Administracja Centralna Uczelni - Wymiana międzynarodowa (S2)
Sylabus przedmiotu Systems Engineering:
Informacje podstawowe
| Kierunek studiów | Wymiana międzynarodowa | ||
|---|---|---|---|
| Forma studiów | studia stacjonarne | Poziom | drugiego stopnia |
| Tytuł zawodowy absolwenta | |||
| Obszary studiów | — | ||
| Profil | |||
| Moduł | — | ||
| Przedmiot | Systems Engineering | ||
| Specjalność | przedmiot wspólny | ||
| Jednostka prowadząca | Katedra Konstrukcji, Mechaniki i Technologii Okrętów | ||
| Nauczyciel odpowiedzialny | Zbigniew Sekulski <Zbigniew.Sekulski@zut.edu.pl> | ||
| Inni nauczyciele | |||
| ECTS (planowane) | 6,0 | ECTS (formy) | 6,0 |
| Forma zaliczenia | zaliczenie | Język | angielski |
| Blok obieralny | — | Grupa obieralna | — |
Formy dydaktyczne
Wymagania wstępne
| KOD | Wymaganie wstępne |
|---|---|
| W-1 | Calculus methods. |
Cele przedmiotu
| KOD | Cel modułu/przedmiotu |
|---|---|
| C-1 | Systems Engineering is a scientific way to understand the underlying structure and characteristics of systems and their complexities. This course will acquaint you with concept of systems and the role systems engineering plays in their development. It will also provide a basic framework for planning and assessing system development and how systems analysis methods and techniques are integrated within the systems engineering process. |
Treści programowe z podziałem na formy zajęć
| KOD | Treść programowa | Godziny |
|---|---|---|
| laboratoria | ||
| T-L-1 | The solution of practical problems related to issues discussed during lectures. | 28 |
| T-L-2 | Skills evaluation. | 2 |
| 30 | ||
| wykłady | ||
| T-W-1 | Introduction: Systems thinking is a framework for solving problems based on the premise that a component part of an entity can best be understood in the context of its relationships with other components of the entity, rather than in isolation. The way to fully understand why a problem occurs and persists is to understand the “part” in relation to the “whole.” A focus of systems thinking is on understanding the linkages and interactions among the elements that compose the entirety. | 2 |
| T-W-2 | Describing the origins and characteristics of modern complex systems and systems engineering as a profession. | 2 |
| T-W-3 | Definition the “systems engineering viewpoint” and how it differs from the viewpoints of technical specialists and project managers. | 2 |
| T-W-4 | Describing the domain, fields, and approaches of the systems engineering discipline. | 2 |
| T-W-5 | Developing the hierarchical model of a complex system and the key building blocks from which it is constituted. | 2 |
| T-W-6 | Definition the breadth and depth of the knowledge domain of systems engineers in terms of the system hierarchy. | 3 |
| T-W-7 | Discussioan and analysis the the following concepts important in applying systems thinking: analysis, synthesis. | 3 |
| T-W-8 | Describing the concept of the systems engineering life cycle, which sets the framework for the evolution of a complex system from a perceived need to operation and disposal. Developing the key responsibilities of systems engineering in the corresponding phase of the life cycle. | 3 |
| T-W-9 | Describing the key parts that systems engineering plays in the management of system development projects. Definition the basic organization and the planning documents of a system development project, with a major emphasis on the management of project risks. | 3 |
| T-W-10 | System design keys discussion and analysis: (1) successfully understanding and defining the project objectives and operational concepts; (2) complete and thorough requirements traceability; (3) formulation clear and unambiguous requirements; (4) documentation all decisions made during the development of the original design concept in the technical data package; (5) the design solution verification. | 3 |
| T-W-11 | The systems engineer’s dilemma discussion and analysis. At each cost-effective solution: (1) to reduce cost at constant risk, performance must be reduced; (2) to reduce risk at constant cost, performance must be reduced; (3) to reduce cost at constant performance, higher risks must be accepted; (4) to reduce risk at constant performance, higher costs must be accepted. | 3 |
| T-W-12 | Evaluation of knowledge. | 2 |
| 30 | ||
Obciążenie pracą studenta - formy aktywności
| KOD | Forma aktywności | Godziny |
|---|---|---|
| laboratoria | ||
| A-L-1 | Class participation and active engagement for developing and refining students ability to critically and productively engage with the subjects being studied. | 30 |
| A-L-2 | Preparation of homeworks. | 70 |
| A-L-3 | Preparation to skills evaluation. | 5 |
| 105 | ||
| wykłady | ||
| A-W-1 | Participation in classes. | 30 |
| A-W-2 | Self study. | 35 |
| A-W-3 | Preparation to knowledge evaluation. | 10 |
| 75 | ||
Metody nauczania / narzędzia dydaktyczne
| KOD | Metoda nauczania / narzędzie dydaktyczne |
|---|---|
| M-1 | Lectures |
| M-2 | Exercises |
Sposoby oceny
| KOD | Sposób oceny |
|---|---|
| S-1 | Ocena formująca: Student attendance and participation in class sessions play a vital role in successful course completion. |
| S-2 | Ocena podsumowująca: Students will be expected to complete written tests, projects and homework assignments as specified by the teacher. |
Zamierzone efekty uczenia się - wiedza
| Zamierzone efekty uczenia się | Odniesienie do efektów kształcenia dla kierunku studiów | Odniesienie do efektów zdefiniowanych dla obszaru kształcenia | Cel przedmiotu | Treści programowe | Metody nauczania | Sposób oceny |
|---|---|---|---|---|---|---|
| WM-WTMiT_2-_null_W01 Upon completion of this course, students will have the knowledge and skills to: (1) specify what constitutes a system; (2) undertake a systems engineering design process for a relatively complex system; (3) use a systems approach to complex problems, and to design and operational performance; (4) proficiently design engineering systems and/or processes in accordance with specified and agreed performance criteria; (5) understand the importance and relevance of sustainable practices and where they are most effectively applied in an engineered system; (6) understand the importance of the testing, validation and verification process from the very beginning of a systems engineering design process. | — | — | C-1 | T-W-1, T-W-2, T-W-3, T-W-4, T-W-5, T-W-6, T-W-7, T-W-8, T-W-9, T-W-10, T-W-11 | M-1 | S-1, S-2 |
Zamierzone efekty uczenia się - umiejętności
| Zamierzone efekty uczenia się | Odniesienie do efektów kształcenia dla kierunku studiów | Odniesienie do efektów zdefiniowanych dla obszaru kształcenia | Cel przedmiotu | Treści programowe | Metody nauczania | Sposób oceny |
|---|---|---|---|---|---|---|
| WM-WTMiT_2-_null_U01 The ability to use the acquired knowledge to solve practical problems. | — | — | C-1 | T-L-1 | M-2 | S-1, S-2 |
Zamierzone efekty uczenia się - inne kompetencje społeczne i personalne
| Zamierzone efekty uczenia się | Odniesienie do efektów kształcenia dla kierunku studiów | Odniesienie do efektów zdefiniowanych dla obszaru kształcenia | Cel przedmiotu | Treści programowe | Metody nauczania | Sposób oceny |
|---|---|---|---|---|---|---|
| WM-WTMiT_2-_null_K01 Improvement of social and personal competencies including self-awareness, self-management, social awareness, relationship skills, responsible decision-making and others. Encouraging dialogue and mutual respect between peoples of different nations, cultures and faiths. | — | — | C-1 | T-L-1, T-L-2 | M-1, M-2 | S-1, S-2 |
Kryterium oceny - wiedza
| Efekt uczenia się | Ocena | Kryterium oceny |
|---|---|---|
| WM-WTMiT_2-_null_W01 Upon completion of this course, students will have the knowledge and skills to: (1) specify what constitutes a system; (2) undertake a systems engineering design process for a relatively complex system; (3) use a systems approach to complex problems, and to design and operational performance; (4) proficiently design engineering systems and/or processes in accordance with specified and agreed performance criteria; (5) understand the importance and relevance of sustainable practices and where they are most effectively applied in an engineered system; (6) understand the importance of the testing, validation and verification process from the very beginning of a systems engineering design process. | 2,0 | Failing. Students performing at this level demonstrate no evidence of the knowledge, skills, and practices embodied by the course assessed at their grade level. The range for the grade of 2.0 is from 0% to 50% of the total possible score (100%). |
| 3,0 | Students performing at this level demonstrate a minimal command of the knowledge and/or skills embodied by the course assessed at their grade level. The range for the grade of 3.0 is from 51% to 60% of the total possible score (100%). | |
| 3,5 | Students performing at this level demonstrate a beginning command of the knowledge and/or skills embodied by the course assessed at their grade level. The range for the grade of 3.5 is from 61% to 70% of the total possible score (100%). | |
| 4,0 | Students performing at this level demonstrate a developing command of the knowledge, skills, and practices embodied by the course at their grade level. The range for the grade of 4.0 is from 71% to 80% of the total possible score (100%). | |
