Mechatronics Education Research Articles

2A2-D07 企業技術者の実践的な経験を活用したメカトロニクス教育(ものづくり教育・メカトロニクスで遊ぶ(1))

2A2-D07 企業技術者の実践的な経験を活用したメカトロニクス教育(ものづくり教育・メカトロニクスで遊ぶ(1))

Mechatronics Education in School of Design – Development of Educational Tool to Study Design Expression Using Mechatronics

We developed a printed circuit substrate for studying electronic devices and a PIC processor for design expressions in the mechatronics class of Sapporo City University, School of Design, Product Design Course. We then taught PIC assembler programming for LED blinking control, feedback from sensors and switches, the servomotor driving, and sequential feedback. Students in this class was given a subject to realize an actual model for the design expression of something that moves in reaction to human actions using these skills.

Application of an Intelligent Table-Top Vacuum Robot Cleaner in Mechatronics System Design Education

Robotics is a rapidly emerging field of engineering and many institutions of higher learning in engineering now offer majors in mechatronics. This article explores the use of an intelligent vacuum robot cleaner for mechatronics education, with a focus on the problem-based learning approach. The current structures in mechatronics education can in some cases prevent students fromunderstanding the mechatronics and also the methodology in designing it. This inevitably demotivates students from traversing pathways towards postgraduate research. As shown in the results from the confidence log and questionnaires, the problem-based learning approach improve the students’ results and interest in the mechatronics. It was also found that the activities were quite appreciated by the students.

Design and Delivery of a Subject in Robotics

Course design in engineering should be able to address the core competencies that are required by the engineering profession. To implement this concept many courses are structured to include real-situation projects. From the view point of mechatronic engineering education, it is clear that a robotic project will be suitable to integrate the course contents. However, to provide necessary theoretical skills for students to solve real engineering problems, project only is not sufficient in the subject. In this paper the design and delivery of a subject in robotics at the University of Western Sydney (UWS) is presented and discussed. In particular, this paper reviews the concept behind the course contents, assessments and delivery design. The paper has also demonstrated the impact of such course design in student performance and perception using student survey results and final grades in classes.

Improvement of Introductory Engineering Education of Mechatronics Based on Outcomes Evaluation by Defining Rubric– Continuous PDCA Cycle Achievement with Reducing Teaching Assistants’Work Load –

We have developed amechatronics education program using line tracing robots controlled by microcomputers. Each studentmakes a robot, including essential elements of the robot system. Through this curriculum, students acquire knowledge, skills, and techniques of mechatronics systems through actual experience. We have also developed a system to aid the work of Teaching Assistants (TAs). We have evaluated and improved the work of TAs’.

An Integrated Hands-on Training Program for Education on Mechatronics

Recently the difficulties arising from changes of our lifestyle and the curtailment of school hours in primary and secondary education constrict university students learning mechatronics engineering. For the purpose of improving such a serious situation, we propose a new type of hands-on training program for mechatronics education. The program consists of two parts; one is to develop the physical sense of mechanical hardware design and the problem solving ability, the other is to develop the creativity and the sense of system integration. In this paper we report the results of the program to freshmen, and verified the effectiveness by a questionnaire survey on the students.

A Mixed Learning Approach in Mechatronics Education

This study aims to investigate the effect of a Web-based mixed learning approach model on mechatronics education. The model combines different perception methods such as reading, listening, and speaking and practice methods developed in accordance with the vocational background of students enrolled in the course Electromechanical Systems in mechatronics education. For this purpose, the effectiveness of the model recommended for mechatronics education was investigated on a working group consisting of 32 sophomore students in the 2008-2009 Spring semester in the Mechatronics Department of the Faculty of Technical Education, Marmara University, Istanbul, Turkey. The 12-week-long Electromechanical Systems course is given each semester and covers the topics of mechatronics, electric principles, electrostatics, magnetism and principles, control components, control and power circuits, industrial electronics, and direct and alternating current motors. The text, pictures, and images for the Web-supported education materials used in the study were developed using Adobe Presenter and Adobe Captivate software. In addition, Adobe Flash was used to provide the interactivity between the students and the training content, and 3dsMax software was used for 3-D simulations. Finally, Adobe Connect Professional software was used as a learning management system. During this process, expert opinion in the field of educational sciences, instructional technologies, and electromechanical systems was consulted. The efficiency of the model recommended for mechatronics education was evaluated by using data collection forms and the results of interviews with the students.

