University of Technology Sydney

41068 Robotics 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 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): 41012 Programming for Mechatronic Systems AND 41014c Sensors and Control for Mechatronic Systems
The lower case 'c' after the subject code indicates that the subject is a corequisite. See definitions for details.

Description

The focus of this studio is to develop skills in the critique, design and application of modern estimation methods in robotics and mechatronic systems. Understanding the functionality, capabilities, limitations and ramifications of modern engineering tools, such as estimation methods, is critical for an engineer. This studio also extends the use of design analysis to apply estimation methods in the context of system design.

To achieve this, students apply design processes to break a mechatronics problem down into its constituent parts to discover the requirements for an estimation solution, and then apply the appropriate techniques. Students are expected to use engineering principles to analyse the system and provide engineering critique on the suitability of the design and to justify the design choices made.

Subject learning objectives (SLOs)

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

1. Establish priorities, uncertainties and risks to identify and scope a problem. (B.1)
2. Apply design/systems thinking to the analysis of a mobile robot problem. (C.1) 
3. Apply technical skills to develop, model and/or evaluate an estimation solution. (D.1)
4. Demonstrate effective collaboration and communication skills as an effective member or team leader of team/s.  (E.1)
5. Conduct critical self, peer and team reflection for performance evaluation. (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 subject runs in a studio format where students work collaboratively on real world challenges and projects under guidance from academic, and/or tutor, community and industry experts.
Students will engage in Engineering Design Methods from the outset, in a team context.

All teams will participate in weekly tasks where work targets are set and delivered. This will include scheduled times where the whole team comes together to critique progress and to plan the next submission targets. Expert facilitators and student peers will be present during each scrum to guide progress and to provide constructive feedback on each team’s progress to inform improved performance towards the next sprint. These reviews must be documented in each student´s design portfolio.

In these teams, students will actively and continuously conduct critical self, peer and team review and performance evaluation. The purpose of these reviews is continuous improvement at personal and team level. Each facilitator will specify ways in which individuals and teams engage in review and evaluation of their own and their team’s progress.

Verbal communication and collaboration between students and facilitators are an essential part of any real-world design challenge or project development, particularly during the sprints each week.

Progress, artefacts and reflections on each sprint are to be documented in an individual design portfolio of student choice; this will most likely be an ePortfolio. Outside the scheduled class times, students will continue to work on their projects with each other, accessing the classroom and other facilities as needed.

Students should commit to working 8 to 10 hours each week for 12 weeks, preferably with their team members,
on-campus, if possible, in order to meet all the Subject Learning Objectives to the Performance Standards to pass the subject. This includes 1-3 hours of studio workshops, 1-3 hour of accessing online resources, and weekly team meetings outside of class, and individual study/project work.

Hands on engagement is expected at each of the face-to-face or remote facilitated sessions, 4 hours per week. The first session sets the tone and scene for the upcoming 12 weeks. Assessment is designed so that turning up is integral to passing the subject, in that, communication, collaboration, feedback and reflection cannot be completed in isolation of teamwork.
Regular formative feedback will be provided verbally at each face-to-face session, particularly each week at the formal reviews of team progress.

All studio participants are expected to provide feedback during team presentations. All students use feedback to include in personal reflections.

Individual feedback from facilitators, usually in written form, will occur through the five separate submissions. Students should particularly note feedback in submissions 1-3 to ensure that submission 4 is of a passing standard.

Content (topics)

Application Studio challenges will vary. Details will be provided on?Canvas. All students will?learn?different approaches in Estimation Methods and analysis?starting their first day of the subject.?This will be a key skill to be applied throughout the course.?

This particular subject will focus on the development of estimation methods within a system design context, and build the capacity to use critique as an effective method for developing and improving engineering design, as well as improving resilience and innovation in design.

Assessment

Assessment task 1: Design ePortfolio

Intent:

To simulate the real-world of practice by curating a collection of artefacts and provide thoughtful reflections to meet requirements.

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:

Up to 8000 words

Minimum requirements

Students are required to achieve a minimum pass grade in the assessment of their ePortfolio to pass this subject. Grading will be based on a learning contract developed in conjunction with facilitators, where learning objectives and how these will be achieved will be determined.