IN ENGINEERING TECHNOLOGY JEAN FRANK THOMAS NELSON COMMUNITY COLLEGE

Transcription

1 Using the System Approach IN ENGINEERING TECHNOLOGY JEAN FRANK THOMAS NELSON COMMUNITY COLLEGE

2 Siemens Technik Akademie - Berlin

3 Siemens Technik Akademie - Berlin Over the summer I attended the Siemens Technik Akademie in Berlin, Germany. The first thing I noticed about the Siemens apprenticeships: students are very engaged and motivated. Siemens doesn t view dual training as something for struggling students or at-risk youth, they do it because they need talented employees.

4 Siemens Technik Akademie - Berlin The second thing that was evident: the program is more than short term training. Teaching more than skills. They are evolving students into employees that can solve problems, who are skilled and self-reliant. They are many opportunities for lifelong learning within companies. Students can go back to school to specialize further, higher level degrees later on, or earn higher certificates, or train as a trainer.

5 German Apprenticeship System After students complete their mandatory years of schooling, usually around age 18, they apply to a private company for a two or three year training contract. If accepted, the government supplements the trainee s on-the-job learning with more broadbased education in his or her field of choice. Usually, trainees spend about ½ time at work and ½ in the classroom. At the end, they come out with both practical and technical skills. They receive a state certificate a credential that allows transfer to similarly oriented businesses should the training company not employee them.

6 Siemens Technik Akademie-Berlin presents How You Teach Matters: Integrating a Systems Approach in Engineering Technology Courses Copyright Siemens Schutzvermerk AG / Copyright-Vermerk All rights reserved

7 Siemens Mechatronic Systems Certification Program Siemens, one of the world s largest high-tech manufacturing corporations Technologies become more complex each year, Siemens builds relationships with qualified partner schools to educate competent and motivated personnel. The Siemens Technik Akademie Berlin has developed a comprehensive industry skill certification, the Siemens Mechatronic Systems Certification Program, offered together with partner schools worldwide.

8 Mechatronics Mechatronics is a discipline that combines knowledge from the fields of mechanics, computers and electronics to create an integrated, synergistic system. The purpose of teaching Mechatronics is training pupils in thinking, imagination and design skills involved in the technological process. Copyright Siemens AG All rights reserved Siemens Professional Education

9 Siemens Mechatronic Systems Certification Program (SMSCP) International standard industry certification in mechatronic systems Comprehensive skills certification offered in three levels, not a product certification Delivered together with partner schools Verified through certification examinations Consistent standards of achievement worldwide Result: Well-grounded individuals who can adapt to new work situations quickly and appropriately Handlungskompetenz - competent to act in a professional matter. Seite 9 11/20/2015 Copyright Siemens AG All rights reserved Siemens Professional Education

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11 Traditional Approach: Mechatronic/ Integrated Tech Education Mechanical Drives Motor Control Mechanics Complex Mechatronic System Electrical Pneumatics Hydraulics Digital PLCs Microprocessors TIA This Approach Misses: Subsystem Interrelationships Systems Integration Comprehensive System Analysis Comprehensive Troubleshooting Seite 11 11/20/2015 Copyright Siemens AG All rights reserved Siemens Professional Education

12 The Mechatronics Model Top Down Approach: Learn the theory from the system User Mechanical System Electrical System Computer System Environment Copyright Siemens AG All rights reserved Siemens Professional Education

13 COURSE DESCRIPTION By understanding the complete system, the flow of energy through the system and measurements on the components and electrical circuits, students will learn and apply troubleshooting strategies to identify, localize and (where possible) to correct malfunctions. FEB Slide 13 Copyright Siemens AG All rights reserved Siemens Professional Education

14 ASSEMBLY LINE Mechatronic System JUNE SLIDE 14 Gear Sorting Line Copyright Siemens AG All rights reserved Siemens Professional Education

15 COURSE PHILOSOPHY Students learn about individual components and system characteristics within the context of an actual mechatronic system. At the beginning of this course, students are presented with a complex system. By visiting and focusing on an actual machine as a whole, students understand clearly why they are learning the subject material.. FEB Slide 15 Copyright Siemens AG All rights reserved Siemens Professional Education

16 System Approach: Mechatronic/ Integrated Tech Education With its system focus and holistic learning model, System Approach stresses: Contextual learning of theoretical principles Understanding of Subsystems Inter-relationships and how these relationships drive system function System Integration Comprehensive troubleshooting tied to Systems Analysis Seite 16 11/20/2015 Copyright Siemens AG All rights reserved Siemens Professional Education

17 System Approach Learning Loop Students learn about the complexities of the system in a holistic fashion Ability to transfer their knowledge to another system Handlungskompetenz Start at macro level Ability to pinpoint malfunctions Then focus on: -System modules - Components - Physical properties - Measurements Seite 17 11/20/2015 Copyright Siemens AG All rights reserved Siemens Professional Education

18 SYSTEM APPROACH Mechatronic System is the center of all What is it? What does it do? Picking a module of the system Functionality of the module What is it? What does it do? Picking a component of the system Functionality of the component, theoretical principles Application, what kind of role does the component play? Characteristics, limit values, datasheet FEB Slide 18 Copyright Siemens AG All rights reserved Siemens Professional Education

19 SYSTEM APPROACH Sources of errors How does the machine react? Measurements of the components theory, simulation, real life system Troubleshooting strategies theory, simulation, real life system Back to the mechatronic system FEB Slide 19 Copyright Siemens AG All rights reserved Siemens Professional Education