118206 大学教員養成課程におけるメカトロニクス入門教育(一般02 機械力学・制御工学2)

The Mechatronics education curriculum in university teachers course are proposed, and the results of the lecture carried out in university teachers course are discussed. The study materials include PIC micro computer, C language, LED lighting control circuit, and DC motor control circuit. The quetionnaire results showed that the participated students interested in the proposed curriculum very much. However, the students need long time to fabricate the circuit. How to shorten the fabrication time will be addressed in future research.

2A2-G02 ロボコンを通じたメカトロニクス教育 : マイコンを用いた迷路探索ロボットコンテスト(ロボコンを通した教育)

2A2-G02 ロボコンを通じたメカトロニクス教育 : マイコンを用いた迷路探索ロボットコンテスト(ロボコンを通した教育)

2A2-H07 自律型倒立振子ロボットを題材としたメカトロニクス教育の実施と評価(ものづくり教育・メカトロニクスで遊ぶ)

We report the mechatronics education "Engineering Practice 2" that opened a course in the department of electrical engineering, Shibaura Institute of Technology. The strategy of this class is to design and develop an autonomous inverted pendulum robot by oneself to improve the engineering design ability. Thus, the prototype of the autonomous inverted pendulum robot was developed. The syllabus of Engineering Practice 2 was discussed to achieve the purpose. The questionnaire's result that Engineering Practice 2 was carried out in 2010 provided us the effectiveness and potential of this class.

A Transdisciplinary Approach to Mechatronics

The emergence of mechatronics acts as a proof that the research and education of the future must be modeled by complex and non-separable lines of force. Consequently, its imperative to elaborate a new approach to mechatronics, from the perspective of transdisciplinary methodology, whose purpose is the understanding of the world through the unity of knowledge. Mechatronics, through its integrative, synergic character, is an open field that transcends the limits of a single discipline. The identity of mechatronics is a trans-thematic one, founded on the thematic concept of complexity. In this context, the paper suggests the hexagonal model for integral mechatronic education using the lupascian logic. According to this model, mechatronics is symbolically positioned in the region of maximum resistance, corresponding to a triple T-state, state in which that which is contradictory does not oppose anymore, because of the conciliating role of the principle of the included middle

A New Approach to 3-Axis Cylindrical and Cartesian Type Robot Manipulators in Mechatronics Education

In this study both the 3-axis cylindrical and cartesian coordinate robot manipulators actuated with stepper motors were designed and implemented. A GUI with a programming page driven from Matlab software was developed for programming and controlling the designed robot manipulators. The presented platform here has been intended to be used for educational purposes. The designed and mounted exemplary equipment greatly can improve the effectiveness and efficiency learning processes on robotics and related courses.

Growing Our Workforce Through Business and Education

In 2004, Central Community College established the Mechatronics Education Center, a regional center of excellence, to help Nebraska address the shortage of skilled technicians in the area of industrial automation. The main components include an AAS degree program in Mechatronics/Industrial Technology, short-term technical training, and educator professional development and outreach.

Multiprog virtual laboratory applied to PLC programming learning

This study develops a Multiprog virtual laboratory for a mechatronics education designed to teach how to programme a programmable logic controller (PLC). The study was carried out with 34 students in the Department of Industry Education and Technology at National Changhua University of Education in Taiwan. In total, 17 students were assigned to each group, experimental and control. Two laboratory exercises were designed to provide students with experience in PLC programming. The results show that the experiments supported by Multiprog virtual laboratory user-friendly control interfaces generate positive meaningful results in regard to students’ knowledge and understanding of the material.

