Bangladesh University of Business and Technology

(BUBT)
Faculty of Engineering& Applied Sciences (FEAS)
Department of Computer Science and Engineering
(CSE)
LAB COURSE OUTLINE
1 Program B.Sc. Engg. in CSE
2 Course Code CSE 318
3 Course Title System Analysis and Design Lab
4 Course Type Core Course
5 Academic Fall 2024
Session
6 Credit Hour 1.50
7 Intake 50
8 Section 3
9 Campus Permanent Campus
10 Course
Teacher Name: M.M.Fazle Rabbi Designation: Assistant Professor
Specialization: Image Processing, AI IoT
Room No. 321/B2 Email: [email protected] Room No. 321/B2

11 Class
Schedule Class Day Class Hours Class Room
Sunday 1:30PM-4:00PM 517

12 Course This lab course is based on ‘CSE 317: System Analysis and Design’ theory course. In this
Objectives lab course, students will learn the practical aspects of systems planning, analysis, design,
implementation and testing. Here, students analyze and design a real world group project
from planning to testing.

13 Text Book 1. Kendall, K. E., & Kendall, J. E. (2010). Systems analysis and design. Prentice Hall Press.
14 Reference
1. Rajaraman, V. (2018). Analysis and design of information systems. PHI Learning Pvt. Ltd.
Book
15 Course Upon completing this course students will be able to:
Outcomes CO1: Demonstrate system planning, analysis and design tools.
(COs)
CO2: Analysis and design information systems using DFD, UML, Database Design,
I/O Design, Questionnaire and System’s UI Design.

CO3: Apply system analysis and design techniques to implement a real world
problem.
Mapping of
COs toPOs CO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO1
2
CO1 √

CO2 √

CO3 √
 2

Bloom’s
CO No. PO No. Delivery Methods / Activities Assessment Tools
Domain / Level
Cognitive / Lectures, Lab Task, Assignment. Lab Performance
CO1 PO2
Understanding
Lectures, Lab Task, Assignment. Lab Performance
CO2 PO3 Cognitive / Analyzing
Project Supervision Final Project Evaluation
CO3 PO10 A / Guided Response

Maximum topics will be covered from the textbook. For the rest of the topics, reference books
16 Teaching will be followed. Some class notes will be uploaded on the web. White board will be used for
Strategy most of the time. Multimedia projector and a PC will be used for the convenience of the
students to understand codes practically. Students must participate in classroom discussions for
case studies, problems solving and project developments in a group.
17 Assess
ment Class Attendance : 5%
and
Marks Lab Evaluation : 25%
Distrib Mid Term : 30%
ution: Final Project : 40%

18 Weekly Schedule
Week Lab Topics COs
Week1 Lab1 Introduction to Information Systems: Team building, project area, SDLC,
categories of information systems, system design tools
Week2 Lab2 Project Selection: Project idea submission, software development approach
selection, proposal preparations
Week3 Lab3 Interview Techniques and Preparations: Discussion with stakeholders, CO1
preparing and conducting interview, designing questionnaire.
lab performance will be measured on Lab1, Lab2
Week4 Lab4 Analyzing System: Information requirements, analyzing system need,
finding out about the users, usability and usefulness of current systems,
Submissions of interview report.
Week5 Lab5 Data Flow Diagram: Design DFD, physical DFD, logical DFD CO2
lab performance will be measured on Lab3, Lab4
Week6 Lab6 Project management: Technical feasibility, operational feasibility, CO2
economical feasibility, project scheduling, estimating costs and preparing the
budget
lab performance will be measured on Lab5, Lab6
Week7 Mid-Term Week: Proposal Presentation
Week8 Lab7 Object Oriented Analysis and Design: UML Overview, Class diagrams,
Use case diagrams
Week9 Lab8 Object Oriented Analysis and Design: Sequence diagrams, Collaboration CO2
diagrams, State Chart diagrams, Activity diagrams
lab performance will be measured on Lab7, Lab8
 3

