Outline

Overview

This unit of study aims to introduce students to the fundamental principles that underlie the study of mechatronic engineering. It lays the foundation for later studies, including advanced mechatronic engineering, computing, control and system design courses. The subject also provides students with the opportunity to develop an understanding of a range of machining and manufacturing processes required to make mechanical components. Introduction to Mechatronic Engineering (60%): (a) Introduction to mechatronics and to the structure of the BE in Mechatronic Engineering. (b) Systems Modelling and Control - Fundamental concepts which underlie the modelling and control of dynamic systems. (c) Design Process - The process of design synthesis as an important part of engineering. (d) Actuators - Components that exert effort to accomplish a given task. (e) Sensors - Components that take measurements of the environment. (f) Computers - Hardware and software components that, when combined, allow a system to be controlled. (g) Advanced Topics - Case studies relating to the application of mechatronic engineering principles. Manufacturing Technology (40%): An overview of a range of processes related to the design and manufacture of aerospace components is provided through hands-on experience. Manufacturing Technology practical work is undertaken in: (a) Hand tools, Machining, and Soldering - an introduction to basic manufacturing processes used to fabricate mechatronic engineering hardware. Safety requirements: All students are required to provide their own personal protective equipment (PPE) and comply with the workshop safety rules provided in class. Students who fail to do this will not be permitted to enter the workshops. In particular, approved industrial footwear must be worn, and long hair must be protected by a hair net. Safety glasses must be worn at all times. (b) Solid Modelling - the use of computer aided design (CAD) tools to model geometry and create engineering drawings of engineering components. (c) Microcontrollers - ubiquitous in modern engineered products - will be introduced through experiential learning with development kits.

Unit details and rules

Unit code	MTRX1701
Academic unit	Aerospace, Mechanical and Mechatronic
Credit points	6
Prohibitions ?	MECH1560 or ENGG1800 or AERO1560 or CIVL1900 or CHNG1108 or BMET1960 or ENGG1960 or ELEC1004 or ELEC1005
Prerequisites ?	None
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Stefan Williams, stefan.williams@sydney.edu.au
Lecturer(s)	Graham Brooker, graham.brooker@sydney.edu.au
	Stefan Williams, stefan.williams@sydney.edu.au
	Mitch Bryson, mitch.bryson@sydney.edu.au

Type	Description	Weight	Due	Length
Participation	Workshop technology Skills-based assessment	40%	Multiple weeks	n/a
Outcomes assessed:
Online task	Canvas quizzes Canvas quizzes will evaluate student understanding of material	9%	Multiple weeks	n/a
Outcomes assessed:
Online task	Early Feedback Task Online canvas quiz #earlyfeedbacktask	1%	Week 02 Due date: 01 Mar 2024 at 23:59 Closing date: 01 Mar 2024	15 minutes
Outcomes assessed:
Assignment	Assignment 1 Assignment 1 introduces students to mechatronic systems	10%	Week 03 Due date: 08 Mar 2024 at 23:59 Closing date: 13 Mar 2024	6-8 page written report submitted
Outcomes assessed:
Assignment	Assignment 2 Assignment 2 introduces students to block diagrams and system modelling	10%	Week 06 Due date: 29 Mar 2024 at 23:59 Closing date: 03 Apr 2024	6-8 page written report
Outcomes assessed:
Assignment	Assignment 3 Assignment 3 introduces students to sensors, actuators and control	10%	Week 09 Due date: 03 May 2024 at 23:59 Closing date: 08 May 2024	8-10 page written report
Outcomes assessed:
Assignment	Assignment 4 Assignment 4 is a group design task	20%	Week 13 Due date: 24 May 2024 at 23:59 Closing date: 28 May 2024	15-20 page group report and presentation
Outcomes assessed:
= group assignment ?

Early feedback task

This unit includes an early feedback task, designed to give you feedback prior to the census date for this unit. Details are provided in the Canvas site and your result will be recorded in your Marks page. It is important that you actively engage with this task so that the University can support you to be successful in this unit.

Assessment summary

Assignment 1: Mechatronic System Examples
Assignment 2: Sensors, Actuators and Control
Assignment 3: Block Diagrams and System Modelling
Assignment 4: System Design case study
In-class quizzes: Short quizzes in class.
Manufacturing technology: Practical sessions in Hand Tools, Machining, Microcontrollers, Computer-Aided Design (CAD) and Soldering.

Detailed information for each assessment can be found on Canvas.

Unit of Study Policies

Method of Submission of Assignments
All assignments must be submitted electronically via Canvas.

Assignment Extensions and Deadlines
No extension of the published due dates and times will be given unless exceptional circumstances apply. In such cases, formal application for Special Consideration should be made using the form available via www.sydney.edu.au/students/special-consideration.html.

Must Pass Both Components
To pass this unit of study it is necessary but not sufficient to obtain a mark of not less than 45% in both the Introduction to Mechatronic Engineering and Manufacturing Technology components.

Assessment Feedback
Students can expect feedback for this unit of study through discussion during lectures and tutorial/laboratory sessions, through assignment assessment, and through responses to questions posted on the unit of study discussion board (Ed).

Students can provide feedback to the Lecturer and Tutors by discussion during lectures or tutorial/laboratory sessions, by posting comments and questions on the Ed discussion forum, or by email to the unit coordinator.

Assessment criteria

The University awards common result grades as set out in the Coursework Policy 2014 (Schedule 1).

Standards Based Assessment

Final grades in this unit are awarded at levels of HD for high distinction, DI for distinction, CR for credit, PS for pass and FA for fail as defined by University of Sydney Coursework Policy 2014.

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard. For more information see sydney.edu.au/students/guide-to-grades.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy 2023 reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy 2023. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Multiple weeks	Practical work in hand tools, machining, soldering, solid modelling and microcontrollers.	Practical (27 hr)
Week 01	Introduction to Mechatronic Systems	Lecture (1 hr)
Week 02	Mechatronic System Elements and Examples	Lecture (1 hr)
Week 03	Sensors	Lecture (1 hr)
Week 04	Actuators	Lecture (1 hr)
Week 05	Control	Lecture (1 hr)
Week 06	System Design 1: The System Design Process	Lecture (1 hr)
Week 07	System Design 2: Block Diagrams	Lecture (1 hr)
Week 09	System Design 3: System Modelling and Digital Twins	Lecture (1 hr)
Week 10	System Design 4: Software Engineering	Lecture (1 hr)
Week 11	System Design 5: Design Thinking	Lecture (1 hr)
Week 12	Case Studies	Lecture (1 hr)
Week 13	Industry Talks	Lecture (1 hr)
Weekly	Weekly 2-hour tutorial.	Tutorial (26 hr)
Weekly	Individual study of material related to lectures, tutorials, assignments and workshop technology labs.	Independent study (65 hr)

Attendance and class requirements

Students are expected to attend all scheduled lectures, tutorials and laboratory sessions.

All practical sessions within the Manufacturing Technology component can be completed in-person. Please ensure that you attend your scheduled Manufacturing Technology sessions as it will not be possible to reschedule missed Manufacturing Technology sessions.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Recommended References

Note: References are provided for guidance purposes only. Students are advised to consult these books, or other books, in the University Library. Purchase is not required

David G. Alciatore. Introduction to Mechatronics and Measurement Systems. 4 ed., McGraw-Hill, New York, 2012. ISBN: 9780071086042. Library: http://opac.library.usyd.edu.au/record=b3901993~S4
William Bolton. Mechatronics: A Multidisciplinary Approach. 4 ed., Pearson-Prentice Hall, Harlow, 2008. ISBN: 9780132407632 Library: http://opac.library.usyd.edu.au/record=b3741910~S4
Clarence W. de Silva. Mechatronics: An Integrated Approach. CRC Press, Boca Raton, 2005, ISBN 0849312744 Library: http://opac.library.usyd.edu.au/record=b3741918~S4
Lawrence J. Kamm. Understanding Electro-Mechanical Engineering: An Introduction to Mechatronics. IEEE Press, New York, 1996. ISBN 0780310314 Library: http://opac.library.usyd.edu.au/record=b2187859~S4

Online Course Content

Canvas

Note on Resources

Library

Search for “mechatronic” in the University Library catalogue: https://sydney.primo.exlibrisgroup.com/discovery/search?vid=61USYD_INST:sydney&tab=Everything&search_scope=MyInst_and_CI&mode=basic&displayMode=full&bulkSize=10&highlight=true&dum=true&query=any,contains,mechatronic&displayField=all&q=mechatronic

Online Magazines

ASME Mechanical Engineering https://www.asme.org/about-asme/mechanical-engineering-magazine Monthly “new products” section and many interesting articles relevant to mechatronics.
EDN (Electronic Design News) http://www.edn.com
Embedded Systems http://www.embedded.com/
IEEE Spectrum http://spectrum.ieee.org
IEEE Robotics and Automation Magazine http://ezproxy.library.usyd.edu.au/login?url=http://www.ieee.org/ieeexplore Overview magazine of the Robotics and Automation Society, with good tutorial sections.
Machine Design http://www.machinedesign.com

Journals

Mechatronics is a mature engineering and scholarly discipline. The University library subscribes electronically to some of the leading journals in mechatronics and robotics. Although most of this research material is not immediately relevant to first-year mechatronic engineering, you may be interested to have a look at some of the journals at http://www.library.usyd.edu.au/databases/

Mechatronics: Formal refereed scholarly papers on mechatronics. This is the leading international journal in the field.
International Journal of Robotics Research: The leading peer-reviewed academic journal in robotics with a focus on formal experiments as well as theory. Its articles are detailed and provide extensive explanation of concepts and demonstrations.
IEEE Transactions on Robotics: Peer-reviewed academic journal in the field of robotics. It tends to emphasise mathematical and theoretical approaches.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. Analyze and formulate requirements for a mechatronic system based on a specification.
LO2. Undertake independent research and analysis and to think creatively about engineering problems.
LO3. Demonstrate a basic knowledge of the norms of professional practice and of common workshop skills - hand tool use, machining, hand soldering, CAD and microcontroller applications.
LO4. Apply a systematic approach to the design process for mechatronic systems.
LO5. Think creatively and independently about new design problems.
LO6. Appreciate the fundamental components that make up typical mechatronic systems, including sensors, actuators, electronic and computing systems.
LO7. Understand the general principles involved in computer-controlled machinery.
LO8. Demonstrate a basic understanding of system modelling and approaches to control.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Engineers Australia Curriculum Performance Indicators - 1.1. Developing underpinning capabilities in mathematics, physical, life and information sciences and engineering sciences, as appropriate to the designated field of practice. 1.2. Tackling technically challenging problems from first principles. 2.2. Application of enabling skills and knowledge to problem solution in these technical domains. 4.1. Advanced level skills in the structured solution of complex and often ill defined problems. 4.2. Ability to use a systems approach to complex problems, and to design and operational performance. 4.3. Proficiency in the engineering design of components, systems and/or processes in accordance with specified and agreed performance criteria. 4.4. Skills in implementing and managing engineering projects within the bounds of time, budget, performance and quality assurance requirements. 4.5. An ability to undertake problem solving, design and project work within a broad contextual framework accommodating social, cultural, ethical, legal, political, economic and environmental responsibilities as well as within the principles of sustainable development and health and safety imperatives.
	Engineers Australia Curriculum Performance Indicators - 1.1. Developing underpinning capabilities in mathematics, physical, life and information sciences and engineering sciences, as appropriate to the designated field of practice. 2. IN-DEPTH TECHNICAL COMPETENCE 2.1. Appropriate range and depth of learning in the technical domains comprising the field of practice informed by national and international benchmarks. 2.4. Advanced knowledge and capability development in one or more specialist areas through engagement with: (a) specific body of knowledge and emerging developments and (b) problems and situations of significant technical complexity. 3.2. Information literacy and the ability to manage information and documentation. 3.7. A capacity for lifelong learning and professional development and appropriate professional attitudes. 4.5. An ability to undertake problem solving, design and project work within a broad contextual framework accommodating social, cultural, ethical, legal, political, economic and environmental responsibilities as well as within the principles of sustainable development and health and safety imperatives. 5.1. An appreciation of the scientific method, the need for rigour and a sound theoretical basis. 5.3. Skills in the selection and characterisation of engineering systems, devices, components and materials. 5.4. Skills in the selection and application of appropriate engineering resources tools and techniques, appreciation of accuracy and limitations;.
	Engineers Australia Curriculum Performance Indicators - 5.4. Skills in the selection and application of appropriate engineering resources tools and techniques, appreciation of accuracy and limitations;. 5.6. Skills in the design and conduct of experiments and measurements. 5.7. Proficiency in appropriate laboratory procedures; the use of test rigs, instrumentation and test equipment.
	Engineers Australia Curriculum Performance Indicators - 4.1. Advanced level skills in the structured solution of complex and often ill defined problems. 4.2. Ability to use a systems approach to complex problems, and to design and operational performance. 4.3. Proficiency in the engineering design of components, systems and/or processes in accordance with specified and agreed performance criteria. 4.4. Skills in implementing and managing engineering projects within the bounds of time, budget, performance and quality assurance requirements. 4.5. An ability to undertake problem solving, design and project work within a broad contextual framework accommodating social, cultural, ethical, legal, political, economic and environmental responsibilities as well as within the principles of sustainable development and health and safety imperatives.
	Engineers Australia Curriculum Performance Indicators - 4.1. Advanced level skills in the structured solution of complex and often ill defined problems. 4.2. Ability to use a systems approach to complex problems, and to design and operational performance. 4.3. Proficiency in the engineering design of components, systems and/or processes in accordance with specified and agreed performance criteria.
	Engineers Australia Curriculum Performance Indicators - 5.3. Skills in the selection and characterisation of engineering systems, devices, components and materials. 5.4. Skills in the selection and application of appropriate engineering resources tools and techniques, appreciation of accuracy and limitations;. 5.5. Skills in the development and application of mathematical, physical and conceptual models, understanding of applicability and shortcomings.
	Engineers Australia Curriculum Performance Indicators - 5.3. Skills in the selection and characterisation of engineering systems, devices, components and materials. 5.4. Skills in the selection and application of appropriate engineering resources tools and techniques, appreciation of accuracy and limitations;. 5.5. Skills in the development and application of mathematical, physical and conceptual models, understanding of applicability and shortcomings.
	Engineers Australia Curriculum Performance Indicators - 1.1. Developing underpinning capabilities in mathematics, physical, life and information sciences and engineering sciences, as appropriate to the designated field of practice. 1.2. Tackling technically challenging problems from first principles. 4.1. Advanced level skills in the structured solution of complex and often ill defined problems. 4.2. Ability to use a systems approach to complex problems, and to design and operational performance. 4.3. Proficiency in the engineering design of components, systems and/or processes in accordance with specified and agreed performance criteria. 4.4. Skills in implementing and managing engineering projects within the bounds of time, budget, performance and quality assurance requirements. 5.3. Skills in the selection and characterisation of engineering systems, devices, components and materials. 5.4. Skills in the selection and application of appropriate engineering resources tools and techniques, appreciation of accuracy and limitations;. 5.5. Skills in the development and application of mathematical, physical and conceptual models, understanding of applicability and shortcomings.

