Bangladesh University of Business and Technology (BUBT) Faculty of Engineering& Applied Sciences (FEAS) Department of Computer Science and Engineering (CSE)

THEORY COURSE OUTLINE

1

Program

B.Sc. Engg. in CSE

2

Course Code

CSE 463

3

Course Title

Software Design Pattern

4

Course Type

Selective Course

5

Academic

Session

Summer 2021

6

Credit Hour

3.0

7

Intake

30(Eve)

8

Section

1

9

Pre-requisites

CSE 327

10

Campus

Permanent Campus

11

Course Teacher

Name: Dr.Abdullah-Al-Musa

Designation: Lecturer

Specialization: Cyber Security , IT Risk Management

Room No. B2/321

Email: dr.almus@bubt.edu.bd

12

Class Schedule

13

Counselling Schedule

Class Day

Class Hours

Class Room

Sunday

11:30 AM – 12.30 PM

314(B-1)

Monday

03:00 PM – 04.00 PM

314(B-1)

14

Course Objectives

This course introduces the idea of design patterns in object-oriented concept, the intent behind them and the applicability of them. The course also addresses the idea of code-smells, decoupling, dependency injection, open-close principles and refactoring through the use of such design pattern. Knowledge of this course will help the students to prepare for the

upcoming standards of the software industry.

15

Course Synopsis

Basic object oriented development and design pattern concepts, Elements of design pattern, Description of a design pattern, Designing for change, Code smells and Refactoring, Code smells and Refactoring, Understanding the design pattern catalog, Intent, motivation, structure, applicability, consequence and implementation of Singleton, Adapter, Bridge, Abstract Factory, Builder, Chain of Responsibility, Composite, Decorator, Factory Method, Command, Façade, Flyweight, Interpreter, Iterator, Mediator, Memento, Observer,

Prototype, Proxy, Template Method, Visitor, State, Strategy pattern.

16

Text Book

1. Design Patterns: Elements of Reusable Object-Oriented Software, 1^st Edition, by Erich

Gamma, John Vlissides and Ralph Johnson

17

Reference Book

1. Head First Design Pattern, 1^st Edition, by Book by Elisabeth Freeman and Kathy Sierra
2. Lecture Slides, Online Resources

18

Course Outcomes (COs)

Upon completing this course, students will be able to:

CO1: Understand the basic concepts of code smells and refactoring and the structure and applicability of different design patterns.

CO2: Explain the advanced concepts of different design patterns.

CO3: Analyze code segments and refactor that code segment.

CO4: Apply different design patterns in real-world software development scenarios.

Mapping of COs to POs

CO

PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9

PO1

0

PO1

1

PO1

2

CO1

√

CO2

√

CO3

√

CO4

√

CO No.

CO1

CO2 CO3 CO4

PO No.

PO1

PO1 PO3 PO2

Bloom’s Domain / Level

Cognitive / Understanding Cognitive / Understanding Cognitive / Analyzing

Cognitive/ Applying

Delivery Methods / Activities

Class Lecture

Class Lecture

Class Lecture Class Lecture

Assessment Tools

Midterm and Final Examination Final Examination

Midterm Examination Mid Term and Final Examination

19

Teaching Strategy

Maximum topics will be covered from the textbook. For the rest of the topics, reference books will be followed. Some class notes will be uploaded on the web. White board will be used for most of the time. Multimedia projector and a PC will be used for the convenience of the students. Students must participate in classroom discussions for case studies and problem solving.

20

Assessm ent and

Class Participation

:

10%

Marks

Distribu tion:

Assignment/Presentation

:

10%

Class Test

:

10%

Midterm Examination

:

30%

Final Examination

:

40%

21

Lecture Plan (Weekly Schedule)

Week

Lecture #

Selected Topics

Chapter #

COs

Assessment

1

1

Basic object-oriented development and design pattern concepts

(GOF)

Ch-1

CO1

Mid Term Exam

30

2

Elements of design pattern, Description of a design pattern

“

CO1

2

4

Designing for change, Code smells and Refactoring

“

CO1

5

Code smells and Refactoring: Different Code Smells

“

C O3

3

7

Code smells and Refactoring: Different Code Smells (Contd.)

“

CO3

9

Code smells and Refactoring: Different Code Smells (Contd.)