Week10 Lab9 System Design: Designing output for displays

Week11 Lab10 System Design: Input form design, GUI design CO2
lab performance will be measured on Lab9, Lab10
Week12 Lab11 System Testing: Retrieving and presenting data from system,
database design and modeling
Week13 Lab12 Final Report Writing and Presentation Guidelines: Documentation CO1
report, Representing the system
lab performance will be measured on Lab12
Week14 Lab13 Presentation and Final Project Show CO3
Week 15 Final Term Week

19 Overall Assessment methods of COs are given below:

CO Assessment Area Course Outcomes CO Assessment
Assessmen CO1 CO2 CO3 Area Mark
t Criteria Attendance
Lab Assignment
Lab Performance 10 20 30
Project Evaluation 40 40
Total Mark 10 20 40 70

20 Lab
Performa Lab Criteria COs Excellent(5) Good(4) Satisfactory(3) Unsatisfactory Mark
nce # (0-2) s
Assessmen (30)
Student Student Student Student was
t Details demonstrates arrives on tardiness or absent from lab
an accurate time to lab, unpreparedness or did not
understanding but may be makes it participate.
of the lab unprepared. impossible to There was no
objectives Answers to fully attempt to
and concepts. questions anticipate. make prior
The student are basic If able to arrangements
can correctly and participate, to make up the
answer superficial student has lab.
questions and suggesting difficulty
if appropriate, that explaining key
can explain concepts lab concepts.
concepts to are not
the course fully
teacher. grasped.

L3 Project idea CO ,, ,, ,, ,, 5
submission, 1
software
developmen
t approach
selection,
proposal
preparations
, SDLC
 4

L5 Discussion CO ,, ,, ,, ,, 5
with 2
stakeholders
, preparing
and
conducting
interview,
designing
questionnair
e, analyzing
system
need.

L6 Design CO ,, ,, ,, ,, 5
DFD, 2
physical
DFD,
logical
DFD.
Feasibility
Analysis,
Budgeting
and
Scheduling.
L8 UML CO ,, ,, ,, ,, 5
diagram 2
(Class
diagrams,
Use case
diagrams,
Sequence
diagrams,
Collaboratio
n diagrams,
State Chart
diagrams,
Activity
diagrams)
L10 Designing CO ,, ,, ,, ,, 5
output for 2
displays and
input form
design, GUI
design
L12 Documentat CO ,, ,, ,, ,, 5
ion report, 1
Representin
g the system

21 Lab Project Criteria Excellent (5) Good (4) Satisfactory (3) Unsatisfactory (0- Marks (
Assessment 2)
Details UML and UI Student designs Student designs the Student can design Student was either 10
Design UML and UI UML and UI but some of the portion absent or know
accurately may lack in some of the UML and UI nothing about the
design procedure but cannot design task
properly
System Design Student designs Student designs the Student has very Student has no 10
the demo system demo system but few understandings concept of the
appropriately somewhere lack in of the system system or did
design design participate at all
Project Report Student has the Student has a basic Student has lack Student either did
 5
10
complete knowledge of of knowledge not submit the
understanding of content, but may about project and report or the report
the project and lack some the report. There is so
the report. The understanding of are multiple errors incomplete and
report is some concepts. The in content and inaccurate that itis
appropriate report is appropriate unacceptable.
format.
formatted. formatted with some
irregularities
although no portion
of the content is
copied
Presentation Student delivers Student seems Student expresses Student is absent 10
And Viva presentation unprepared in the his lack of or the cannot
appropriately presentation but can knowledge in the deliver
share his knowledge presentation presentation
appropriately

22 Grading The following chart will be followed for grading. This has been customized from the guideline
Policy provided by the School of Engineering and Computer Science.

A+ A A- B+ B B- C+ C D F

≥ 80 75-<80 70-<75 65-<70 60-<65 55-<60 50-<55 45-<50 40-<45 <40

23 Additional Assignments There will be at least two assignments. Average marks of the assignments will be counted. No
Course late homework will be accepted.
Any kind of copy/manipulation in assignment will carry zero mark.
Policies Two or more copied assignments will carry zero mark in all assignments. Zero tolerance will
be shown in this regard. Solutions to assignment problems will be provided through web and
on hand.
Lab There will be at least six lab performance evaluations. These will be taken as per the weekly
Performance schedule. During evaluation, following instructions will be strictly maintained:
1. Every student is expected to be regular in Lab classes.
2. Do NOT copy lines of code from anybody else.
3. Do NOT ask to see another student’s code.
4. Do NOT pass code or program to other members of the class
5. If the instructor is at all uncomfortable about the originality of student’s work, no mark
will be given.
6. There will be no make-up evaluation of lab performance (except, at the discretion of
the instructor, in the case of documented medical or family emergencies).
Project Introduction
In this course CSE - 318, student will develop a small-scale project within a group. Using their
skills about web based or desktop based technology.