Mechatronics Engineering Programs at German Universities of Applied Sciences

Mechatronics engineering study programs were established at German universities approximately 15 years ago. Today at about 50 universities of applied sciences mechatronics education is offered in undergraduate and graduate courses as full programs, majors or minors. In 2005 the MECHATRONIK e.V. – the mechatronics association in Germany - published a recommendation for undergraduate and graduate education in mechatronics, which defines minimum requirements to mechatronics study programs. In this paper the mechatronics study programs of a number of German universities are analyzed and compared.

Mechatronics Education Using Robot Competition in Okayama University of Science

Mechatronics Education Using Robot Competition in Okayama University of Science

Investigation of mechatronic education in South Korea

This paper presents diverse aspects of South Korean mechatronic education in an effort to provide the basis of constructing a more desirable educational system on mechatronics. For this purpose, an analysis of the curriculum of 15 universities with departments of mechatronics are presented. It can be said that, in South Korea, characteristics of mechatronic education is that independent organizations for Mechatronics are operated over 15 universities and their curriculum is evolved to adapt local industrial environments. Almost all of them are trying to meet the requirements of Accreditation Board of Engineering Education of Korea (ABEEK), which is very similar to Accreditation Board of Engineering and Technology (ABET) in the United States. Another distinguishing feature is that the National Qualification Test for Mechatronics is offered in South Korea. The problem to be solved in near future is that there are some conflicts between ABEEK requirements and National Qualification Test. The ratio of students from vocational high schools entering 4-year universities is increasing in South Korea. The same tendency can be found in Japan, and some universities are trying to offer preparation courses to provide basic knowledge on physics, mathematics and chemistry to them.

Engaging High School and Engineering Students: A Multifaceted Outreach Program Based on a Mechatronics Platform

If we aim to enhance the interest of students in engineering and therefore produce the best engineers, it is essential to strengthen the pipeline to high school education. This paper discusses several outreach activities undertaken by the Faculty of Engineering and Faculty of Education, University of Ottawa (UO), Ottawa, ON, Canada, to help the transition between high school and engineering education and to make students aware of the engineering profession. At the heart of these activities is mechatronics education, which demands an interdisciplinary approach, connects to fundamental math and science concepts, and promotes collaborative project-based learning (PBL). Connected to this focus, a multifaceted program of outreach activities has been initiated. The program includes creation of design-simulate-and-build projects by engineering and high school students, as well as an interactive presentation program whereby engineering students connect with high school students through the sharing of projects that they create in their engineering courses. The survey results indicate that for the high school students, these programs promote students' awareness of engineering and how the mathematics and science they take in school connects to engineering concepts. For the engineering students, they are provided with a meaningful context within which to share their projects and explain their own understanding of engineering principles.

Expectations of the students of mechatronics in the conversion of technical training faculties into technology faculties of technology

In this study, it was aimed to determine the expectations of the students of Marmara University, Technical Training Faculty, The Department of Mechatronic Education in the conversion Technical Training Faculties into Faculties of Technology. The target population of the study was formed by the students of Marmara University, Technical Training Faculty, The Department of Mechatronic Education, and the sample was formed by one hundred students selected randomly from 1st, 2nd, 3rd and 4th grades. In the research, the relational scanning model was used. To prepare the survey questions, ten open-ended questions regarding the conversion into the Faculty of Technology were asked to the students; and then a 20-question Likert-type survey with 5 articles was prepared by analyzing these questions. The data was analyzed by the program of SPSS 15.0, and pie charts on results were provided.According to the data obtained at the end of the study, the conclusions reached were that the title problem of the students of Mechatronic Education must be solved, that Technical Training Faculties cannot benefit from Erasmus and Socrates programs as they have no equivalence in European Union, that appropriate conditions for developing common projects with industry as Mechatronic Education is mostly practical due to the nature of the department, that differences of titles and diplomas the graduates of Technical Training - Department of Mechatronic Education and the students who will graduate from Faculties of Technology during conversion must be corrected with arrangements to be made, and that the diplomas gotten must be accepted outside the country.

1P1-G23 大学メカトロニクス教育における運営負荷の解析と負荷軽減の方策の提案

1P1-G23 大学メカトロニクス教育における運営負荷の解析と負荷軽減の方策の提案