645.767.81 - System Conceptual Design

Course Structure

See course outline for summary of due dates and assignment details

Course Topics

• Stakeholders and problem definition
• Existing problem behavior
• Existing problem structure
• Problem definition
• End state
• Stakeholder needs prioritization
• Future problem behavior
• Future problem structure
• Mission calculator: introduction
• Modeling and Simulation review
• User needs
• Scenario development
• Context diagram
• Trade study review
• Mission calculator: critical mission area quantification
• Requirements development
• Use case development
• Gap analysis
• Design of Experiments application
• Parametric analysis - process
• Functional allocation development
• Functional Analysis: Block Definition Diagram
• Functional Analysis: Activity Diagram
• AHP / ROC review
• Mission calculator: function to mission quantification
• Requirements to functional allocation & traceability
• Functional Analysis: Timeline diagrams
• Functional Analysis: N2 diagrams
• MAUT process setup
• Parametric analysis - application to functions
• Functions to physical allocation & traceability
• Physical Analysis: Internal Block Diagram
• Physical Analysis: physical components concurrency
• MAUT analysis
• Mission calculator: physical to function quantification
• Set based design
• Physical Analysis: resource allocation
• Cost analysis application
• Linear programming and resource allocation
• Mission calculator: evaluate risk analysis

Course Goals

To introduce and teach the skills covered in previous classes that are applicable to the "front end" of the systems engineering method. This class will focus on the problem definition, functional analysis, physical analysis, and design validation of a user's problem in order to transition to design and ultimate implementation.

Course Learning Outcomes (CLOs)

• Identify the major components / activities / interactions in the system conceptual design phase of the systems engineering lifecycle.
• Develop, conduct, and analyze customer interviews to understand the customer’s problem within the systems engineering perspective.
• Construct a functional architecture of a proposed system to address a problem.
• Construct a physical architecture of a conceptual design of the system.
• Develop, assess, and mitigate the risks of this conceptual system.

Textbooks

Buede, D.M. (2016). The engineering design of systems: Models and methods (3rd Edition). (Wiley series in systems engineering and management) Hoboken: Wiley.

ISBN-10: 111902790X

ISBN-13: 978-1119027904

Required Software

Catia Magic System of Systems Architecture.  Application and licenses are provided to students free of charge via the JHU SE Tools SharePoint site.

Basic word processing (e.g. Microsoft Word), spreadsheet (e.g. Microsoft Excel), and drawing (e.g. Microsoft PowerPoint) will be needed to complete the assignments. Optional Model Based Systems Engineering (MBSE) tools are provided in the “Announcements” page for student versions of some tools that may be helpful for this class and future classes, particularly the capstone project.

Student Coursework Requirements

This course will consist of five basic student requirements:

Homework (65% of Final Grade Calculations)

Homework will consist of four assignments during the first half of the semester. These assignments will be available in the Assignments section and are expected to be completed within the module timeframe. They are individual work; although any non-human source is available to you. Many problems will require some research outside of the class lectures and the textbook. All research for this class, however, can be accomplished via the Internet.

All individual homework assignments are due at the end of the module. Late homework will not be accepted without the prior permission of the instructor.

All assignments are due according to the dates in the course outline that are the same dates found in the assignment module text.

Late submissions will be reduced by 10% for each week late (no exceptions without prior coordination with the instructors).

Rework is allowed only where the student obviously missed the intent of the instruction, and will be offered a chance for revision for up to 80% of the original question value, and only if noted by the instructor, there is no rework to increase the original grade.

Qualitative assignments are evaluated by the following grading elements:

1. Each part of question is answered (20%)
2. Writing quality and technical accuracy (30%) (Writing is expected to meet or exceed accepted graduate-level English and scholarship standards. That is, all assignments will be graded on grammar and style as well as content).
3. Rationale for answer is provided (20%)
4. Examples are included to illustrate rationale (15%) (If a student does not have direct experience related to a particular question, then the student is to provide analogies versus examples).
5. Outside references are included (15%) Qualitative assignments are graded as follows:

10.0–9.0 = A—All parts of question are addressed; Writing Quality/ Rationale/ Examples/ Outside References [rich in content; full of thought, insight, and analysis].

