$1.$ Use$-$cases $[30\%]$

Read the Production Line Transcript document $($which include some sample forms$)$ that is included with this assignment.

This transcript is the first part of an interview that Rosanne Martel $($RM$)$ conducted with Hari Patel $($HP$),$ the Factory Manager in charge of FoodCo$$s Beechfield factory.

$($A$)$ Draw a Use$-$Case DIAGRAM which shows the functionality that the system should provide that is used by the PRODUCTION LINE SUPERVISOR.

$($B$)$ Draw a Use$-$Case DIAGRAM which shows the functionality that the system should provide that is used by the PRODUCTION PLANNER

$($C$)$ Write Use$-$Case DESCRIPTIONS for the following use$-$cases:

$$ START LINE RUN

$$ RECORD EMPLOYEE JOINING THE LINE

$$ RECORD EMPLOYEE LEAVING THE LINE

$$ STOP LINE

$$ RECORD LINE PROBLEM

$$ END LINE RUN

$($D$)$ Identify CANDIDATE CLASSES that can be derived from the transcript and the use cases. For each candidate class determine whether it is a BOUNDARY, CONTROL or ENTITY class.

$2.$ Communication diagrams $[30\%]$

From these Use$-$Case DESCRIPTIONS and CANDIDATE CLASSES produce COMMUNICATION DIAGRAMS for EACH of the following use$-$cases:

$$ START LINE RUN

$$ RECORD EMPLOYEE JOINING THE LINE

$$ RECORD EMPLOYEE LEAVING THE LINE

$$ STOP LINE

$$ RECORD LINE PROBLEM

$$ END LINE RUN

There should be $1$ communication diagram for each use$-$case $($ie$.6$ diagrams in total$).$ Each communication diagram should match against the information provided in the relevant use$-$case description.

Your communication diagrams should be based on the candidate classes identified in part $1$ above $($you may need to revise your list of candidate classes as you work through the diagrams$).$ Use class stereotypes in your diagrams to differentiate the roles that each object plays ie$.$ Whether an object is a boundary, control or entity object.

Your communication diagrams should show the flow and order of messages passed between each object.

$3.$ Class diagram $[40\%]$

Produce a CLASS DIAGRAM for this system.

$($A$)$ First produce a draft analysis class diagram, initially showing only classes and associations.

$($B$)$ Then review your analysis class diagram and add any attributes and operations that you think are justified by your use cases. Make reasonable assumptions and add others that you think might be justified by other use cases not directly derived from the transcript.

$($C$)$ Write a short summary reviewing the communication and class diagrams. Particularly identify whether your diagrams are consistent with each other and the requirements analysis. Also describe whether you have had to impose additional requirements that were not originally provided in the transcript. If this is the case, explain what exactly are these requirements, and why you have had to impose these additional requirements. $$

$$

CE$202$ Reassessment Assignment $1-$ Transcript

$($The following transcript gives the first part of an interview that Rosanne Martel conducted with Hari Patel, the Factory Manager in charge of FoodCo's Beechfield factory. Read this through carefully, and then carry out the exercises that follow.$)$

Rosanne Martel: Hari, for the benefit of the tape, I$\text{'}$d be grateful if you could confirm that you're the manager responsible for all production at Beechfield.

Hari Patel: Yes, that's right.

RM: Good. Now the purpose of this interview is for me to find out about operations on the production lines. Can you tell me how this is organized?

HP: Sure. How much detail do yqu want?

RM: Can we start with those aspects that are common to all lines? That will give me a general feel, then if there are differences we can go into more detail later.

HP: OK$,$ there are quite a few similarities. First, there are two main grades of shop$-$floor staff: operatives and supervisors$-.$ Different operatives have a range of skills, of course, but that doesn't affect the way the line works.

RM: How many operatives work on a line, and what do they actually do$?$

HP: There might be anything from around six operatives to over twenty, depending on the product. They really do all the actual work on the line, either by hand or operating a machine. This could be a semi$-$skilled labourer feeding in the different kinds of lettuce for salad packs, or a more skilled operator running one of the automatic mixing machines. In this factory, unlike Coppice and Watermead, the work is mostly quite unskilled.

RM: How many supervisors are there to each line?

HP: Just one. They are on full$-$time supervision duties, and they each look after one production line.

RM: Always the same line?

$($Rosanne is trying to find out what possible classes there are. What else do you think her questions seek to discover?$)$

HP: Well, let's just say nobody has changed line in the last couple of years. RM: How about the operatives$$are they always on the same line too?