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:
- Fundamentals of Informational-Instrumentation Technology
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: University component
Cycle: Profiling disciplines
Goal
- development of professional competencies in the field of theoretical foundations of system analysis and modeling for solving complex problems arising in medical engineering, as well as acquisition of practical skills in applying analytical approaches to the assessment and optimization of complex systems of various physical natures in the medical and technical sphere.
Objective
- mastering the fundamental concepts, principles and methods of systems analysis used in medical engineering,
- developing skills to develop and analyze models of complex objects and processes, taking into account their multicomponent and interdisciplinary nature,
- studying mathematical and computer models for analyzing and optimizing complex systems in the medical and technical field,
- acquiring skills in working with software used in systems analysis to solve applied problems of medical engineering,
- developing the ability to apply knowledge of systems analysis to solve complex problems in medicine, engineering and information technology.
Learning outcome: knowledge and understanding
- Describe the principles and approaches of systems analysis that allow studying complex medical and biotechnical systems, including control systems for medical devices and processes.
Learning outcome: applying knowledge and understanding
- Apply a systems approach, as well as general scientific, formalized and special methods of systems analysis to solve medical engineering problems that require the integration of knowledge from medicine, engineering, information technology and management.
Learning outcome: formation of judgments
- Apply the results of systems analysis when making decisions in the field of medical equipment and technology in the context of multicriteria, uncertainty and limitations.
Learning outcome: communicative abilities
- 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
- Master the methods of mathematical and computer modeling for analyzing interactions in medical systems, optimizing them and predicting behavior in various operating conditions.
- Master the software MATLAB, Simulink, Python for system analysis and modeling.
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 "Analysis of systems using queuing theory." | ||
| Practical task"Formalized analysis of the subject area." | ||
| Practical task"Comparative analysis of systems based on the criterion of functional completeness." | ||
| 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 properties, classification of systems
- System analysis methodology
- Modeling of technical systems
- Principles and principles of research and modeling of systems
- Functional description and modeling of systems
- Morphological (structural) description and modeling of systems
- Information description and modeling of systems
- Fundamentals of set-theoretic description and analysis of systems
- 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, 2014.- 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. Rezhim dostupa:https://victor-safronov.ru/systems-analysi
- Silich V.A. Teoriıa sistem i sistemnyi analiz [lektronnyi resurs]: uchebnoe posobie/ Silich V.A., Silich M.P.-lektron. tekstovye dan- nye.-Tomsk: Tomskii gosudarstvennyi universitet sistem upravleniıa i radiolektroniki, 2017. -276 c.
- 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.
