Abstract:ABSTRACT:We present experiences from a final year M.Sc. course. The overall aim of the course is to provide knowledge and skills to develop products in small or large development teams. The course is implemented in terms of large projects in cooperation with external partners, in which the students, based on a product specification, apply and integrate their accumulated knowledge in the development of a prototype. This course, which has been running and further elaborated for 20 years, has been proven successf… Show more
“…In [14], a model car is used as a basis for mechatronics projects, but the focus is on mechanical aspects such as four-wheel steering and driving, and even though the implementation uses some industrial technology, such as CAN, the software does not adopt state-ofthe-art standards. In [15], several examples of using model cars as learning platforms for large student team projects are described. However, the purpose is not to build a platform for further use, but the students focus on building a working product from scratch.…”
Due to the increasing importance of cyber-physical and embedded systems in industry, there is a strong demand for engineers with an updated knowledge on contemporary technology and methods in the area. This is a challenge for educators, in particular when it comes to creating hands-on experiences of real systems, due to their complexity and the fact that they are usually proprietary. Therefore, a laboratory environment that is representative of the industrial solutions is needed, with a focus on software and systems engineering issues. This paper describes such an environment, called the Mobile Open Platform for Experimental Design (MOPED). It consists of a model car chassis, equipped with a network of three control units based on standard hardware, and running the automotive software standard AUTOSAR, which consists of operating system, middleware, and application software structures. It is equipped with various sensors and actuators, and is open to extensions both in hardware and software. It also contains elements of future systems, since it allows connectivity to cloud services, development of federated embedded systems, and continuous deployment of new functionality. In this way, the platform provides a very relevant learning environment for cyber-physical systems, today and in the future.
“…In [14], a model car is used as a basis for mechatronics projects, but the focus is on mechanical aspects such as four-wheel steering and driving, and even though the implementation uses some industrial technology, such as CAN, the software does not adopt state-ofthe-art standards. In [15], several examples of using model cars as learning platforms for large student team projects are described. However, the purpose is not to build a platform for further use, but the students focus on building a working product from scratch.…”
Due to the increasing importance of cyber-physical and embedded systems in industry, there is a strong demand for engineers with an updated knowledge on contemporary technology and methods in the area. This is a challenge for educators, in particular when it comes to creating hands-on experiences of real systems, due to their complexity and the fact that they are usually proprietary. Therefore, a laboratory environment that is representative of the industrial solutions is needed, with a focus on software and systems engineering issues. This paper describes such an environment, called the Mobile Open Platform for Experimental Design (MOPED). It consists of a model car chassis, equipped with a network of three control units based on standard hardware, and running the automotive software standard AUTOSAR, which consists of operating system, middleware, and application software structures. It is equipped with various sensors and actuators, and is open to extensions both in hardware and software. It also contains elements of future systems, since it allows connectivity to cloud services, development of federated embedded systems, and continuous deployment of new functionality. In this way, the platform provides a very relevant learning environment for cyber-physical systems, today and in the future.
“…This paper presents experience from introducing Systems Engineering via the capstone project course as part of the mechatronics master's program at the Royal Institute of Technology (KTH) in Sweden. Capstone projects have been part of the curriculum at KTH in the mid 80's drawing upon experiences from the Stanford D-School (see Grimheden, 2006, andTörngren et. al, 2007).…”
Section: Introducing Se In a Mechatronics Programmentioning
Training and educating Systems Engineers is a key activity for any organization developing complex heterogeneous systems. Ideally, the regional/national academic community will provide courses and education programs facilitating for the needs of industry and society. However, Systems Engineering is not a traditional academic subject and despite the growing academic interest in the subject there are many regions with no dedicated academic courses and programs in the subject.
This paper presents experience from introducing Systems Engineering via a capstone project course in a mechatronics master's program at the Royal Institute of Technology (KTH) in Sweden. System engineers from industry give an industry‐developed Systems Engineering course, as part of a capstone course. We believe that the approach is novel and can serve as a mechanism for introducing Systems Engineering to both students and lecturers in the academic world, who have no previous exposure to the subject. Moreover, student feedback indicate that having lecturers with industrial experience was highly appreciated, making the activity a worthwhile branding investment for industry as well.
“…In addition practical experience on system software design like implementing different parts of an operating system shall be gained. This enables the students to get a better sense for low-level interfaces and restrictions of resources which is a valuable advantage in their further studies [14]. Beside this, other skills shall be addressed indirectly, e. g. software engineering, team work and presenting ones results.…”
In addition to lectures on basic theoretical topics nowadays curricula demand more and more practical experiences from the students. Due to the so-called bologna process in Europe the graduation scheme at the department of computer science at RWTH Aachen University was changed, towards Bachelor and Master degrees. Within this change additional courses were established in order to improve the quality of education.The paper presents a lab course given at RWTH Aachen University already twice. It gives third semester bachelor students a first impression on creating embedded software. The course has to be attended by all undergraduate students. Due to the increasing number of students in computer science this will be up to 250 students, which is one of the biggest challenges of this course. In addition to embedded programming many system software concepts are practically implemented in this lab course. This enables the students to gain crucial knowledge in basic fields of computer science.
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