow(allo); to call
the CalculateAllow() method.
f. Press Enter and type } to close the main
method definition.
g. Save and close the file.
h. Minimize the Notepad++ application.
gram.
b. Type javac EmployeeInherit.java
gram.
c. Type java EmployeeInherit and press
LESSON 4
name.
b. At the Enter Employees Social Security
Number prompt, enter the employees
social security number.
c. At the Enter Salary prompt, enter the sal-
ary.
d. At the Enter the Allowance prompt,
enter the allowance information of the
employee.
e. Observe the result displays all the infor-
mation about the employee along with the
annual income, and allowance.
f. Minimize the Command Prompt window.
Modeling the Workow Structure of the Personnel
Department
Scenario:
As part of automating the personnel department, you are expected to model the workow
structure within the department. Before you start modeling the workow, you would like to
test your knowledge of identifying the relationship between the classes involved.
1. The accessibility of information within the organization is modeled in such a way that
a subordinate is authorized to view information related to his role but not classified
information, whereas a manager will be able to view all information that his subordi-
nate is authorized to view. Apart from this, the manager also has access to classified
information. Which object-oriented feature will you deploy here?
a) Abstraction
b) Encapsulation
c) Information Hiding
d) Inheritance
LESSON 4
2. Assume that a new manager is appointed. The new manager needs to have the same
privileges as the other managers. Which object-oriented feature will help you do this?
a) Encapsulation
b) Inheritance
d) Abstraction
TOPIC C
Implement Multiple Forms of the
Same Procedure
You have examined the instances of implementing just one form of a procedure within a class.
However, in real-time programming, you will be required to implement multiple forms of the
same procedure with varied types of input from the user to perform the same action. In this
topic, you will implement multiple forms of the same procedure.
Lets take the example of an organization with a large number of employees, some of whom
share the same name. When a call lands at the office reception asking for a person with a
name shared by a couple of other employees, the call gets transferred based on other details
specic to the employee, such as his department, second name, or designation. Similarly,
object-oriented programming allows the implementation of different forms of a single function,
based on the input provided by the end user.
Polymorphism
Denition:
Polymorphism is the ability to assign different uses to an entity under different con-
texts. In object-oriented programming, this ability allows you to create a grouping of
objects, to send the same message to different objects in the hierarchy, and to enable
objects to determine which behavior can be used to respond to the message in the hier-
archy.
Example:
Polymorphism
LESSON 4
Achieving Abstraction Through Polymorphism
There may be times when you want to treat different objects in similar ways. For
example, an automobile class might be passed to a function named move, which
enables you to get the automobile moving in a certain direction at a certain speed. You
might also have a helicopter class that you want to be able to pass to the move
function. The problem is that these dont all move in quite the same way.
For example, a helicopter is propelled through the air by two separate motor-driven
propellers. There is a big propeller on top to lift the helicopter, and a little one on the
tail to counteract the torque generated by the big propeller and to provide some steer-
ing capability. On the other hand, trucks move in a very different manner from a
helicopter. Their drive wheels push them by creating directional friction against the
road. The truck is steered by changes in the direction of the front tires. Internally,
something very different happens with each vehicle to make it move.
With object-oriented programming, being able to create abstractions that hide such dif-
ferences is part of what makes it powerful. With an abstraction such as the move
function, you could make a helicopter move the same way that you could make a truck
move, without having to worry about the details that are hidden beneath the abstrac-
tion. The move(truck1, 75, "north") command would make a truck go 75
miles per hour in a northerly direction just as move (helicopter1, 75,
"north") would make a helicopter move in the same direction at the same speed.
An Example of Polymorphism
Consider the example shown in the following code:
class motorVehicle {
//various motorVehicle properties and methods go here
public void move() {
//Function definition for the motorVehicle class
}
}
class Automobile extends motorVehicle {
//various automobile properties and methods go here
//Function definition for the automobile class
}
}
class Helicopter extends motorVehicle {
//various helicopter properties and methods go here
//Function definition for the helicopter class
}
}
class myTypeOfVehicle {
public static void main(String args[]) {
motorVehicle theVehicle = new motorVehicle();
public void move(motorVehicle theVehicle, int theDistance,
LESSON 4
direction theDirection) {
if(theVehicle = helicopter)
//move the vehicle like a helicopter
else if(theVehicle = automobile)
//move the vehicle like an automobile
Helicopter helicopter1 = new Helicopter();
Automobile truck1 = new Automobile();
move(helicopter1, 75, "North");
move(truck1, 75, "North");
}
This code denes a motorVehicle class. It then creates two subclasses of
motorVehicle: Automobile and Helicopter. These two subclasses inherit the
properties and methods of the motorVehicle parent class. A move method is also
declared. This method must be passed three parameters when it is called: a motor
vehicle object, an integer specifying the speed, and the direction. The move method
performs different routines to set the speed and direction of the different kinds of
motor vehicles. Finally, the code example creates two objects: helicopter1 (a heli-
copter) and truck1 (an automobile). These are two different classes of objects (which
share an ancestor class of motorVehicle). The code then uses the same method to
move both types of objects, even though the method treats the two objects differently.
To a user of the move method, the implementation details are hidden. Moving a heli-
copter is the same as moving an automobile.
This is what is meant by polymorphism. Polymorphism means many forms. The
polymorphic move function provides one interface for dealing with these two classes,
yet its implementation branches as needed to support the different classes of objects
that might be passed to it. Somewhere, your code needs to dene how to treat different
classes of objects differently. But once that code is implemented, you can treat objects
from different subclasses the same.
Another Example of Polymorphic Usage
Polymorphism is best used in situations which involve at least two different types of
objects that might be passed to the same function, but that would require different pro-
cessing. Suppose you wanted a copy method that could copy a le object or a folder
object. The code needed to copy a le would be different from the code needed to
copy an entire folder full of les. By using polymorphism you can provide a copy
method that is versatile enough that it can be used with either les or folders, and pro-
duce the result that most users would expect.
Types of Polymorphism
Polymorphism can be categorized as static and dynamic polymorphism. The way methods are
dened in parent and child classes helps to determine the type of polymorphism that is
applied. Refer to the table for a description of each type of polymorphism.
Type Description
Static Is the ability to overload a method using different
sets of parameters, so that the method name
remains the same. This type of polymorphism is
achieved through method overloading and the call
to the method is resolved during compile-time.
LESSON 4
Type Description
Dynamic Is the ability of a child class to override the
method of the parent class. The method in the
child class should have the same method name and
set of parameters. In Java, method overriding is
implemented through both inheritance and inter-
faces. The call to the method is resolved during
runtime.
Method Overload
When two or more methods have the same name, they are differentiated by parameters. The
object that calls a method needs to pass values that match the parameters of the method. A
programmer needs to create overloading methods when a method needs to execute the same
logic with different sets of parameters.
For example, System.out.println() is designed so that it prints all data types by pass-
ing them as parameters. This makes the task of printing much easier for programmers because
they can use the same method for all data types instead of having to use different methods for
diverse data types.
Method Override
When the signature and data type of a method in a child class are the same as that of the
method in a parent class, the child class method takes precedence over the parent class
method. When a method is called by the object of the child class, the child class method is
executed and the parent class method is ignored.
How to Implement Multiple Forms of the Same
Procedure
Procedure Reference: Implement Multiple Forms of the Same Method
To implement multiple forms of the same method:
1. Determine the methods which are part of both the base and derived classes and
that need to be implemented differently in the derived class.
2. Dene the methods for both the base and derived classes.
3. In the class denition, identify the method you would like to overload or override.
4. For overloading a method, dene the method with the same name but with differ-
ent arguments or a different number of arguments.
5. For overriding a method, dene the method with the same name and with the
same type or number of arguments in both classes.
LESSON 4
ACTIVITY 4-7
Implementing Various Forms of the Display Method
Data Files:
MultipleForms.java
Before You Begin:
From the C:\085969Data\Elements of OOP folder, open the MultipleForms.java le in the
Scenario:
You have created two classes, Employee and Payroll. The details included in the
Employee class are as follows: employees name, ID, designation, department, date joined,
and salary variables. It also contains a method that will display only the employees ID. In the
Payroll class, you have dened a method that will calculate the employees annual salary.
Your client, Our Global Company, has now informed you that they consider the Payroll
class as an extension of the Employee class. Also, they have asked you to incorporate some
additional requirements as follows:
Add two new methods, one in the Employee class and one in the Payroll
class. These methods can have the same name as the existing names. It is left to
your discretion.
The Employee class method has to print the name of the employee and his des-
ignation.
The Payroll class method will print the name of the department the employee
belongs to and date he joined the organization.
As part of your clients requirements, you now have to make the Payroll class an extension
of the Employee class and would like to display all the relevant information about the
employee.
After you create the class, as part of testing it, you will provide the desired information about
any employee of the organization and test the veracity of the code.
LESSON 4
1. In the Employee class, define
another Display() method with
two arguments.
a. In line 17, click and type public
void Display(String Name,
String Role) { to define the
Display() method having two String
arguments.
b. Press Enter.
c. Add the code to assign the values of Name
and Role to the EmpName and
Designation variables of the Employee
class and print the values.
See Code Sample 1.
d. Press Enter and type } to close the body
of the Display() method.
