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Course presentation
Systems engineering requires a holistic view and multidisciplinary cooperation and a systematic approach.
Desired effects, such as long life, small energy losses and good cooling, and undesired effects, such as high cost, high weight, large deformations, vibrations and noise are two types of technical effects that are intimately related to most mechanical and electromechanical systems. An optimal technical design can be defined as the design that in the best possible way maximizes the most important desired effects and/or minimizes the most dominant undesired effects. For a design to be optimal from customer, as well as society and enterprise perspectives it must also possess many other important properties despite from purely technical properties. Development and design of advanced technical systems prerequisites a good treatment of technical complexity and uncertainty and efficient cooperation between individuals and groups of individuals with different types of competence. Collaborative tools are tools designed to help people involved in a common task achieve goals. Collaborative computer based tools, such as integrated CAD and CAE software, is the basis for computer supported collaborative engineering work.
Headings denoted with an asterisk ( * ) is retrieved from the course syllabus version Spring 2018
Content and learning outcomes
Course contents
The course is based on an analysis and redesign scenario for an existing technical system. Topics treated are:
the system development process and planning – V-model, Stage-gate model, network planning, Gantt-scheme;
requirements specification (end user-, corporate-, regulatory- and societal requirements);
the active environment and environmental impact;
integration of components and interfaces between components;
manufacturing, assembly, and service aspects;
system architecture (integrated/modular) and methods, tools and frameworks for systems engineering (QFD,DfX,DSM,MFD).
reliability engineering, design aspects of reliability and methodologies such as FTA anad FMEA;
system dynamics and related phenomena and mechanisms, as well as constructive countermeasures;
systems modeling and simulation, static and dynamic substructuring;
System verification and validation;
PLM (PDM and CAE) - frameworks, standards, and tools for collaborative engineering
Intended learning outcomes
The main goal is that the students shall develop their capabilities to treat systems engineering from a holistic and lifecycle perspective (interaction with the environment, existing and future customer needs and demands, the technological development, etc.). Further more, the course aims at that the students shall acquire a thorough knowledge of available methods and frameworks for product modeling (CAD), product data management (PDM), and geometry-based simulations (CAE), as well as industrially relevant strategies and methods for integrated management of all product information during the products entire lifecycle, i.e. product lifecycle management (PLM).
A student that has completed the course shall:
be able to integrate and apply component- and tribological knowledge to systems engineering;
be able to describe common models for planning and executing systems engineering;
have planned and performed a distributed collaborative technical design project with the support from a master CAD-model and related simulation models;
have applied the FBS method to systematic funktion analysis and synthesis;
have performed a DSM-based analysis of the architecture of a complex product and identified module candidates with the MFD tool;
be able to describe the most industrially relevant product model standards and neutral formats that enable collaborative engineering, and be able to discuss their pros and cons;
have performed an integrated FEM- and MBS-simulation;
have performed a qualitative as well as a quantitative risk analysis with the aid of Fault-Tree Analysis (FTA) and Failure-Mode and Effect Analysis (FMEA);
be able to elaborate on the business motives for using PDM-, PLM-, CAD- and CAE-in technical development and engineering;
be able to describe the pros and cons for the most important formats and standards for product data and models;
Learning activities
There are several learning activities, they are evenly distributed over the course and might be adjusted if needed (see Table in Detailed plan)
Detailed plan
Learning activities
Content
Preparations
Lectures (L)
12 x 2 h
Theory and examples linked to the three assignments and the project
Yes
Computer exercises (CE)
3 x 3 h
Practical exercises, performed in groups. Results should be uploaded to the Canvas assignment.
No
Seminars (SEM)
4 x 2 h
A group of students will be appointed one/several papers on the seminar topic and prepare a 10-15 minute oral presentation of the studied material. The presentation must be uploaded to Canvas, no later than the day before the presentation.
Yes
Project meetings (P)
6 x 2 h
Project meetings with subgroup presentations (including gate meetings) for tracking deviations and deciding how to proceed to the next project phase.
Yes
Final project presentation
1 x 4 h
The project presentation is a seminar where each project group writes a report and makes a 20-minute presentation of their subproject.
Yes
Pulse meetings (Pulse)
4 x 2 h
Information exchange and decision making where groups meet and track if the project is going according to plan if there are any deviations from the plan.
Yes
Project work
Non-scheduled
Individual and group responsibility to plan and attend. See the project task document for the generic individual and group deliverables. Specific deliverables are defined at the project meetings.
-
Personal electronic logbook
Non-scheduled
It can be seen as a diary describing the main topics in all lectures, exercises and literature seminars and project work, personal reflections and the personal learnings gained from all these activities, and an ending discussion/conclusions/suggestions.
Systems Engineering Handbook - A Guide for System Life Cycle Processes and Activities (4th Edition) by International Council on Systems Engineering (INCOSE) Available online
Course material on Canvas learning management system (LMS), handed out at course start
Software
Solid Edge 2021
Microsoft Excel
Support for students with disabilities
Students at KTH with a permanent disability can get support during studies from Funka:
INL1 - Assignment, 6.0 credits, Grading scale: P, F
TEN1 - Home exam, 3.0 credits, Grading scale: A, B, C, D, E, FX, F
Based on recommendation from KTH’s coordinator for disabilities, the examiner will decide how to adapt an examination for students with documented disability.
The examiner may apply another examination format when re-examining individual students.
The section below is not retrieved from the course syllabus:
Assignment ( INL1 )
Home exam ( TEN1 )
Other requirements for final grade
Final grading requires passed exercises and project assignments (INL1;6hp) and passed written examination (TEN1;3hp).
Grading criteria/assessment criteria
Final grading (A-F) is based on the following three-level scheme:
Level 1 (Grading E or D) – Participation at the lectures, passed exercises and active participation at the seminars and in the project work + a descriptive personal electronic logbook on all course topics and project activities
Level 2 (Grading C or B) – passed level 1 + individual (good quality) contributions to project group deliverables + addition of reflections on each course topic and project activity to the personal electronic logbook.
Level 3 (Grading A or B) – passed level 2 + addition of final analysis/ reflections/suggestions on the project process and outcome and own learning outcomes to personal electronic logbook
Ethical approach
All members of a group are responsible for the group's work.
In any assessment, every student shall honestly disclose any help received and sources used.
In an oral assessment, every student shall be able to present and answer questions about the entire assignment and solution.
