Teaching conceptual modeling at multiple system levels using multiple views

Conceptual models are models that support understanding and reasoning about problem and solution space by abstracting in many directions. Experienced lead designers and architects collect a rich set of such models including figures of merit over time. In many cases, the conceptual modeling is a tacit competence. We have transformed this way of working in the area of designing semiconductor equipment into an educational module. In several workshops, we have seen the application of similar modeling in other domains. The essence is that conceptual models are made at multiple levels, e.g. for elementary components, their functionality and properties, aggregated modules or subsystems, the entire system, the system in its operational context, and the impact on the customer’s business. At every level, multiple views are needed to understand and reason. Typical views include physical models, functional or dynamic behavior models, and performance models in mathematical and quantitative form. This paper describes how we teach conceptual modeling to master students and how the chosen format and case helps in achieving the learning outcome. © 2014 The Authors. Published by Elsevier B.V. Selection and peer-review under responsibility of the International Scientific Committee of “24th CIRP Design Conference” in the person of the Conference Chairs Giovanni Moroni and Tullio Tolio. Conceptual modeling; performance; visualization; education