Code Sample 1
public void Display(String Name, String Role) {
this.EmpName = Name;
this.Designation = Role;
System.out.println("Employee Name: " +EmpName);
System.out.println("Designation: "+Designation);
LESSON 4
2. Make the Payroll class the subclass
of the Employee class and define a
Display method for the Payroll
class with two arguments.
a. In line 27, click before the opening brace
and type extends Employee to make
the Payroll class a subclass of the
Employee class and press the Spacebar.
b. In line 33, press the Spacebar twice.
c. Type public void
Display(String Dept, String
JoinDate) { to define the Display()
method having two String arguments.
d. Press Enter and then press the Spacebar
twice.
e. Add the code to assign the values of Dept
and JoinDate to the Department and
DoJ variables of the inherited Employee
class and print the values.
See Code Sample 2.
f. Press Enter and type } to close the body
of the Display() method.
Code Sample 2
public void Display(String Dept, String JoinDate) {
this.Department = Dept;
this.DoJ = JoinDate;
System.out.println("Employee's Department: " +Department);
System.out.println("Joining date of the Employee: "+DoJ);
LESSON 4
3. Create two objects, one for the
Employee class and one for the
Payroll class. Call the Display
methods of both classes.
a. In line 58, above the closing brace of the
main method, type
Employee obj = new Employee(); to
create an object obj for the Employee
class.
b. Press Enter and type
Payroll obj2 = new Payroll(); to
create an object for the Payroll class.
System.out.println("Employee's
ID:"
+obj.Display(eid)); to call the
Display() method having one param-
eter of the Employee class.
obj.Display(name, rle); to call the
Display() method having two param-
eters of the Employee class.
obj2.Display(dpt, JDate); to call
the Display() method having two
parameters of the Payroll class.
f. Press Enter and type
System.out.println("Employee's
Annual Salary:
$"+obj2.Display(salary)); to call
the Display() method having a single
parameter of the Payroll class.
g. Save and close the file.
h. Minimize the Notepad++ application.
gram.
b. Type javac MultipleForms.java and
press Enter to compile the Java program.
c. Type java MultipleForms and press
LESSON 4
name.
b. At the Enter Employee ID prompt, enter
the employees identification number.
c. At the Enter Role prompt, enter the
employees designation.
d. At the Enter Department prompt, enter
the name of the department the
employee belongs to.
e. At the Enter the Date Joined prompt,
enter the date when the employee joined
the organization.
f. At the Enter the Monthly Salary prompt,
enter the desired salary of the employee.
g. Observe that the result displays all the
information about the employee.
h. Minimize the Command Prompt window.
Automating the Payment Process of the Personnel
Department
Scenario:
As part of automating the personnel department, you are expected to come up with a concrete
procedure to facilitate payment to all stakeholders. Stakeholders include employees as well as
contractors. Before you work on the automation, you would like to test your knowledge of
implementing multiple forms of the same procedure.
1. You need to implement the same function to make a payment for both permanent
employees and contractors. Which object-oriented feature will you deploy?
a) Polymorphism
b) Encapsulation
c) Inheritance
d) Abstraction
LESSON 4
2. True or False? The polymorphism feature can be used to write a single function called
Incentivecalc to calculate the monthly incentives of different employee objects at
various levels in the organization.
True
False
Lesson4Follow-up
In this lesson, you identied the elements of object-oriented programming. You will now be
able to use these elements to manipulate object representations and interactions.
1. In what way implementing the object-oriented methodology in your projects will help
you? Explain.
Answers will vary but may depend on the students understanding of the object-oriented
methodology.
Proper implementation of the object-oriented methodology in your projects will help you
clearly analyze the requirements of the user, describe clear use cases and design, and
construct the software using reusable components. You might also extend the code to
include future requirements, make the software robust and meaningful, and ensure easy
maintenance and increased quality of the code. It is also easy to chalk out code that will
fit hand in glove with real-world scenarios and issues.
2. What are the benefits of implementing inheritance and polymorphism in your pro-
grams?
Answers will vary but may include easy maintenance, flexibility, code reuse, ability of
the base class to extend itself over the various derived classes that increase the perfor-
mance of the code, and the ability of the methods to decide which method to call based
on its signature. By implementing polymorphism, you may be able to apply different
functionalities to the various methods in each of the subclasses.
LESSON 4
NOTES
Determining the Use of
Object-Oriented
Programming in Windowed
Applications
In this lesson, you will determine the use of object-oriented programming in windowed appli-
cations.
You will:
Explore the structure and working of a windowed application.
Examine the use of frameworks in developing an application.
Lesson Time
30 minutes LESSON 5
LESSON 5
Lesson 5: Determining the Use of Object-Oriented Programming in Windowed Applications 97
Introduction
You examined the use of the object model for software coding. However, object coding tends
to differ for various programming environments. In this lesson, you will determine the use of
object programming in windowed applications.
Windowed applications have similar functionality and features that require the same class
structures to be used. Object-oriented programming facilitates the predenition and reusability
of these class structures for application development, thus reducing development time.
TOPIC A
Explore the Structure and Working of
a Windowed Application
You examined the predened class structures used for windowed applications. However, before
you start using these class structures, you need to understand the workings of a windows appli-
cation. In this topic, you will explore the structure of a windows application.
Object-oriented programming facilitates the development of complex programs which can do
more than one task at any given time. With object-oriented applications, you will be able to
carry out multiple tasks such as listening to music even as you keep working on your com-
puter.
Evolution Stages in Application Development
Applications have evolved from being batch and command-line programs to event-driven,
interactive programs.
Refer to the table for a description of each stage of application evolution.
Evolution Stage Description
Batch mode Early computers ran programs in batch mode.
Batch programs consist of a simple sequence. In
this mode a user would submit a batch of informa-
tion (using paper tape or paper cards with
information encoded through holes that were
punched into it) to be processed, and the computer
would generate the results (on a teletypewriter/
printer, or onto another paper tape).
LESSON 5
Evolution Stage Description
Interactive modecommand-line interface As computers became more abundant, more people
operated them in interactive mode. In this mode,
the computer prompts the user for information on
a display screen, and the user enters information
using a keyboard.
Computer programs were written to run from a
command line, and were not much different from
the batch mode programs. Instead of submitting
information through paper tape, disk les might
have been used, but running a program typically
consisted of one input and output (or batch) cycle,
at the end of which, the program returned to the
command line.
Interactive modesingle screen interface Programs were then written to take advantage of
the interactive relationship between the user and
the computer.
Rather than spending most of their time issuing
commands at a command line, users of personal
computers ran programs that provided environ-
ments in which they got their work done.
While looking at a single screen, a user could opt
to do many different things: print, generate a
report, save the le, and so forth.
At that point, computers were not generally
multitasking and programs tended to be very
modal. If a user was in the process of entering
data in a spreadsheet, and wanted to import some
information in a database program, the user would
have to save the spreadsheet, exit the spreadsheet
program, run the database program, export the data
to a le format that could be imported into the
spreadsheet, exit the database program, run the
spreadsheet program, and import the data.
Interactive modeWIMP In todays WIMP (windows, icon, mouse, pull-
down menus) computer environments, users hardly
give a thought to moving data from one program
to another. In todays environment, apart from
being able to copy and paste data from one win-
dow to another, users are also able to embed one
application within another, using a technology such
as ActiveX.
Evolution of Application Programs
Applications have evolved a long way from command-line programs, which did things
in a very sequential fashion, to visually enhanced complex programs, which are event
driven. Command-line programs had a predictable start (data submitted), middle (the
data is processed), and end (the results are returned as output).
Soon, spreadsheet programs, word processors, and other productivity software ushered
in the age of personal computing. Environments such as VisiCalc and Lotus 123
provided menus or keyboard commands to do different things.
LESSON 5
Things are not so clear-cut for todays event-driven programs. They need to be written
so that they can respond to events from users, other programs, the operating system,
and various devices. In many cases, programs also need to account for the fact that
they might be embedded as objects within other programs. Embedded object technolo-
gies take advantage of object-oriented design, encapsulating all of the necessary data
and methods to enable information objects to work outside of their normal application
context (like a portion of a database being embedded within a word processor docu-
ment or a spreadsheet).
Application of OOPs in Windowed Applications
Most aspects of windowed applications are common across all programs. For example, most
windowed applications have windows with a title bar, a close button, scroll bars, menus, and
other common elements. Furthermore, functionality, such as copying and pasting data using the
systems clipboard or by using the drag-and-drop utility, is present in most windowed applica-
tions. To incorporate such functionality into every program you write can become tedious.
Object-oriented programming enables you to reuse such commonly used functionality across
programs.
Figure 5-1: A windowed application.
The Working of a Windowed Application
Although there are considerable differences among windowed operating systems, the general
structure of programs in such environments is similar. When a windowed application starts to
run, it launches into a main routine. This main routine denes the programs overall algorithm.
Generally, the main routine performs the following steps:
1. First, it initializes the application, reserving memory and performing other such initializa-
tion tasks.
2. After that, it species the general application settings.
3. It then creates any major objects needed by the application such as the main application
window.
4. In the next step, it waits for the events to happen. This essentially consists of a routine
that goes round and round in a loop, waiting to receive a message that something has
occurred that requires some action on the part of the application.
