System Analysis
Description: This course is aimed at creating a holistic view of the place and role of systems theory and systems analysis in the research and development of modern complex systems that model a problem situation in a particular area.
Amount of credits: 5
Пререквизиты:
- Nonlinear Systems of Automatic Control
Course Workload:
| Types of classes | hours |
|---|---|
| Lectures | 15 |
| Practical works | 15 |
| Laboratory works | 15 |
| SAWTG (Student Autonomous Work under Teacher Guidance) | 30 |
| SAW (Student autonomous work) | 75 |
| Form of final control | Exam |
| Final assessment method | oral exam |
Component: Component by selection
Cycle: Base disciplines
Goal
- formation of professional competencies in the field of theoretical foundations for the application of system analysis and modeling in solving complex problems that arise in various areas of production activity, as well as the acquisition of practical skills in using approaches and methods of system analysis in solving problems in the design process, operation of complex systems of various physical nature.
Objective
- formation of knowledge about the methodology of system analysis of complex objects of various physical natures;
- studying the general principles and patterns of managing the processes of functioning and development of complex systems;
- formation of knowledge about the content of control problems, including problems of optimization, planning, decision-making, adaptation and other tasks that arise in complex controlled systems of various physical natures;
- mastering the technology of system analysis for structuring problems, forming goals, criteria and indicators for achieving goals
- acquiring skills in conducting system analysis and forming structures for control systems of complex objects of various physical natures.
Learning outcome: knowledge and understanding
- describe principles and approaches of system analysis that allow you to study complex technical control systems
Learning outcome: applying knowledge and understanding
- search, critically analyze and synthesize information when identifying problems in the management system;
- apply a systems approach and general scientific, formalized and special methods of systems analysis to solve the tasks in the field of automation of technical systems;
Learning outcome: formation of judgments
- apply methods and means of cognition, training and self-control, realize the prospects of intellectual, cultural, moral, physical and professional self-development and self-improvement, be able to critically assess one’s strengths and weaknesses
Learning outcome: communicative abilities
- to voice the state of a scientific and technical problem by selecting, studying and analyzing literary and patent sources
Learning outcome: learning skills or learning abilities
- demonstrate skills in developing methods of system analysis in problem situations, applying systems analysis methods, searching, critically analyzing and synthesizing information when studying control systems of technical objects.
Teaching methods
Modular learning technology
Technologies of educational and research activities
Information and Communication Technologies
Assessment of the student's knowledge
Teacher oversees various tasks related to ongoing assessment and determines students' current performance twice during each academic period. Ratings 1 and 2 are formulated based on the outcomes of this ongoing assessment. The student's learning achievements are assessed using a 100-point scale, and the final grades P1 and P2 are calculated as the average of their ongoing performance evaluations. The teacher evaluates the student's work throughout the academic period in alignment with the assignment submission schedule for the discipline. The assessment system may incorporate a mix of written and oral, group and individual formats.
| Period | Type of task | Total |
|---|---|---|
| 1 rating | Laboratory work "Development of a functional model for the problem being solved" | 0-100 |
| Laboratory work "Constructing a use case diagram" | ||
| Laboratory work "Constructing a class diagram" | ||
| Practical task “Analysis of systems using methods aimed at enhancing the use of intuition and experience of specialists.” | ||
| Practical task "Analysis of systems using automatic classification methods." | ||
| Practical task "Analysis of System Dynamics". | ||
| Practical task "Analysis of systems using methods of discrete mathematics." | ||
| Individual task 1 | ||
| Individual task 2 | ||
| Boundary control 1 | ||
| 2 rating | Laboratory work "Constructing a state diagram" | 0-100 |
| Laboratory work "Constructing an activity diagram" | ||
| Laboratory work "Constructing a sequence diagram" | ||
| Practical task "Analysis of systems using Markov random processes." | ||
| Practical task "Formalized analysis of the subject area." | ||
| Individual task 3 | ||
| Individual task 4 | ||
| Boundary control 1 | ||
| Total control | Exam | 0-100 |
The evaluating policy of learning outcomes by work type
| Type of task | 90-100 | 70-89 | 50-69 | 0-49 |
|---|---|---|---|---|
| Excellent | Good | Satisfactory | Unsatisfactory | |
| laboratory work | Demonstrated excellent theoretical preparation. The necessary skills and abilities have been fully mastered. The result of the laboratory work fully corresponds to its goals. | Demonstrated good theoretical preparation. The necessary skills and abilities have been largely mastered. The result of the laboratory work generally corresponds to its objectives. | Demonstrated satisfactory theoretical preparation. Partially required skills and abilities mastered. The result of laboratory work is partially suits her goals. | Demonstrated excellent theoretical preparation. The necessary skills and abilities have been fully mastered. The result of the laboratory work fully corresponds to its goals. |
