University of Technology Sydney

41059 Mechanical Design Fundamentals Studio 1

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): (48610 Introduction to Mechanical Engineering AND (41099 Introduction to Mechatronics Engineering OR 48510 Introduction to Electrical and Electronic Engineering) AND (41053 Materials and Manufacturing Engineering A OR 41054 Applied Mechanics and Design A OR 48621 Manufacturing Engineering OR 48620 Fundamentals of Mechanical Engineering))
Anti-requisite(s): 48600 Mechanical Design 1

Description

This is the first studio subject for Mechanical and Mechatronics Engineering students, in which the purpose is to apply theoretical knowledge from previous subjects to a real-world engineering challenge.

The development of design solutions to well-defined problems is a key to success in the engineering world. This subject is the first in a pair of studios that are focused on developing fundamental skills in engineering design. It builds on concepts introduced in earlier subjects and applies these to a major design-and-build project. Principally, students work on a well-defined design problem to develop skills and experience in the mechanical and/or mechatronic engineering design process and the application of good design practices to the design and build of a mechanical device. Students apply good mechanical design practice to design and build a mechanical device and to implement mechatronics principles to develop a mechatronic system to control a mechanical device. Success in this subject is strongly linked to the ability to collaborate as a team and to communicate and document design ideas, decisions, justifications, calculations, and outcomes. Accordingly, students develop essential skills in the engineering design process, project management, understanding the importance of engineering documentation, and technical skills while demonstrating creativity, teamwork.

Subject learning objectives (SLOs)

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

1. Integrate relevant guidelines from the Engineers Australia Code of Ethics to project requirements. (B.1)
2. Design components that contribute to the solution of a larger mechanical/mechatronic design problem. (C.1)
3. Evaluate design solutions using appropriate technical skills and strategies. (D.1)
4. Communicate and collaboratively accomplish desired team objectives through proficient project management techniques. (E.1)
5. Reflect on feedback to document evidence of critical self, peer, and team reflection for performance improvement. (F.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)
  • Collaborative and Communicative: FEIT graduates work as an effective member or leader of diverse teams, communicating effectively and operating within cross-disciplinary and cross-cultural contexts in the workplace. (E.1)
  • Reflective: FEIT graduates critically self-review their performance to improve themselves, their teams, and the broader community and society. (F.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.
  • 1.4. Discernment of knowledge development and research directions within the engineering discipline.
  • 1.5. Knowledge of engineering design practice and contextual factors impacting the engineering discipline.
  • 2.2. Fluent application of engineering techniques, tools and resources.
  • 2.3. Application of systematic engineering synthesis and design processes.
  • 2.4. Application of systematic approaches to the conduct and management of engineering projects.
  • 3.2. Effective oral and written communication in professional and lay domains.
  • 3.3. Creative, innovative and pro-active demeanour.
  • 3.4. Professional use and management of information.
  • 3.5. Orderly management of self, and professional conduct.
  • 3.6. Effective team membership and team leadership.

Teaching and learning strategies

The developing stage studio, Mechanical Design Fundamentals Studio 1, requires students to engage in weekly 3-hour studio sessions that are delivered as per allocation – labs, workshops and/or tutorials.

The 12-week semester is organised into 4 sprints: week 3, week 6, week 9 and week 12. At the end of each sprint, a submission is required to support the individual and team progress.

The final submission is to be made during final assessment period #2. This is an Engineering Design Portfolio (EDP), evidencing a professional persona, 4 artefacts and an Engineering Design Journal (EDJ) created through the response to the guidelines of Design Exercises, Design Reviews and the demonstration of the whole system. Essentially, the learning is organised so that students have ample opportunities to demonstrate how technically proficient they are at individually designing components and how they work as a team to bring these components together into a (working) mechanical design.

At each sprint submission, a Performance Level rubric is used so that students can gauge their own progress and discuss this with studio mentors in the form of feedback and advice for the purpose of making iterations on their design for improvement. How feedback is applied is recorded at each opportunity as reflections in their EDJ, which should also track their record of trials and errors and describe iterations in order to make improvements.

The EDJ is evidence of one’s own level of involvement and commitment to staying connected to the entire project from week 1 onwards. Students will evidence how they take responsibility for one component of the and then what other component they worked on to assist with the whole system.

Artefact 4 showcases the team's design process, build, and project management of a mechanical/mechatronic system and its ability to perform the required tasks; it shows what each student can do at the end of 12 weeks. If the system does not function as per specifications and expectations and fails to perform, individuals in the team will not fail the studio subject when they can produce their own record of individual contributions throughout the semester.

Students individual work should be informed by the team's design process and decision-making which they present in Design Reviews at the end of each sprint and following the guidance of Design Exercises and other forms of feedback. Through the Design Exercise guidelines students will create artefact 1, 2 and 3. Where artefact 1 is a prescribed task to show design intent, use SolidWorks tools and produce drawings to AS1100. Whereas artefacts 2 and 3 are components that together with the other team members artefacts complete the whole system.

There are no lectures in this subject, however, consultation/Q&A sessions may be scheduled upon demand. The canvas site includes a series of smaller videos to aid the concepts required to address the problems faced throughout the semester; however, students may need to do complete their own research and seek advice during face-to-face sessions. Mentors/coaches may advise students to watch certain videos prior to weekly session to introduce concepts that will prepare them to engage in meaningful participation.

Content (topics)

Common to all variations of design-and-build project offered in the studio is the need to combine engineering design methodologies with technical knowledge in mechanical and mechatronic engineering. Resources on these topics will be provided both online and in the studio sessions.

Assessment

Assessment task 1: Engineering Design Portfolio (EDP)

Intent:

To evidence an iterative learning process, validating skills and capabilities developed over time through technical design and a collaborative environment in an Engineering Design Portfolio.
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, D.1, E.1 and F.1

Type: Portfolio
Groupwork: Individual
Weight: 100%
Length:

Each submission should be a visually rich document and be of an appropriate length to document practical tasks, exercises, and reflections as well as other specified outputs. A guide to submission of Final EDP submission should be no longer than 10-15 pages, not including front cover and references.

Minimum requirements

Students are required to attempt all Design Exercises and achieve a minimum pass grade to pass this subject.