5. In the last step, it terminates the program on exit. Any memory used by the program
would then be released.
LESSON 5
Event-Driven Programming
A program that runs in a windowed environment is not much different from a
command-line program, which runs sequentially, does a few tasks, and then exits. In
fact, that is pretty much the case with windowed applications. Most of the difference
lies in the event loop, which is where the lions share of the work is done. The event
loop consists of an algorithm such as the following:
1 do the following {
2 get the event
3 determine what kind of event occurred
4 if event a, then handle event a
5 if event b, then handle event b
6 ...
7 and so forth... }
Events (such as a user clicking a mouse button, moving the mouse, pressing a key,
moving a window, and so forth) are monitored by the operating system. The operating
system sends messages that correspond to each event. Messages contain information
such as the object (window, button, and so forth) in which the event occurred, the type
of event (such as a mouse click or key press), and any related information (such as the
screen coordinates of where the mouse was clicked, which key was pressed, and so
forth). These messages are handled in the event loop. The event loop is essentially an
endless loop. There is apparently no way to exit the application. In fact, the way that
an event loop ends is through an event. Events such as a user closing the application
window, choosing FileExit, and so forth would be handled by a routine that exits
the event loop and terminates the program.
How to Explore the Structure and Working of a
Windowed Application
Procedure Reference: Explore the Structure and Working of a Windowed Appli-
cation
To explore the structure and working of a windowed application:
1. Run the application.
2. Choose the various menu options to see the working.
3. Click the Close button to close the application.
LESSON 5
ACTIVITY 5-1
Exploring the Structure and Working of a Windowed
Application
Scenario:
Your organization has developed a new application for its internal use. You have been asked to
test the functionality of the application and furnish reports.
1. Open the run.bat application. a. Choose StartAll Programs
AccessoriesWindows Explorer to open
Windows Explorer.
b. Navigate to the C:\085969Data\ OOP in
Windowed Applications folder.
c. Double-click the run.bat file to run the
program.
LESSON 5
2. Examine the various features of the
Menu Driven Program window.
a. Observe that two windows appear and the
Command Prompt window appears in the
background.
b. In the Menu Driven Program window,
choose FileNew.
c. Observe that a message box pops up say-
ing that the New menu item is selected.
d. In the Menu Item Selection message box,
click OK to close the message box.
e. Choose NormalSub MenuSub Menu
One.
f. In the Menu Item Selection message box,
g. Choose RDCheckControls
RadioControlsRadioButtonTwo.
h. In the Menu Item Selection message box,
i. In the Menu Driven Program window,
click OK.
j. In the Command Prompt window, observe
the message which says that the button
has been clicked.
k. In the Menu Driven Program window,
click the Minimize button to minimize the
window.
LESSON 5
3. Examine the various features of the
PopUpColorMenu v1.0 window.
a. In the small window that appears, click
the Maximize button to maximize the
window.
b. In the PopUpColorMenu v1.0 window,
right-click the Uno button and choose Red
to change the color of the button to red.
c. Right-click the Due button and choose
Green to change the color of the button
to green.
d. Right-click the Tre button and choose
Blue to change the color of the button to
blue.
e. Click the Close button to close the win-
dow.
f. Close Windows Explorer.
TOPIC B
Examine the Use of Frameworks in
Developing an Application
You examined the development of application frameworks as part of the software coding
phase. In most cases in real-time programming, programmers use ready-made frameworks to
reduce coding time. In this topic, you will examine the use of such frameworks in developing
an application.
Let us assume that you have decided to buy furniture for your office. You will prefer purchas-
ing ready-made furniture from the market to save time, rather than making new furniture.
Similarly, programmers around the world use ready-made frameworks for application develop-
ment to reduce coding time.
Frameworks
A framework is a template for the generic features of windowed applications such as windows,
menus, buttons, and scroll bars. It can be designed, programmed, and fully tested under a vari-
ety of circumstances and for different kinds of applications. It can then be used to quickly
develop a new application by hooking the features of the specic application onto the frame-
work.
LESSON 5
Benets of Application Frameworks
Over the years, many application frameworks have been developed. Examples include
Microsoft Foundation Classes (MFC), Borlands Object Windows Library (OWL) and
Visual Component Library (VCL), the GIMP toolkit (GTK), Motif, and many others.
Like any good class structure, one of the greatest benets of frameworks lies in
abstraction. They hide the complexities behind common tasks such as what happens
when a user clicks a button or a scroll bar. There is really a lot that must happen in
simple tasks such as when a user clicks a button.
The program must determine what kind of click occurred (left or right mouse button).
In addition, it must make a button appear to go down when the user presses the mouse
button, and up or forward when the user releases the mouse button. These simple tasks
require quite a bit of processing. What if half of the button is hidden under another
window? When the user clicks the button, the overlapping window must be sent
behind the window that contains the button, and then the button must be made to
appear as having been pressed down. There are many other details such as this that are
related to a simple button click. A good framework already contains the programming
for dealing with such details, permitting the application developer to focus on what
should actually happen when the button is clicked.
Class Libraries
A class library is a collection of reusable classes, which are used in building a set of related
software features. For example, a single class library can support multiple functions such as
le operations and graphics display. An application framework is a type of class library.
ACTIVITY 5-2
Examining the Use of Frameworks in Developing an
Application
Scenario:
You are about to be inducted into a team of programmers who will be creating window based
applications. Initially they would like to test your knowledge on the subject.
1. What is a framework?
a) A template for creating objects.
b) A collection of reusable classes.
c) A template for the generic features of windowed applications.
d) A template for creating classes.
LESSON 5
2. True or False? A class library is a collection of reusable objects, which are used in
building a set of related software features.
True
False
Lesson5Follow-up
In this lesson, you determined the use of object-oriented programming in windowed applica-
tions. You also examined the structure of a windowed application. This will enable you to
implement object coding for windowed environments with ease.
1. What do you think are the various events that you might come across while coding for
windowed environments?
Answers will vary but will include the mouse click event, button click event, mouse over
event, mouse up event, etc.
2. While developing your own window based application, name a few features that you
will implement using frameworks.
Answers will vary but will include menus, the close button, etc.
LESSON 5
Examining Application
Development for the
Internet
In this lesson, you will examine application development for the Internet.
You will:
Describe the web communication process.
Examine the technologies involved in web communication.
Identify web objects.
Write an applet in Java.
Lesson Time
1 hour(s), 30 minutes LESSON 6
LESSON 6
Lesson 6: Examining Application Development for the Internet 107
Introduction
You examined application development for the windowed environment. You may now need to
develop an application that can be viewed across different environments. In this lesson, you
will examine application development for the Internet.
The Internet consists of many applications that each run in more than one environment. Shar-
ing of information can take place only when communication among these applications is
seamless. Object-oriented programming helps you design web applications that can be inte-
grated not only with one another but also with tools that are spread across the Internet.
TOPIC A
Examine the Web Communication
Process
You examined how objects and their interactions are modeled. To design an object model for a
web application, you need to know the various web objects involved and the methods by
which they interact with each other. In this topic, you will describe the processes involved in
the communication between web objects.
The object-oriented approach to designing a system involves the study of its constituents and
the manner in which they interact. As an Internet programmer, a thorough knowledge of the
constituent entities and their interactions will help you design a rigid web object model.
Web Applications
Web applications are applications that run over either the World Wide Web or an intranet. They
follow a client-server model, which means that the functionality of an application is provided
through computers working in conjunction with one another across a network. They enable you
to perform banking transactions, view an up-to-date map of a geographic location, and do the
shopping, all from the comfort of your living room.
Web Elements
Sharing of information on the web entails several elements to interact with one another to
accomplish the data transfer process. Refer to the table for a description of each such element.
Web Element Description
Web browser An application that resides on the users computer.
It serves as the user interface for a web applica-
tion, enabling users to view web pages and click
links to navigate from one page to another. It also
enables users to enter data in forms (text boxes,
drop-down lists, and so forth), which can be sent
back to a web server for processing. Examples
include Internet Explorer and Netscape Navigator.
LESSON 6
Web Element Description
Web server Web servers handle requests for information that
are made by web browsers, and return the appro-
priate information to the browser.
HTTP HyperText Transfer Protocol (HTTP) is a protocol
or a communication language that enables web
browsers such as Internet Explorer or Netscape
Navigator to communicate with web servers.
HTML HyperText Markup Language (HTML) is a lan-
guage used to design web pages. HTML can be
used to create basic web pages consisting of text,
graphics, and links as well as advanced, dynamic
web pages with animated content and interactive
features.
Development of the World Wide Web
In the late 1980s, when Tim Berners-Lee and others set about creating what became
the World Wide Web, several new components needed to be invented. The Internet
already existed and contained a large repository of data, but the data on the Internet
was not particularly easy to access. To download a le, you needed to have one kind
of application (an FTP client). To view images, you needed to have another kind of
application (one or more image viewers). Simply viewing text, in fact, required the use
of several applications, depending on where the text was located (on an FTP server,
news server, email server, and so forth).