Stage 1 Competency Standard for Professional Engineer (UG) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1 (L1)		Scientific knowledge. (Level 1- Contributing to required standard) Comprehensive, theory based understanding of the underpinning natural and physical sciences and the engineering fundamentals applicable to the engineering discipline.
1.2 (L1)		Mathematical and computational methods. (Level 1- Contributing to required standard) Conceptual understanding of the mathematics, numerical analysis, statistics, and computer and information sciences which underpin the engineering discipline.
1.3 (L1)		Specialist discipline knowledge. (Level 1- Contributing to required standard) In-depth understanding of specialist bodies of knowledge within the engineering discipline.
1.4 (L1)		Discipline research knowledge. (Level 1- Contributing to required standard) Discernment of knowledge development and research directions within the engineering discipline
1.5 (L1)		Discipline context knowledge. (Level 1- Contributing to required standard) Knowledge of contextual factors impacting the engineering discipline.
1.6 (L1)		Discipline professional practice knowledge. (Level 1- Contributing to required standard) Understanding of the scope, principles, norms, accountabilities and bounds of contemporary engineering practice in the specific discipline.
2.1 (L1)		Complex problem-solving. (Level 1- Contributing to required standard) Application of established engineering methods to complex engineering problem solving
2.2 (L1)		Use of engineering techniques, tools and resources. (Level 1- Contributing to required standard) Techniques, tools and resources.
2.3 (L1)		Engineering design. (Level 1- Contributing to required standard) Application of systematic engineering synthesis and design processes.
2.4 (L1)		Engineering project management. (Level 1- Contributing to required standard) Application of systematic approaches to the conduct and management of engineering projects

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

We will endeavour to provide more timely feedback on assignments this year.

Additional information

Additional costs

Students must supply their own personal protective equipment (PPE) for in-person Workshop Technology practical classes.

Work, health and safety

Personal protective equipment (PPE) is mandatory for in-person participation in the Hand Tools, Machining and Soldering practical classes within the Manufacturing Technology component of the unit. Further information will be provided in the first week’s lectures and on the unit Canvas site.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

MTRX1701: Introduction to Mechatronic Engineering

Semester 1, 2024 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Additional costs

Work, health and safety

Disclaimer

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