Syllabus for ME 345 — Mechatronics
Fall 2014
Course description
This course is an introduction to the mathematical modeling of electrical, mechanical, and electromechanical systems. A system dynamical approach is used, which allows different energy domains to be modeled within a unified framework. Circuit elements covered include resistors, capacitors, inductors, diodes, transistors, and operational amplifiers. (Adopted from the course catalog.)
General information
 Instructor
 Rico Picone, PhD
 Instructor Email
 rpicone (at) stmartin (dot) edu
 Location
 Harned 110
 Times
 MWF 3:00–3:50 pm
 Office Hours
 MWF 9–10 am, Cebula 103C
 Office Hours
 MW 5–6 pm, Spangler Conference Room
 Website
 staff.washington.edu/piconer
 Moodle
 ME 345 Moodle
Textbook
Derek Rowell and David N. Wormley. System Dynamics: An Introduction. Prentice Hall, 1997.
Notes
Partial notes will be posted here.
Schedule
The following schedule is tentative. All assignments will be set one week before the due date.
week  topics introduced  reading  assignment due 

introduction, energy and power flow in statedetermined systems  Ch. 1 & Sec. 2.1  Assignment #1  
oneport elements  Chapter 2.2–2.3  Assignment #2  
summary and generalization of oneport elements  Section 2.4, Chapter 3  Assignment #3  
formulation of system models  Chapter 4  Assignment #4  
linear algebra  TBA  Assignment #5  
state equation formulation  Chapter 5  Assignment #6  
state equation formulation  Chapter 6  Assignment #7, Midterm #1  
energytransducing system elements  Chapter 6  Assignment #8  
diodes, transistors, opamps  TBA  Assignment #9  
operational methods for linear systems  Chapter 7  Assignment #10  
system properties and solution techniques  Chapter 8  Assignment #11  
firstorder response  Sections 9.1 & 9.2  Assignment #12, Midterm #2  
secondorder response  Section 9.3  Assignment #13  
general solution of linear state equations  Sections 10.1–10.3  Assignment #14  
general solution of linear state equations  Sections 10.4 & 10.5  Assignment #15  
finals week  Final Exam 
Assignments
Assignment #1
 Do the assigned reading.
 Read the section of the syllabus on blogs.
 Set up a blog per the setup instructions.
 Do weekly blog and comments, per the instructions. Don't forget to post a link to your blog on moodle.
 Take the weekly homework quiz. This week it's easy.
Assignment #2
 Do the assigned reading.
 Rowell & Wormley problems 1.1, 1.4, 1.6, and 2.1.
 Do weekly blog and comments, per the instructions. Don't forget to post a link to your blog on moodle.
 Take the weekly homework quiz. This week it's easy.
Assignment #3
 Do the assigned reading.
 Do these "special" problems.
 Do weekly blog and comments, per the instructions. Don't forget to post a link to your blog on moodle. Important: please comment on the blogs themselves and not on moodle.
 Take the weekly homework quiz.
Assignment #4
 Do the assigned reading.
 Do these "special" problems.
 Rowell & Wormley problems 3.6 and 3.7.
 Do weekly blog and comments, per the instructions. Don't forget to post a link to your blog on moodle.
 Take the weekly homework quiz.
Assignment #5
 Do the assigned reading.
 Do Rowell & Wormley homework problems 4.4, 4.6, 4.7, 4.9, 4.10, 4.16, 4.17, 4.18.
 Do weekly blog and comments, per the instructions. Don't forget to post a link to your blog on moodle.
 Take the weekly homework quiz.
Assignment #6
 Do the assigned reading.
 Do these "special" problems.
 Do weekly blog and comments, per the instructions. Don't forget to post a link to your blog on moodle.
 Take the weekly homework quiz.
Assignment #7
 Do the assigned reading.
 Do Rowell & Wormley homework problems 5.2, 5.6, 5.8, 5.11, 5.12, and 5.13.
 Do weekly blog and comments, per the instructions. Don't forget to post a link to your blog on moodle.
Assignment #8
 Do the assigned reading.