Most of this data was not particularly easy to nd nor was it linked in any way to
related information. Gopher applications were a stepping stone toward the web. Gopher
sites were like websites in that they indexed information to provide fast searching, but
they neither provided links to related information nor facilitated the integration of text,
graphics, and sound. To accomplish this sort of linking and presentation of informa-
tion, a new type of application needed to be created. This application, called a browser,
would enable information to be presented on the Internet in a way that was not pos-
sible before. But browsers only provide half of the picture. If you could consider a
web browser application to be like a customer, then a website is like a store where that
customer does information shopping. Some kind of software is needed to mind the
store, and that piece of software is called a web server. Also, some kind of protocol or
language is required to enable communication between the server and the browser, and
the HTTP and HTML languages lled that gap.
Static and Dynamic Web Pages
A static web page is the simplest type of web page. Every time you visit it, its content remains
the same. Dynamic or active web pages are those whose content is generated on the y by the
server before the page is sent to a browser.
The Web Communication Process
Both HTML and HTTP work together to enable communication between a web server and a
web browser. The communication takes place in the following stages:
1. Users initiate a connection to a website either by clicking a web page link or by entering
a URL on the browsers address bar.
LESSON 6
2. The browser transmits the URL over the Internet to the destination web server using
HTTP.
3. The web server examines the URL sent by the web browser, and then searches for the
page or le that was requested.
4. When the server nds the requested item, it sends the item back to the browser that made
the request.
5. The browser displays the requested les as it receives them.
Figure 6-1: The web communication process.
ACTIVITY 6-1
Programming Web Applications
Scenario:
As part of its expansion plan, Our Global Company has decided to develop a web application
that will ease the communication process between its employees across the globe.
1. If the application had to deal with the transmission of web pages over the Internet,
which protocol will it use?
a) HTML
b) FTP
c) HTTP
d) URL
The Web Communication
Process
LESSON 6
2. True or False? Static web pages are those whose content is generated on the fly by the
server before the page is sent to a browser.
True
False
TOPIC B
Examine the Technologies Involved
in Web Communication
You examined the communication process between web elements. However, there are certain
technologies that actually aid the communication process. In this topic, you will examine the
technologies involved in web communication.
Information sharing over the Internet becomes a cause of concern when two computers work-
ing with different technologies need to communicate. Therefore, it becomes mandatory for you
to identify the various technologies used to establish an interface between web elements to
facilitate communication.
Server-Side Objects and Technologies
There are many different types of objects and technologies that help generate active content on
web servers. Refer to the table for a description of what you can use to generate active content
on the web server.
LESSON 6
Server-Side Technology Description
Scripts Scripts are typically text les that contain instruc-
tions in a scripting language, such as Perl,
JavaScript, VBScript, PHP, and others.
Many scripting languages are object-oriented.
Typically, some sort of interpreter must be
installed on the server, to enable the scripts to run.
Some interpreters are a separate application from
the web server itself. Some web servers include a
script interpreter as an integrated feature of the
server, or as an add-on module.
When scripts run, they perform various tasks on
the server. Typically, they produce a result of some
sortmost often generating a web page that is
returned to the web client that made the request.
Because scripts are easy to modify and can per-
form powerful operations on the server (such as
modifying the contents of a database, deleting
les, replacing les, and so forth), they are kept in
a special location on the server that cannot be
modied without administrative access rights. This
prevents hackers from modifying scripts or adding
their own scripts that might damage the website.
To be able to respond to requests from web clients,
script interpreters running on a web server must
use certain protocols. Typically, the protocol used
for this purpose is the Common Gateway Interface
(or CGI). Through CGI, scripts are able to read the
data coming from a Get or Post request.
Executables Executables are compiled programs that run
directly on the computer. Like script interpreters,
executables must be designed to use CGI if they
are to function as a web application. CGI
executables can be written in object-oriented pro-
gramming languages, such as C++ or Delphi, and
they can also be written in other programming lan-
guages, such as C or BASIC.
LESSON 6
Java Java applications (or servlets as they are some-
times called when they are running on a server)
share some of the attributes of executables and of
scripts.
Unlike executables, Java applications do not run
directly on the computer. Instead, they run in a
special environment called a virtual machine. A
virtual machine is somewhat like a script inter-
preter in that it provides an engine that runs the
program.
Unlike scripts, however, Java applets are
compiledalbeit in a special format that can only
run on the virtual machine. There are several ben-
ets to this. Unlike executables, Java applications
can run (with some limitations) on any type of
computer for which there is a Java virtual
machine. Because they are already compiled, Java
applications can be run more quickly than scripts.
Active Server Pages and Server-Side Includes It can be tedious to write programs that must gen-
erate entire web pages. In many cases, dynamic
content actually comprises only a small part of the
actual page.
One way around this is to include placeholders for
dynamic content within an otherwise static web
page. When web pages are requested by clients,
the server rst makes a copy (in memory) of the
web page, and then scans it to nd any sections of
the web page that contain the special placeholders
(which are called server-side scripts and server-
side includes) that need to be processed before the
web page is delivered to the client. The
placeholders are processed and replaced with con-
tent that was generated on the y.
The web page with its newly modied content is
then sent to the client. This approach has the
advantage of enabling web page designers to lay
out and design web pages as though they con-
tained static content, while enabling them to write
scripts and programming code only where it is
needed to generate dynamic content. Various tech-
nologies such as Server-Side Includes and Active
Server Pages use this approach.
LESSON 6
Server extensions Many web servers provide ways to enhance the
functionality of the server through the use of
add-on modules, written in a compiled language
(such as C++ or Delphi).
Microsofts Internet Information Server (IIS), for
example, can be extended through its ISAPI inter-
face, which essentially consists of writing software
modules (dynamic-link libraries, or DLLs) that
communicate directly with the web server.
Netscape servers use an interface called NSAPI.
Apache has its own proprietary module format as
well.
Because these add-ons consist of compiled code
(optimized to run fast on a particular kind of com-
puter) that interfaces directly to the web server,
they are very fast and useful where high perfor-
mance extensions are needed. Server modules can
be used to provide customized extensions to a web
server for specic purposes, and they can also be
used to add high-performance scripting capabilities
to a server.
Extensible Markup Language The Extensible Markup Language (XML) provides
an object-oriented way for developers to dene
data structures. Through a hierarchical system of
tags and descriptive elds of information, develop-
ers can embed all sorts of information about data
(metadata) within the data.
XMLs object-oriented structure as well as univer-
sal format (XML les can easily be shared by
different platformsUNIX, Macintosh, Windows,
and so forth) lends itself to web development,
where data might be distributed among various
locations over a network. In some cases, it is even
possible to embed Java applets or other types of
software functionality within an XML le.
Unlike HTML (which is itself a markup language),
XML is structured and tagged according to the
information it contains, not according to appear-
ance. A style sheet can be used to dene how
XML data should be displayed.
Client-Side Objects and Technologies
As a web programmer, you might also encounter client-side objects and technologies. Refer to
the table for a description of each such client-side technology.
LESSON 6
Client-Side Technology Description
Scripts Many of the scripting languages available on the
server side are also available on the client side.
In general, there are more choices on the server
side because its not so much an issue whether or
not the server already supports a particular script-
ing language. Still, its easy enough to add one by
installing a scripting engine (interpreter) on the
server.
On the client side, however, its more of an issue
because many users do not want to install a script-
ing engine just because they can use a web
application. For this reason, the most popular
scripting languages on the client side are those that
are included within web browsers. In the case of
Internet Explorer, that means JScript (Microsofts
avor of JavaScript) or VBScript (a scripting lan-
guage based on Microsofts Visual Basic). For
Netscape, HotJava, Opera, and various other
brands of web browsers, your choice is pretty
much just ECMAScript, which is commonly called
JavaScript. Because JavaScript (or some dialect of
it) is supported on most popular browsers,
JavaScript is the language of choice for client-side
scripting.
Scripts are embedded within the HTML of a web
page through the use of Script tags. After the web
page is downloaded from the server, browser soft-
ware runs the scripts contained within it.
Java It is a technology used for client-side program-
ming. Special software applications (called applets)
can be written in Java and compiled using a Java
compiler.
These applets are embedded within a web page
(much like pictures can be embedded within a web
page), providing program functionality that is
much more exible than the limited functionality
provided through JavaScript and HTML, or
through HTML alone.
LESSON 6
ActiveX A Microsoft technology supported directly by
Microsofts web browsers, and on other types of
browsers using Microsoft add-ons. ActiveX pro-
vides functionality similar to Java applets, enabling
applications to be embedded within a web page.
ActiveX, in some regards, might be considered
more powerful than Java because it runs in native
compiled code. This might really be considered a
drawback because, unlike Java, it requires that
separate ActiveX objects be provided for each type
of client computer that will be used.
For this reason, Java applets tend to be more popu-
lar than ActiveX objects, except in situations (such
as intranets) where it is known that users will only
have a specic type of browser and operating sys-
tem.
ShockWave, Flash, and other plug-ins The most popular web browsers support a special
type of add-on software module known as a plug-
in. Like server extensions, these modules are
tightly integrated with web browsers to the extent
that they function like part of the browser itself.
Unfortunately, some plug-ins have not been well
implemented, have been difficult to install, and
generally have caused more problems for users
than they have provided benets. This has given
the plug-in concept a bad reputation in general.
However, well developed plug-ins install automati-
cally off the web as needed, with little user
intervention, and provide amazingly extended
capabilities to web browsers (such as the ability to
present 3D graphics, synthesized sound, and so
forth).