“

CO3

4

10

Understanding the design pattern catalog

“

CO1

11

Detailed pattern study: Singleton, Abstract Factory

Ch-3

CO2

5

9

Detailed pattern study: Builder

“

CO2

10

Detailed pattern study: Adapter

Class Test 1

Ch-4

CO2

6

11

Detailed pattern study: Prototype

Ch-3

CO2

12

Detailed pattern study: Decorator

Ch-4

CO2

7

13

Detailed pattern study: Chain of Responsibility

Ch-5

CO2

14

Review class for Mid Term Examination

8

Midterm Examination

9

15

Detailed pattern study: Flyweight, Command

Ch-3, 5

CO2

Final Exam 40

16

Detailed pattern study: Interpreter, Iterator

Ch-5

CO2

10

17

Detailed pattern study: State, Strategy

Ch-5

CO2

18

Detailed pattern study: Mediator, Template Method

“

CO2

11

19

Detailed pattern study: Proxy

Class Test 2

Ch-4

CO4

20

Detailed pattern study: Memento

Ch-4

CO4

12

21

Detailed pattern study: Composite

“

CO2

22

Detailed pattern study: Bridge

“

CO4

13

23

Detailed pattern study: Façade

Class Test 3

Ch-4

CO4

24

Detailed pattern study: Visitor

Ch-5

CO4

14

25

Detailed pattern study: Visitor (Contd.)

Ch-5

CO4

26

Review class for Semester Final Examination

15

Final Exam

22

Overall CO

Assessment Criteria

Assessment methods of COs are given below:

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Rubrics

COs

(Bloom’s Level)

Excellent (80%-100%)

Good (70%-79%)

Satisfactory (60%-69%)

Poor

(40%-59%)

Unsatisfacto ry

(0-39%)

Mar s (70)

CO1

(Understanding)

Answer is complete and sufficient detail provided to support issues related to the question. And also deals fully with the entire question.

Answer is brief with sufficient detail provided to support issues were introduced. And most of the basic details are included but some are missing.

Answer is brief with insufficient detail provided to support issues were introduced.

Answer is incomplete and excessive discussion of unrelated issues.

And serious gaps in the

basic details.

None of the relevant details were included or didn’t answer.

CO2

(Understanding)

Answer is complete and sufficient detail provided to support issues related to the question. And also deals fully with the entire question.

Answer is brief with sufficient detail provided to support issues were introduced. And most of the basic details are included but some are missing.

Answer is brief with insufficient detail provided to support issues were introduced.

Answer is incomplete and excessive discussion of unrelated issues.

And serious gaps in the basic details.

None of the relevant details were included or didn’t answer.

CO3

(Applying)

The question is answered appropriately by applying the suggested method in the question.

The question is answered briefly by applying the suggested method in the question.

The question is answered correctly by applying the suggested method in the question but some steps are missing.

The question is answered incompletel y by applying the suggested method in the question but some

steps are correct.

No attempt to implement the suggested method.

CO4

(Analyzing)

A clear, complete, and properly ordered chain of analyzing steps (i.e. proper explanation of

the procedure) is followed to

The chain of analyzing steps is complete and correctly ordered but lack of expected explanation.

One or more intermediate analyzing steps are missing or unclear, but the correctness of the analysis

is not compromised.

One or more intermediate analyzing steps are missing or unclear to answer the question.

The stated chain of analysis does not lead to the stated question.

A+

A

A-

B+

B

B-

C+

C

D

F

≥ 80

75-<80

70-<75

65-<70

60-<65

55-<60

50-<55

45-<50

40-<45

<40

Bloom's Taxonomy is a set of three hierarchical models used to classify educational learning objectives into levels of complexity and specificity. The three lists cover the learning objectives in Cognitive, Affective and Psychomotor domains. The Cognitive domain list has been the primary focus of most education and is frequently used to structure curriculum learning objectives, assessments and activities. The three domains and respective levels are illustrated below.

Cognitive [C] (Knowledge-based) Affective [A] (Emotion-based) Psychomotor [P] (Action-based)

1. Remembering 1. Receiving 1. Imitating

2. Understanding 2. Responding 2. Manipulating

3. Applying 3. Valuing 3. Précising
4. Analyzing 4. Organizing 4. Articulating
5. Evaluating 5. Characterizing 5. Naturalizing 6. Creating --- --- --- --- --- ---

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Descriptions of Cognitive Domain (Anderson and Krathwohl’s Taxonomy 2001):

The cognitive domain involves the development of our mental skills and the acquisition of knowledge.

Level

Category

Meaning

Keywords

C1

Remembering

Recognizing or recalling knowledge from memory. Remembering is when memory is used to produce or retrieve definitions, facts, or lists, or to recite previously

learned information.

Define, describe, draw, find, identify, label, list, match, name, quote, recall, recite, tell, write

C2

Understanding

Constructing meaning from different types of functions be they written or graphic messages or activities like interpreting, exemplifying, classifying, summarizing, inferring, comparing, or explaining.

Classify, compare, exemplify, conclude, demonstrate, discuss, explain, identify, illustrate, interpret,

paraphrase, predict, report

C3

Applying

Carrying out or using a procedure through executing, or implementing. Applying relates to or refers to situations

where learned material is used through products like models, presentations, interviews or simulations.