 Rework the exam from last week. Make sure you understand your mistakes. The quiz will cover the exam.
 Do weekly blog and comments, per the instructions. Don't forget to post a link to your blog on moodle.
Assignment #9
 Do the assigned reading.
 Do Rowell & Wormley homework problems 6.7 and 6.8.
 Do this "special" problem. Hint: the stator/coil interaction is very similar to that of a motor's field/armature interaction. The elemental equations for the interaction are given. Assume the coil has a resistance and neglect its inductance. We use the variable e for voltage in this problem to differentiate it from velocity.
 Do weekly blog and comments, per the instructions. Don't forget to post a link to your blog on moodle.
 Take the weekly homework quiz.
Assignment #10
 Do the assigned reading.
 Vague, annoying homework problem: consider the opamp example from the "Dependent Sources" notes. Work out the problem as stated in the example. Then, assuming that the opamp gain is large, show that this opamp circuit is an integrator.
 Do weekly blog and comments, per the instructions. Don't forget to post a link to your blog on moodle.
 Take the weekly homework quiz.
Assignment #11
 Do the assigned reading.
 Do Rowell & Wormley homework problems 7.6, 7.11, 7.12, and 7.14 (warning: this week's homework is longer than usual). Note: you may use the method to find the state equations the book mentions in some of the problems (going from the block diagram straight to state equations) if you like, but you are welcome to use the usual state equation formulation method we've discussed (linear graph, elemental equations, etc.). There is a typo in the transfer operator in problem 7.12. The numerator should be 50 (as shown in the block diagram), not 100. Also in 7.12, part c is asking for a differential equation in Ω and vd.
 Do weekly blog and comments, per the instructions. Don't forget to post a link to your blog on moodle.
 Take the weekly homework quiz.
Assignment #12
 Do the assigned reading.
 Do Rowell & Wormley homework problems 8.5, 8.9, 8.11, 8.14, 8.15, and 8.18.
 Do weekly blog and comments, per the instructions. Don't forget to post a link to your blog on moodle.
 Take the weekly homework quiz.
Assignment #13
 Do the assigned reading.
 Do Rowell & Wormley homework problems 9.9, 9.19, 9.20, 9.22, and 9.23 (I did a variation of 9.23 in class).
 No quiz!
 Take the weekly homework quiz.
Resources
Class resources will be posted here throughout the semester.Blogs
Each student will keep a blog throughout the semester. The primary objectives are to enhance students’ retention of course content, connect the content to a larger context, and foster community.
Instructions
Here are the basic instructions: write a weekly blog post with two components. (1) Describe in your own words what was covered in class this week. (2) Connect the material to some broader context. The context can be local (e.g. explaining how it fits into the course as a whole) or global (e.g. explaining how it, or the course content, or the engineering field connects to a culture or society). Additionally, read and leave a substantive comment on a fellow student's blog posts from that week. The blog author must respond to at least one comments. More details are listed below.
 Each post must be at least 150 words.
 The use of words instead of equations or figures is encouraged. However, the use of equations and figures is acceptable, and sometimes helpful.
 The descriptions of course content need not be a chronology. Topical descriptions are encouraged.
 Informal writing is acceptable, but formal technical writing is encouraged.
 If you do not get at least one comment from fellow students, respond to other blog posts to make up for your lack of responses.
 If you are consistently having difficulty getting comments from fellow students, please let me know.
 Protip: when you comment on other blogs, hyperlink to your own blog and relate what you've said to what they've said.
Grading of blogs
I will be monitoring, and occasionally participating in the blogs. At the end of the semester, you will evaluate your own work. This gives you an opportunity for significant responsibility. Taking seriously your own assesment, I will assign your blogging score.
Setting up your blog
Each student is responsible for setting up a blog. If you have privacy concerns, you may use a pseudonym. Please remember that your blog is public. I recommend using wordpress.com. If you want to use an existing blog, that is fine.
You must tag each post related to the course with the tag "me345" so that others (including me) will be able to browse it easily. The use of tags is very important, and I encourage you to use them throughout your posts. If you're unfamiliar with tags, here's a tutorial.
Part of the first assignment will be to submit to moodle your first blog post url so that the class can find it. Each week, you will submit a url to your post for that week.
Homework, quiz, & exam policies
Homework & homework quiz policies
Weekly homework will be “due” on Fridays, but it will not be turned in for credit. However — and this is very important — each week a quiz will be given on Friday that will cover that week’s homework.
Quizzes will be available on moodle each Thursday (as early as I can get them up), and must be completed by Sunday (before midnight). Late quizzes will receive reduced credit.
Working in groups on homework is strongly encouraged, but quizzes must be completed individually.
Exam policies
The midterm and final exams will be inclass. If you require any specific accommodations, please contact me.
Calculators will be allowed. Only ones own notes and the notes provided by the instructor will be allowed. No communicationdevices will be allowed.
No exam may be taken early. Makeup exams require a doctor’s note excusing the absence during the exam.
The final exam will be cumulative.
Grading policies
Total grades in the course may be curved, but individual homework quizzes and exams will not be. They will be available on moodle throughout the semester.
 Homework quizzes
 20%
 Blogs
 10%
 Midterm Exam #1
 20%
 Midterm Exam #2
 20%
 Final Exam
 30%
Academic integrity policy
Cheating or plagiarism of any kind is not tolerated and will result in a failing grade (“F”) in the course. I take this very seriously. Engineering is an academic and professional discipline that requires integrity. I expect students to consider their integrity of conduct to be their highest consideration with regard to the course material.
Correlation of course & program outcomes
In keeping with the standards of the Department of Mechanical Engineering, each course is evaluated in terms of its desired outcomes and how these support the desired program outcomes. The following sections document the evaluation of this course.
Desired course outcomes
Upon completion of the course, the following course outcomes are desired: students will have a clear and thorough understanding of concepts, principles, and methods of modeling mechanical, electrical, and electromechanical systems;

students will be familiar with the operation and input and output characteristics of the following electrical circuit elements:
 resistors,
 capacitors,
 inductors,
 diodes,
 transistors, and
 operational amplifiers;
 students will understand the designs of basic circuits;
 students will be able to model electrical and mechanical systems with a unified modeling technique;
 students will be able to construct statespace models (including state equations) of electrical, mechanical, and electromechanical systems;
 students will be able to analyze the characteristics of system models;
 students will be able to solve for first and secondorder linear (timeinvariant) system responses;
 students will be able to solve for general linear (timeinvariant) system responses;
 students will understand the larger contexts of electromechanical system dynamics, especially with regard to technology development and society; and
 students will be able to communicate what they are learning and its broader contexts.
Desired program outcomes
The desired program outcomes are that mechanical engineering graduates have: an ability to apply knowledge of mathematics, science, and engineering;
 an ability to design and conduct experiments, as well as to analyze and interpret data;
 an ability to design a system, component, or process to meet desired needs;
 an ability to function on multidisciplinary teams;
 an ability to identify, formulate, and solve engineering problems;
 an understanding of professional and ethical responsibility;
 an ability to communicate effectively;
 the broad education necessary to understanding the impact of engineering solutions in a global and social context;
 a recognition of the need for, and an ability to engage in lifelong learning;
 a knowledge of contemporary issues; and
 an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice
Correlation of outcomes
The following table correlates the desired course outcomes with the desired program outcomes they support.desired program outcomes  

A  B  C  D  E  F  G  H  I  J  K  
desired course outcomes  1  ✔   ✔  ✔  ✔       ✔ 
✔   ✔  ✔  ✔       ✔  
✔   ✔  ✔  ✔       ✔  
✔   ✔  ✔  ✔       ✔  
✔   ✔  ✔  ✔       ✔  
✔   ✔  ✔  ✔       ✔  
✔   ✔  ✔  ✔       ✔  
✔   ✔  ✔  ✔       ✔  
   ✔  ✔  ✔  ✔  ✔  ✔  ✔   
   ✔  ✔  ✔  ✔  ✔  ✔  ✔  