Engineering Department

Master of Science (MSc) or

Postgraduate Diploma (PgD) in

Mechatronic Systems Engineering

Programme Guide

CJT 16/05/2007
 Mechatronic Systems Engineering

Many modern technological products result from integrating mechanical, electrical and
computer systems. This combination of technologies is known as mechatronic systems
engineering. Here, the system may be related to the manufacture of consumer or domestic
goods, communications, aerospace projects or from a wide range of other industries.

All products that contain a mixture of technologies encounter similar problems in their
design, implementation and commissioning. The technologies involved and the interfaces
between them must be well understood. However, such technologies are often the province of
specialists who, while very competent within their own disciplines, lack a holistic view of the
engineering involved. The problems that over-specialization causes to industry are beginning
to become critical, particularly at higher levels in the organization, where an overview of
technology is essential. The task of the mechatronic systems engineer is to understand how
the different technologies can be linked together; and how the specialists in the fields
involved can be formed into a project or product team.

Lancaster University offers a Master of Science (MSc) or Postgraduate Diploma (PgD) course
in Mechatronic Systems Engineering. It is for people who are in a position to undertake either
a full-time one-year course or a part-time course over a longer period. The first of its kind in
the UK when it was first introduced in 1984, the program was developed as a response to
industry's clear need for engineers who can work confidently and in depth within such an
interdisciplinary environment.

Although long established, the course is continuously monitored and updated to take account
of the latest developments in the subject, including reference to internationally leading
research taking place in the Department. Furthermore, student feedback and the Department’s
Industrial Advisors panel are used to inform development of the course on an annual basis.

Mechatronics combines the disciplines of mechanical and electronic engineering

together with computer science.

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The course provides knowledge and expertise across the whole field of engineering in:

• System Design
• System Management
• System Technologies

The emphasis is on product design and systems integration involving sensors, embedded
microcontrollers, actuators and appropriate software techniques. The mechatronic solution, in
which software and electronics may play an equal role with mechanical parts or even replace
them, makes products cheaper, lighter, simpler and much more versatile. Engineers with this
background have a wide choice of engineering fields in which they can work. They are,
therefore, protected from the cyclic recruitment requirements of particular industries.

Who is it for?

To join the MSc, students should have a good honours degree in an engineering discipline or
science. An ordinary degree, Higher National Certificate (HNC) or Diploma (HND), together
with appropriate practical experience are also acceptable. The full-time course (12 months) is
for people who wish to complete in one year.

The part-time course (24 months) is designed for people who are currently employed in an
engineering environment (or expecting to move into such employment within a short time of
commencing the course) and who want to enhance their skills in developing, implementing
and managing systems. Students utilise the work normally undertaken by systems engineers
as part of the learning experience. In this way, it avoids disrupting the normal work of
students, and through recognising the skills they have obtained within the workplace, builds
on previous experience to make them more effective as engineers. It also enhances the
performance of students within their company as the course progresses, so that the benefit to
students and employers accrues as early as possible.

Outline syllabus and structure

The course consists of six taught modules and an individual mechatronic systems engineering
research project. The taught modules are taken in the period October to March (over two
years for part-time students) and are examined in April / May. For full-time students, one of
the six taught modules is called the Linking Project (see below for details).

The individual research project normally runs throughout the course. However, for full-time
students, the third term and summer vacation are totally dedicated to this project, which is
primarily assessed by a dissertation submitted in September.

The Postgraduate Diploma comprises the same taught modules as the MSc but a less
demanding project. The Diploma course is of 9 months duration.

The part-time industry-based MSc / PgD course is taken over two years. The Linking Project
is replaced by one module of equal weight, chosen from other available MEng or MSc taught
modules, as agreed with the Director of Studies. In this case, the individual research project is
normally related to the student’s industry-based work.

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Modules

The content of the full-time and part-time industry based courses is similar – the full-time
course structure is described in Section A and the part-time course in Section B. The course
normally consists of the following taught modules or related equivalent modules:

Design and Modelling of Systems (ENGR.501)

Programming and Embedded Systems (ENGR.502)
Mechanics and Actuators (ENGR.504)
Interfacing and Integration (ENGR.505)
Intelligent Systems Control (ENGR.506)
Linking Project (for full-time students) (ENGR.530)

Students may be able to take alternative modules (e.g. Advanced CAD/CAM) with the
agreement of the Director of Studies. Part-time students have a free module chosen from
another MSc course, including Mechanical Engineering, Safety Engineering, etc.

For full-time students, each module is of two week duration, with the first week consisting of
an intensive series of lectures and workshops. Part-time students have the option of only
attending the formal classes during this first week, thereby minimizing any absences from
their place of employment. For such students, the project work associated with the second
week can be completed in their own time.

