Syllabus for ME 345 — Mechatronics

Fall 2014

Course description

This course is an introduction to the mathematical modeling of electrical, mechanical, and electro-mechanical 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
secrets

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 state-determined systems Ch. 1 & Sec. 2.1 Assignment #1
one-port elements Chapter 2.2–2.3 Assignment #2
summary and generalization of one-port 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
energy-transducing system elements Chapter 6 Assignment #8
diodes, transistors, op-amps TBA Assignment #9
operational methods for linear systems Chapter 7 Assignment #10
system properties and solution techniques Chapter 8 Assignment #11
first-order response Sections 9.1 & 9.2 Assignment #12, Midterm #2
second-order 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

  1. Do the assigned reading.
  2. Read the section of the syllabus on blogs.
  3. Set up a blog per the setup instructions.
  4. Do weekly blog and comments, per the instructions. Don't forget to post a link to your blog on moodle.
  5. Take the weekly homework quiz. This week it's easy.

Assignment #2

  1. Do the assigned reading.
  2. Rowell & Wormley problems 1.1, 1.4, 1.6, and 2.1.
  3. Do weekly blog and comments, per the instructions. Don't forget to post a link to your blog on moodle.
  4. Take the weekly homework quiz. This week it's easy.

Assignment #3

  1. Do the assigned reading.
  2. Do these "special" problems.
  3. 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.
  4. Take the weekly homework quiz.

Assignment #4

  1. Do the assigned reading.
  2. Do these "special" problems.
  3. Rowell & Wormley problems 3.6 and 3.7.
  4. Do weekly blog and comments, per the instructions. Don't forget to post a link to your blog on moodle.
  5. Take the weekly homework quiz.

Assignment #5

  1. Do the assigned reading.
  2. Do Rowell & Wormley homework problems 4.4, 4.6, 4.7, 4.9, 4.10, 4.16, 4.17, 4.18.
  3. Do weekly blog and comments, per the instructions. Don't forget to post a link to your blog on moodle.
  4. Take the weekly homework quiz.

Assignment #6

  1. Do the assigned reading.
  2. Do these "special" problems.
  3. Do weekly blog and comments, per the instructions. Don't forget to post a link to your blog on moodle.
  4. Take the weekly homework quiz.

Assignment #7

  1. Do the assigned reading.
  2. Do Rowell & Wormley homework problems 5.2, 5.6, 5.8, 5.11, 5.12, and 5.13.
  3. Do weekly blog and comments, per the instructions. Don't forget to post a link to your blog on moodle.

Assignment #8

  1. Do the assigned reading.
  2. Re-work the exam from last week. Make sure you understand your mistakes. The quiz will cover the exam.
  3. Do weekly blog and comments, per the instructions. Don't forget to post a link to your blog on moodle.

Assignment #9

  1. Do the assigned reading.
  2. Do Rowell & Wormley homework problems 6.7 and 6.8.
  3. 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.
  4. Do weekly blog and comments, per the instructions. Don't forget to post a link to your blog on moodle.
  5. Take the weekly homework quiz.

Assignment #10

  1. Do the assigned reading.
  2. Vague, annoying homework problem: consider the op-amp example from the "Dependent Sources" notes. Work out the problem as stated in the example. Then, assuming that the op-amp gain is large, show that this op-amp circuit is an integrator.
  3. Do weekly blog and comments, per the instructions. Don't forget to post a link to your blog on moodle.
  4. Take the weekly homework quiz.

Assignment #11

  1. Do the assigned reading.
  2. 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.
  3. Do weekly blog and comments, per the instructions. Don't forget to post a link to your blog on moodle.
  4. Take the weekly homework quiz.

Assignment #12

  1. Do the assigned reading.
  2. Do Rowell & Wormley homework problems 8.5, 8.9, 8.11, 8.14, 8.15, and 8.18.
  3. Do weekly blog and comments, per the instructions. Don't forget to post a link to your blog on moodle.
  4. Take the weekly homework quiz.

Assignment #13

  1. Do the assigned reading.
  2. 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).
  3. No quiz!
  4. 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.

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 in-class. 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 communication-devices 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%
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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:
  1. students will have a clear and thorough understanding of concepts, principles, and methods of modeling mechanical, electrical, and electro-mechanical systems;
  2. 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;
  3. students will understand the designs of basic circuits;
  4. students will be able to model electrical and mechanical systems with a unified modeling technique;
  5. students will be able to construct state-space models (including state equations) of electrical, mechanical, and electro-mechanical systems;
  6. students will be able to analyze the characteristics of system models;
  7. students will be able to solve for first- and second-order linear (time-invariant) system responses;
  8. students will be able to solve for general linear (time-invariant) system responses;
  9. students will understand the larger contexts of electro-mechanical system dynamics, especially with regard to technology development and society; and
  10. 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:
  1. an ability to apply knowledge of mathematics, science, and engineering;
  2. an ability to design and conduct experiments, as well as to analyze and interpret data;
  3. an ability to design a system, component, or process to meet desired needs;
  4. an ability to function on multi-disciplinary teams;
  5. an ability to identify, formulate, and solve engineering problems;
  6. an understanding of professional and ethical responsibility;
  7. an ability to communicate effectively;
  8. the broad education necessary to understanding the impact of engineering solutions in a global and social context;
  9. a recognition of the need for, and an ability to engage in life-long learning;
  10. a knowledge of contemporary issues; and
  11. 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