Some plug-ins have become so widely accepted
that software manufacturers include them as an
automatic part of the installation process for their
web browsers and operating systems.
LESSON 6
Internet-enabled executables A web browser is essentially just a desktop appli-
cation that can communicate across the web, using
HTTP and other web communication protocols.
Besides browsers, there are other applications that
can also communicate across the web using web
communication protocols.
For example, streaming music players such as Real
Audio and Windows Media Player run as desktop
applications, yet they download music from the
web. Web-based features have slowly begun to
appear in other kinds of applications, such as word
processors and spreadsheet programs.
Some programs automatically check for updates
and bug xes from the web as a background task
each time the program runs. Other programs keep
information up to date by periodically download-
ing updates from the web. Over time, as more
applications are designed to run in web browsers,
and more desktop applications incorporate web-
browser-like features, the distinction between
desktop applications and web applications will
blur.
AJAX (Asynchronous JavaScript and XML) A technique to create interactive web applications.
On a dynamic web page, if a certain content
changes, the entire web page will reload. But
AJAX allows you to reload only those components
that have changed and not the entire web page.
In web applications that are developed using
AJAX, data is retrieved from the server asynchro-
nously or without interfering with the operation of
the web page.
Web Communication in Dynamic Pages
A web page might contain embedded active content that runs on the client computer instead of
on the server. In this case, information transfer between the browser and the web server takes
place in the following stages.
1. First, the web page is downloaded to the client computer, and the web browser looks for
the embedded program, such as an applet or a script, on the page.
2. The browser locates the embedded program and reserves space on the web page to dis-
play it.
3. The browser then makes another request to the server to download the needed le.
4. And nally, when the le is received, the browser runs the program contained within the
le.
Web Communication in
Dynamic Pages
LESSON 6
Figure 6-2: A typical exchange of information in a web application.
Examining Server-Side Applications
A script might be contained either within the web page itself, or within a separate le
on the server. The web page shown below contains a form with a eld and a button.
When the user enters a value in the Zip Code eld and clicks the Get Weather Report
button, the web browser sends a request to the server, which includes the information
that the user entered in the form. The browser requests that the server run a specic
program named getWeather.exe. When the server receives the request, it runs
getWeather.exe using the data that was sent to it (in this case, the area code for which
a weather report is desired). The getWeather.exe program, now running on the server,
looks up the requested weather report information, and then generates an HTML web
page that displays the results. It then transmits the web page back to the requesting
web client, which then displays it.
LESSON 6
Figure 6-3: A web form.
ACTIVITY 6-2
Developing an E-Learning Application
Scenario:
E-school has come up with a massive plan to launch a worldwide education program. An
e-learning application that will facilitate student access from across the globe needs to be
developed.
1. Which of these is a client side scripting technology?
a) ActiveX
b) Java Servlet
c) Java Script
d) Active Server Pages
2. True or False? AJAX is a technique to create static web pages.
True
False
LESSON 6
TOPIC C
Identify Web Objects
You identied the fundamental software objects and processes involved in the communication
between a web server and a client. You may now need to administer additional functionality
that aids in displaying web pages, establishing server connectivity, and providing distributed
processing capabilities. In this topic, you will identify the various objects and classes that
enable web developers to write software that processes data on the server and the client com-
puter, and to display information on the client computer.
Object-oriented programming is perhaps nowhere as prevalent as it is in the world of web
development. As a programmer, you will develop a number of objects for the web. It is of
prime importance that any new object that you create is compatible and is able to communi-
cate with existing objects. This can be accomplished by identifying the existing objects of the
system and studying their behavior.
The Browser Document Object Model
Programmers who write software to be displayed on a web browser need to have some way to
communicate with the browser in order to access the information on a web page. Web pages
are abstracted through a hierarchy of objects known as a Document Object Model, or DOM.
Developers of web client software can read and set the properties of objects in a browsers
DOM to determine or specify what is displayed within a web page.
The Process of Displaying a Web Page
The web communication process involves a series of objects, which continually interact with
each other to transfer information. The following steps are involved when you open an HTML
document in a browser:
1. The browser rst downloads the le from its storage location on the server to a local stor-
age location called a cache.
2. The browser then reads the le from the cache into memory, and based on the HTML
instructions that it contains, creates a model in memory on how the page will look.
3. Next, based on the pages links to additional objects, such as images and applets that are
embedded in the page, the browser downloads these objects into the cache as well.
4. Based on the properties of the document object that contains the document model, the
browser begins to construct the displayed page. It notes any special content embedded in
the page that might affect how the page appears or behaves, such as formatting tags, the
size of images, scripts to be run, and applets or plug-ins to be loaded.
5. After the initial scripts have run, the browser begins to display the pages contents. Text is
displayed with placeholders for applets, plug-ins, and images. This gives the user some-
thing to begin reading while the rest of the page downloads. Images are displayed as they
load, in the locations reserved for them. For applets and plug-ins, the browser calls upon
the computers operating system to load the applet environment or a plug-in module.
The Process of Displaying a
Web Page
LESSON 6
Figure 6-4: The document object is involved in the process of constructing and dis-
playing a web page.
A Sample HTML/JavaScript Page
Because the document object provides access to many different properties of a web
page, it gives programmers the capability to make web pages dynamic and interactive.
For example, the web page given below contains a text box and a button. The page
allows you to enter only a nonzero value in the text box.
Figure 6-5: A simple form example.
The HTML/Javascript code given below is the source code for the above page.
LESSON 6
1 <html>
2 <head>
3 <title>Form Entry</title>
4 </head>
5 <body>
6
7 <form name="myForm" method="post" action=
"/cgi-bin/magicnum.exe">
8 Enter anything but zero:
9 <input type="text" name="magicNumber">
10 <input type="Button" name="OK" onclick="verify()" value= "OK">
11 </form>
12
13 <script language="JavaScript">
14 function verify() {
15 if (document.myForm.magicNumber.value == 0) {
16 alert("I can't process the magic number if it's
zero. Sorry.");
17 } else {
18 document.myForm.submit();
19 }
20 }
21 </script>
22
23 </body>
24 </html>
Lines 1 through 5 contain HTML tags that begin a web page, such as <html>,
<head>, <title> and so forth. The information contained within each of these tag
sets (such as the text contained between <title> and </title>) is stored within
objects that are part of the document object model. In this example, Javascript is used
to access the objects. For example, you can use the JavaScript expression
document.title to refer to the title (Form Entry in this example) of the web page.
Lines 7 through 11 contain HTML code that creates a form. The web browser trans-
lates this code and creates a form object named myForm. You need to use the
expression document.myForm to refer to the form object, because the form object
is created as a child object of the document object. In addition, the form object con-
tains two child objects of its own. One is a text box named magicNumber, and the
other is a button named OK. For example, to refer to the text box object, you can use
the expression document.myForm.magicNumber. The browser also sets proper-
ties of the objects it creates. The OK button has an interesting property, onclick.
Notice that the onclick property is set to the verify() function, which will run
when the user clicks the OK button.
Lines 13 through 21 contain some JavaScript code. It is separated from HTML code
using opening and closing <script> tags. The verify() function is dened within
the <script> tags. The verify() function contains a conditional statement that
checks whether or not the magicNumber text box contains a zero value. If the text box
contains a zero, then a message box is displayed, informing the user that the number
cant be processed. As this example illustrates, the browser DOM provides you with a
way to access the objects that dene an HTML page, enabling you to build web appli-
cations that build upon and extend the functionality of web pages.
LESSON 6
CGI Executables
A CGI executable is an executable le that is run by an HTTP server. This le has a .cgi
extension and is placed in a separate folder named cgi-bin on the web server. It is executed in
phases, and the resultant output is stored in a buffer. Once the entire le is executed, it is sent
to the client system in a form that is easily recognized by the browser.
Shortcomings of CGI Applications
CGI applications typically run as standalone executables or use scripts that run within
an interpreter of some sort. Because of the communication involved when such pro-
grams run separately from the server program, they tend to be somewhat slower than
functions provided directly as part of the server itself. Furthermore, in some congura-
tions, CGI applications must be loaded from the hard disk to memory and initialized
before they can run. This takes time. Such applications are benecial because they
enable developers to customize the functionality provided by a web server, but such
customization comes at the cost of performance because the applications are not inte-
grated tightly with the server.
Server Extensions
A server extension is an application, which contains software code that is loaded with the
server application. It remains resident in memory so that it can be used as needed. A server
extension acts as an interface between the server and any third-party tool, thus increasing the
performance of the server.
Server Extension Technologies
Many web server applications address the shortcomings of CGI executables by using
server extensions as a means of extending server functionality through code that essen-
tially becomes part of the web server itself. Examples of server extensions include
Microsoft ISAPI and NetScape NSAPI modules. Apache also has its own format for
server extensions. These modules are provided through DLLs, or dynamic link libraries
(or the equivalent on other operating system platforms).
Using object-oriented programming, developing a server extension with a development
tool such as C++ Builder is not much different from programming a CGI application.
For example, Borlands TWebModule object abstracts the details well enough that you
could develop a web server application that will run on three different platforms
(ISAPI, NSAPI, and CGI) by only making slight modications for each platform.
Java
Java is an object-oriented programming language that does not access computer hardware
directly. This enables programmers to develop applications that are not specic to a computer.
