University of Technology Sydney

41013 Industrial Robotics

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2024 is available in the Archives.

UTS: Engineering: Mechanical and Mechatronic Engineering
Credit points: 6 cp

Subject level:

Undergraduate

Result type: Grade, no marks

Requisite(s): (48622 Embedded Mechatronics Systems AND 33230 Mathematics 2 AND (41039 Programming 1 OR 48430 Fundamentals of C Programming OR 37171 Introduction to Programming OR 48221 Engineering Computations OR 48023 Programming Fundamentals))

Recommended studies:

Maths review

Code review

Description

This subject is an introduction to industrial robotics and the underlying algorithms and mathematics. Students develop an understanding of the representation of an industrial robot’s manipulator pose, kinematics and control. Students are given the opportunity to learn about the variety of robot manipulation tasks that are, or could potentially be performed by robots. In teams, students build their own simulated industrial robot. This includes the opportunity to model the robot arm then write control and planning software so that it can perform motion tasks.

This subject integrates safety into the design and working procedure, and encourages students to be aware of safety engineering to lower risk and prevent robot-related accidents from occurring. This subject also investigates ethical questions related to the inevitable increase of robots in industry and our daily lives. Discussions are encouraged around the implications these changes have on society, and specifically a human workforce that may no longer be required due to no fault of their own.

Subject learning objectives (SLOs)

Upon successful completion of this subject students should be able to:

1. Describe mathematically and programmatically the relative position/ orientation of robots and objects. (D.1)
2. Describe which safety systems can be used in robotics and reflect on safety engineering in relation to robotics. (B.1)
3. Reflect on your learning of what robots are, their advantages/disadvantages, their future role, and ethical implications of robots on humans in the global community. (B.1)
4. Model robots in a workspace to enable collision detection and avoidance. (C.1)
5. Describe, implement and apply straightforward path planning techniques used for industrial robots. (D.1)

Course intended learning outcomes (CILOs)

This subject also contributes specifically to the development of the following Course Intended Learning Outcomes (CILOs):

  • Socially Responsible: FEIT graduates identify, engage, interpret and analyse stakeholder needs and cultural perspectives, establish priorities and goals, and identify constraints, uncertainties and risks (social, ethical, cultural, legislative, environmental, economics etc.) to define the system requirements. (B.1)
  • Design Oriented: FEIT graduates apply problem solving, design and decision-making methodologies to develop components, systems and processes to meet specified requirements. (C.1)
  • Technically Proficient: FEIT graduates apply abstraction, mathematics and discipline fundamentals, software, tools and techniques to evaluate, implement and operate systems. (D.1)

Contribution to the development of graduate attributes

Engineers Australia Stage 1 Competencies

This subject contributes to the development of the following Engineers Australia Stage 1 Competencies:

  • 1.3. In-depth understanding of specialist bodies of knowledge within the engineering discipline.
  • 2.1. Application of established engineering methods to complex engineering problem solving.
  • 2.2. Fluent application of engineering techniques, tools and resources.
  • 3.1. Ethical conduct and professional accountability.
  • 3.3. Creative, innovative and pro-active demeanour.

Teaching and learning strategies

In this subject, students will be given the opportunity to learn through online lecture videos, interactive tutorial/lab classes, collaborative quizzes, external research and reflections. Students will be given formative feedback throughout the subject from academic staff whilst completing weekly hands-on lab exercises, assignments, and formative and summative feedback via online quizzes. Quizzes are low-stakes assessments that will both accumulate marks for the subject, but also require that if the student does not achieve the required benchmark, they will be required to re-complete the quiz as many times as necessary, until such time as they achieve the required understanding benchmark. Prior to attending classes, students are required to go through the allocated materials such as: watching the online lectures, reading the designated textbook and attempting the lab exercises. Regular in-class individual quizzes will assess the students’ level of understanding, and team quizzes will encourage collaborative learning amongst the group as students are given many opportunities for interaction. Collaborative lab exercises and group discussions will be facilitated by academic staff such that the guided robotics learning exercise promote inquiry. Labs and assignments are designed to present students with an opportunity to apply the theory from pre-work material, learn and reinforce practical skills, as well as reflect upon their own level of understanding.

Students are expected to attend all classes during the teaching session.

Content (topics)

  • Foundations of robotics: kinematics and dynamics for manipulator and mobile robots.
  • Motion planning: path and trajectory planning with collision detection/avoidance.
  • Industrial robotics safety and ethical considerations.

Assessment

Assessment task 1: In-class Exercises

Intent:

This task involves exercises that are run in-class time, such as individual and collaborative quiz and tasks, and group discussions. The quizzes are intended to check the understanding of the pre-work so that the labs will be beneficial and everyone in the class is bringing knowledge which they can disseminate. The group discussions are intended to provide the opportunity for students to collaboratively share ideas about open-ended robotics questions.
Objective(s):

This assessment task addresses the following subject learning objectives (SLOs):

1, 4 and 5

This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs):

C.1 and D.1

Type: Quiz/test
Groupwork: Group, group and individually assessed
Weight: 25%
Criteria:

Five (5) in-class exercises worth 5% each, totalling 25% of the subject mark.

Generally, everyone (or every group) gets different questions, values and sequences.

Attempt the individual and group quiz once at the specified times during class:

  1. 1st individual attempt is alone, with no talking, early in the class (approximately 30 minutes total) in tutorial/lab designated sessions
  2. 2nd group attempt is later in the same class (approximately 20 minutes in total) with 2 or 3 other students.
  3. For summative quizzes, students need to achieve the individual benchmark before the next scheduled quiz (usually 2 weeks later) to open up and access the next quiz. No marks are given for additional attempts.

Marks will be 80% of the 5% for the first individual attempt 20% of the 5% for the group attempt. E.g.,

  1. A student gets 4/10 on the individual attempt and 10/10 on the group attempt. They will get 2.6% out of 5%. They need to redo the individual quiz in the two weeks before the next quiz in their own time until they reach the benchmark.
  2. A student gets 8/10 on the individual attempt and 9/10 on the group attempt. They will get 4.1% out of 5%. They do not need to redo the individual quiz in their own time, but they can redo it if they wish.
  3. A student gets 5/10 on the individual attempt and 5/10 on the group attempt. They will get 2.5% out of 5%. They need to redo the individual quiz in the two weeks before the next quiz in their own time until they reach the benchmark.

Specific online formative feedback is returned immediately after the quiz or exercise attempt is submitted. Generalised feedback will be given in class to address common difficulties students had with the questions.

The quiz and exericses are run in class time with mobile phones, laptops, tablets or a lab PC.

Assessment task 2: Lab Assignment 1

Intent:
  • Practical experience to describe mathematically and programmatically the position and orientation of links, joints and objects as well as the relationship between robot joint coordinates and tool pose
  • Collaborative learning experience on a personalised project through modelling and software development enabling improved understanding of the mathematical, algorithmic and control principles of robot arms
  • Improve MATLAB coding skills
  • Reflect upon experience and the advantages, disadvantages and usefulness of these robots
Objective(s):

This assessment task addresses the following subject learning objectives (SLOs):

1, 2, 3, 4 and 5

This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs):

B.1, C.1 and D.1

Type: Laboratory/practical
Groupwork: Individual
Weight: 20%

Assessment task 3: Lab Assignment 2

Intent:
  • Practical experience describing and modelling robots for a purpose.
  • Present the system, including the safeguards that were engineered into the solution during the submission day scheduled showcase.
  • Authentic assessment by each group (of 2-3 students) will be able to freely choose application scenarios that are relevant in robotics research and in industry right now, e.g. homes, offices, construction sites, on a mine, in large scale infrastructure, or in a manufacturing setting. Each environment will have application-specific objects or people, which must be avoided or interacted with.
  • Make the system do a specified task (given an obstacle/object of your team’s choosing which is programmed into the system).
  • Plan between multiple points whilst clearly avoiding the obstacles.
  • Consider possible system extensions.
  • Utilise version control systems for code management within a group

Notes: Demonstration, technical, coding implementation, design and testing is done as a group and marked by tutors. Spark+ is used to self/group assess for the group portion.
Objective(s):

This assessment task addresses the following subject learning objectives (SLOs):

1, 2, 3, 4 and 5

This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs):

B.1, C.1 and D.1

Type: Laboratory/practical
Groupwork: Group, group and individually assessed
Weight: 35%

Assessment task 4: Viva Voce (Exit Interview)

Intent:
  • Check the understanding of mathematical modelling and software skills developed through the subject material
  • Discuss the design of safety into a system
  • Discuss the implications of robots on the workforce and industry
Objective(s):

This assessment task addresses the following subject learning objectives (SLOs):

1, 2, 3, 4 and 5

This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs):

B.1, C.1 and D.1

Type: Presentation
Groupwork: Individual
Weight: 20%

Minimum requirements

In order to pass the subject, a student must achieve an overall mark of 50% or more.

Required texts

Robotics, Vision and Control: Fundamental Algorithms in MATLAB (Springer Tracts in Advanced Robotics) 1st ed. 2011 Edition, by Peter Corke (Author). Soft copy is available for free at the UTS Library https://link-springer-com.ezproxy.lib.uts.edu.au/book/10.1007%2F978-3-642-20144-8