Draw A Class Diagram Showing Relevant Classes And Attributes

Draw A Class Diagram Showing The Relevant Classes Attributes Ope

Draw a class diagram, showing the relevant classes, attributes, operations, and relationships for each of the following situations (if you believe that you need to make additional assumptions, clearly state them for each situation):

a. A company has a number of employees. The attributes of Employee include employeeID (primary key), name, address, and birth date. The company also has several projects. Attributes of Project include projectName and startDate. Each employee may be assigned to one or more projects, or may not be assigned to a project. A project must have at least one employee assigned, and it may have any number of employees assigned. An employee's billing rate may vary by project, and the company wishes to record the applicable billing rate for each employee when assigned to a particular project. At the end of each month, the company mails a check to each employee who has worked on a project during that month. The check amount is based on the billing rate and the hours logged for each project assigned to the employee.

b. A university has a large number of courses in its catalog. Attributes of Course include courseNumber (primary key), courseName, and units. Each course may have one or more different courses as prerequisites, or a course may have no prerequisites. Similarly, a particular course may be a prerequisite for any number of courses, or it may not be a prerequisite for any other course. The university adds or drops a prerequisite for a course only when the director for the course makes a formal request to that effect.

c. A laboratory has several chemists who work on one or more projects. Chemists also may use certain kinds of equipment on each project. Attributes of Chemist include name and phoneNo. Attributes of Project include projectName and startDate. Attributes of Equipment include serialNo and cost. The organization wishes to record assignDate—that is, the date when a given equipment item was assigned to a particular chemist working on a specified project—as well as total Hours, that is, the total number of hours the chemist has used the equipment for the project. The organization also wants to track the usage of each type of equipment by a chemist. It does so by computing the average number of hours the chemist has used that equipment on all assigned projects. A chemist must be assigned to at least one project and one equipment item. A given equipment item need not be assigned, and a given project need not be assigned either a chemist or an equipment item.

d. A college course may have one or more scheduled sections, or it may not have a scheduled section. Attributes of Course include courseID, courseName, and units. Attributes of Section include sectionNumber and semester. The value of sectionNumber is an integer (such as 1 or 2) that distinguishes one section from another for the same course, but does not uniquely identify a section. There is an operation called findNumSections that finds the number of sections offered for a given course in a given semester.

e. A hospital has a large number of registered physicians. Attributes of Physician include physicianID (primary key) and specialty. Patients are admitted to the hospital by physicians. Attributes of Patient include patientID (primary key) and patientName. Any patient who is admitted must have exactly one admitting physician. A physician may optionally admit any number of patients. Once admitted, a given patient must be treated by at least one physician. A particular physician may treat any number of patients, or he or she may not treat any patients. Whenever a patient is treated by a physician, the hospital wishes to record the details of the treatment by including the date, time, and results of the treatment.

Paper For Above instruction

The design of class diagrams for these diverse organizational scenarios demonstrates how object-oriented modeling captures complex relationships, attributes, and operations within various domains. To develop comprehensive class diagrams, one must consider relevant entities, their attributes, the specific operations involved, and the nature of their relationships, including multiplicities and constraints. This essay explores each scenario in detail, illustrating how class diagrams reflect real-world systems through precise modeling.

a. Company Employees and Projects

The first scenario involves a company with employees and projects. The primary classes are Employee and Project. The Employee class includes attributes such as employeeID (a unique identifier and primary key), name, address, and birth date, which collectively define employee identity and personal information. The Project class comprises projectName and startDate.

Relationships are established through an assignment association between Employee and Project. Each employee can be assigned to zero or more projects, represented by a many-to-many relationship, indicating an employee's capacity to work on multiple projects. Conversely, each project must have at least one employee assigned, signifying a mandatory participation constraint on the project side.

A unique aspect of this system is recording the billing rate applicable to each employee-project pairing. This calls for an associative class, often called Assignment, which holds the association's attributes—namely, billingRate. This class links Employee and Project, indicating which employee is assigned to which project and at what billing rate.

Additionally, logging hours worked per project offers operational capacity. While not explicitly specified as a class, logging can be modeled as an operation that sums hours logged per employee-project combination for billing calculations at month-end. The system will generate checks based on the logged hours and billing rates, reinforcing the importance of maintaining accurate assignment and log data.

b. University Courses and Prerequisites

The second scenario models a university's course catalog with preconditions for course enrollment. The classes are Course with attributes courseNumber (PK), courseName, and units. The prerequisite relationships are symmetric, requiring modeling of a self-referential association within the Course class.

A course can have multiple prerequisites, or none, which is efficiently represented as a many-to-many recursive relationship within the Course class. Similarly, a course can serve as a prerequisite for multiple other courses, creating a bidirectional dependency.

Implementing this requires a Prerequisite relationship or a linking class that maintains the prerequisite association. Since prerequisites can be added or removed via formal requests, the model can incorporate operations linked to this relationship, such as addPrerequisite and removePrerequisite, encapsulating the formal request process.

c. Laboratory Equipment and Chemists

The laboratory scenario features the Chemist, Project, Equipment, and usage details. The core classes include Chemist, with attributes name and phoneNo, Project (projectName, startDate), and Equipment (serialNo, cost). Relationships include Chemist working on projects and using equipment.

Assignments are modeled via associative classes or relationships that record assignDate and total Hours, establishing a many-to-many connection between Chemist, Equipment, and Project. Each assignment records the date equipment was assigned, the hours used, and tracks total usage. This enables computation of average hours used per equipment by each chemist across all projects.

A chemist must be linked to at least one project and one equipment item, representing minimum participation constraints, while equipment and projects may not necessarily be assigned at all times. The system thus models optional and mandatory relationships effectively.

d. Course Scheduling and Sections

The fourth scenario involves courses and their scheduled sections. The classes include Course with courseID, courseName, and units, and Section with sectionNumber and semester. Since sections are distinguished by a combination of course and sectionNumber, but sectionNumber alone does not suffice as a unique identifier, composite keys or additional attributes are utilized.

The operation findNumSections computes the number of sections for a given course in a specific semester. In the class diagram, this operation is associated with the Course class, representing its behavior. The relationship between Course and Section is one-to-many: each course can have zero or more sections, modeling scheduling variability.

e. Hospital Physicians and Patients

The final scenario models medical staff and patients within a hospital. The classes are Physician with physicianID and specialty, and Patient with patientID and patientName. The relationships reflect admissions and treatments.

Each admitted patient must have exactly one admitting physician, modeled via a mandatory (1) relationship from Patient to Physician. Conversely, physicians can admit zero or more patients, establishing a one-to-many relationship.

Furthermore, patients can be treated by multiple physicians, and each physician may treat multiple patients. This many-to-many relationship is enriched with association attributes: date, time, and treatmentResults, capturing detailed treatment records. These are likely stored in an associative class or as an attribute set within the relationship.

Conclusion

Designing class diagrams for these scenarios requires careful consideration of entity attributes, relationship multiplicities, and operational behaviors. It involves modeling associations accurately—such as many-to-many relationships, recursive associations, and conditional constraints—while incorporating relevant attributes and operations. Such models serve as blueprints for implementing systems that mirror real-world organizational and operational complexities, facilitating effective understanding, communication, and development of software solutions.

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