Java is compiled in byte code, which is similar to a normal executable program, except that it
is written in a language that a virtual machine can understand. This feature provides a consis-
tent platform for running Java programs.
LESSON 6
The Java Runtime Environment
The Java Runtime Environment is a program that enables a Java program to run on a particu-
lar type of computer. Because the JRE creates a virtual machine which abstracts differences
among several computer systems, Java programs can run on a wide variety of computers. A
drawback to this abstraction is that Java cannot perform some of the low-level tasks that C or
C++ can.
Java Classes and Objects
A large collection of Java classes is available to support various types of software functional-
ity. Refer to the table for a description of each of the Java classes.
Class Description
java.applet Provides support for implementing Java applets.
java.awt Includes classes that perform graphics and text
operations, and displays windows and other ele-
ments of a windowed user interface.
java.awt.image Provides classes to enable image processing.
java.io Supports input and output operations.
java.lang Provides the core Java language.
java.math Provides comprehensive math capabilities.
java.net Supports network operations, such as opening web
pages.
java.util Provides various useful data types and routines,
such as compression and decompression.
Java CLASSPATH
Java classes are typically installed along with the Java Runtime Environment. The sys-
tem is informed of their whereabouts through a system setting known as the
CLASSPATH. When a Java program runs, it searches for code contained in any needed
classes by looking in the directory that contains the Java program, and in the directo-
ries specied in CLASSPATH until it nds the needed classes. Within a Java program,
a programmer simply identies which classes are used with an import statement. For
example, import java.io indicates that the Java program needs to use classes in
the java.io library. Classes within the library can then be used to create objects as
needed.
The Java Development Kit
The Java Development Kit (JDK) is a development kit that is used to compile and run Java
programs from environments such as Windows 98s MS-DOS prompt or Windows 2000s com-
mand prompt. Some of the important components of the JDK include the Java interpreter, the
Java compiler, the Java debugger, and the Java Runtime Environment (JRE). It does not pro-
vide a code editor; however, a text editor such as Windows Notepad will work ne. Since the
compiler reports errors by the number of the line in which they occur, it is convenient to have
a text editor that provides line numbering.
LESSON 6
ACTIVITY 6-3
Developing a Web Browser Application
Scenario:
Surfers International has approached you for developing a browser application using the Java
technology. Prior to coding, you decide to make a list of classes that might come in handy dur-
ing the coding phase.
1. Identify the class that provides support to network operations.
a) java.awt
b) java.io
c) java.net
d) java.util
2. True or False? The java.awt class provides support to both graphics and text.
True
False
TOPIC D
Create a Web-based Application
Using Java
You examined various programs that run on the Internet. However, the most common of these
programs is the Java applet, which is compatible with all browsers. In this topic, you will
write an applet in Java.
Just as a linguist can communicate with ease with people speaking different languages, Java
applets can interact with different types of applications available on the Internet. For the same
reason, programmers prefer to use the Java applet because it saves them the trouble of writing
different programs for different environments.
LESSON 6
Applets
Denition:
An applet is a Java program that you can embed in an HTML page just as you can
embed an image in a web page. Java applets are run on the Java virtual machine.
When you view a page that contains an applet, the applet is executed by the browsers
Java Virtual Machine (JVM). Applets differ from other Java programs, since they can-
not run as a separate entity. They must be run in a container such as an HTML page.
Example:
A Sample Java Applet Program
Below is a sample Java applet program:
import java.applet.Applet;
import java.awt.Graphics;
public class HelloWorld extends Applet {
public void paint(Graphics g) {
g.drawString("Hello world!", 50, 25);
}
}
This program is designed to be used within a web page, as an applet, so it uses the
java.applet.Applet class. Because it needs to be able to create graphical output, it also
uses the java.awt.Graphics class. The HelloWorld class is designed to extend the capa-
bility of a generic applet, so it has been made a subclass of the Applet class. This is
why the class is declared as HelloWorld extends Applet. HelloWorlds paint
method takes one object, a graphics object called g. The g object is used to draw a
simple message, a text string that says Hello world! The message begins at a location
50 pixels from the left edge of the applet, and 25 pixels down from the top of the
applet.
This program is saved in a text le named HelloWorld.java. The le name should be
the same as the main class of the program. When this program is compiled, a byte-
code le named HelloWorld.class is created. This le contains the compiled Java
program, which can be embedded within a web page. The code given below is used to
embed the applet in an HTML le. The applet will appear in the specied location
using dimensions specied in the APPLET tag.
LESSON 6
<HTML>
<BODY>
Here is the output of my program:
<APPLET CODE="HelloWorld.class" WIDTH=150 HEIGHT=25>
</APPLET>
</BODY>
</HTML>
Life Cycle of an Applet
An applet is created based on the four methods of the Applet class. They are described in the
following table.
Method Description
init It is the rst method to be called. It is used to ini-
tialize the applet.
start It is called immediately after the init method. It
is used to start the execution of the applet.
stop It is called whenever the user navigates away from
the page containing applets. It is used to stop the
execution of the applet.
destroy It is called when the browser application is closed.
It is used to release all the resources which are
used by the applet.
The paint Method
The paint method is used to draw the applet on a web page. The onscreen appear-
ance of the applet is determined in the paint method. You can draw various shapes
such as rectangles and squares around the applets display area.
How to Create a Web-based Application Using
Java
Procedure Reference: Create a Java Applet and Embed It in a Web Page
To create a Java applet and embed it in a web page:
1. Create the Java applet le and save it with a .java extension.
2. Compile the Java applet le. A new class le will be created if code is compiled
correctly.
3. In the HTML le in which you would like to embed the applet, add the required
tags at the desired location.
4. Save the HTML le.
5. Open the le in the browser to view the changes.
6. If necessary, modify the source Java applet and reload the web page to view the
results of your modication.
LESSON 6
The JDK Download URL
At the time this course was written, the JDK was available for download from http://
java.sun.com/j2se.
The JDK Environment Setup
There are many free and inexpensive tools available to provide users with an opportu-
nity to work on object-oriented programming. For example, there are many free
compilers and interpreters available for download on the World Wide Web. One of the
most popular free compilers is Suns Java Development Kit (JDK).
After you install JDK, youll need to congure the system so that Java can nd the
class les. You can do this by setting the CLASSPATH environment variable to
include the directories that contain the Java classes. This is done differently on differ-
ent systems, and Java SDK documentation includes instructions on how to do this for
different systems.
Once you have installed the JDK and set the CLASSPATH setting, you are ready to
compile a program. To compile a program, you run the Java compiler from a com-
mand line, using a command such as
c:\jdk1.2.2\bin\javac.exe c:\myNewProgram.java
where c:\jdk1.2.2\bin\javac.exe is the complete le name of the Java com-
piler and c:\myNewProgram.java is the complete le name of the Java program
that you want to compile. (If javac.exe is in a directory that is included in your sys-
tems PATH environment variable, then you do not need to enter the complete path.
Likewise, if your current directory is the directory that contains your Java program,
then you do not need to include the complete path.)
On Windows, you might nd it convenient to create an MS-DOS batch le that runs
the compiler when you drag a .java le onto the batch les icon, as in the following
batch le named compilejava.bat:
@echo off
cls
echo COMPILING: %1
C:\jdk1.2.2\bin\javac.exe -verbose -deprecation %1
pause
This batch le clears the screen, puts up a compiling message, and then runs the Java
compiler using two of its command-line settings. (The Verbose requests that the com-
piler provide detailed feedback, and deprecation requests that the compiler inform you
when you are using methods that are from older versions of Java and are about to
become obsolete.) The pause command halts the execution of the batch le until you
press a key to continue. Without this command, the compiler would nish running, and
the console window would close itself immediately. This enables you to see the feed-
back from the compiler, such as error messages. In batch les, the %1 parameter says
to include the name of the le that was typed at the end of the command to run the
batch le, or in this case, the le that is dragged onto the batch les icon.
LESSON 6
ACTIVITY 6-4
Create a Java Applet and Embed It in a Web Page
Setup:
Restore the Notepad++ application.
Scenario:
The Everything for Coffee website is an HTML web page and does not contain any other Java
content. You would like to embed the following in the web page: an image of a speaker and a
button each for playing or stopping music.
1. Create an applet for the speaker
image.
a. In the Notepad++ application, in the blank
file, in line 1, type import
java.applet.*; to import the java
applet package.
java.awt.*; to import the java awt
package.
public class ImageApplet
extends Applet{
Image img;
MediaTracker tr;
public void paint(Graphics g) {
tr = new MediaTracker(this);
img = getImage(
getCodeBase(),
"speakertrans.gif");
tr.addImage(img,0);
g.drawImage(img, 0, 0, this);
}
} to create an applet that draws an
image using the speakertrans.gif image.
d. Click the Save button.
e. Navigate to the C:\085969Data\Internet
Applications folder.
f. Save the file as ImageApplet.java and
close it.
LESSON 6
2. Create an applet for the play and
stop buttons.
a. In the blank file, type
import java.applet.*;
import java.awt.*;
import java.awt.event.*; to import
the applet, awt, and awt event pack-
ages.
b. Press Enter and type
public class ButtonsApplet
extends Applet implements
ActionListener{ to create an applet
for creating the buttons.
c. Press Enter and then press the Spacebar
twice.
d. Type Button play,stop; to create a
reference for the play and stop buttons.
