Project-based learning of systems engineering V model with the support of 3D printing

Abstract

CONTEXT: Systems engineering is a branch of engineering integrating interdisciplinary engineering teams to design and manage complex engineering design projects. The principles can be described with the V Model representing different phases of a systems engineering project development lifecycle. Due to the complexity in delivering multi-disciplinary outcomes, students often find the subject difficult to comprehend when it is put into practice. By its nature, systems engineering knowledge could best be delivered by incorporating the activities in the systems engineering V development lifecycle in the learning process. However, normal systems engineering practices are applied to large scale systems development. A different approach that can be practised effectively in a classroom environment is required where only small scale projects are possible to complete the development lifecycle. PURPOSE: Systems engineering concepts are abstract and hard to form a solid identifiable personal experience even for professional engineers. This article discusses the project design and assessment structure in a systems engineering course to facilitate the learning process at different stages of the systems engineering V Model. The 3D printing process is organised as a learning resource for the students to verify their system design in a demonstrable format. APPROACH: Project based learning methodology has been successfully applied to teaching conventional subjects involving design. A project based learning environment in which students are required to go through stages of the systems engineering V Model lifecycle while designing and developing a hurdle robot as the engineering design outcome has been established. 3D (three-dimensional) printing is recognized as an emerging technology breakthrough, and plays a key role in future product design and manufacturing. To ensure the students work within the constraint of the semester, the learning environment is designed with the support of 3D printing facilities and extra learning resources in the learning management system. Access to these resources is unrestricted except in case where there are conflicting classes in the same space. RESULTS: Students are allocated into groups. Different designs of the hurdle robot are produced and tried. The student groups that follow closely the systems engineering V Model lifecycle seem to settle down with the final version of their designs quickly. This proves that the environment has facilitated learning of the systems engineering V development lifecycle process. CONCLUSIONS: A project based learning environment has been developed for learning and teaching in systems engineering. With the support of 3D printing technology, students are able to test and verify what they have designed according to the complete V model so that they can experience the systems engineering core activities.