Outline

Overview

This unit of study aims to introduce students to the fundamental principles that underlie the study of mechatronic engineering. It lays the foundation for later studies, including advanced mechatronic engineering, computing, control and system design courses. The subject also provides students with the opportunity to develop an understanding of a range of machining and manufacturing processes required to make mechanical components. Introduction to Mechatronic Engineering (60%): (a) Introduction to mechatronics and to the structure of the BE in Mechatronic Engineering. (b) Systems Modelling and Control - Fundamental concepts which underlie the modelling and control of dynamic systems. (c) Design Process - The process of design synthesis as an important part of engineering. (d) Actuators - Components that exert effort to accomplish a given task. (e) Sensors - Components that take measurements of the environment. (f) Computers - Hardware and software components that, when combined, allow a system to be controlled. (g) Advanced Topics - Case studies relating to the application of mechatronic engineering principles. Manufacturing Technology (40%): An overview of a range of processes related to the design and manufacture of aerospace components is provided through hands-on experience. Manufacturing Technology practical work is undertaken in: (a) Hand tools, Machining, and Soldering - an introduction to basic manufacturing processes used to fabricate mechatronic engineering hardware. Safety requirements: All students are required to provide their own personal protective equipment (PPE) and comply with the workshop safety rules provided in class. Students who fail to do this will not be permitted to enter the workshops. In particular, approved industrial footwear must be worn, and long hair must be protected by a hair net. Safety glasses must be worn at all times. (b) Solid Modelling - the use of computer aided design (CAD) tools to model geometry and create engineering drawings of engineering components. (c) Microcontrollers - ubiquitous in modern engineered products - will be introduced through experiential learning with development kits.

Unit details and rules

Academic unit	Aerospace, Mechanical and Mechatronic
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	MECH1560 or ENGG1800 or AERO1560 or CIVL1900 or CHNG1108 or AMME1960 or BMET1960 or ENGG1960 or ELEC1004 or ELEC1005
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Stefan Williams, stefan.williams@sydney.edu.au
Lecturer(s)	Stefan Williams, stefan.williams@sydney.edu.au
	Graham Brooker, graham.brooker@sydney.edu.au
	Mitch Bryson, mitch.bryson@sydney.edu.au

Type	Description	Weight	Due	Length
Tutorial quiz	In-class quizzes In class quizzes will evaluate student understanding of material	10%	Multiple weeks	n/a
Outcomes assessed:
Participation	Workshop technology An overview of a range of processes related to design and manufacturing	40%	Multiple weeks	n/a
Outcomes assessed:
Assignment	Assignment 1 Assignment 1 introduces students to system block diagrams	10%	Week 05 Due date: 26 Mar 2022 at 23:59 Closing date: 26 Mar 2022	7-8 hours, written report submitted
Outcomes assessed:
Assignment	Assignment 2 Assignment 2 introduces students to systems design	12%	Week 08 Due date: 16 Apr 2022 at 23:59 Closing date: 16 Apr 2022	7-8 hours, written report submitted
Outcomes assessed:
Assignment	Assignment 3 Assignment 3 introduces students to signal processing and data analytics	12%	Week 10 Due date: 07 May 2022 at 23:59 Closing date: 07 May 2022	20-25 hours total, written report
Outcomes assessed:
Assignment	Assignment 4 Assignment 4 is a group design task	16%	Week 13 Due date: 28 May 2022 at 23:59 Closing date: 28 May 2022	20-25 hours, written report, poster
Outcomes assessed:
= group assignment ?

Assessment summary

Assignment 1: System block diagrams.
Assignment 2: Systems Design.
Assignment 3: Sensor signal processing.
Assignment 4: Case study; an analysis and design exercise.
In-class quizzes: Short quizzes in class.
Manufacturing technology: Practical sessions in Hand Tools, Machining, Microcontrollers, Computer-Aided Design (CAD) and Soldering.

Detailed information for each assessment can be found on Canvas.

Unit of Study Policies

Method of Submission of Assignments
All assignments must be submitted electronically via Canvas.

Assignment Extensions and Deadlines
No extension of the published due dates and times will be given unless exceptional circumstances apply. In such cases, formal application for Special Consideration should be made using the form available via www.sydney.edu.au/students/special-consideration.html.

Moderation of Group Work Marks
All group assessments require you to review your performance and that of your team members using SPARKPLUS. Individual marks for Assignment 4 will be adjusted based on the SPARKPLUS reviews. Marks may also be adjusted to compensate for demonstrated statistical variation between markers.

Must Pass Both Components
To pass this unit of study it is necessary but not sufficient to obtain a mark of not less than 45% in both the Introduction to Mechatronic Engineering and Manufacturing Technology components.

Assessment Feedback
Students can expect feedback for this unit of study through discussion during lectures and tutorial/laboratory sessions, through assignment assessment, and through responses to questions posted on the unit of study discussion board (Ed).

Students can provide feedback to the Lecturer and Tutors by discussion during lectures or tutorial/laboratory sessions, by posting comments and questions on the Ed discussion forum, or by email to the unit coordinator.

Assessment criteria

The University awards common result grades as set out in the Coursework Policy 2014 (Schedule 1).

Standards Based Assessment

Final grades in this unit are awarded at levels of HD for high distinction, DI for distinction, CR for credit, PS for pass and FA for fail as defined by University of Sydney Coursework Policy 2014

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Multiple weeks	Practical work in hand tools, machining, soldering, solid modelling and microcontrollers.	Practical (27 hr)
Week 01	Introduction to Mechatronic Systems	Lecture (1 hr)
Week 02	System Design 1: The Design Process	Lecture (1 hr)
Week 03	System Design 2: Block Diagrams	Lecture (1 hr)
Week 04	System Design 3: Modelling and Intuition	Lecture (1 hr)
Week 05	System Design 4: Design Thinking	Lecture (1 hr)
Week 06	Sensors 1: Sensing and Basic Sensors	Lecture (1 hr)
Week 07	Actuators 1: DC Motors	Lecture (1 hr)
Week 08	Control 1: Introduction to Control	Lecture (1 hr)
Week 09	Sensors 2: Advanced Sensors	Lecture (1 hr)
Week 10	Actuators 2: Other than DC Motors	Lecture (1 hr)
Week 11	Control 2: Implementing Control	Lecture (1 hr)
Week 12	Full System Implementation	Lecture (1 hr)
Week 13	Industry Talks	Lecture (1 hr)
Weekly	Weekly 2-hour tutorial.	Tutorial (26 hr)
Weekly	Individual study of material related to lectures, tutorials, assignments and workshop technology labs.	Independent study (65 hr)

Attendance and class requirements

Students are expected to attend all scheduled lectures, tutorials and laboratory sessions.

MTXR1701 can be taken either in-person or online. All practical sessions within the Manufacturing Technology component can be completed either in-person or online, depending on the MTRX1701 enrolment. The in-person classes are strongly preferred if personal circumstances allow in-person attendance.

It will not be possible to reschedule missed Manufacturing Technology sessions.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Recommended References

Note: References are provided for guidance purposes only. Students are advised to consult these books, or other books, in the University Library. Purchase is not required

David G. Alciatore. Introduction to Mechatronics and Measurement Systems. 4 ed., McGraw-Hill, New York, 2012. ISBN: 9780071086042. Library: http://opac.library.usyd.edu.au/record=b3901993~S4
William Bolton. Mechatronics: A Multidisciplinary Approach. 4 ed., Pearson-Prentice Hall, Harlow, 2008. ISBN: 9780132407632 Library: http://opac.library.usyd.edu.au/record=b3741910~S4
Clarence W. de Silva. Mechatronics: An Integrated Approach. CRC Press, Boca Raton, 2005, ISBN 0849312744 Library: http://opac.library.usyd.edu.au/record=b3741918~S4
Lawrence J. Kamm. Understanding Electro-Mechanical Engineering: An Introduction to Mechatronics. IEEE Press, New York, 1996. ISBN 0780310314 Library: http://opac.library.usyd.edu.au/record=b2187859~S4

Online Course Content

Canvas

Note on Resources

Library

Search for “mechatronic” in the University Library catalogue: https://sydney.primo.exlibrisgroup.com/discovery/search?vid=61USYD_INST:sydney&tab=Everything&search_scope=MyInst_and_CI&mode=basic&displayMode=full&bulkSize=10&highlight=true&dum=true&query=any,contains,mechatronic&displayField=all&q=mechatronic

Online Magazines

ASME Mechanical Engineering https://www.asme.org/about-asme/mechanical-engineering-magazine Monthly “new products” section and many interesting articles relevant to mechatronics.
EDN (Electronic Design News) http://www.edn.com
Embedded Systems http://www.embedded.com/
IEEE Spectrum http://spectrum.ieee.org
IEEE Robotics and Automation Magazine http://ezproxy.library.usyd.edu.au/login?url=http://www.ieee.org/ieeexplore Overview magazine of the Robotics and Automation Society, with good tutorial sections.
Machine Design http://www.machinedesign.com

Journals

Mechatronics is a mature engineering and scholarly discipline. The University library subscribes electronically to some of the leading journals in mechatronics and robotics. Although most of this research material is not immediately relevant to first-year mechatronic engineering, you may be interested to have a look at some of the journals at http://www.library.usyd.edu.au/databases/

Mechatronics: Formal refereed scholarly papers on mechatronics. This is the leading international journal in the field.
International Journal of Robotics Research: The leading peer-reviewed academic journal in robotics with a focus on formal experiments as well as theory. Its articles are detailed and provide extensive explanation of concepts and demonstrations.
IEEE Transactions on Robotics: Peer-reviewed academic journal in the field of robotics. It tends to emphasise mathematical and theoretical approaches.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. Analyze and formulate requirements for a mechatronic system based on a specification.
LO2. Undertake independent research and analysis and to think creatively about engineering problems.
LO3. Demonstrate a basic knowledge of the norms of professional practice and of common workshop skills - hand tool use, machining, hand soldering, CAD and microcontroller applications.
LO4. Apply a systematic approach to the design process for mechatronic systems.
LO5. Think creatively and independently about new design problems.
LO6. Appreciate the fundamental components that make up typical mechatronic systems, including sensors, actuators, electronic and computing systems.
LO7. Understand the general principles involved in computer-controlled machinery.
LO8. Demonstrate a basic understanding of system modelling and approaches to control.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Engineers Australia Curriculum Performance Indicators - 1.1. Developing underpinning capabilities in mathematics, physical, life and information sciences and engineering sciences, as appropriate to the designated field of practice. 1.2. Tackling technically challenging problems from first principles. 2.2. Application of enabling skills and knowledge to problem solution in these technical domains. 4.1. Advanced level skills in the structured solution of complex and often ill defined problems. 4.2. Ability to use a systems approach to complex problems, and to design and operational performance. 4.3. Proficiency in the engineering design of components, systems and/or processes in accordance with specified and agreed performance criteria. 4.4. Skills in implementing and managing engineering projects within the bounds of time, budget, performance and quality assurance requirements. 4.5. An ability to undertake problem solving, design and project work within a broad contextual framework accommodating social, cultural, ethical, legal, political, economic and environmental responsibilities as well as within the principles of sustainable development and health and safety imperatives.
	Engineers Australia Curriculum Performance Indicators - 1.1. Developing underpinning capabilities in mathematics, physical, life and information sciences and engineering sciences, as appropriate to the designated field of practice. 2. IN-DEPTH TECHNICAL COMPETENCE 2.1. Appropriate range and depth of learning in the technical domains comprising the field of practice informed by national and international benchmarks. 2.4. Advanced knowledge and capability development in one or more specialist areas through engagement with: (a) specific body of knowledge and emerging developments and (b) problems and situations of significant technical complexity. 3.2. Information literacy and the ability to manage information and documentation. 3.7. A capacity for lifelong learning and professional development and appropriate professional attitudes. 4.5. An ability to undertake problem solving, design and project work within a broad contextual framework accommodating social, cultural, ethical, legal, political, economic and environmental responsibilities as well as within the principles of sustainable development and health and safety imperatives. 5.1. An appreciation of the scientific method, the need for rigour and a sound theoretical basis. 5.3. Skills in the selection and characterisation of engineering systems, devices, components and materials. 5.4. Skills in the selection and application of appropriate engineering resources tools and techniques, appreciation of accuracy and limitations;.
	Engineers Australia Curriculum Performance Indicators - 5.4. Skills in the selection and application of appropriate engineering resources tools and techniques, appreciation of accuracy and limitations;. 5.6. Skills in the design and conduct of experiments and measurements. 5.7. Proficiency in appropriate laboratory procedures; the use of test rigs, instrumentation and test equipment.