AudioClip audioClip; to create a ref-
erence for the audio clip.
f. Press Enter.
g. Type
public void init(){
play = new Button("Play");
add(play);
play.addActionListener(this);
stop = new Button("Stop");
add(stop);
stop.addActionListener(this);
audioClip = getAudioClip(
getCodeBase(), "Coffee.wav");
} to create the init method that will
create the play and stop buttons.
h. Press Enter.
i. Type
public void
actionPerformed(ActionEvent ae){
Button source = (Button)
ae.getSource();
if (source.getLabel()
== "Play"){
audioClip.play();
}
else if(source.getLabel()
== "Stop"){
audioClip.stop();
LESSON 6
}
} to create the actionPerformed
method that will perform the play or stop
action depending on which button is
clicked.
j. Press Enter, press Backspace twice and
type } to add the closing braces for the
ButtonsApplet class.
k. Click the Save button.
l. Navigate to the C:\085969Data\Internet
Applications folder.
m. Save the file as ButtonsApplet.java and
close it.
n. Minimize the Notepad++ application.
3. Compile the applet programs. a. Switch to the Command Prompt window
b. Type cd C:\085969Data\
Internet Applications and press
Enter.
c. Type javac ImageApplet.java and
press Enter to compile the program.
d. Type javac ButtonsApplet.java and
press Enter to compile the program.
e. Close the Command Prompt window.
LESSON 6
4. Embed the applets in the HTML page. a. Switch to the Notepad++ application.
b. From the C:\085969Data\Internet
Applications folder, open the Everything
For Coffee.htm file in the Notepad++
application.
c. In line 180, click and type
<center><applet code=
"ImageApplet" height=80 width=80>
</applet><br>
<applet code="ButtonsApplet"
height=100 width=300>
</applet></center> to embed the
ImageApplet and the ButtonsApplet
in the HTML page.
d. Save the file.
5. Verify the change. a. Choose Runlaunch in IE to launch the
file in Internet Explorer.
b. Observe that a button image and two but-
tons are embedded in the web page.
c. Click the Play button to play the audio
that conveys information about the com-
pany.
d. Click Stop to stop playing the audio.
e. Close Internet Explorer and the Notepad++
application.
Lesson6Follow-up
In this lesson, you examined the steps involved in the communication process between two
web objects. You also examined the various client-server technologies involved in this process.
You will now be able to model a web application using these objects and subsequently make a
selection of the right kind of technology for your development needs.
1. What do you think are the various objects and their properties that you would like to
define while developing a web application?
Answers will vary.
2. What are the benefits of using object-oriented development tools to create server-side
applications?
Answers will vary.
LESSON 6
Follow-up
In this course, you examined the principles of object-oriented programming. You will now be
able to identify the problem areas in your program where you can deploy the object model as
a solution. In addition, you will be able to adopt a structured approach to software develop-
ment.
1. What are the factors that you may want to consider before choosing the right technol-
ogy for your object-oriented programming needs?
Answers will vary.
2. How do you think object-oriented programming can help raise the programming stan-
dards in your organization?
Answers will vary.
3. What aspects of object-oriented programming do you feel will make your job easy as a
programmer?
Answers will vary.
Whats Next?
This is the only course that deals with the principles of object-oriented programming and
design.
FOLLOW-UP
133
NOTES
Due to classroom setup constraints, some labs cannot be keyed in sequence immediately fol-
lowing their associated lesson. Your instructor will tell you whether your labs can be practiced
immediately following the lesson or whether they require separate setup from the main lesson
content. Lesson-level lab setup information is listed in the front of this manual in the course
setup section.
LESSON 1 LAB 1
Dening Project Requirements and Milestones
Scenario:
As a business analyst, you have been assigned the task of preparing the requirements and
schedule for a major project secured by your company to digitize government records of the
last four decades. Before you start preparing the requirements and planning the schedule, you
would like to test your knowledge on the various phases of software development.
1. Identify the requirements defined as part of the software requirements specifications
phase.
a) Software interface requirements
b) User interface requirements
c) Stakeholders of the project
d) Business rules
2. True or False? Implementation of features occurs before the development of an appli-
cation framework.
True
False
3. True or False? Business rules are defined as part of the planning phase.
True
False
LESSON LABS
LESSON
LABS
Lesson Labs 135
4. True or False? Changes to the class structure can happen after software ships.
True
False
5. Identify the phases in the design of class structures.
a) Performing iterative analysis and design
b) Sketching class structures
c) Updating class structures
d) Implementing class structures
LESSON 2 LAB 1
Automating Processes for OGC Auctions
Scenario:
An online auction company, OGC Auctions, Inc., has contracted your company to automate
their auction process. Being a high-priority project, all programmers are to be tested on their
knowledge of software design methodologies and tools before being assigned to the project.
1. Identify the constituents of a software methodology definition.
a) Heuristics
b) Process
c) Business rules
d) Notations
2. True or False? A language of graphic symbols or text markup for representing software
systems and subsystems is called heuristics.
True
False
3. True or False? A set of rules to promote a methodical software design is called nota-
tions.
True
False
4. Use casediagrams represent software from a users perspective.
LESSON
LABS
5. True or False? Sequence diagrams represent messaging within a system.
True
False
6. Packagediagrams show how software will be broken up into modules and how various
modules depend on one another to work.
LESSON 3 LAB 1
Calculating Employee Work Hours
Objective
Examine a problem set using the object-oriented approach.
Scenario:
OGC Bank plans to automate the attendance entry of its employees. Apart from marking the
attendance, the process will also calculate the total number of work hours for each employee
for the month. At the start and end of the day, the employees of the bank will be expected to
submit their entry to record their attendance. As a business process analyst, you are expected
to conduct a study on the system.
1. For the given module, identify the information you will require.
a) Distance between the bank and an employees residence
b) Mode of conveyance of the employees
c) Employee names
d) Customer names
2. Assume that you have a procedure to calculate the total number of hours worked by
an employee for the day. On what data does this procedure work?
a) Employee entry time
b) Employee exit time
c) Employee meeting time
d) Employee break time
3. Assume that the code for this procedural module has already been developed as part
of a previous assignment. If you are able to use this existing code, which feature of
object-oriented programming will be put to use?
a) Flexibility
b) Extensibility
c) Scalability
d) Reusability
LESSON
LABS
Lesson Labs 137
4. If you were to use a true object-oriented programming language to develop this mod-
ule, which one will you use?
a) C
b) C++
c) BASIC
d) COBOL
5. True or False? A compiler is a program that translates source code into an executable
file.
True
False
6. Why would you recommend the use of the object-oriented model for coding the pro-
cess?
a) Reduced development time.
b) Previously developed code, if any, can be reused to avoid rework.
c) Quality of the application can be checked for individual modules.
d) Tools for object-oriented languages are easily available on the local market.
7. True or False? The final executable file created upon compilation on one computer can
be readily deployed on all the other computers without the need for another compila-
tion.
True
False
LESSON 4 LAB 1
Automating the Library Management System
Scenario:
Your organization, Our Global Company, has secured a major project for automating the pro-
cesses of the State Library of Chermont City. You have been assigned the task of performing a
ground study on the requirements and modeling the system using object-oriented programming
features. Before you start studying the requirements of the system, you would like to test your
knowledge on identifying the various object-oriented programming concepts.
LESSON
LABS
1. The book return function has been divided into two subfunctions, one of which deals
with ontime returns, and the other with late returns. Which feature of object-oriented
programming will you deploy in this situation?
a) Encapsulation
b) Information Hiding
c) Modularity
d) Abstraction
2. If you were to use the same function to handle both ontime as well as late returns,
which object-oriented feature will help you do this?
a) Polymorphism
b) Inheritance
c) Encapsulation
d) Abstraction
3. True or False? The Books section consists of a variety of subjects such as science, lit-
erature, and arts. You create two objects, Books and ScienceBooks. The classification
scheme for the objects would be to represent the science book as a type of book.
True
False
4. Which feature of the object-oriented model would help you bundle customer informa-
tion and customer procedures into one unit?
a) Abstraction
b) Encapsulation
d) Inheritance
5. True or False? The object-oriented feature that helps you represent just the important
features of a book object is called abstraction.
True
False
LESSON
LABS
Lesson Labs 139
LESSON 5 LAB 1
Developing Applications for Our Global Company, Inc.
Objective
Develop applications for a windowed environment.
Scenario:
Our Global Company wants to increase prots by cutting costs wherever possible. Employee
travel allowance is one area that has been targeted for cost cutting. The system needs to be
automated so that it is easy to analyze employee travel patterns. As a programmer, you will
have to ensure that the software works ne in a windowed environment.
1. True or False? Command-line applications are slower than WIMP applications because
they execute one instruction at a time.
True
False
2. Which technology will you use to embed data from one application into another?
a) VisiCalc
b) Lotus 1-2-3
c) ActiveX
d) WIMP
3. True or False? Embedded object technologies take advantage of the concept of encap-
sulation for their working.