20 PICK AND PLACE FEEDING STATION AIR SUPPLY VACUUM GENERATOR FEED CYLINDER LINEAR TRAVERSE CYLINDER PICK-UP CYLINDER DIRECTIONAL CONTROL VALVES JUNE SLIDE 20 What does the module do? How does the module work? Copyright Siemens AG All rights reserved What happens in the module? Siemens Professional Education

21 System Approach in the Classroom: Sample Lesson Learning how to use datasheets, internet, training material, and books to discuss physical characteristics, flow diagrams, schematics, i.e. voltages, power consumptions, life cycles, etc Copyright Siemens AG All rights reserved Siemens Professional Education

22 System Approach in the Classroom: Electrical Engineering Sample Lesson Troubleshooting Strategies Short and clear description of the problem Gear(s) present? Learning Steps Developing strategies to find the malfunction in the system, not only in this component Deepen the strategies by using simulation tools Is (are) the present gear(s) detected? Does the sensor send a signal to the PLC? Is voltage applied to the PLC output? Is voltage applied to the solenoid? Seite 22 11/20/2015 Copyright Siemens AG All rights reserved Siemens Professional Education

23 TEST QUESTION 8 Task No.: Point(s): 2 Only one answer is correct. Cat. No. 1.2 In the control system shown below, after PLC output X.0 is ON, the voltage measured across A terminal K4-14 and K4-24 should be 0V. B C D E X terminal K4-13 and K4-14 should be 24V. terminal K4-23 and K4-24 should be 24V terminal K5-14 and K5-24 should be 24V. terminal K5-13 and K5-23 should be 0V. 4S1, 4S2: Limit Switches K4: Forward Contactor K5: Reverse Contactor JAN Slide 23 Copyright Siemens AG All rights reserved Siemens Professional Education

24 TEST QUESTION 11 Task No.: Point(s): 2 Two answers are correct. Cat. No. 1.2 An electrical power supply is shown below. Which statements about the functionality of the circuit are correct? A B C D E X X The voltage between point 4 and 5 is a DC voltage. The diode rectifier changes the AC voltage to a pulsating full-wave DC voltage that is smoothed by the capacitor C1. The DC voltage between point 3 and point 2 is 230 V. The voltage regulator provides a constant DC voltage over a specified range of load current. If the fuse is blown, the AC voltage between point 2 and 3 will be 230 V. JAN Slide 24 Copyright Siemens AG All rights reserved Siemens Professional Education

25 System Approach in the Classroom: Electrical Engineering Sample Lesson Return to the System Where does the component appear elsewhere in the entire system? What is its function/ purpose at each location in the machine? Seite 25 11/20/2015 Copyright Siemens AG All rights reserved Siemens Professional Education

26 System Approach in Tech Ed: SMSCP Partner Schools worldwide Schools who are an official partner of the SMSCP: 14 colleges in the US 1 college in South Korea 1 college in China 5 polytechnics in Malaysia 1 college in Singapore 1 training center in India Schools who are in the process of becoming an official partner: 6 colleges in the US 2 training centers in South Africa 3 training centers in India 2 colleges in UK 2 college in Indonesia Seite 26 11/20/2015 Copyright Siemens AG All rights reserved Siemens Professional Education

27 Systems Approach APPLYING TO ALL TECHNOLOGY AND STEM CURRICULUMS

28 Systems Approach is: System = a network of relationships among parts, elements or components They interact with and influence one another Systems receive inputs of energy, matter, or information They process these inputs and produce outputs Feedback loop = a circular process in which a system s output serves as input to that same system

29 21 ST Century Curriculum for Electronics Technology Program focus could be: A focus on companies that use electronics rather than companies that make electronics Electronics technology is now integrated with electro-mechanical systems, fluid power systems or it is the heart of communications systems

30 Systems Approach for Electronics Technology Top Down Approach Emphasis on systems-level skills Make the student an active learner Teach skills that the student can use outside the classroom

31 Systems Approach for Electronics Technology Program focus: System-level topics introduced early Reduce prerequisites Avoid linear sequence of courses Smaller-unit focus, with hands on applications

32 Systems Approach for Electronics Technology Additional Strategies Streamline prerequisites Provide math within context Better retention Reduces front-end attrition

33 Systems Approach in Biology

34 Systems Approach in Biology been used for years for nursing programs, A system is a combination of components that function together Systems biology constructs models for the dynamic behavior of whole biological systems The systems approach poses troubleshooting skills for questions such as: How does a drug for blood pressure affect other organs?

35 Sunlight Leaves absorb light energy from the sun. CO 2 Leaves take in carbon dioxide from the air and release oxygen. O 2 Cycling of chemical nutrients Leaves fall to the ground and are decomposed by organisms that return minerals to the soil. Water and minerals in the soil are taken up by the tree through its roots. Animals eat leaves and fruit from the tree.

36 Shifting Job Market 20 th Century 21 st Century Number of Jobs: 1 2 Jobs Jobs Job Requirement: Mastery of One Field Critical Thinking Across Disciplines Teaching Model: Subject Matter Mastery Integration of 21 st Century Skills into Subject Matter Mastery Assessment Model: Subject Matter Mastery Integration of 21 st Century Skills into Subject Matter Mastery Courtesy of Linda Froschauer National Teachers Association

37 20 th Century skills framework!! 20 th Century Education Model Ref:

38 21 st Century Learning

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40 THE EMERGING HIGHER EDUCATION ECOSYSTEM The Workplace High School Community College 4-Year Institution THE TRADITIONAL PIPELINE

41 THE EMERGING HIGHER EDUCATION ECOSYSTEM Community College 4-yr. applied baccalaureates The Workplace High School Community College - Dual Enrollments - Teacher Education 4-Year Institution Bachelor Students Acquiring Specific Skills NEW DIMENSIONS/OPPORTUNITIES