KTH ROYAL INSTITUTE

OF TECHNOLOGY

Model-based design for decision making

Bergseth E., Söderberg A., Sellgren U., Möller B.,

Wahlström J. and Johansson K.*
KTH Machine Design & *Scania
Scholarship of Teaching and Learning March 16, 2017
What is a model?

F = ma

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Model

• A model is a simplified representation of an object or a

process. A model is a mental, physical or virtual cognitive
tool. With the term model we limit our scope to computer-
based models.

• In the context of Engineering Design, a model is a

cognitive tool with the purpose to assist the process!

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Why is model-based design?

Model-based design enables simulation-driven product

development (or virtual product development).

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 ANSYS

GEOMETRY

CONTACT PRESSURE,
WEAR LAW WEAR PROPAGATION,
VOLUME LOSS

TEST CYCLE

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 V-model – a structured sequence of activities

product requirements product/unit

system- analysis integration

raw design validation
level
fine design verification

subsystem- analysis integration

level raw design validation
fine design verification

analysis integration
raw design validation
fine design verification
single part realisation
level mechanics

electronics

informatics, I&C

VDI 2206 guideline

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Background

• The Machine section at KTH was founded in 1910 as one

of seven sections. At that time it was a 3 year program
with 85 students.

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 Background
The purpose of this study is to map how
model-based design is educated, trained
and used for decision making

140 students yearly Mechanical

Engineering
1st cycle

Engineering Design master programs: Mechatronics

Machine
Internal
combustion
2nd cycle
Design
engines

80-100 students yearly

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Approach

1. Do we have the same view on model-based design?

2. Do we provide the best conditions to prepare for master

level studies?

3. Will we better engage and challenge 1st cycle students by

introducing model-based design?

4. Can we see a pattern by just studying the course plans?

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Approach

Eight course syllabuses in total have been analysed.

• Wording were quantitatively measured in the learning

outcomes.

• Bloom’s taxonomy was used to identify verbs to describe

student learning.

• Course descriptions were qualitatively assessed.

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8 course syllabuses analysed (mandatory
courses 1st and 2nd cycle)

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Wording related to model-based design
- What does these words mean?

1. Model – a simplified representation of an object or a

process
2. Tool – a design can be supported by software tools such
as CAD
3. Method – a structured sequence of activities, e.g. VDI
2206 guideline
4. System – an aggregation of components that work
together to fulfil a common function
5. Simulation – experimenting with a model

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 1st cycle

2nd cycle

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Examples of re-formulated learning
outcomes in 1st cycle courses

Original: Apply 3D-CAD for drawing, 3D illustration and for higher grade be able to
animate the illustration.
Re-formulated: Model a system using a CAD tool to communicate product
manufacturing information and system behaviour.

Original: With given cooling conditions estimate the temperature of an electric motor for
some time after a known load is applied.
Re-formulated: Model temperature change in an electrical motor system.

Original: Be able to choose the appropriate standard components and common

construction materials.
Re-formulated: Fulfill system design criteria's by selecting appropriate machine
components using standard methods.

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Bloom’s taxonomy
Summary of verbs found in all 8 learning outcomes

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 Bloom’s taxonomy
% of learning levels

Lower level Remembering

Understanding
Applying
Analyzing
Evaluating
Higher level Creating

Bloom B. S. and Krathwohl, Taxonomy of Educational Objectives: The Classification of

SCHOLARSHIP OF TEACHING AND LEARNEducational Goals, by a committee of college and university examiners. Handbook I:
ING MARCH 16, 2017 Cognitive Domain. New York, Longmans, Green, 1956.
 1st and 2nd cycle

Lower level of learning Higher level of learning

MF1016 MF2068
Remembering Understanding Applying Remembering Understanding Applying
Analyzing Evaluating Creating Analyzing Evaluating Creating
2% 2%
6% 8% 20%

6%

77% 80%

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 1st and 2nd cycle

MJ1103 MF2030
Remembering Understanding Applying Remembering Understanding Applying
Analyzing Evaluating Creating Analyzing Evaluating Creating
6%

21% 21%
20%
28%

14%
26% 21%
20%
21%

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Reflections

• It was found that modeling is seldom used in the 1st cycle

courses even when a course makes use of modeling to
predict or understand a specific behaviour.

• Physical and computer models should be used in concert

already in 1st cycle courses.

• At 2nd cycle courses, models are used to a much greater

extent.

• Learning outcomes can be re-formulated using words

linked to model-based design.

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Further work

• Is it necessary and possible to include the “big picture”

already in the first cycle courses, i.e. would we better
meet the learning outcomes by introducing model-based
design in first cycle courses?

• Interview teachers and students.

• Work with the CDIO curriculum-design perspectives.

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Thanks!

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