TECH211 - Electromechanical Technologies

Year

Credit points

Campus offering

Prerequisites

SCIT101 Stem Principles

Teaching organisation

Unit rationale, description and aim

In order to achieve accreditation from the New South Wales Standards Education Authority and fulfil a roles of a secondary teaching professionals, students need to undertake a sequence of technologies units to acquire conceptual, procedural and professional levels of discipline specific technologies subject content knowledge and skills on electromechanical technologies. This unit provides an opportunity for students to apply knowledge and skills in science, maths, electronics, and programming to the design, manufacture, programming and testing of electromechanical technologies. Students will develop knowledge of how past, present and emerging electromechanical technologies influence principles and processes of control systems design and production through examples and case-studies. Students will consider the implications of artificial intelligence and robotic control systems in design contexts. Students will demonstrate the appropriate safe use of electronics in design and electromechanical technologies environments. Students will develop knowledge of the design and manufacture of electromechanical systems including electronics and principles of mechanical engineering. You will design and manufacture electronically controlled products using a range of techniques and industrial materials including CAD/CAM technologies. The aim of this unit is for students to explore electromechanical design and manufacture and consider how it can be applied in design contexts.

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.

On successful completion of this unit, students should be able to:

LO1 - Define the principles of control systems theory and apply associated mathematical principles (GA5, GA8)

LO2 - Interpret, illustrate and design logic circuit diagrams (GA5, GA8, GA9)

LO3 - Select and use a range of materials, tools and equipment competently and safely in the design and manufacture of electromechanical products (GA5, GA10)

LO4 - Evaluate design and manufacturing issues in electromechanical systems (GA2, GA4, GA8).

Graduate attributes

GA2 - recognise their responsibility to the common good, the environment and society 

GA4 - think critically and reflectively 

GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession 

GA8 - locate, organise, analyse, synthesise and evaluate information 

GA9 - demonstrate effective communication in oral and written English language and visual media 

GA10 - utilise information and communication and other relevant technologies effectively.

Content

Electromechanical design 

• plan and manage a project  
• evaluate design solution against the developed criteria 

Circuit design and assembly 

• testing equipment, individual and/or group production projects 

Control systems 

• switches, relays, diodes, transistors 
• capacitors, semiconductors 

Basic electronics 

• atomic structure, 
• voltage, current, and resistance, Ohm’s and power laws 

Digital fundamentals 

• binary systems and conversion (reviewed) 
• logic elements, Boolean algebra, analysis and design of logic circuits and truth tables 

Micro logic controller 

• task-level programming 
• inputs and outputs 
• fault finding 

Mechanics 

• motors, servos, gears, levers and cams, digital and analogue processing using Pulse Width Modulation 

Graphics, schematic and circuit diagrams 

• logic circuits and simulations 

Product design using CAD / CAM 

• applications such as Laser engraving / cutting and 3D modelling 
• Arduino  
• Tinkercad 

Management practices for technology teachers including safety and risk management, budgeting, selecting, storing, maintaining and replacing materials, equipment and other resources related to Electromechanical technologies. 

Learning and teaching strategy and rationale

A student-focused, problem-based learning approach is used in this unit. Students encounter concepts and principles of 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 and mechanical components. Issues in electromechanical 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 electromechanical systems. Students develop solutions to electromechanical system design problems using a design thinking methodology and a user-centred design approach. They develop conceptual knowledge in electronics and programming in addition to procedural knowledge of mechanical engineering and manufacturing technologies through practical design projects. Students design, manufacture, communicate and evaluate items against principles of 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 electromechanical technologies design contexts.

Mode:On campus lectures, tutorials and practical workshops.

Duration: Five hours per week for twelve weeks or equivalent.

This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total across the semester. To achieve a passing standard in this unit, students will find it helpful to engage in the full range of learning activities and assessments used in this unit, as described in the learning and teaching strategy and the assessment strategy.

Assessment strategy and rationale

The problem-based learning strategy employed in this unit is supported by the integration of progressive authentic assessment tasks completed at critical points in the students’ learning. Theoretical and conceptual knowledge and practical skills-based knowledge are developed simultaneously in that acquisition and assimilation of knowledge of knowledge develops as students omplete design projects Initially students acquire knowledge in electromechanical design by undertaking tutorial and workshop exercises and developing a report on key concepts introduced in the lectures and they develop skills in design and manufacture through practical workshop classes. Advanced safe work practices are introduced in workshops and assessed through a hurdle task. Practical workshops provide opportunities for formative assessment which supports assimilation of knowledge of knowledge. Summative assessment aims to assess students’ application of knowledge and skills (conceptual, procedural and professional) and competencies holistically using an integrated approach common in design education which focusses on the assessment of an entire design activity rather than specific elements in isolation. In this unit the method aims to assess students’ achievement of a synthesis between design theory, practice and application of mathematical principles in electromechanical design. Therefore, the main assessment method used is design projects which includes two components, namely design documentation folio and a designed and manufactured product or products. Folios document students design processes and include evidence of project definition, research, ideation, prototyping, iteration, critical evaluation and risk assessment.

Overview of assessments

Representative texts and references

Bekey, G., Lin, P., & Abney, K. (2012). Robot ethics: The ethical and social implications of robotics. Cambridge, MA: MIT Press.

Bishop, O. (2011). Electronics: A first course (3rd ed.). Amsterdam: Elsevier.

Blum, J. (2013). Exploring Arduino: Tools and techniques for engineering wizardry. Indianapolis, Ind: John Wiley & Sons.

Bryden, D. (2014). CAD and rapid prototyping for product design. London, England: Laurence King Publishing.

Floyd, T., & Buchla, D. (2010). Electronics fundamentals: Circuits, devices, and applications (8th ed.). Upper Saddle River, NJ: Prentice Hall.

Grimmett, R., & Caggiani, M. (2014). Arduino robotic projects: Build awesome and complex robots with the power of Arduino. Birmingham, England: Packt Publishing.

Mordechai, B.A., & Mondada, F. (2017). Elements of Robotics. Springer. https://link.springer.com/book/10.1007%2F978-3-319-62533-1 

Müller, V. (2016). Fundamental Issues of Artificial Intelligence. Cham: Springer International Publishing.

Parisi, D. (2014). Future robots: Towards a robotic science of human beings. Amsterdam: John Benjamins Publishing Company.

Stewart, B. (2015). Adventures in Arduino. Hoboken, NJ: Wiley.