	Engineers Australia Curriculum Performance Indicators - 4.1. Advanced level skills in the structured solution of complex and often ill defined problems. 4.2. Ability to use a systems approach to complex problems, and to design and operational performance. 4.3. Proficiency in the engineering design of components, systems and/or processes in accordance with specified and agreed performance criteria. 4.4. Skills in implementing and managing engineering projects within the bounds of time, budget, performance and quality assurance requirements. 4.5. An ability to undertake problem solving, design and project work within a broad contextual framework accommodating social, cultural, ethical, legal, political, economic and environmental responsibilities as well as within the principles of sustainable development and health and safety imperatives.
	Engineers Australia Curriculum Performance Indicators - 4.1. Advanced level skills in the structured solution of complex and often ill defined problems. 4.2. Ability to use a systems approach to complex problems, and to design and operational performance. 4.3. Proficiency in the engineering design of components, systems and/or processes in accordance with specified and agreed performance criteria.
	Engineers Australia Curriculum Performance Indicators - 5.3. Skills in the selection and characterisation of engineering systems, devices, components and materials. 5.4. Skills in the selection and application of appropriate engineering resources tools and techniques, appreciation of accuracy and limitations;. 5.5. Skills in the development and application of mathematical, physical and conceptual models, understanding of applicability and shortcomings.
	Engineers Australia Curriculum Performance Indicators - 5.3. Skills in the selection and characterisation of engineering systems, devices, components and materials. 5.4. Skills in the selection and application of appropriate engineering resources tools and techniques, appreciation of accuracy and limitations;. 5.5. Skills in the development and application of mathematical, physical and conceptual models, understanding of applicability and shortcomings.
	Engineers Australia Curriculum Performance Indicators - 1.1. Developing underpinning capabilities in mathematics, physical, life and information sciences and engineering sciences, as appropriate to the designated field of practice. 1.2. Tackling technically challenging problems from first principles. 4.1. Advanced level skills in the structured solution of complex and often ill defined problems. 4.2. Ability to use a systems approach to complex problems, and to design and operational performance. 4.3. Proficiency in the engineering design of components, systems and/or processes in accordance with specified and agreed performance criteria. 4.4. Skills in implementing and managing engineering projects within the bounds of time, budget, performance and quality assurance requirements. 5.3. Skills in the selection and characterisation of engineering systems, devices, components and materials. 5.4. Skills in the selection and application of appropriate engineering resources tools and techniques, appreciation of accuracy and limitations;. 5.5. Skills in the development and application of mathematical, physical and conceptual models, understanding of applicability and shortcomings.

Engineers Australia Curriculum Performance Indicators -

Competency code	Taught, Practiced or Assessed	Competency standard
2.4		Advanced knowledge and capability development in one or more specialist areas through engagement with: (a) specific body of knowledge and emerging developments and (b) problems and situations of significant technical complexity.

National Standard of Competency for Architects -

Competency code	Taught, Practiced or Assessed	Competency standard
2.2		Application of principles controlling planning, development and design for the project site.
3.1		Design response integrates the objectives of brief, user intent and built purpose.
4.1		Evaluation of design options in relation to project requirements.
4.3		Application of creative imagination aesthetic judgement to produce coherent design
5.8		Presentation of detailed design to facilitate relevant client and stakeholder approvals.

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

We will endeavour to provide even more timely feedback on assignments this year.

Additional information

Additional costs

Students must supply their own personal protective equipment (PPE) for in-person Workshop Technology practical classes.

Work, health and safety

Personal protective equipment (PPE) is mandatory for in-person participation in the Hand Tools, Machining and Soldering practical classes within the Manufacturing Technology component of the unit. Further information will be provided in the first week’s lectures.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Additional costs

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

MTRX1701: Introduction to Mechatronic Engineering

Semester 1, 2022 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Additional costs

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect