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Course Syllabus

Course Title: Systems Engineering Analysis Term and Year: Fall 2023

Course and Section Number: SYS 5013 Time and Place: December 16, 2023

Number of Credit Hours: 3

Instructor: Jose Antonio Sigala Office Location/Hours: Tuesday 4-7 pm

(MST-GMT7 Phoenix)

Office Phone: 520-203-6540 Email: sigalaj@trine.edu

Course Description: This course provides learners a foundation in the practice of systems
engineering (SE) tools, processes and related analyses. Students will be challenged to
design, develop, and analyze complex systems in a variety of technical disciplines using
industry standard SE concepts and methods. Post-processing tools and techniques are
covered to analyze and present outcomes to “what if” type scenarios.

Learning Outcomes: Upon completion of this course, the student should be able to:

1. Assess systems engineering theories, processes, and applications.

2. Analyze existing systems using systems engineering principles and concepts.
3. Develop systems engineering lifecycle models, processes and governance
structures.
4. Model complex systems engineering problems to determine quantitative solutions.
5. Determine post-processing tools and techniques that answer "what if" type questions.

Prerequisites: None

Required Text:

1. Systems Analysis and Design, 11th Edition

Published by Pearson (June 13, 2023)
Kenneth E. Kendall
Julie E. Kendall
ISBN: 9780137947805

References:
Students are expected to read the appropriate sections in the text materials as they
are assigned in order to be familiar with terminology and basic concepts. You are

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also expected to review the multi-media resources.

Other Materials:

Course Requirements:

Attendance/Participation: All students are expected to log in to their courses regularly

throughout the week to receive instruction, materials, and updates from the instructor. It is
your responsibility to check in and submit your assignments, complete your discussion
board postings, and finish quizzes and exams by the due dates.
If you do not participate in the course, you will be counted absent. Simply logging in is not
enough; you must submit/complete an assignment, post to a discussion board, or other
similar assignment tasks to avoid being counted absent. Instructors are required to submit
attendance the Monday following each week of class.
This attendance is reported to the Financial Aid Department and may result in the loss of
any financial aid refund you are expecting if you have not been participating in your
courses. In addition, you will be administratively dropped from the course if you are
reported absent a total of three weeks.
Attendance requirement is met by completing a quiz, posting to the forum, or any of the
other assessments.

Case study analysis

Students will complete a case study related to systems analysis and design. You will
need to analyze the case study using the System/Software Design Lifecycle (SDLC) and
present your findings in the single post discussion forum.

Modeling exercise

Students will create a model of an organizational system using one of the modeling
techniques discussed in Chapter 2 and submit it for evaluation.

Information gathering exercise

Students will be given a case study and asked to identify appropriate interactive and
unobtrusive methods for information gathering. You will need to explain their choices and
submit it for evaluation.

Agile modeling exercise

Students will be given a case study and asked to apply Agile modeling and
prototyping techniques to develop a working prototype. You will need to submit their
prototype and explain their methodology.

Data dictionary exercise

Students will be given a scenario and asked to create a data dictionary for the
system. You will need to explain their choices and submit it for evaluation.

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UML exercise

Students will be given a scenario and asked to create a UML diagram for the system.
You will need to explain their choices and submit it for evaluation.

Input design exercise

Students will be given a scenario and asked to design an effective input system for a
business process. They will need to explain their design choices and submit it for
evaluation.

Design exercise

Students will design a user interface for a system using the principles of human-
computer interaction covered in Chapter 14. They will submit their design for evaluation.

Grading/Evaluation:

Assessment (Quizzes) 96 Points

Assessment (Application Exercises) 400 Points
Discussion Forums 160 Points
Final Exam 35 Points

Trine Graduate Grading Scale:

Grade Percentage Quality Points Meaning of

Grade
A 93-100 4.0 Excellent
B+ 86-92 3.5 Very Good
B 81-85 3.0 Good
C+ 75-80 2.5 Above Average
C 70-74 2.0 Average (lowest
passing grade)
F 00-69 0.0 Failure
I Incomplete Not figured into GPA
IP In Progress (grade Not figured into GPA
deferred)

W Withdrawal Withdrawal before

completion of 80% of
semester

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WP Withdrawal Withdrawal after

completion of 80% of
semester issued only
under special
circumstances and
with approval of the
department
chair/director

A rubric for Discussion Boards/forums, Exercises rubrics are provided.

Other Policies:

Academic Misconduct:
The University prohibits all forms of academic misconduct. Academic misconduct
refers to dishonesty in examinations (cheating), presenting the ideas or the writing of
someone else as one’s own (plagiarism) or knowingly furnishing false information to
the University by forgery, alteration, or misuse of University documents, records, or
identification. Academic dishonesty includes, but is not limited to, the following
examples: permitting another student to plagiarize or cheat from one’s own work,
submitting an academic exercise (written work, printing, design, computer program)
that has been prepared totally or in part by another, acquiring improper knowledge of
the contents of an exam, using unauthorized material during an exam, submitting the
same paper in two different courses without knowledge and consent of professors, or
submitting a forged grade change slip or computer tampering. The faculty member
has the authority to grant a failing grade in cases of academic misconduct as well as
referring the case to Student Life.

Plagiarism:
You are expected to submit your own work and to identify any portion of work that
has been borrowed from others in any form. An ignorant act of plagiarism on final
versions and minor projects, such as attributing or citing inadequately, will be
considered a failure to master an essential course skill and will result in an F for that
assignment. A deliberate act of plagiarism, such as having someone else do your
work, or submitting someone else’s work as your own (e.g., from the Internet,
fraternity file, etc., including homework and in-class exercises), will at least result in
an F for that assignment and could result in an F for the course.

Artificial Intelligence (AI) is prohibited: All work submitted by students in this

course must be generated by the student. Students may not have another person or
entity contribute to an assignment for them, which includes using AI. Students may
not incorporate any part of an AI-generated response in an assignment, use AI to
formulate arguments, use AI to generate ideas for an assignment, or submit work to
an AI platform for improvement. Using an AI tool to generate content may qualify as
academic misconduct in this course.

Late Policy:
Students will be allowed a one-time one-week extension on graded assignments for
the given week, excluding the final week of the course, for extenuating circumstances
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only (e.g., hospitalization, death in the family, severe illness etc.). The instructor may
ask for supporting documentation regarding the unique and extenuating
circumstance.

Electronic Devices:
Use of electronic devices including smart watches and cell phones is prohibited
during exams or quizzes unless directly allowed by the instructor.

Additional Information: The instructor reserves the right to make changes to this
syllabus and announce changes to the class.

Grading Rubric for all Application Exercises

Percentage indicates percentage of point value for the assignment (example 100 point
assignment, 10% would be worth 10 of the 100 points).

Exemplary Accomplished Developing

Criteria Beginning 25%
100% 75% 50%
Content Content Content Content Content
40% demonstrates a demonstrates a demonstrates a demonstrates
complete thorough limited mastery no mastery of
mastery of ideas. mastery of of ideas. There ideas. There is
There is an in- ideas. There is is limited no analysis.
depth analysis analysis and analysis and Originality of
and originality of originality of originality of thought is
thought. The thought. The thought. There missing. There
submission submission is a narrow is limited to no
addresses the addresses some focus on the focus on the
key of the elements/points elements/points
elements/points elements/points of the of the
in the of the assignment with assignment. The
assignment with assignment. The weak solutions. writer proposes
solutions. writer may or no solutions.
may not present
solutions.
Organization The written The written The written The written
and Format assignment is assignment is assignment is assignment’s
25% effectively effectively not effectively organization is
organized. There organized, but organized. difficult to follow.
is a logic and format choices Format choices The written
flow to the need need assignment
written improvement. improvement. does not follow
assignment. There are some The logic and APA formatting.
Format choices concerns with flow of the
enhance the the logic and written
document. The flow of the assignment are
written written unclear. The
assignment assignment. The written
follows APA written assignment
formatting assignment follows APA
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without errors. follows APA formatting with

formatting with multiple errors.
few errors.
Style The written The written The written The writer’s
25% assignment’s assignment’s assignment’s style and word
style is clear and style is clear, style is wordy, choice make the
concise. The but wordy. The and the written document
written written assignment has difficult to read.
assignment assignment’s many instances The writer’s tone
employs a tone needs of awkward may be
professional improvement. sentences. The unprofessional.
tone. written
assignment’s
tone may be
unprofessional.
Grammar The written The written The written The written
and assignment is assignment assignment assignment has
Spelling free of contains few contains numerous
10% grammatical and grammatical multiple grammar and/or
spelling errors. and/or spelling grammatical spelling errors.
errors. and/or spelling The document is
errors. difficult to read.

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Grading Rubric for all Discussion Forum Posts and Responses

Percentage indicates percentage of point value for the assignment (example 100 point
assignment, 10% would be worth 10 of the 100 points).

Exemplary Accomplished Developing

Criteria Beginning 25%
100% 75% 50%
Ideas expressed Ideas expressed Ideas Ideas
in discussion in discussion expressed in expressed in
posts include posts are discussion the learner’s
exceptional relevant. Learner posts have post lack an
depth and detail. demonstrates little depth or understanding
Learner evidence of detail. of the
demonstrates logical thinking Comments discussion
evidence of and analysis. may not be topic. Posts lack
critical-thinking Viewpoints relevant. depth and
skills. Posts are contain evidence Learner detail.
Ideas,
thoughtful, and/or research rehashes Comments are
Arguments,
academic, and support. ideas without irrelevant.
& Analysis
stimulating. adding Viewpoints do
25%
Viewpoints anything not contain
contain evidence substantive to evidence or
and/or research the discussion. research
support. Viewpoints support.
may or may
not contain
evidence
and/or
research
support.
Clear and Some direct Minimal directNo connections
relevant connections connections reference the
connections reference the reference the course
reference the majority of the course materials.
Connection majority of the course materials. materials. Without proper
to Course course materials. Connections connections to
Materials are loosely the course
25% implied and materials, the
unclear. learner’s posts
are largely
personal
opinions.
Contribution The learner The learner The learner The learner
to Online frequently contributes to the occasionally rarely or
Learning initiates learning contributes to negligibly
Community engagement with community by the learning contributes to
25% other students making an effort community but the learning
and motivates to engage with engagement is community. The
group discussion peers through limited. The learner rarely
by providing relevant and learner engages with
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feedback to meaningful occasionally other learners

peers. The posts. Interacts interacts with and generally
learner asks respectfully with others’ ignores others’
follow-up other learners. postings but posts.
questions and/or interaction
provides lacks depth.
thoughtful
comments.
Respectfully
encourages and
considers a
variety of
viewpoints.
Discussion posts Discussion posts Posts show an Posts show a
are well written show above average below
and articulate. average writing and/or casual average/poor
The writing style style that is writing style. writing style.
is strong with clear. There are Writing is clear
Writing style is
correct grammar, minor errors in but contains difficult for
punctuation, grammar, some errors in readers to
Writing
usage, and punctuation, grammar, follow. Writing
Quality
spelling. usage, and/or punctuation, contains
15%
spelling. usage, and frequent errors
spelling. in grammar,
punctuation,
usage, and
spelling.
All required All required Some required All required
postings by postings by posts were not posts were not
deadline deadline submitted by submitted by
(required=1 (required=1 the deadline the deadline
Required posting + 2 posting + 2 (required=1 (required=1
Postings/ replies to replies to posting + 2 posting + 2
Timeliness classmates. The classmates). replies to replies to
10% learner answers classmate). classmate).
additional
questions from
the instructor and
classmates.

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References
Amr AbdelAziz (2022). Agile modeling and prototyping [Video]. YouTube.

https://www.youtube.com/watch?v=F6SvRMul6ac

Amr AbdelAziz (2022). Information gathering: Interactive models [Video]. YouTube.

https://www.youtube.com/watch?v=V96yk45M4Ss

Antony Conboy (2020). Human computer interaction is… [Video]. YouTube.

https://www.youtube.com/watch?v=cUS_22_lDiM

Barlow, J. (2016). Systems analysis and design [Video]. YouTube.

https://www.youtube.com/watch?v=G8ZfiO0hj5A

Dinmark Taguic (2020). Process specification and structured decisions [Video]. YouTube.

https://www.youtube.com/watch?v=G9_GOYsQZ84

Geekific (2022). UML use-case and sequence diagrams made simple [Video]. YouTube.

https://www.youtube.com/watch?v=el501qi0KtI

GreggU (2023). Data gathering: Unobtrusive measures [Video]. YouTube.

https://www.youtube.com/watch?v=MMUF5X2JNWc

Lucid Software (2017). Entity relationship diagram [Video]. YouTube.

https://www.youtube.com/watch?v=QpdhBUYk7Kk

Lucid Software (2018). UML class diagram tutorial [Video]. YouTube.

https://www.youtube.com/watch?v=UI6lqHOVHic

Neso Academy (2022). Database design process [Video]. YouTube.

https://www.youtube.com/watch?v=7m6gXeMDaHc

Simplilearn (2022). What is agile methodology? [Video]. YouTube.

https://www.youtube.com/watch?v=8eVXTyIZ1Hs

SmartDraw (2019). Data flow diagrams – What is DFD? [Video]. YouTube.

https://www.youtube.com/watch?v=6VGTvgaJllM

Your Agile Coach (2022). Role of quality assurance in agile scrum [Video]. YouTube.

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https://www.youtube.com/watch?v=Uu94VQcv7_8

© 2023 TRINE University