Apply, change, choose, compute, dramatize, implement, interview,

prepare, produce, role play, select, show, transfer, use

C4

Analyzing

Breaking materials or concepts into parts, determining how the parts relate to one another or how they interrelate, or how the parts relate to an overall structure or purpose. Mental actions included in this function are differentiating, organizing, and attributing, as well as being able to distinguish between the components or parts. When one is analyzing, he/she can illustrate this

mental function by creating spreadsheets, surveys, charts, or diagrams, or graphic representations.

Analyze, characterize, classify, compare, contrast, debate, deconstruct, deduce, differentiate, discriminate, distinguish, examine, organize, outline, relate, research, separate, structure

C5

Evaluating

Making judgments based on criteria and standards through checking and critiquing. Critiques, recommendations, and reports are some of the products that can be created to demonstrate the processes of evaluation.

Appraise, argue, assess, choose, conclude, critique, decide, evaluate, judge, justify, predict, prioritize, prove, rank, rate, select, Monitor

C6

Creating

Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing. Creating requires   users   to   put parts together in a new way, or synthesize parts into something new and different creating a new form or product. This process is

the most difficult mental function.

Construct, design, develop, generate, hypothesize, invent, plan, produce, compose, create, make, perform, plan, produce

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Graduate Attributes (Program Outcomes) for B.Sc. in Engineering Program based on Washington Accord

Program Outcomes (POs) are narrower statements that describe what students are expected to know and be able to do by the Time of graduation. These relate to the knowledge skills and attitudes that students acquire while progressing through the program. The students of the B.Sc. in EEE program are expected to achieve the following graduate attributes or program outcomes at the time of graduation.

PO1–Engineering knowledge (Cognitive): Apply the knowledge of mathematics, science, engineering fundamentals and an engineering specialization to the solution of complex engineering problems.

PO2–Problem analysis (Cognitive): Identify, formulate, research the literature and analyze complex engineering problems and reach substantiated conclusions using first principles of mathematics, the natural sciences and the engineering sciences.

PO3–Design/development of solutions (Cognitive, Affective): Design solutions for complex engineering problems and design system components or processes that meet the specified needs with appropriate consideration for public health and safety as well as cultural, societal and environmental concerns.

PO4–Investigation (Cognitive, Psychomotor): Conduct investigations of complex problems, considering design of experiments, analysis and interpretation of data and synthesis of information to provide valid conclusions.

PO5–Modern tool usage (Psychomotor, Cognitive): Create, select and apply appropriate techniques, resources and modern engineering and IT tools including prediction and modeling to complex engineering activities with an understanding of the limitations.

PO6–The engineer and society (Affective): Apply reasoning informed by contextual knowledge to assess societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to professional engineering practice.

PO7–Environment and sustainability (Affective, Cognitive): Understand the impact of professional engineering solutions in societal and environmental contexts and demonstrate the knowledge of, and need for sustainable development.

PO8–Ethics (Affective): Apply ethical principles and commit to professional ethics, responsibilities and the norms of the engineering practice.

PO9–Individual work and teamwork (Psychomotor, Affective): Function effectively as an individual and as a member or leader of diverse teams as well as in multidisciplinary settings.

PO10–Communication (Psychomotor, Affective): Communicate effectively about complex engineering activities with the engineering community and with society at large. Be able to comprehend and write effective reports, design documentation, make effective presentations and give and receive clear instructions.

PO11–Project management and finance (Cognitive, Psychomotor): Demonstrate knowledge and understanding of the engineering and management principles and apply these to one’s own work as a member or a leader of a team to manage projects in multidisciplinary environments.

PO12–Life-long learning (Affective, Psychomotor): Recognize the need for and have the preparation and ability to engage in independent, life-long learning in the broadest context of technological change.

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Social & Moral Capital

Our promises are based on the three cardinal principles:

(a) What we do believe (b) What we do practice, and (c) What we will promote

However, students are advised to undertake the following commitments for moral development.

1. To be punctual and attentive in class
2. To maintain inclusive learning environment
3. To ensure mutual respect
4. To be cooperative in group learning.
5. To be innovative and Creative
6. To follow dress code and wearing ID card
7. To be always proactive

8. Try to follow and review day to day class
9. To avoid conspiracy
10. To prioritize honesty & faith
11. To be motivated for asking question and encourage feedback
12. To develop attitude for speaking in English
13. Do not ignore to carry out any assignments or commitments
14. To be clean and decent in all levels.

15. To be sincere for class preparation
16. Do not forget to switch-off the cell phone in class
17. Do not forget to carry course pack and learning stuffs in class
18. To maintain loyalty and trust to the university
19. Must avoid unfair means and plagiarism in exam, reports and assignments
20. Must maintain eco-friendly environment in the campus.