University of Technology Sydney

41067 Mechanical Systems Design Studio 2

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 2025 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): (41059 Mechanical Design Fundamentals Studio 1 OR 48660 Dynamics and Control OR 41060 Mechanical Design Fundamentals Studio 2) AND (43014c Applied Mechanics and Design B OR 43015c Thermofluids B OR 43016c Materials and Manufacturing B OR 43017c Machines and Mechanisms B OR 43018c Dynamic Systems and Control B OR 41301c Industrial Engineering OR 41302c Additive Manufacturing 1)
The lower case 'c' after the subject code indicates that the subject is a corequisite. See definitions for details.

Description

This studio is centred around a systematic flexible engineering systems design process. It builds on and brings together the concepts introduced in earlier prerequisite subjects, such as Mechanical Design Fundamental Studio 1 & 2, along with the technical knowledge built up until this stage of the course. Through the introduction of a broadly defined engineering problem, it provides an environment where students can work in effective industry-like teams to deliver a unique engineering design solution. It provides a link between engineering science and practice, and focuses on the technical aspects of engineering design, for instance, identifying and conducting the relevant engineering analysis and subsequently making appropriate technical level design decisions and recommendations.

Subject learning objectives (SLOs)

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

1. Apply and justify a flexible engineering systems design process and methods to structure and solve a complex engineering design problem and react to changes (e.g. market, supplier, legislative, company-internal, etc.) (C.1.)
2. Conduct a design problem analysis and scoping, including justification of socio-technical requirements, uncertainties and risks (e.g. social, cultural, legislative, and environmental, economics etc.) by engaging different stakeholders. (B.1.)
3. Apply technical skills to develop, model, evaluate and/or justify alternative engineering designs. (D.1)
4. Evidence ownership of continuous delivering on project team plan, intermediate milestones, and project deliverables. (E.1)
5. Demonstrate the ability to learn from design reviews and improve engineering designs accordingly (F.1.)
6. Reflect personally on project original components, new idea components and impact of the application of the reflections. (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.
  • 2.1. Application of established engineering methods to complex engineering problem solving.
  • 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.
  • 3.1. Ethical conduct and professional accountability.
  • 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 Mechanical Systems Design Studio 2 is built around the established flexible engineering systems design procedure model. This procedure model combines aspects of plan-driven and agile approaches, such as systems engineering, waterfall model, design thinking, and agile development. This enables students to address a complex engineering design problem in a systematic way, deal with uncertainties, and identify and react to urgent project changes.

The expected workload of this studio is 10 hours per week, combining scheduled in-class and outside work. The studio has three scheduled teaching activities students are expected to participate in.
Weekly Method Bootcamps / Clinics allow students to gain deeper insights into and discuss the procedure model, its elements, and inherent alternative engineering design methods. The procedure model and methods are also available on Canvas. The weekly Method Bootcamps are live recorded and can be revisited repeatedly.
In the weekly workshop classes, students meet with their team members, mentors, and studio leader to work on their engineering design challenges guided by the procedure model. Engaging in these weekly Workshop classes is a key success factor for this studio. It contributes to development of capabilities sought after in real world of engineering, where self-direction and contributions to team tasks are essential skills.
Lab classes start in the second half of the semester and allow student teams to manufacture and build their prototypes based on the technical designs and drawings they have created. Each team is expected to track their material and labour expenses.

The studio is structured in several sprints. Students are expected to submit different components during these sprints. In this way students are experiencing a real industry related project whilst engaging in complex problem-solving techniques, learning technical specific skills which they are to apply to the design solution and evidence their part in the collaborative process to demonstrate a working artefact at the end of semester.

Throughout the semester there will be a series of deliverables to assist students in the mechanical design engineering project and achieve the final functional artefact. These deliverables are carefully created to assist students with individual and team learning paths which are discussed each week. Projects are completed in collaboration; collaborative teams assume industry related roles, where teamwork is critical to the success of individual progress. Students will also be assessed concerning their contribution to the team, continuity of performance, timely delivery of sprint artefacts, and ability to learn from peer and tutor feedback. Students receive guidance from subject matter experts, studio mentors and potentially industry experts, this feedback is essential so that individuals can make reflections and evidence how they applied the reflections in each studio session.

Content (topics)

This studio is built around the established flexible engineering systems design procedure model. This procedure model combines aspects of plan-driven and agile approaches, such as systems engineering, waterfall model, design thinking, and agile development. This enables students to address a complex engineering design problem in a systematic way despite uncertainties and potential project changes.

The specific design challenge will vary from sessions to session.

Assessment

Assessment task 1: Engineering Design Portfolio

Intent:

Demonstrate achievement in Engineering Design project using a collection of artefacts together with reflections.
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:

Equivalent to up to 6000 words

Minimum requirements

Students are required to achieve a minimum pass grade in the assessment of their Portfolio, as stipulated in the subject’s specification standards, to pass this subject. Grading will be based on a submission of all components delivered on time.

Recommended texts

The following books are optional and provide more insights into processes and methods of systematic engineering systems design / product development:

Yang, Ulrich, Eppinger 2020 - Product Design and Development

Pahl, Beitz 2007 - Engineering Design: A Systematic Approach