University of Technology Sydney

42044 Robotics Studio 2

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 2021 is available in the Archives.

UTS: Engineering: Mechanical and Mechatronic Engineering
Credit points: 12 cp

Subject level:

Postgraduate

Result type: Grade and marks

Requisite(s): 42043 Ver 1 Robotics Studio 1

Description

The objective of this subject is to further advance students learning to an intermediate level in the multidisciplinary field of robotics engineering in both theory and practice. It aims to familiarise the student with the robotics topics of mathematics, hardware and software, control and planning, sensing and perception, motivated by real-world applications.

Subject learning objectives (SLOs)

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

1. Apply a design thinking approach to identify a real-world problem and offer a solution.
2. Apply technical skills to integrate concepts in programming, perception and planning.
3. Critically review self and peer performance to ensure continuous improvement of oneself and a team.
4. Demonstrate effective communication to document and articulate the process and experience of system development.
5. Apply technical skills to extract information from sensors (including spatial, topological and semantical) and to control a robotic platform.

Course intended learning outcomes (CILOs)

This subject also contributes specifically to the development of the following Course Intended Learning Outcomes (CILOs):

  • Design Oriented: FEIT graduates apply problem solving, design thinking and decision-making methodologies in new contexts or to novel problems, to explore, test, analyse and synthesise complex ideas, theories or concepts. (C.1)
  • Technically Proficient: FEIT graduates apply theoretical, conceptual, software and physical tools and advanced discipline knowledge to research, evaluate and predict future performance of systems characterised by complexity. (D.1)
  • Collaborative and Communicative: FEIT graduates work as an effective member or leader of diverse teams, communicating effectively and operating autonomously within cross-disciplinary and cross-cultural contexts in the workplace. (E.1)
  • Reflective: FEIT graduates critically self-review their own and others' performance with a high level of responsibility to improve and practice competently for the benefit of professional practice and society. (F.1)

Contribution to the development of graduate attributes

Engineers Australia Stage 1 Competencies

Students enrolled in the Master of Professional Engineering should note that 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.
  • 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.

Teaching and learning strategies

In this Studio, students will further enhance the competencies in programming, perception and planning required to develop a robotic system to solve a real-world problem.

During the first six weeks, students will have the opportunity to review learning materials, participate in in-class discussions and to follow guided coding exercises to further strengthen their knowledge in robotic systems. Learning materials such as online content and videos will be provided before each class, so students have the basic knowledge to undertake in-class activities. During the class, students will work collaboratively with teaching staff to solve specific robotic problems and, the required code templates and guidance will be provided. Students will have the opportunity to test and showcase their solutions in simulated environments as well in real robotic hardware. The progress of the students learning will be assessed by a series of practical tests, where students are required to demonstrate, answer questions and/or submit their codebase to a repository or via Canvas for evaluation. Individual feedback will be provided on their performance and areas that need improvements will be identified and incorporated in each student’s Individual Learning Contracts (ILC).

Students will personalise their learning experience and methods by forming an ILC with a focus on system development and delivery. The robotic system must solve a real-world problem and should demonstrate competencies in programing, perception and planning. The teaching staff will support students in the ILC preparation process by helping students to identify a project and learning goals. From week 7, students will be provided with in-class project support where they can collaborate with other students and teaching staff to solve any problem that they face during the system development phase. Students need to demonstrate their progress through the Personal Design Journal, which will be continuously monitored to ensure timely completion of the product development. In week 9 student will showcase their progress of individual projects in the class. This will allow students to identify areas where limited progress has been made and fix it. In week 10, students will undertake a peer-teaching activity related to their system and will share their code with the rest. Finally, the developed system will be showcased in the class in week 12.

Studio learning is a shared learning opportunity; collectively we are responsible for translating fundamental robotic competencies, programming, perception and planning, to the process of system development. Assistance is readily provided in-class while online tools are leveraged for ongoing support. Students are especially encouraged to leverage the digital space to collaboratively exchange ideas and share technical insights.

Content (topics)

The following topics will be covered:

Robotic maths

  • 3D transforms
  • particle filter and other advanced filters
  • optimisation

Software and hardware

  • Advanced C++ in ROS
  • Advanced Matlab
  • compare Laser with RGB-D camera

Planning and Control

  • 2D path planning
  • Reactive control

Sensing and Perception

  • Classification
  • object detection
  • machine learning
  • basic calibration

Intermediate research project skills

Assessment

Assessment task 1: Practical Tests

Intent:

Test the student’s knowledge of programming, perception and planning in an incremental manner. Provide feedback to students throughout the session.
Objective(s):

This assessment task addresses the following subject learning objectives (SLOs):

2 and 5

This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs):

D.1

Type: Quiz/test
Groupwork: Individual
Weight: 20%

Assessment task 2: Individual Learning Contract

Intent:

Creation of an Individual Learning Contract allows students to identify and document their learning direction, and set goals for the session.
Objective(s):

This assessment task addresses the following subject learning objectives (SLOs):

1

This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs):

C.1

Type: Portfolio
Groupwork: Individual
Weight: 25%

Assessment task 3: Project Sprint, Demonstration and Delivery

Intent:

Students demonstrate their ability to deliver a Product or Prototype to an agreed scope. In doing so, students also demonstrate their capacity to solve problems, create solutions, work with teams, communicate professionally, and manage time and tasks.
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):

C.1, D.1, E.1 and F.1

Type: Project
Groupwork: Individual
Weight: 45%

Assessment task 4: Personal Design Journal

Intent:

Creation of a Personal Design Journal that allows each student to record and reflect on their process and experiences in completing both their Individual Learning Contract as well as their project (product) journey.
Objective(s):

This assessment task addresses the following subject learning objectives (SLOs):

3 and 4

This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs):

E.1 and F.1

Type: Journal
Groupwork: Individual
Weight: 10%

Minimum requirements

In order to pass the subject, a student must achieve an overall mark of 50% or more.

Recommended texts

Peter Corke, "Robotics, Vision and Control", Springer Tracts in Advanced Robotics, 2017.

Other resources

Duckietown https://docs.duckietown.org/DT19/