| practical task | Completed the work in full in compliance with the required sequence of actions; in the answer, correctly and accurately completes all records, tables, pictures, drawings, graphs, calculations; performs error analysis correctly. When answering questions, he correctly understands the essence of the question, gives an accurate definition and interpretation of basic concepts; accompanies the answer with new examples, knows how to apply knowledge in a new situation; can establish a connection between the material being studied and previously studied, as well as with the material acquired in the study of other disciplines. | Completed the work as requested, but made 2-3 shortcomings. The student’s answer to the questions satisfies the basic requirements, but is given without applying knowledge in a new situation, without using connections with previously studied material and material learned in the study of other disciplines; If one mistake or no more than two shortcomings are made, the student can correct them independently or with a little help from the teacher. | Completed the work not completely, but not less than 50% of the volume, which allows you to obtain the correct results and conclusions; Errors were made during the work. When answering questions, the student correctly understands the essence of the question, but in the answer there are some problems in mastering the course questions that do not interfere with further mastery of the program material; no more than one gross error and two omissions were made. | Completed the work in full in compliance with the required sequence of actions; in the answer, correctly and accurately completes all records, tables, pictures, drawings, graphs, calculations; performs error analysis correctly. When answering questions, he correctly understands the essence of the question, gives an accurate definition and interpretation of basic concepts; accompanies the answer with new examples, knows how to apply knowledge in a new situation; can establish a connection between the material being studied and previously studied, as well as with the material acquired in the study of other disciplines. |
| boundary control | the milestone test is assessed on a scale: 18-20 points – knowledge is demonstrated at a high level | the milestone test is assessed on a scale: 14-17 points – knowledge at a basic level is demonstrated | the milestone test is assessed on a scale: 13-10 points – knowledge is demonstrated at a satisfactory level | the milestone test is assessed on a scale: 18-20 points – knowledge is demonstrated at a high level |
| individual assignment | The answer qualitatively reveals the content of the topic. The answer is well structured. The conceptual apparatus has been perfectly mastered. Demonstrated a high level of understanding of the material. Excellent ability to formulate thoughts and discuss controversial issues. | The main issues of the topic are revealed. The structure of the answer is generally adequate to the topic. Well mastered conceptual apparatus. Demonstrated a good level of understanding of the material. Good ability to formulate thoughts and discuss controversial issues. | The topic is partially covered. The answer is poorly structured. The conceptual apparatus has been partially mastered. Understanding of individual provisions from the material on the topic. Satisfactory ability to formulate ideas thoughts, discuss controversial points. | The answer qualitatively reveals the content of the topic. The answer is well structured. The conceptual apparatus has been perfectly mastered. Demonstrated a high level of understanding of the material. Excellent ability to formulate thoughts and discuss controversial issues. |
Evaluation form
The student's final grade in the course is calculated on a 100 point grading scale, it includes:
- 40% of the examination result;
- 60% of current control result.
The final grade is calculated by the formula:
| FG = 0,6 | MT1+MT2 | +0,4E |
| 2 |
Where Midterm 1, Midterm 2are digital equivalents of the grades of Midterm 1 and 2;
E is a digital equivalent of the exam grade.
Final alphabetical grade and its equivalent in points:
The letter grading system for students' academic achievements, corresponding to the numerical equivalent on a four-point scale:
| Alphabetical grade | Numerical value | Points (%) | Traditional grade |
|---|---|---|---|
| A | 4.0 | 95-100 | Excellent |
| A- | 3.67 | 90-94 | |
| B+ | 3.33 | 85-89 | Good |
| B | 3.0 | 80-84 | |
| B- | 2.67 | 75-79 | |
| C+ | 2.33 | 70-74 | |
| C | 2.0 | 65-69 | Satisfactory |
| C- | 1.67 | 60-64 | |
| D+ | 1.33 | 55-59 | |
| D | 1.0 | 50-54 | |
| FX | 0.5 | 25-49 | Unsatisfactory |
| F | 0 | 0-24 |
Topics of lectures
- Introduction to systems analysis and its place in scientific knowledge
- System analysis as a methodology for solving problems
- System properties, classification of systems
- Methodology of systems analysis
- Modeling of technical systems
- Stages of modeling technical systems
- Principles and principles of research and modeling of systems
- Functional description and modeling of systems
- Morphological description and modeling of systems
- Information description and modeling of systems
- Basics of set-theoretic description and analysis of systems
- System complexity
- Structure of systems analysis
- Classification of types of system modeling
- Selecting a solution in system analysis and modeling of technical systems
Key reading
- Orazbaev B.B., Kurmangazieva L.T., Kodanova Sh.K. Theory and methods of system analysis: textbook. – M.: Publishing House of the Academy of Natural Sciences, 2017. – 248 p.
- Kachala V. V. Osnovy teorii sistem i sistemnogo analiza. Uchebnoe posobie dlya vuzov. - 2-e izd., ispr. - M.: Goryachaya liniya - Telekom,2015. - 210 s: il.
- Rodionov I.B. Teoriya sistem i sistemnyj analiz. https://victor-safronov.ru/systems-analysis/lectures/rodionov.html
- Kalugyan K. Kh., Khubaev G. N. K. Systems theory and system analysis: textbook. allowance. – Rostov n/d: publishing and printing complex RGEU (RINH), 2016. – 77 p.
- Martin Fauler. UML.Osnovy, 3-izdanie. - per. s angl. - SPb: Simvol-Plyus, 2004.- 192s.
Further reading
- Peregudov F.I., Tarasenko F.P. Introduction to systems analysis. - M.: Higher School, 1989 - 360 p.
- Gorlushkina N.N. System analysis and modeling of information processes and systems. – St. Petersburg: ITMO University, 2016. – 120 p.
- Zhivickvya E.E. Sistemnyj analiz i proektirovanie. https://victor-safronov.ru/systems-analysis/lectures/zhivickaya.html
- Osnovy teorii sistem i sistemnogo analiza: ucheb. posobie / M.P. Silich, V.A. Silich. – Tomsk: Izd-vo Tomsk. gos. un-ta sistem upravleniya i radioelektroniki, 2013. – 340 s.
- Metodologiya ob"ektno-orientirovannogo modelirovaniya. Yazyk UML/ I.R. Petrova, R.H. Fahrtdinov, A.A.Sulejmanova, I.O.Razzhivin, A.G. Fazulzyanov. – Kazan': Kazan. un-t, 2018. – 79 s.
- Kovin R.V., Miroshnichenko E.A. Metody i sredstva razrabotki informacionnyh sistem. - TPU. - 2021. - 98s.
