VIETNAM NATIONAL UNIVERSITY HCMC

INTERNATIONAL UNIVERSITY
School of Industrial Engineering and
Management

COURSE SYLLABUS
Course Name: SYSTEMS ENGINEERING
Course Code: IS035IU

1. General information

Course Systems Engineering is the course of methods to developing and analyzing the
designation systems. This course provides the knowledge and skills necessary for the
engineers in the development process and systems analysis
Semester(s) in 5
which the
course is taught
Person Dr. Dao Vu Truong Son
responsible for
the course
Language English
Relation to Compulsory
curriculum
Teaching Lecture, Exercises, Assignment.
methods
Workload (incl. (Estimated) Total workload: 70
contact hours, Contact hours (please specify whether lecture, exercise, laboratory session, etc.):
self-study 45
hours)
Private study including examination preparation, specified in hours 1: 25
Credit points 3
Required and Nil
recommended
prerequisites for
joining the
course

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When calculating contact time, each contact hour is counted as a full hour because the organisation of the
schedule, moving from room to room, and individual questions to lecturers after the class, all mean that about 60
minutes should be counted.

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Course Systems Engineering is the course of methods to developing and analyzing the
objectives systems. This course provides the knowledge and skills necessary for the
engineers in the development process and systems analysis (manufacturing and
services): systems engineering processes, methods of evaluation, selection and
integration of system components, system simulation, and assessment of
reliability, availability, and serviceability of the systems.
Course learning Upon the successful completion of this course students will be able to:
outcomes Competency Course learning outcome (CLO)
level
Knowledge CLO1. Understand the fundamentals and concepts of
systems engineering and analysis. Analyze and evaluate
existing systems
CLO2. Understand and select the necessary components
of a system.
Skill CLO3. Use engineering methodology to develop or
improve a system
Attitude CLO4. Students will have positive attitude in both self-
learning and group discussion with other disciplines
related to engineering mechanic related problems.
Content The description of the contents should clearly indicate the weighting of the
content and the level.
Weight: lecture session (3 hours)
Teaching levels: I (Introduce); T (Teach); U (Utilize)
Topic Weight Level
Introduction to Systems Engineering 3 I, T
Conceptual System Design 3 I, T
Preliminary System Design 3 I, T
Detail Design and Development 3 I, T
System Test, Evaluation, and Validation. 3 I, T
Alternatives and Models in Decision Making 3 T, U
Models for Economic Evaluation 3 I, T
Control Concepts and Methods 6 I, T
Design for Reliability 6 I, T
Design for Maintainability 3 I, T
Design for Producibility, Disposability, and Sustainability 3 I, T
Examination Practice, Writing questions
forms

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 Study and Attendance: A minimum attendance of 80 percent is compulsory for the class
examination sessions. Students will be assessed on the basis of their class participation.
requirements Questions and comments are strongly encouraged.
Assignments/Examination: Students must have more than 50/100 points overall
to pass this course.
Reading list Blanchard B.S., Systems Engineering and Analysis (5ed.), Prentice Hall, 2010.

2. Learning Outcomes Matrix (optional)

The relationship between Course Learning Outcomes (CLO) (1-4) and Program/Student
Learning Outcomes (SLO) (1-6) is shown in the following table:
SLO
CLO 1 2 3 4 5 6
1 x
2 x
3 x x
4 x x

3. Planned learning activities and teaching methods

We CL Learning Resour
ek Topic O Assessments activities ces
Introduction to Systems Engineering Lecture,
Discussion,
HW
Exercises, Inclass-Quiz [1].1
1 1,2 HW, Quiz
Conceptual System Design Lecture,
Discussion,
HW
Exercises, Inclass-Quiz
2 1, 2 HW, Quiz [1].2
Preliminary System Design Lecture,
Discussion,
Exercises, HW
3 1,2 HW, Quiz Inclass-Quiz [1] 3
Detail Design and Development Lecture,
Discussion,
Exercises, HW
4 1,2 HW, Quiz Inclass-Quiz [1] 4
System Test, Evaluation, and Validation. Lecture,
Discussion,
Exercises, HW
5 1,2 HW, Quiz Inclass-Quiz [1] 5
Alternatives and Models in Decision Making Lecture,
Discussion,
Exercises, HW
6,7 1,2 HW, Quiz Inclass-Quiz [1] 6
8 Review Exercises
9 Midterm