Section A Full Time

Oct

Nov

Dec

Jan

Feb

Mar

Apr

May

Jun

Jul

Aug

Sep
Modules 1 2 3 4 5 6
(1-2 weeks)

Assessment
(Exams)

Individual
project

Dissertation

The course begins with an introductory week, not formally assessed, during which initial
skills and guidance are given to enable students to obtain maximum benefit from the course.
The five taught modules take place between October and April. They are interleaved with
project work and case studies to help build an understanding of the application of the theory
learned.

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The sixth module, the Linking Project, is a distinctive feature of the Lancaster MSc / PgD. Its
purpose is to allow students to demonstrate the understanding and skills acquired from the
formal taught elements in a controlled fashion, so that they are prepared to undertake the
individual research project. Students work in small groups on a realistic project brief that is
arranged to take them through the design and evaluation of a mechatronic product or process,
often in conjunction with an industrial company.

Finally, each student undertakes a major individual research project. In some cases, this
project may be associated with an industrial company and it is possible that following
graduation employment will be found within this company. Students are expected to use the
free time between each taught module to complete a feasibility study for their project,
including development of the project objectives, literature review and the preparation of a
preliminary report. However, most of the practical work takes place from April to September,
starting after the examination period.

Assessment

The assessment is based 50% on the six taught modules (including Linking Project) and 50%
on the individual project. Most of the taught modules are assessed by 75% exam and
25% coursework, with the main exception being the Linking Project (100% coursework). The
assessment for the individual project is largely based on the dissertation (80%), but also
includes a feasibility study (10%), technical paper (5%) and poster (5%).

The requirements for a pass are:

MSc / PgD: Aggregate mark of 50% with at least 50% in the individual project.

Distinction is awarded (MSc) for an aggregate mark of 70% with 70% in the project.

Credit is awarded (PgD) for an aggregate mark of 60% with 60% in the project.

Section B Part Time

The first five modules (each of one or two week duration) are the same as for the full-time
course, except that their delivery takes place over two years. For this reason, it is possible to
make an October or January start. The Linking Project (ENGR.530) is exchanged for an
option taken from other modules taught in the Department (e.g. Advanced CAD/CAM). It
may be possible to exchange a further module subject to the agreement of the Director of
Studies, e.g. in the area of Safety Engineering or Nuclear Decommissioning.

There are examinations in April / May each year. Thus, the total time spent at the university is
for up to 6 weeks in each of the 2 years, plus occasional days for research and tutorials.

During the course students undertake an individual project (or a series of projects) within
their companies. It is helpful if an industrial advisor can be appointed to ensure the brief is
agreed and issues such as confidentiality are properly addressed. However, an academic
supervisor from the Department will also be chosen. In a similar manner to the full-time
course, the first stage of the project is to complete a substantial feasibility study, including

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development of the project objectives, literature review and the preparation of a preliminary
report. This allows for feedback to be given to the student before starting the main part of the
work. The final dissertation should be submitted by the end of the two year course.

Assessment

The assessment is based 50% on the six taught modules and 50% on the individual project.
Most of the taught modules are assessed by 75% exam and 25% coursework. The assessment
for the individual project is largely based on the dissertation (80%), but also includes a
feasibility study (10%), technical paper (5%) and poster (5%).

The requirements for a pass are:

MSc / PgD: Aggregate mark of 50% with at least 50% in the individual project.

Distinction is awarded (MSc) for an aggregate mark of 70% with 70% in the project.

Credit is awarded (PgD) for an aggregate mark of 60% with 60% in the project.

Section C Short Courses

The modules listed above are offered as stand alone short courses. In general, the modules
are two weeks long. The first week is usually class based consisting of lectures, tutorials and
workshops. The second week of most modules is typically laboratory or computer based. In
some cases the second week is in the form of a mini-project.

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Sample Timetable

Most modules include a mixture of lectures, workshops (the opportunity for students to solve
example problems), computer and other laboratories, mini-projects and seminars by external
speakers (e.g. industrial visitors). The illustrative timetable below is included to give an idea
about the structure of a taught module. However, timetables may vary considerably between
modules. Note that the second week of each module is usually optional for part-time students
(for whom additional problem sheets and examples can be provided).

Module: ENGR. 506 Intelligent Systems Control Module Leader: Dr C J Taylor

Week 1 9:30 - 10.45 11.00 - 12.30 2-4

Mon Introduction Classical control System Identification

CJT CJT CJT

Tues Digital Control Digital Control Workshop

CJT CJT CJT / ES / VE

Weds Industrial Applications Industrial Applications Free

External speaker CJT

Thurs Rule-Based Control Optimal Control Case studies

DWS External speaker CJT

Fri Fuzzy Logic Fuzzy Logic Free

AW AW

Week 2 9:30 - 10.45 11.00 - 12.30 2-4

Mon Identification Workshop Identification Laboratory Identification Laboratory
(Problem Sheets) (Matlab/Simulink) (Matlab/Simulink)

CJT CJT / ES / VE CJT / ES / VE

Tues Control Laboratory Free Robot Arm Laboratory

CJT / ES / VE CJT
Weds Control Workshop Ventilation Chamber Seminar
(Problem Sheets) Laboratory Exercise

CJT CJT External speaker

Thurs Fuzzy logic Fuzzy logic Free
(Computer Laboratory) (Computer Laboratory)

AW AW
Fri Free Progress Test Debrief Session

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 Design and Modelling of Systems (ENGR. 501)

Aim
The purpose is to educate students in the importance of a systems approach to design and to
introduce them to leading edge system design processes and tools. The module will cover a
framework for system design from requirement engineering through to conceptual design and
robust optimization.

Learning Objectives
At the end of this module students should:

• Have a theoretical understanding of a systems approach to system design.

• Have an understanding of the system design framework in terms of people, process
and tools.
• Have developed skills for eliciting, capturing and analysing customer requirements.
• Be able to undertake a functional decomposition to analyse a set of requirements.
• Have developed skills in functional / behavioural modelling.
• Have a theoretical understanding of conceptual design through the principle of
divergent and convergent thinking.
• Have developed skills in creative thinking tools to generate and select conceptual
system design solutions.
• Understand the importance of robust optimisation and how it can be achieved through
parameter and tolerance design.

Syllabus
Systems Ideas: systems concepts, systems thinking, system design framework. Requirements
Engineering: how customers behave, holistic requirements model, requirement elicitation,
requirements analysis, textual analysis, viewpoint analysis, functional behavioral modeling,
sensitivity and failure analysis, quality function deployment. Conceptual Design: creative
thinking tools, function means analysis, decision matrices, N2 analysis, decision matrices,
Pugh Matrices. Robust Design: Taguchi’s loss function, parameter design, tolerance design,
introduction to design experiments.

Prerequisites
The student should have some basic understanding of mechanical engineering science i.e.
structures, fluid mechanics, thermodynamics, materials, dynamics, control and simulation.
Basics in electronics, actuators and sensors would be beneficial.

References
Cross, N., Engineering Design Methods, John Wiley, second edition, 1994.
Bradley, D.A., Dawson, D., Mechatronics, Chapman and Hall, 1991.
Bradley, D.A., Seward, D, Dawson, D., Burge S., Mechatronics and the design of intelligent
machines and systems, CRC, 2000.

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 Programming and Embedded Systems (ENGR. 502)

Aim

To give students hands-on experience in interfacing microcontrollers to signals and motor

drives, and writing programs to achieve specific objectives in assembler.

Learning Objectives

At the end of this module students should:

• Have a good understanding of the architecture and programming model of the

Motorola 68HC08 devices.
• Be able to choose a particular device, integrate it into a system, and write working
programs.
• Be aware of the implications of timing and memory constraints.
• Be aware of the web-based aids for programming these MCUs.
• Appreciate the benefit of simulators, debuggers and emulators.

Syllabus

The 68HCO8 family of micro-controllers and supporting hardware and software. Several
minor practical exercises and one major application of the MCU for a control task.

Prerequisites

Prior experience of microcontrollers and assembler programming is an advantage but not

essential.

References

Web-based literature from Motorola, relevant data books and technical references for the
68HC08.

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 Mechanics and Actuators (ENGR. 504)

Aim

To enable students to identify, understand and set out the mechanism and mechanical design
requirements for products and systems. To appreciate the mechanics of robotic manipulators,
their use in manufacturing and their programming. To provide students with an understanding
of actuator operating principles and an approach to their selection.

Learning Objectives

At the end of this module students should:

• Understand the meaning and significance of factors which determine the performance
and stability of machine systems.
• Be able to set out the scheme design of a machine / system which incorporates
principles derived from this understanding.
• Be able to recognise and analyse significant detailed features of the machine system.
• Be able to calculate the geometric and kinematic performance of a robotic arm.
• Be able to calculate the drive forces or torques required for loads on a robotic arm.
• Be able to program a robotic arm to carryout simple pick and place tasks.
• Understand the principles of actuators.
• Select appropriate actuators.
• Appreciate current advances in actuator technology.

Syllabus

System level design and Systems Engineering principles compared with other design
approaches. 3D dynamics of rigid body and the use of visual dynamics software, dynamic
modelling of mechanical systems. Motion path analysis, robot arm geometry, robot arm
kinematics, robot arm load analysis. Actuators and their classifications and selection
procedure.

Prerequisites:

Mathematical tools used in the analysis of structures, including matrix methods. Students
should have some basic understanding of elasticity and fluids (compressibility).