| 4,5 | Students performing at this level demonstrate a moderate command of the knowledge, skills, and practices embodied by the course. Students at this level are approaching the standards at their grade level. The range for the grade of 4.5 is from 81% to 90% of the total possible score (100%). | |
| 5,0 | Students performing at this level demonstrate a distinguished and strong command of the knowledge, skills, and practices embodied by the course. Students at this level are meeting or extending the standards at their grade level. The range for the grade of 5.0 is from 91% to 100% of the total possible score (100%). |
Kryterium oceny - umiejętności
| Efekt uczenia się | Ocena | Kryterium oceny |
|---|---|---|
| WM-WTMiT_2-_null_U01 The ability to use the acquired knowledge to solve practical problems. | 2,0 | Failing. Students performing at this level demonstrate no evidence of the knowledge, skills, and practices embodied by the course assessed at their grade level. The range for the grade of 2.0 is from 0% to 50% of the total possible score (100%). |
| 3,0 | Students performing at this level demonstrate a minimal command of the knowledge and/or skills embodied by the course assessed at their grade level. The range for the grade of 3.0 is from 51% to 60% of the total possible score (100%). | |
| 3,5 | Students performing at this level demonstrate a beginning command of the knowledge and/or skills embodied by the course assessed at their grade level. The range for the grade of 3.5 is from 61% to 70% of the total possible score (100%). | |
| 4,0 | Students performing at this level demonstrate a developing command of the knowledge, skills, and practices embodied by the course at their grade level. The range for the grade of 4.0 is from 71% to 80% of the total possible score (100%). | |
| 4,5 | Students performing at this level demonstrate a moderate command of the knowledge, skills, and practices embodied by the course. Students at this level are approaching the standards at their grade level. The range for the grade of 4.5 is from 81% to 90% of the total possible score (100%). | |
| 5,0 | Students performing at this level demonstrate a distinguished and strong command of the knowledge, skills, and practices embodied by the course. Students at this level are meeting or extending the standards at their grade level. The range for the grade of 5.0 is from 91% to 100% of the total possible score (100%). |
Kryterium oceny - inne kompetencje społeczne i personalne
| Efekt uczenia się | Ocena | Kryterium oceny |
|---|---|---|
| WM-WTMiT_2-_null_K01 Improvement of social and personal competencies including self-awareness, self-management, social awareness, relationship skills, responsible decision-making and others. Encouraging dialogue and mutual respect between peoples of different nations, cultures and faiths. | 2,0 | Students performing at this level demonstrate no evidence of increased social and emotional skills, improved attitude toward self and others, improved positive social behaviors, decreased conduct problems and emotional distress. |
| 3,0 | Acceptable student's achivements in increased social and emotional skills, improved attitude toward self and others, improved positive social behaviors, decreased conduct problems and emotional distress. | |
| 3,5 | Below average student's achivements in increased social and emotional skills, improved attitude toward self and others, improved positive social behaviors, decreased conduct problems and emotional distress. | |
| 4,0 | Average student's achivements in increased social and emotional skills, improved attitude toward self and others, improved positive social behaviors, decreased conduct problems and emotional distress. | |
| 4,5 | Above average student's achivements in increased social and emotional skills, improved attitude toward self and others, improved positive social behaviors, decreased conduct problems and emotional distress. | |
| 5,0 | Oustending student's achivements in increased social and emotional skills, improved attitude toward self and others, improved positive social behaviors, decreased conduct problems and emotional distress. |
Literatura podstawowa
- Goldberg B.E., Everhart K., Stevens R., Babbitt III N., Clemens P., and Stout L, System Engineering “Toolbox” for Design-Oriented Engineers, National Aeronautics and Space Administration, Marshall Space Flight Center, Alabama, 1994
- INCOSE, Systems Engineering Handbook, INCOSE-TP-2003-002-03, 2006
Literatura dodatkowa
- Kossiakoff A., Sweet W.N., Seymour S.J., Biemer S.M., Systems Engineering Principles and Practice, John Wiley & Sons, Inc., Hoboken, New Jersey, 2011