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 Models for Economic Evaluation Lecture,
Discussion,
Exercises, HW
10 1,2 HW, Quiz Inclass-Quiz [1] 7
Control Concepts and Methods Lecture,
Discussion,
Exercises, HW
11 1,2 HW, Quiz Inclass-Quiz [1] 8
Design for Reliability Lecture,
Discussion,
Exercises, HW
12 1,2 HW, Quiz Inclass-Quiz [1].9
Design for Maintainability Lecture,
Discussion,
Exercises, HW
13 1,2 HW, Quiz Inclass-Quiz [1].10
Design for Producibility, Disposability, and Lecture,
Sustainability (optional) Discussion,
Exercises, HW
14 1,2 HW, Quiz Inclass-Quiz [1].11
Project presentation

15 3,4
16 Review
17 Final exam

4. Assessment plan

Assessment Type CLO1 CLO2 CLO3 CLO4

Project (30%) 50% Pass 50%
Pass
Midterm exam (30%) 60%
Pass 60%
Pass
Final exam (40%)
60% 60% Pass
Pass

Note: %Pass: Target that % of students having scores greater than 50 out of 100.

5. Rubrics (optional)

5.1. Grading checklist

Grading checklist for Written Reports
Student: …………………………….. HW/Assignment: ……………….
Date: ………………………………… Evaluator: ………………………
Max. Score Comments
Technical content (65%)

4
 Abstract clearly identifies purpose and summarizes principal 10
content
Introduction demonstrates thorough knowledge of relevant 15
background and prior work
Analysis and discussion demonstrate good subject mastery 35
Summary and conclusions appropriate and complete 5
Organization (10%)
Distinct introduction, body, conclusions 5
Content clearly and logically organized, good transitions 5
Presentation (20%)
Correct spelling, grammar, and syntax 10
Clear and easy to read 10
Quality of Layout and Graphics (5%) 05
TOTAL SCORE 100

5.2. Holistic rubric

Holistic rubric for evaluating the entire document, e.g., exercises/quizzes/HW
Scor Description
e
5 Demonstrates complete understanding of the problem. All requirements of task are included in
response
4 Demonstrates considerable understanding of the problem. All requirements of task are
included.
3 Demonstrates partial understanding of the problem. Most requirements of task are included.
2 Demonstrates little understanding of the problem. Many requirements of task are missing.
1 Demonstrates no understanding of the problem.
0 No response/task not attempted
Note: this rubric is also used to evaluate questions in an exam.

5.3. Analytic rubric

Critical thinking value rubric for evaluating questions in exams:
Capstone Milestone Benchmark
4 3 2 1
Issue/ problem to be
Issue/ problem to be considered critically is
Issue/ problem to be considered critically is stated but description
considered critically is stated stated, described, and leaves some terms Issue/ problem to be
clearly and described clarified so that undefined, ambiguities considered critically is
comprehensively, delivering all understanding is not unexplored, boundaries stated without
Explanation of relevant information necessary seriously impeded by undetermined, and/ or clarification or
issues for full understanding. omissions. backgrounds unknown. description.

Information is taken
from source(s) with
some interpretation/
Information is taken from Information is taken from evaluation, but not
source(s) with enough source(s) with enough enough to develop a Information is taken
Evidence interpretation/ evaluation to interpretation/ evaluation coherent analysis or from source(s) without
Selecting and using develop a comprehensive to develop a coherent synthesis. Viewpoints of any interpretation/
information to analysis or synthesis. analysis or synthesis. experts are taken as evaluation. Viewpoints
investigate a point of Viewpoints of experts are Viewpoints of experts are mostly fact, with little of experts are taken as
view or conclusion questioned thoroughly. subject to questioning. questioning. fact, without question.
Influence of context Thoroughly (systematically Identifies own and others' Questions some Shows an emerging

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 awareness of present
assumptions. Identifies assumptions
several relevant contexts (sometimes labels
and methodically) analyzes when presenting a assertions as
own and others' assumptions position. May be more assumptions). Begins
and carefully evaluates the assumptions and several aware of others' to identify some
relevance of contexts when relevant contexts when assumptions than one's contexts when
and assumptions presenting a position. presenting a position. own (or vice versa). presenting a position.
Specific position (perspective,
thesis/ hypothesis) is
imaginative, taking into Specific position
account the complexities of an (perspective,
issue. Limits of position thesis/hypothesis) takes
(perspective, thesis/ into account the
hypothesis) are acknowledged. complexities of an issue. Specific position Specific position
Others' points of view are Others' points of view are (perspective, thesis/ (perspective, thesis/
Student's position synthesized within position acknowledged within hypothesis) hypothesis) is stated,
(perspective, (perspective, thesis/ position (perspective, acknowledges different but is simplistic and
thesis/hypothesis) hypothesis). thesis/ hypothesis). sides of an issue. obvious.
Conclusion is logically
Conclusion is logically tied to information Conclusion is
Conclusions and related tied to a range of (because information is inconsistently tied to
outcomes (consequences and information, including chosen to fit the desired some of the
implications) are logical and opposing viewpoints; conclusion); some information discussed;
Conclusions and reflect student’s informed related outcomes related outcomes related outcomes
related outcomes evaluation and ability to place (consequences and (consequences and (consequences and
(implications and evidence and perspectives implications) are identified implications) are implications) are
consequences) discussed in priority order. clearly. identified clearly. oversimplified.
Source: Association of American Colleges and Universities

Oral communication value rubric for evaluating presentation tasks:

Capstone Milestone Benchmark
4 3 2 1
Organizational pattern
(specific introduction and Organizational pattern
conclusion, sequenced (specific introduction and Organizational pattern Organizational pattern
material within the body, conclusion, sequenced (specific introduction and (specific introduction and
and transitions) is clearly material within the body, conclusion, sequenced conclusion, sequenced
and consistently and transitions) is clearly material within the body, material within the body,
observable and is skillful and consistently and transitions) is and transitions) is not
and makes the content of observable within the intermittently observable observable within the
Organization the presentation cohesive. presentation. within the presentation. presentation.
Language choices are
Language choices are Language choices are mundane and
imaginative, memorable, thoughtful and generally commonplace and Language choices are
and compelling, and support the effectiveness partially support the unclear and minimally
enhance the effectiveness of the presentation. effectiveness of the support the effectiveness of
of the presentation. Language in presentation presentation. Language in the presentation. Language
Language in presentation is appropriate to presentation is in presentation is not
Language is appropriate to audience. audience. appropriate to audience. appropriate to audience.
Delivery techniques
Delivery techniques Delivery techniques Delivery techniques (posture, gesture, eye
(posture, gesture, eye (posture, gesture, eye (posture, gesture, eye contact, and vocal
contact, and vocal contact, and vocal contact, and vocal expressiveness) detract
expressiveness) make the expressiveness) make the expressiveness) make the from the understandability
presentation compelling, presentation interesting, presentation of the presentation, and
and speaker appears and speaker appears understandable, and speaker appears
Delivery polished and confident. comfortable. speaker appears tentative. uncomfortable.
A variety of types of Supporting materials Supporting materials Insufficient supporting
supporting materials (explanations, examples, (explanations, examples, materials (explanations,
(explanations, examples, illustrations, statistics, illustrations, statistics, examples, illustrations,
illustrations, statistics, analogies, quotations analogies, quotations statistics, analogies,
analogies, quotations from from relevant authorities) from relevant authorities) quotations from relevant
relevant authorities) make make appropriate make appropriate authorities) make reference
appropriate reference to reference to information reference to information to information or analysis
information or analysis or analysis that generally or analysis that partially that minimally supports the
Supporting that significantly supports supports the presentation supports the presentation presentation or establishes
Material the presentation or or establishes the or establishes the the presenter's credibility/

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 establishes the presenter's
credibility/ authority on presenter's credibility/ presenter's credibility/
the topic. authority on the topic. authority on the topic. authority on the topic.
Central message is
compelling (precisely Central message is Central message can be
stated, appropriately Central message is clear basically understandable deduced but is not
repeated, memorable, and and consistent with the but is not often repeated explicitly stated in the
Central Message strongly supported.) supporting material. and is not memorable. presentation.
Source: Association of American Colleges and Universities

6. Date revised: April 15, 2022

Ho Chi Minh City, 15/04/2022

Head/Dean of Department/School
(Signature)

<Full Name>