Instructions

● Project must be based on web programming in order to use modern tools and
techniques.
● Student can propose their project proposal but that must be up to the standard.
● Focus on real life problems while finalizing their proposal.
Problem Definition
In project report student should choose a system to develop in a group and tackled while
implementing the project and how they managed to solve it. The document should start by:
● Illustrate the problem.
● Specify how you will solve the problem.
 6

● Must have at least five features for the intended project.

● Mention the object-oriented Design used in the project.

Design and Programming

● Student can use standard packages, but provide proper reference in the report.
● The graphical user interface is not mandatory but for representation purpose they can
incorporate it.

Team Work
● A group can be formed with maximum three to five members
● Every member of a group should have equal contribution to the project (N.B. They
will be asked about their individual role) .

Project Submission
Remember to properly indent your code and add comments as required before submitting your
full project source code. You also have to submit your Project report, Project presentation Slide
along with your project source code.

Note:

By following the above points, you will be meeting the basic requirements. Make sure the
Project report reflects also good word-processing skills (headers/footers/page numbering, etc.)
as marks will be rewarded for that as well in your report.

24 Additional a. Academic Calendar Fall 2020-21: http://www.bubt.edu.bd/academics/academic-calendar.

Informatio b. Academic Policies: http://www.bubt.edu.bd/academics/academic-rules-a-regulations.
c. Grading & Evaluation: http://www.bubt.edu.bd/academics/academic-rules-a-regulations.
n
d. Proctorial Rules: http://www.bubt.edu.bd/administrator/proctors-office.

Bloom’s Taxonomy for Teaching-Learning

Bloom's Taxonomy is a set of three hierarchical models used to classify educational learning objectives into levels of complexity
and specificity. The three lists cover the learning objectives in Cognitive, Affective and Psychomotor domains. The Cognitive
25 domain list has been the primary focus of most education and is frequently used to structure curriculum learning objectives,
assessments and activities. The three domains and respective levels are illustrated below.

Cognitive [C] (Knowledge-based) Affective [A] (Emotion-based) Psychomotor [P] (Action-based)

1. Remembering 1. Receiving 1. Perception
2. Understanding 2. Responding 2. Set
3. Applying 3. Valuing 3. Guided Response
4. Analyzing 4. Organizing 4. Mechanism
5. Evaluating 5. Characterizing 5. Complex Overt Response
6. Creating 6. Adaptation
- 7. Origination

Descriptions of Cognitive Domain (AndersonandKrathwohl’sTaxonomy2001):

26
The cognitive domain involves the development of our mental skills and the acquisition of knowledge.

Level Category Meaning Keywords

C1 Remembering Recognizing or recalling knowledge from memory. Define, describe, draw,
Remembering is when memory is used to produce or find, identify, label, list, match,
retrieve definitions, facts, or lists, or to recite name, quote, recall, recite, tell,
previously learned information. write
 7

C2 Understanding Constructing meaning from different types of Classify, compare, exemplify,

functions be they written or graphic messages or conclude, demonstrate, discuss,
activities like interpreting, exemplifying, explain, identify, illustrate, interpret,
classifying, summarizing, inferring, comparing, or paraphrase, predict, report
explaining.
C3 Applying Carrying out or using a procedure through executing, Apply,change,choose,compute,drama
or implementing. Applying relates to or refers to tize,implement,interview,prepare,
situations where learned material is used through produce, role play, select, show,
products like models, presentations, interviews or transfer, use
simulations.
C4 Analyzing Breaking materials or concepts into parts, determining Analyze,characterize,classify,compar
how the parts relate to one another or how they e,contrast,debate,deconstruct,ded
interrelate, or how the parts relate to an overall uce,differentiate, discriminate,
structure or purpose. Mental actions included in this distinguish, examine, organize,
function are differentiating, organizing, and outline, relate, research,
attributing, as well as being able to distinguish separate, structure
between the components or parts. When one is
analyzing, he/she can illustrate this mental function
by creating spreadsheets, surveys, charts, or
diagrams, or graphic representations.

