Unit rationale, description and aim
The rapidly expanding role computer-controlled engineering systems play in the contemporary world has given corresponding significance to the ability to solve engineering problems by applying knowledge of control systems and computational thinking to the safe design and manufacture of electronically controlled products. This unit also contributes to an accredited sequence of industrial and engineering technologies units that is recognised by state-based Initial Teacher Education standards authorities (NESA, VIT and QCT) and aligns with the Australian Curriculum: Design and Technologies.
In this unit students will explore mechatronic engineering design and manufacture and consider how it can be applied in design contexts. They will develop knowledge of how past, present and emerging engineering technologies influence principles and processes of mechatronic and control systems design and production through examples and case-studies. Students will demonstrate the appropriate safe use of electronics in design and mechatronic engineering environments and develop knowledge of the design and manufacture of engineering technologies systems including electronics, mechatronics and principles of mechanical engineering. Students will design and manufacture electronically controlled products using a range of techniques and industrial materials including CAD/CAM technologies. They will explore the existing and emerging career paths of engineers and reflect on the role of modern engineering on global sustainability, society, ethics, and the environment.
The aim of this unit is to provide an opportunity for students to apply their knowledge and skills in engineering technologies, electronics, control systems, and programming to the design, manufacture, programming and testing of mechatronic engineering technologies.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Define the principles and processes of engineering...
Learning Outcome 01
Interpret and illustrate electromechanical systems...
Learning Outcome 02
Design and manufacture projects using electromecha...
Learning Outcome 03
Evaluate electromechanical systems and engineering...
Learning Outcome 04
Content
Topics will include:
Statics and Dynamics
- Forces and moments
- Free body diagrams
- Motion
- Vector analysis
Engineering Materials
- Material properties and definitions
- Testing techniques for material properties
- Limitations and failure modes
- Material selection
Mechanism Design
- Fundamentals of kinematics
- Analysing mobility
- Fundamental mechanisms
- Synthesizing mechanisms
Electronic Components and Computer Technologies
- Fundamentals of electricity
- Electronic components and their functions
- Circuit diagrams
- Logic and integrated circuits
- Past, present, and emerging information and communications technologies
- Artificial intelligence and its relevant systems
- Virtual and augmented reality (AR and VR) and their emerging applications
Sensors and Actuators
- Analogue vs digital signals
- Signal processing and analysis
- Common sensors and their applications
- Common actuators and their applications
Control System Design
- Open- and closed-loop control
- Typical controllers, e.g. bang-bang, PID, etc.
- Controller selection and design
Logic Controllers
- Control logic, e.g. if-then statements, for conditions, etc.
- Task-level programming
- Consumer microcontrollers, such as Arduino, and industrial PLCs
Electromechanical Systems
- Mechanisation
- Automation
- Modern manufacture technologies and robotics
- Selection and implementation of sensors and actuators
- Approaches to testing and troubleshooting
- Preferred futures for power systems and alternative energy case studies
Engineering Design
- Communication of ideas
- Following the engineering method of design to arrive at optimal design solutions
- Material selection and costing
- Understanding and producing engineering drawings
- Using CAD/ CAM software for design and manufacture
- CNC manufacture (subtractive and additive), e.g. CNC or manual routers, laser cutting, 3D printing
Engineering in the Modern World
- Present and emerging engineering careers
- Project management
- Global sustainability
- Preferred futures: societal, ethical, and environmental considerations for engineering
- Engineering project case studies
Engineering Learning Management
- Putting theory into practice
- Learning through authentic practical experience
- Safety and risk management
- Material and resource budgeting, selection, and storage
Assessment strategy and rationale
The project-based learning strategy employed in this unit is supported by the integration of progressive authentic assessment methods embedded at critical points of the student’s learning. Theoretical conceptual knowledge and practical skills-based knowledge are developed simultaneously in that acquisition and assimilation develop during application in design practices. Initially, students acquire knowledge in electromechanical design by undertaking tutorial and workshop exercises and developing a report on key concepts introduced in the lecture and developing skills in design and manufacture through practical workshop classes. Advanced safe work practices are introduced in workshops. The practical workshops also provide opportunities for formative assessment, which supports assimilation. The Engineering Report provides a formative assessment opportunity early to mid-session in the unit and it serves to assess students’ understanding of engineering theory and their ability to apply this through problem-solving. This formative assessment follows a series of non-assessed tasks, such as quizzes, which prompt students to stay on top of their studies and reflect on their knowledge levels within different topics.
The Engineering Design Project aims to assess students’ application of knowledge and skills (conceptual, procedural and professional) competencies holistically using an integrated approach common in design education which focuses on the assessment of an entire activity rather than specific elements in isolation. This method aims to assess students’ achievement of a synthesis between design theory, practice and application of engineering principles in engineering technologies, mechatronic and electromechanical design. Therefore, the main assessment method used is the assessment of a design project which includes two components, a design documentation folio and a prototype of a designed and manufactured engineering system or product addressing an authentic (real-world) need. Folios document students’ design processes and include evidence of project definition, research, ideation, prototyping, analysis and communication of findings and critical evaluation.
Students’ understanding of engineering principles and analytical skills are then further assessed through the Summative Assessment. Given the broad scope of engineering and the many fields it encompasses, this assessment aims to afford students the opportunity to demonstrate the breadth of knowledge attained within this unit.
A range of assessment procedures will be used to meet the unit objectives consistent with University assessment requirements. Such procedures may include, reports, tutorial exercises, quizzes or exams, and a self-directed practical design project with a folio. Assessment tasks will address all learning outcomes as well as relevant graduate capabilities.
Overview of assessments
Assessment Task 1: Engineering Report Requires st...
Assessment Task 1: Engineering Report
Requires students to demonstrate their understanding of engineering and problem-solving abilities.
20%
Assessment Task 2: Engineering Design Project Req...
Assessment Task 2: Engineering Design Project
Requires students to demonstrate competence in engineering and project design, construction and analysis.
50%
Assessment Task 3: Summative Assessment Requires ...
Assessment Task 3: Summative Assessment
Requires students to demonstrate their knowledge of engineering technologies, covering a comprehensive list of engineering disciplines.
30%
Learning and teaching strategy and rationale
A student-focussed, project-based learning approach is utilised in this unit. Students encounter concepts and principles of engineering technologies and electromechanical systems design theory through interactive lectures. Concepts are discussed and broadened through analysis of specific case studies and further informed by independent research during development of design projects.
In practical workshops students design, manufacture and evaluate electronic, mechanical and mechatronic engineering systems components. Issues in mechatronic engineering systems design and manufacture are introduced through a practice-oriented learning method. This method involves the parallel development of procedural and conceptual skills required for design, development and documentation of engineering technologies, mechatronic and electromechanical systems.
Students develop solutions to mechatronic and electromechanical system design problems using a design thinking methodology and a user-centred design approach. They develop conceptual knowledge in electronics and programming alongside procedural knowledge of engineering systems and manufacturing technologies through practical design projects. Students design, manufacture, communicate and evaluate items against principles of engineering technologies including mechatronic and electromechanical system design. These methods enable the development of conceptual, procedural and professional knowledge and skill which allows students to practice design thinking and problem solving in engineering technologies, mechatronic and electromechanical technologies design contexts.