8.9–8.0 = B—All parts of the question are addressed; Writing Quality/ Rationale/ Examples/ Outside References [substantial information; thought, insight, and analysis has taken place].

7.9–7.0=C—Majority of parts of the question are addressed; Writing Quality/ Rationale/ Examples/ Outside References [generally competent; information is thin and commonplace].

<7.0=F—Some parts of the question are addressed; Writing Quality/ Rationale/ Examples/ Outside References [rudimentary and superficial; no analysis or insight displayed].

Quantitative assignments are evaluated by the following grading elements:

1. Each part of question is answered (20%)
2. Assumptions are clearly stated (20%)
3. Intermediate derivations and calculations are provided (25%)
4. Answer is technically correct and is clearly indicated (25%)
5. Answer precision and units are appropriate (10%)

Quantitative assignments are graded as follows:

10 - 9 = A—All parts of question are addressed; All assumptions are clearly stated; All intermediate derivations and calculations are provided; Answer is technically correct and is clearly indicated; Answer precision and units are appropriate.

8.9 - 8 = B—All parts of question are addressed; All assumptions are clearly stated; Some intermediate derivations and calculations are provided; Answer is technically correct and is indicated; Answer precision and units are appropriate.

7.9–7=C—Most parts of question are addressed; Assumptions are partially stated; Few intermediate derivations and calculations are provided; Answer is not technically correct but is indicated; Answer precision and units are indicated but inappropriate.

<7.0=F—Some parts of the question are addressed; Assumptions are not stated; Intermediate derivations and calculations are not provided; The answer is incorrect or missing; The answer precision and units are inappropriate or missing.

Preparation and Participation (Class Discussions) (10% of Final Grade Calculations)

During the course, students are expected to review the material (either listen to the pre-recorded lectures or have the lecture material during live sessions, as well as textbook chapters assigned) and engage in discussion.

Full credit is provided for on-time, thoughtful, and insightful submissions and responses. In order to represent timely discussion as in a live class, the discussion modules will automatically close at the end of the module, and are not available for retroactive participation. The first module is ungraded, in order to provide a sense of the grading expectations.

Class discussions are intended to be interactive and timely within the module. The discussions will automatically close at the end of the module, and will not be opened to students that miss the discussion window.

Module Quizzes (10% of Final Grade Calculations)

During the course, students are expected to review the material (lectures and textbook chapters) and conduct module quizzes. These quizzes are part of the Canvas system, with typically 10 questions per module.

Team Project (15% of Final Grade Calculations)

Students will be assigned to teams and given a project which will require the use of tools and techniques used throughout the semester. Project materials will be provided in the Course Content section in Canvas for download by the students. The project will consist of a final report in MS Word format presenting your work and conclusions.

The teams are encouraged to interact with themselves, other teams, and the instructors online, via the discussion sections provided in Canvas, and through email. The instructors will gladly provide feedback when requested.

The class project is evaluated by the following grading elements:

1. Student preparation and participation (as described in Class Project Description) (40%)
2. Student technical understanding of the class project topic (as related to individual role that the student assumes and described in the Class Project Description) (20%)
3. Team preparation and participation (as described in Class Project Description) (20%)
4. Team technical understanding of the class project topic (as related to the Customer Team roles assumed by the students and the Seller Team roles assumed by the students and described in the Class Project Description) (20%)

Class Project is graded as follows:

10.0–9.0 = A—Student Preparation and Participation/ Team Preparation and Participation [individual/ team roles and responsibilities well defined and understood; individual/ team well versed in use of Adobe Connect; individual/ team work product(s) agreed to, well prepared and available to all team members/ instructors]; Student Understanding/ Team Understanding [rich in content; full of thought, insight, and analysis].

8.9–8.0 = B—Student Preparation and Participation/ Team Preparation and Participation [individual/ team roles and responsibilities well defined and understood; individual/ team well versed in use of Adobe Connect; individual/ team work product(s) agreed to and prepared]; Student Understanding/ Team Understanding [substantial information; thought, insight, and analysis has taken place].

7.9–7.0 = C—Student Preparation and Participation/ Team Preparation and Participation [individual/ team roles and responsibilities agreed to; individual/ team well versed in use of Adobe Connect; individual/ team work product(s) prepared]; Student Understanding/ Team Understanding [generally competent; information is thin and commonplace].

Grading Policy

Academic Policies

Deadlines for Adding, Dropping and Withdrawing from Courses

Students may add a course up to one week after the start of the term for that particular course. Students may drop courses according to the drop deadlines outlined in the EP academic calendar (https://ep.jhu.edu/student-services/academic-calendar/). Between the 6th week of the class and prior to the final withdrawal deadline, a student may withdraw from a course with a W on their academic record. A record of the course will remain on the academic record with a W appearing in the grade column to indicate that the student registered and withdrew from the course.

Academic Misconduct Policy

All students are required to read, know, and comply with the Johns Hopkins University Krieger School of Arts and Sciences (KSAS) / Whiting School of Engineering (WSE) Procedures for Handling Allegations of Misconduct by Full-Time and Part-Time Graduate Students.

This policy prohibits academic misconduct, including but not limited to the following: cheating or facilitating cheating; plagiarism; reuse of assignments; unauthorized collaboration; alteration of graded assignments; and unfair competition. Course materials (old assignments, texts, or examinations, etc.) should not be shared unless authorized by the course instructor. Any questions related to this policy should be directed to EP’s academic integrity officer at ep-academic-integrity@jhu.edu.

Students with Disabilities - Accommodations and Accessibility

Johns Hopkins University values diversity and inclusion. We are committed to providing welcoming, equitable, and accessible educational experiences for all students. Students with disabilities (including those with psychological conditions, medical conditions and temporary disabilities) can request accommodations for this course by providing an Accommodation Letter issued by Student Disability Services (SDS). Please request accommodations for this course as early as possible to provide time for effective communication and arrangements.

For further information or to start the process of requesting accommodations, please contact Student Disability Services at Engineering for Professionals, ep-disability-svcs@jhu.edu.

Student Conduct Code

The fundamental purpose of the JHU regulation of student conduct is to promote and to protect the health, safety, welfare, property, and rights of all members of the University community as well as to promote the orderly operation of the University and to safeguard its property and facilities. As members of the University community, students accept certain responsibilities which support the educational mission and create an environment in which all students are afforded the same opportunity to succeed academically. 

For a full description of the code please visit the following website: https://studentaffairs.jhu.edu/policies-guidelines/student-code/

Classroom Climate

JHU is committed to creating a classroom environment that values the diversity of experiences and perspectives that all students bring. Everyone has the right to be treated with dignity and respect. Fostering an inclusive climate is important. Research and experience show that students who interact with peers who are different from themselves learn new things and experience tangible educational outcomes. At no time in this learning process should someone be singled out or treated unequally on the basis of any seen or unseen part of their identity. 
 
If you have concerns in this course about harassment, discrimination, or any unequal treatment, or if you seek accommodations or resources, please reach out to the course instructor directly. Reporting will never impact your course grade. You may also share concerns with your program chair, the Assistant Dean for Diversity and Inclusion, or the Office of Institutional Equity. In handling reports, people will protect your privacy as much as possible, but faculty and staff are required to officially report information for some cases (e.g. sexual harassment).

Course Auditing

When a student enrolls in an EP course with “audit” status, the student must reach an understanding with the instructor as to what is required to earn the “audit.” If the student does not meet those expectations, the instructor must notify the EP Registration Team [EP-Registration@exchange.johnshopkins.edu] in order for the student to be retroactively dropped or withdrawn from the course (depending on when the "audit" was requested and in accordance with EP registration deadlines). All lecture content will remain accessible to auditing students, but access to all other course material is left to the discretion of the instructor.