University of Technology Sydney

41070 Embedded Mechatronics Studio

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): 48622 Embedded Mechatronics Systems

Description

This Developing Studio is the second in a pair of studios that are focused on developing fundamental skills in engineering design of mechatronic systems, a key capability to be successful in the engineering world. This studio focuses on developing an analog printed circuit board (PCB) to interface embedded hardware and software with real-world sensors using active and passive electronic components to create a complex and intelligent device. It builds on and brings together the concepts introduced in earlier subjects to extend students’ knowledge of electronics and embedded systems programming and provide students with hands-on experience in electronic system design. Specifically, the analog circuit design and build process using modern Electrical and Mechanical Computer-Aided Design (ECAD and MCAD) tools is taught to realise sensor signal conditioning, amplification, filtering, analog switching, haptic and visual inputs/outputs, and analog-to-digital conversion. As a design studio, students work in groups on a well-defined design problem and implement a mechatronic solution to meet given specifications. Success in this subject is strongly linked to the ability to collaborate as a team, communicate and document design ideas, decisions, justifications, calculations, and outcomes.

Subject learning objectives (SLOs)

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

1. Identify environmental and economic impacts of embedded mechatronic solutions in a given context. (B.1)
2. Apply systematic electronic and mechanical computer aided engineering synthesis and design processes in combination with embedded software to develop a mechatronic system. (C.1) 
3. Use technical skills to develop, model, simulate, prototype, and evaluate electronic circuit designs and embedded software. (D.1.)
4. Demonstrate effective collaboration, communication, and documentation skills as a member or team leader. (E.1)
5. Use feedback to reflect for performance evaluation and iterate on a given problem. (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:

  • 1.2 Conceptual understanding of the mathematics, numerical analysis, statistics, and computer and information sciences which underpin the engineering discipline.
  • 1.3 In-depth understanding of specialist bodies of knowledge 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 demeanor.
  • 3.6 Effective team membership and team leadership.
  • 3.5 Orderly management of self and professional conduct.

Teaching and learning strategies

Students will work collaboratively on an innovative design-and-build project under guidance from subject matter experts, studio leaders and/ or industry experts. Projects are completed in teams, with teamwork being critical to the success of the project. Students can only form teams with other students enrolled in the same laboratory time slot. This is essential as feedback to the team is provided in each class.

Embedded Mechatronics Studio will meet twice per week. The first meeting will be in a large collaborative space where all students are expected to meet with their team members, mentors, and studio leaders to gain knowledge and understanding of the expectations required in the design process and related deliverables using performance level rubrics, mini demonstrations, teamwork on design solutions and dialogic feedback. Learning is based around challenges hence weekly face-to-face meetings are strongly encouraged to help prepare for the professional world of engineering, where self-direction and contributions to team tasks are essential skills. The second meeting will be in a laboratory environment where circuit prototypes can be assembled and tested, and iterations be made until the final system development is completed at the end of the session. Here, student groups have dedicated access to electronic circuit laboratory equipment and computer access. In these sessions, students will delve into concepts, and learn how to apply those concepts to their project.

Throughout the semester, there will be a series of deliverables to assist students in the engineering process and achieve their final functional project as well as to assist them with their individual learning paths. To achieve set deliverables, students will be working in Project Phases, which are time-boxed periods. Students work to complete a set amount of work within the Project Phase time frames across the 12-week semester. At the end of each Project Phase, students will present their teamwork to an expert panel for feedback and advice. These presentations are called Design Reviews and are completed during the timetabled studio session. The feedback and advice are to be used to inform the reflections documented in one’s own Reflection Journal and to give direction to the team’s progress. The fifth and final presentation will be counted towards the final grade, as such, students will present a start-to-finish about their design journey and how feedback and reflection was used to inform their decisions. The teams functioning system will be competing against the other teams during a final assessment and demonstration, which will be graded according to regulations presented in the studio meetings.

The evidence of the individual learning is documented through the Engineering Design Portfolio which is to be submitted individually at the end of the semester and contains the Reflection Journal and Project Phase specific deliverables. A key element is to reflect on own progress and ability, to seek feedback and use feedback that can be applied to personal reflection and inform an iterative design process. The entries of the Engineering Design Portfolio support critical thinking, problem solving skills and aim to promote personal growth in the field. In the workplace, an Engineering Design Portfolio helps stakeholders understand work completed by colleagues and their role in the work produced.

The canvas site contains modules according to the Project Phases to inform the concepts required to address the problems faced throughout the semester; however, students may need to complete their own research and seek advice during face-to-face sessions, the studio meetings. Studio leaders may advise students to watch certain videos or perform certain background research prior to weekly sessions to introduce concepts that will prepare them to engage in meaningful participation. Additionally, every student will have free access to a On-Demand Professional Training provided by Altium Education. Individual sections will be referenced throughout the Project Phase modules.

It is expected that students commit to working at least 10 hours each week for 12 weeks, this includes the face-to-face studio and laboratory sessions, accessing online resources, weekly team meetings outside of the studio, and individual study/project work, preparation for Design Reviews, and generating entries into the Engineering Design Portfolio following feedback.

This is a Grade: no marks subject hence student progress is gauged by meeting performance standards rubrics which are made available on the Canvas subject site and discussed in studio meetings each week. Students do not seek marks, rather they reflect on their weekly progress performance level and use feedback advice to achieve criteria in rubrics provided.

Content (topics)

Students will be provided with resources related to analog printed circuit board (PCB) design, active and passive electronics, and interfacing with embedded hardware/software that extend the electronics knowledge learnt from 41099 Fundamentals of Mechatronic Engineering and 48622 Embedded Mechatronic Systems. Specific topics covered include:

  • Power supply design.
  • Operational amplifiers (Op-Amps): amplification, active filtering.
  • Analog switching using transistors.
  • Haptic and visual inputs/outputs and required drive circuitry.
  • Interface and communication with embedded hardware/software

Assessment

Assessment task 1: Design ePortfolio

Intent:

For students to demonstrate their achievement of each of the Subject Learning Objectives using a collection of deliverables together with reflections that meet the pass performance criteria.
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 6000 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.

Required texts

Please see Canvas for details.

Recommended texts

Please see Canvas for details.

References

Please see Canvas for details.

Other resources

Please see Canvas for details.