Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Professor Graham Town
Contact via via iLearn
E6B 133
9-11am Tuesdays.
Unit Convenor
Dr Rex Di Bona
Contact via via iLearn
E6B 155
Friday 2-3pm
Rex Di Bona
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
(69cp at 100 level or above) including ENGG300
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
ENGG650, ENGG851
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Unit description |
Unit description
This unit deals with the design of complex systems from a top-down integrated perspective, concentrating on methods for maximising system performance. The unit includes elements of system design covering the complete life cycle of engineering systems, including: needs identification; functional analysis, detailed design and development; system modelling and optimisation techniques; decision analysis and economic evaluation of alternatives; design for reliability and usability, system test and evaluation; and project management techniques.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Name | Weighting | Hurdle | Due |
---|---|---|---|
Participation | 10% | No | see Unit Schedule on iLearn |
Quizzes | 10% | No | see Unit Schedule on iLearn |
Projects/Assignments | 40% | No | see Unit Schedule on iLearn |
Final Exam | 40% | No | to be advised |
Due: see Unit Schedule on iLearn
Weighting: 10%
Students are expected to actively participate in and contribute to class discussions, based on their experience and weekly readings. Marks will be awarded based on the quality and quantity of participation.
Please consult the Unit Schedule for details of the weekly readings and other learning activities.
Late arrival or lack of attendance or lack of participation in more than 3 out of 13 weekly classes will result in an incomplete mark for this component of the assessment.
Due: see Unit Schedule on iLearn
Weighting: 10%
Weekly multiple-choice quizzes on material for discussion the following week to be completed in iLearn before the end of the week.
Please consult the Unit Schedule for details.
Due: see Unit Schedule on iLearn
Weighting: 40%
Four major group projects and individual assignments (each 10 %) on (1) system analysis, (2) system design tools, (3) a presentation on a specific system design goal, and (4) a system design project. The projects/assignments are completed in succession during the semester. Deliverables associated with these projects and assignments are to be submitted via iLearn for assessment. Peer assessment may be applied in group projects. Please consult the Unit Schedule for details.
Due: to be advised
Weighting: 40%
Moderated 3 hour open-book examination at the end of semester. Any texts, notes or other aides (except communication devices) may be used.
NB: IEEE Standards may be downloaded from the IEEE Xplore database, accessible through the library website.
IEEE standard 1220-2005 (ISO/IEC26702), “Systems Engineering - Application and Management of the Systems Engineering Process”.
IEEE standard 1233-1998, “IEEE Guide for Developing System Requirements Specifications”.
IEEE Standard 15288-2004 (ISO/IEC 15288), “Systems Engineering – Systems Life Cycle Processes”.
Electronics Industries Alliance (ANSI/EIA) Standard, “Processes for Engineering a System”, EIA 632.
EIA SYSB-1, “System Engineering”.
National Aeronautics and Space Administration, A Catalog of NASA-Related Case Studies, 2011. http://www.nasa.gov/centers/goddard/pdf/450420main_NASA_Case_Study_Catalog.pdf
Vitech website (CORE software and documentation) : http://www.vitechcorp.com
Access to Student Edition of CORE 9.0
http://www.vitechcorp.com/downloads/index.shtml http://www.vitechcorp.com/university_activation/
CORE documentation: http://www.vitechcorp.com/support/documentation.shtml#CORE_UE
Systems Modelling Language (SML): http://www.sysml.org/
Model-based systems engineering wiki: http://www.omgwiki.org/MBSE/doku.php
Systems Engineering Body of Knowledge: http://www.bkcase.org/sebok/ http://sebokwiki.org/wiki/Guide_to_the_Systems_Engineering_Body_of_Knowledge_(SEBoK)
IEEE Standards – IEEE Xplore via Macquarie Uni Library (online)
“Introduction to System Design: Structural Approach”, course notes, Mark Levin, http://www.mslevin.iitp.ru/SYSD.HTM
MIT OpenCourseware http://ocw.mit.edu/OcwWeb/Engineering-Systems-Division/index.htm
Wikipedia http://en.wikipedia.org/wiki/Systems_engineering
Systems Engineering Society of Australia, http://www.sesa.org.au/ International Council on Systems Engineering (INCOSE), http://www.incose.org/
Systems Engineering Advancement Research Initiative: http://seari.mit.edu/
An excellent reference on engineering communication (presentations, writing, documentation, etc.) may be found at: http://ecp.engineering.utoronto.ca/online-handbook/
Classes in this unit involve pre-reading of prescribed sections of the text before class, then discussion of the material and concepts in class, followed by working through of example problems. In the second half of semester students take the role of the lecturer, moderating the presentation and discussions. This mode of teaching and learning is used to develop self-learning and communication skills, which are particularly important when working as a professional engineer.
Please refer to the Unit Schedule in the iLearn unit webpage for week-by-week details of class learning and assessment activities, and other relevant information.
Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:
Undergraduate students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central).
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/study/getting-started/student-conduct
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by:
Specific assessment tasks have been changed.
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