C5 Evaluating Making judgments based on criteria and standards Appraise, argue, assess, choose,
through checking and critiquing. Critiques, conclude, critique, decide,
recommendations, and reports are some of the products evaluate, judge, justify, predict,
that can be created to demonstrate the processes of prioritize,
evaluation. prove, rank, rate, select,
Monitor
C6 Creating Putting elements together to form a coherent or Construct, design, develop,
functional whole; reorganizing elements into a new generate, hypothesize ,invent,
pattern or structure through generating, planning, or plan, produce, compose, create,
producing. Creating requires users to put parts make, perform, plan, produce
together in a new way, or synthesize parts into
something new and different creating a new form or
product. This process is the most difficult mental
function.

Descriptions of Affective Domain (Krathwohl, Bloom, Masia, 1973)

27 The affective domain includes the manner in which we deal with things emotionally, such as feelings,
values, appreciation, enthusiasms, motivations, and attitudes.

Level Category Meaning Keywords

A1 Receiving Awareness, willingness to hear, selected attention. acknowledge, asks, attentive,
courteous, dutiful, follows, gives,
listens, understands
A2 Responding Active participation on the part of the learners. Attend answers, assists, aids, complies,
and react to a particular phenomenon. Learning conforms, discusses, greets,
outcomes may emphasize compliance in responding, helps, labels, performs, presents,
willingness to respond, or satisfaction in responding tells
(motivation).
A3 Valuing The worth or value a person attaches to a particular appreciates, cherish, treasure,
object, phenomenon, or behavior. This ranges from demonstrates, initiates, invites,
simple acceptance to the more complex state of joins, justifies, proposes, respect,
commitment. Valuing is based on the internalization shares
of a set of specified values, while clues to these
values are expressed in the learner's overt behavior
and are often identifiable.
A4 Organizing Organizes values into priorities by contrasting different compares, relates, synthesizes
values, resolving conflicts between them, and creating
an unique value system. The emphasis is on
comparing, relating, and synthesizing values.
 8

A5 Characterizing Has a value system that controls their behavior. The acts, discriminates, displays,
behavior is pervasive, consistent, predictable, and influences, modifies, performs,
most important characteristic of the learner. qualifies, questions, revises,
Instructional objectives are concerned with the serves, solves, verifies
student's general patterns of adjustment (personal,
social, emotional).

Descriptions of Psychomotor Domain (Simpson, 1972)

28 The psychomotor domain includes physical movement, coordination, and use of the motor-skill areas.
Development of these skills requires practice and is measured in terms of speed, precision, distance,
procedures, or techniques in execution.

Level Category Meaning Keywords

P1 Perception The ability to use sensory cues to guide motor activity. chooses, describes, detects,
This ranges from sensory stimulation, through cue differentiates, distinguishes,
selection, to translation. identifies, isolates, relates,
selects.
P2 Set Readiness to act. It includes mental, physical, and begins, displays, explains, moves,
emotional sets. These three sets are dispositions that proceeds, reacts, shows, states,
predetermine a person's response to different volunteers.
situations (sometimes called mindsets).
P3 Guided The early stages in learning a complex skill that copies, traces, follows, react,
Response includes imitation and trial and error. Adequacy of reproduce, responds
performance is achieved by practicing.
P4 Mechanism This is the intermediate stage in learning a complex assembles, calibrates, constructs,
skill. Learned responses have become habitual and dismantles, displays, fastens,
the movements can be performed with some fixes, grinds, heats, manipulates,
confidence and proficiency. measures, mends, mixes,
organizes, sketches.
P5 Complex The skillful performance of motor acts that involve assembles, builds, calibrates,
overt complex movement patterns. Proficiency is indicated constructs, dismantles, displays,
Response by a quick, accurate, and highly coordinated fastens, fixes, grinds, heats,
performance, requiring a minimum of energy. This manipulates, measures, mends,
category includes performing without hesitation, and mixes, organizes, sketches.
automatic performance.
P6 Adaptation Skills are well developed and the individual can adapts, alters, changes, rearranges,
modify movement patterns to fit special requirements. reorganizes, revises, varies.

P7 Origination Creating new movement patterns to fit a particular arranges, builds, combines,
situation or specific problem. Learning outcomes composes, constructs, creates,
emphasize creativity based upon highly developed designs, initiate, makes,
skills. originates.

Graduate Attributes (Program Outcomes) for B.Sc. in Engineering Program based on Washington
29
Accord

Program Outcomes (POs) are narrower statements that describe what students are expected to know and be able to do by the
Time of graduation. These relate to the knowledge skills and attitudes that students acquire while progressing through the
program. The students of the B.Sc. in CSE program are expected to achieve the following graduate attributes or program
outcomes at the time of graduation.

PO1–Engineering knowledge (Cognitive): Apply the knowledge of mathematics, science, engineering fundamentals and an
engineering specialization to the solution of complex engineering problems.
PO2–Problem analysis (Cognitive): Identify, formulate, research the literature and analyze complex engineering problems and
reach substantiated conclusions using first principles of mathematics, the natural sciences and the engineering sciences.
PO3–Design/development of solutions (Cognitive, Affective): Design solutions for complex engineering problems and design
 9

system components or processes that meet the specified needs with appropriate consideration for public health and safety as well
as cultural, societal and environmental concerns.
PO4–Investigation (Cognitive, Psychomotor): Conduct investigations of complex problems, considering design of
experiments, analysis and interpretation of data and synthesis of information to provide valid conclusions.
PO5–Modern tool usage (Psychomotor, Cognitive): Create, select and apply appropriate techniques, resources and modern
engineering and IT tools including prediction and modeling to complex engineering activities with an understanding of the
limitations.
PO6–The engineer and society (Affective): Apply reasoning informed by contextual knowledge to assess societal, health,
safety, legal and cultural issues and the consequent responsibilities relevant to professional engineering practice.
PO7–Environment and sustainability (Affective, Cognitive): Understand the impact of professional engineering solutions in
societal and environmental contexts and demonstrate the knowledge of, and need for sustainable development.
PO8–Ethics (Affective): Apply ethical principles and commit to professional ethics, responsibilities and the norms of the
engineering practice.
PO9–Individual work and teamwork (Psychomotor, Affective): Function effectively as an individual and as a member or
leader of diverse teams as well as in multidisciplinary settings.
PO10–Communication (Psychomotor, Affective): Communicate effectively about complex engineering activities with the
engineering community and with society at large. Be able to comprehend and write effective reports, design documentation,
make effective presentations and give and receive clear instructions.
PO11–Project management and finance (Cognitive, Psychomotor): Demonstrate knowledge and understanding of the
engineering and management principles and apply these to one’s own work as a member or a leader of a team to manage projects
in multidisciplinary environments.
PO12–Life-long learning (Affective, Psychomotor): Recognize the need for and have the preparation and ability to engage in
independent, life-long learning in the broadest context of technological change.

30 Social & Moral Capital

Our promises are based on the three cardinal principles:
(a) What we do believe (b) What we do practice, and (c) What we will promote
However, students are advised to undertake the following commitments for moral development.
1. To be punctual and attentive 8. Try to follow and review day to day 15. To be sincere for class preparation
in class class 16. Do not forget to switch-off the cell phone
2. To maintain inclusive learning 9. To avoid conspiracy in class
environment 10. To prioritize honesty & faith 17. Do not forget to carry course pack and
3. To ensure mutual respect 11. To be motivated for asking question and learning stuffs in class
4. To be cooperative in group encourage feedback 18. To maintain loyalty and trust to the
learning. 12. To develop attitude for speaking in university
5. To be innovative and Creative English 19. Must avoid unfair means and plagiarism
6. To follow dress code and 13. Do not ignore to carry out any in exam, reports and assignments
wearing ID card assignments or commitments 20. Must maintain eco-friendly environment
7. To be always proactive 14. To be clean and decent in all levels. in the campus.

Prepared by: Checked by: Approved by: