| Study programme competencies |
| Code | Study programme competences |
| A7 | Capacidade para deseñar, desenvolver, seleccionar e avaliar aplicacións e sistemas informáticos que aseguren a súa fiabilidade, seguranza e calidade, conforme a principios éticos e á lexislación e normativa vixente. |
| A13 | Coñecemento, deseño e utilización de forma eficiente dos tipos e estruturas de datos máis adecuados á resolución dun problema. |
| A14 | Capacidade para analizar, deseñar, construír e manter aplicacións de forma robusta, segura e eficiente, elixindo o paradigma e as linguaxes de programación máis adecuados. |
| B1 | Capacidade de resolución de problemas |
| B2 | Traballo en equipo |
| B3 | Capacidade de análise e síntese |
| B4 | Capacidade para organizar e planificar |
| C3 | Utilizar as ferramentas básicas das tecnoloxías da información e as comunicacións (TIC) necesarias para o exercicio da súa profesión e para a aprendizaxe ao longo da súa vida. |
| C6 | Valorar criticamente o coñecemento, a tecnoloxía e a información dispoñible para resolver os problemas cos que deben enfrontarse. |
| Learning aims | |||
| Learning outcomes | Study programme competences | ||
| Identify software design as one of the phases of software lifecycle | A7 A13 A14 |
B3 B4 |
C3 |
| Know the principles and basic properties of object orientation | A7 A13 A14 |
B1 B2 B3 B4 |
C3 C6 |
| Capture software design using the artifacts of a modeling language like UML | A7 A13 A14 |
B1 B2 B3 B4 |
C3 C6 |
| Know the basic principles that represent a good software design | A7 A13 A14 |
B1 B2 B3 B4 |
C3 C6 |
| Identify typical design problems and their most common solutions | A7 A13 A14 |
B1 B2 B3 B4 |
C3 C6 |
| Use a design as a guide for software implementation | A7 A13 A14 |
B1 B2 B3 B4 |
C3 C6 |
| Learn an object-oriented language and related aspects (IDE, tests, repositories, etc.) | A13 |
B1 B2 B3 B4 |
C3 C6 |
| Contents |
| Topic | Sub-topic |
| 1. Introduction | • Software design • Object-oriented design |
| 2. Basic Elements of Object Orientation | • Classes and objects • Object identity • Object state • Object behavior |
| 3. Basic Characteristics of Object Orientation | • Abstraction and encapsulation • Modularity • Hierarchy • Polimorphism • Typing • Dynamic binding |
| 4. Unified Modeling Language (UML) | • Introduction • Basic elements of UML • Static design: Class diagrams • Dynamic design: Interaction diagrams • Other diagrams |
| 5. Design Principles | • Quality in design • SOLID principles • Types of inheritance |
| 6. Design Patterns | • Introduction to design patterns • Elementary patterns • Designs adaptable to changes • Loosely coupled designs • Patterns and collections of objects • Other patterns and principles |
| Practice | • Introduction to Java and NetBeans • Software tests • Exceptions management • Use of a source code repository |
| Planning | ||||
| Methodologies / tests | Competencies | Ordinary class hours | Student’s personal work hours | Total hours |
| Guest lecture / keynote speech | A7 A13 A14 B1 B3 C6 | 30 | 45 | 75 |
| Laboratory practice | A7 A13 A14 B1 B2 B3 B4 C3 C6 | 20 | 30 | 50 |
| Seminar | A7 A13 A14 B1 B2 B3 B4 C3 C6 | 10 | 10 | 20 |
| Objective test | A7 A13 A14 B1 B3 C6 | 3 | 0 | 3 |
| Personalized attention | 2 | 0 | 2 | |
| (*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. | ||||
| Methodologies |
| Methodologies | Description |
| Guest lecture / keynote speech | Lectures explaining theoretical concepts using different resources: blackboard, projection of digital slides, class notes in electronic format and other resources provided by the teacher in the Virtual Campus of the UDC. |
| Laboratory practice | Laboratory activities based on the knowledge that students are acquiring in lectures. Students will develop this activities in groups of no more than two persons. We will use a modeling tool to build the design artifacts and an object-oriented language (Java) to implement that artifacts. |
| Seminar | Seminars with activities related to knowledge acquired in lectures or laboratory activities |
| Objective test | Written test in which the knowledge acquired by students is assessed. Each student must apply their knowledge both in theoretical and practical level. |
| Personalized attention |
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| Assessment | |||
| Methodologies | Competencies | Description | Qualification |
| Laboratory practice | A7 A13 A14 B1 B2 B3 B4 C3 C6 | Two bulletins of exercises based on Java programming, object-oriented design and testing. A design exercise focused on the use of design principles and design patterns. Copied exercises may result in a zero grade, both for the original and for the copy |
40 |
| Seminar | A7 A13 A14 B1 B2 B3 B4 C3 C6 | Seminars are laboratory practices developed by students with direct assistance of the teacher who, at the end of the laboratory, shows the correct solution of the exercise. Seminars are directly related to theory and practice so the assessment of these activities is delegated to laboratory practice and objective test assessment |
0 |
| Objective test | A7 A13 A14 B1 B3 C6 | Written test conducted at the end of the semester with theoretical and practical content. It is mandatory to obtain a minimum grade of 4 in the objective test to pass the subject. |
60 |
| Assessment comments | |||
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Failure to reach the minimum score in the objective test in any of the opportunities will mean that you can not get more than a 4.5 in the final grade of the subject. Aspects to be considered for the evaluation of second opportunity (July):
Aspects to be considered in the case of part-time enrollment:
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| Sources of information |
| Basic |
Gamma, E.; Helm, R.; Johnson, R. y Vlissides J. (1996). Design Patterns: Elements of Reusable Object-oriented Software.. Addison Wesley
Booch J.; Rumbaugh J. y Jacobson I. (2006). El Lenguaje Unificado de Modelado (2ª ed.) The Unified Modeling Language (2nd ed.). Addison Wesley
Sierra, K., Bates, B. (2005). Head First Java. O’Reilly
Eckel, B. (2007). Piensa en Java (4ª ed.). Thinking in Java (4th ed.). Prentice-Hall
Martin, R.C. (2004). UML para programadores Java. UML for Java Programmers. Pearson |
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| Complementary |
Freeman, E., Freeman, E., Bates, B. (2004). Head First Design Patterns. O'Reilly
Grand M. (2002). Patterns in Java. John Wiley & Sons
Arnold K., Gosling J. y Holmes D. (2005). The Java Programming Language. Prentice-Hall
Rumbaugh, J.; Jacobson, I. y Booch, J. (2004). The Unified Modeling Language Reference Manual. Addison Wesley
Stevens, P. y Pooley, R. (2006). Using UML. Software Engineering with Objects and Components. Addison Wesley |
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| Recommendations | |||
| Subjects that it is recommended to have taken before | ||
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| Subjects that are recommended to be taken simultaneously | |
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| Subjects that continue the syllabus | |||
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| Other comments | |
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It is assumed that students know how to program and understand data structures (Programming II subject) but have never used an object-oriented language. At the beginning of the subject, as the students are introduced to the concepts of object orientation, they will become familiar with the basics of Java programming language. |