True
False
4. True or False? Batch mode programs use the ActiveX technology for their processing.
True
False
5. True or False? Windowed applications use event-driven programming.
True
False
LESSON
LABS
LESSON 6 LAB 1
Developing a Web Application
Objective
Develop applications for the Internet.
Scenario:
An organization has contracted you to develop a web application that will display the list of
medical facilities in an area when its zip code is typed. The application should also include the
functionality for transferring scanned reports between any two locations. You also need to pro-
vide for three-dimensional images to be viewed over the network.
1. You initially decide to create a simple version of the application using HTML. What
does HTML stand for?
a) Hyper Test Markup Language
b) Hypertext Makeup Language
c) High Test Markup Language
d) HyperText Markup Language
2. Which protocol will you deploy to facilitate the transfer of scanned file reports
between any two locations?
a) FTP
b) HTTP
c) PPP
d) TCP/IP
3. True or False? HTTP helps transfer web pages over the Internet.
True
False
4. True or False? For viewing images, you can use a plug-in such as Shockwave.
True
False
5. True or False? You have decided to embed the zip code finder application within the
web page by using one of the Internet technologies. Java applets are a better choice
over ActiveX controls because they spare you the trouble of providing interfaces for
various environments.
True
False
LESSON
LABS
Lesson Labs 141
6. True or False? If you were to develop the web application by using XML, you will be
able to manipulate the appearance of the web page by using style sheets.
True
False
LESSON
LABS
abstraction
The process of developing a simple represen-
tation of a complex object.
ActiveX
A technology that facilitates the transfer of
data between two applications.
activity diagram
A UML diagram that enables you to model
business workow.
algorithmic approach
An approach that focuses on the functionality
of a program.
analysis phase
The rst phase of the SDLC in which the
feasibility and scope of a project are decided.
applet
A Java program that can be embedded in an
HTML page.
assembler
A tool used to convert assembly language into
machine language.
Booch
A method that is used for designing object-
oriented models in object-oriented software
design.
CGI executable
An application le with a .cgi extension that
is primarily run by an HTTP server.
class diagram
A UML diagram that helps represent the
structure of classes used within a system,
identifying each classs attributes, operations,
and relationships to other classes.
class library
A collection of reusable classes that are used
in building a set of related software features.
class
A template from which objects are derived.
coding phase
The third phase of the SDLC in which the
source code of the program is written.
communication diagram
A UML diagram that helps represent interac-
tions that occur among different objects
within a system with more focus on the
object.
compiler
A programming tool used to convert high-
level instructions (source code) to an
executable le containing machine-level
instructions.
component diagram
A UML diagram that helps show the depen-
dencies of one software component upon
another.
composite structure diagram
A UML diagram that describes the function-
ing of a system by displaying interactions
between classes, interfaces, and components.
deployment diagram
A UML diagram that shows how various ele-
ments of a system will be congured when
the program is nally installed and running.
derived class
A class derived from the base class. It is oth-
erwise known as a subclass or child class.
GLOSSARY
GLOSSARY
Glossary 143
design phase
The second phase of the SDLC in which the
ow of work is planned.
encapsulation
A software design technique in which data
and procedures related to the data are bundled
together within a single entity, called the
object.
framework
A collection of classes and related template
code that are used in building generic features
of an application.
gopher application
An application that searches for and retrieves
documents that reside on remote computer
systems. Information thus retrieved is pre-
sented in the form of menus. Gophers are
predecessors to web browsers.
hierarchical inheritance
Ability of many child classes inheriting its
attributes from a single parent class.
hybrid inheritance
Ability of a child class to be derived from
any two of the other four inheritance types.
information hiding
A programming technique that hides the
implementation of the software from the user
interface.
inheritance
A mechanism whereby a subclass accumulates
attributes and methods from one or more
ancestor classes.
integration phase
The fth phase of the SDLC, which involves
making the developed software available for
commercial use.
interaction overview diagram
A UML diagram that depicts the collaboration
among interaction diagrams.
machine language
A coding language with instructions specied
at the level of hardware.
maintenance phase
The sixth stage of the SDLC, which involves
regular updates of the software and other
maintenance services.
modularity
Breaking up a large programming task into
subtasks, which are then programmed inde-
pendently.
multilevel inheritance
Ability of a class to derive its attributes from
a child class which is a child class of another
parent class.
multiple inheritance
Ability to derive a child class from more than
one parent class.
notations
A specialized language that aids communica-
tion between object-oriented programmers.
object diagram
A UML diagram that represents the logical
relationships of objects within a system.
object-based programming languages
Languages that provide the programmer the
facility to use pre-dened objects.
object-oriented approach
A system analysis approach that views the
system as a set of objects and the interactions
among them.
object-oriented programming languages
Languages that provide the programmer with
some means for dening and using objects.
object
An instance of a class.
OMT
(Object Modeling Technique) A modeling lan-
guage used to develop object-oriented models.
OOSE
(Object Oriented Software Engineering) Pro-
vides an approach to object-oriented analysis
and design that focuses on use cases.
package diagram
A UML diagram that shows how software
will be broken up into modules.
GLOSSARY
package
A collection of classes.
parent class
A class from which a subclass is derived.
polymorphism
It is the ability to assign different uses to an
entity under different contexts.
project plan
A formal document, which is accepted by
management that contains a generic descrip-
tion about the project, various tasks,
resources, and costs involved.
SDLC
(Software Development Life Cycle) A set of
processes followed to develop a software
application.
sequence diagram
A UML diagram that helps represent the type
of communication and the interactions that
occur among objects.
single inheritance
Ability of a child or derived class to derive
its characteristics from a single parent or base
class.
software design methodologies
Specic approaches programmers have devel-
oped over many years of trial and error to
designing objects.
software development process
A framework based on which a software
product is developed.
SQL
(Structured Query Language) A fourth-
generation language used to retrieve
information from a database using instructions
similar to human language.
srs
(Software Requirements Specications) A
document furnishing the details of the func-
tionality to be incorporated into software
based on customer requirements. It is also
known as functional requirements, user
requirements, or software specications.
state machine diagram
A UML diagram that represents the various
events that cause an object to change from
one state to another, and the actions that
result from the change in state.
subclass
A class that is based on another class, inherit-
ing the attributes and methods of the class it
is based on.
test cases
A description of various scenarios that will be
constructed and analyzed to identify if a pro-
gram runs correctly as designed.
testing phase
The fourth phase of the SDLC in which the
program is tested to make sure it generates
the expected results and is error free.
timing diagram
A behavioral representation of different
objects of a system in a given time window.
UML
(Unied Modeling Language) A notational
language that provides different types of dia-
grams for designing software systems. It
includes features from OOSE, OMT, and
Booch.
use case diagram
A UML diagram that helps model a business
process from a users perspective.
use cases
A description of the type of user accessing
software to accomplish a particular task. They
provide a means of identifying the functional-
ity that software must support.
user interface
The portion of a program with which users
interact to issue commands, and view or hear
results.
web server
Software that enables a computer to send web
pages over a network connection, such as the
Internet, to a client computertypically a
computer running a web browser.
GLOSSARY
Glossary 145
NOTES
A
abstraction, 53
ActiveX, 99, 116
applets, 120, 126
life cycle of, 127
approaches to problem-set analysis
algorithmic, 35
object-oriented
assemblers, 39
B
Booch, 13
C
CGI executables, 123
class libraries, 105
class structure
attributes of, 15
classes, 12
compilers, 39
D
Document Object Model
See: DOM
DOM, 120
E
encapsulation, 56
evolution stages in application development, 98
Also See: ActiveX
F
frameworks, 105
G
generations of programming languages, 39
gopher applications, 109
I
information hiding, 58
inheritance, 78
levels of, 79
J
Java, 123
classes in Java, 124
CLASSPATH, 124
Java Development Kit
See: JDK
Java Runtime Environment, 124
JDK, 124
M
machine language, 39
methods
overloading, 89
overriding, 89
modularity, 59
N
notations, 24
O
Object Modeling Technique
See: OMT
Object Oriented Software Engineering
See: OOSE
objects, 12
OMT, 13
OOSE, 13
P
packages, 60
parent classes, 78
polymorphism, 86
types of, 88
problem sets
programming, 34
processes
coding, 16
INDEX
INDEX
Index 147
software development, 2
web communication, 109
web page display, 120
programming languages
object-based, 42
object-oriented, 41
project plans, 3
guidelines for developing, 4
S
SDLC
phases in, 2
server extensions, 123
software design methodologies, 22
Software Development Life Cycle
See: SDLC
Software Requirements Specications
See: srs
SQL, 39
srs, 7
general aspects of, 8
identifying elements in, 10
static/dynamic web pages, 109
subclasses, 76
T
technologies
client-side, 114
server-side, 111
test cases, 9
U
UML, 13
UML diagrams, 25
Unied Modeling Language
See: UML
use cases, 9
W
web applications, 108
web communication in dynamic pages, 117
web elements, 108
windowed applications, 100
working of, 100
INDEX

NH85969 (Igee)

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

NH85969 (Igee)

Uploaded by

Copyright:

Available Formats

Object-Oriented Programming and Design

Using Java (Third Edition)

1 GHz or higher processor.

XP Professional with Service Pack 2 or Microsoft

6.0 or its later versions.

Internet Explorer 7 can be

SE Development Kit 6 Update7

You might also like