References:

Dieter G., Engineering Design, McGraw Hill, 1992.

Slocum A.H., Precision Machine Design, Prentice Hall, 1992 (ISBN 0-13-690918).

Smith S.T. and Chetwynd D.G., Foundations of Ultraprecision Mechanism Design, Gordon
and Breach Science Publ., 1992 (ISBN 2-88124-84).

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 Interfacing and Integration (ENGR. 505)

Aim

To increase understanding and confidence, by exposing students to typical real world

problems and solutions, when combining circuit techniques and software, to interfacing
complex electro-mechanical systems, computer hardware and control software.

Learning Objectives

At the end of this module the student should:

• Understand the principles of digital and analogue interfacing.

• Be able to define and interpret interfacing requirements and device specifications.
• Understand the problems associated with integration within engineering systems.
• Be able to design appropriate interface hardware, resolving issues of signal amplitude,
level shifting, polatity, impedence and drive, using passive and active circuitry.
• Experience and resolve associated problems of power supply requirements, grounding
and noise.
• Be aware of EMC issues relating to the interface and external equipment.
• Experience and appreciate the interaction of hardware and software, determining
which functions are best performed by which, including hybrid functions.
• Observe and understand the effect of timing and sample rate on typical input/output
functions and control algorithms.

Syllabus

Definition of interfacing, interfacing – integration requirements, digital and analogue signal

conditioning, D/A and A/D conversion, power switching techniques and devices, I/O
multiplexing, hybrid HW/SW solutions, control software, user interfaces, EMC and noise,
current trends in industry.

Prerequisites

The student should have an understanding of basic electronic devices, PC computers and
C programming.

References

Horowitz P and Hill W, The Art of Electronics, CUP, 1989.

Manufacturers web based data sheets.

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 Intelligent System Control (ENGR. 506)

Aim

To provide an introduction to the design of intelligent control systems. To build upon current
research and to enable students to make a contribution to practical applications.

Learning Objectives

At the end of this module students will:

• Understand the various hierarchical architectures of intelligent control systems.

• Use modern computational aids for the design of control systems.
• Be able to design and evaluate system performance in the time and frequency domain.
• Understand and design simple rule-based controllers.
• Understand and design model-based digital controllers.
• Understand and design state variable feedback controllers.

Syllabus

Intelligent control, hierarchical control architectures, review of classical and modern control,
digital control systems, rule-based systems, self-learning systems.

Prerequisites

Ability to use the Matlab/Simulink software environment.

References

Biran, A. and Breiner, M., MATLAB for Engineers, Addison Wesley, 1995.

Etter, D. M., Engineering problem solving with MATLAB, Prentice-Hall, 1993.

Franklin, G. F., Powell, J. D., Emami-Naeini, A., Feedback control of dynamic systems,
Addison Wesley, 3rd Edition 1994.

Norton, J. P., An introduction to identification, Academic Press, 1988.

Young, P.C., Recursive estimation and time series analysis, Communication and Control
Engineering series, Springer-Verlag, 1984.

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 Advanced CAD / CAM (ENGR. 511)

Aim

To give students an understanding of modern computer-integrated methods used in design and

manufacture, including 3D methods. To do this a combination of lectures and practical
exercises are introduced, so that students have a first-hand experience of these methods and
processes.

Learning Objectives

At the end of this module students should be able to:

• Describe common representations of 3D geometry.

• Describe examples of data exchange standards.
• Understand 2D and 3D NC machining methods.
• Create 3D designs using a combination of CAD facilities available in the department.
• Analyse designs effectively using FEA techniques.
• Discuss current and future trends in computer integration in design and manufacture
including RP technologies.

Syllabus

CAD – 3D representations in CAD, solid and surface modelling, comparisons with 2D

methods, parametric methods and data exchange standards. Use of computers in integrated
design and manufacturing teams. Practical exercises using department software, 3D tool-path
generation, surface finish issues, job planning, fixtures and tool types. Quality checking using
co-ordinate measuring machines. Introduction to the use of the ANSYS finite element
package in design. Practical exercises using ANSYS.

Prerequisites

Knowledge of 2D CAD e.g. AutoCAD LT and of 2D CAM preferable.

References

McMahon, C., and Browne, J., CAD-CAM Principles, Practice and Manufacturing
Management, Addison Wesley, 1998 (ISBN 0-201-17819-2).

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 Linking Project (ENGR. 530)

Aim

To provide a means of linking the greater proportion of the individual specialised modules to
give experience of the way in which a complete product or process requirement in industry
would be addressed.

Learning Objectives

At the end of this module, the student should be able to:

• Start with a statement of client need.

• Extract a detailed implementation-independent Statement of Requirements.
• Assess the technologies which would be required to meet the requirement.
• Deploy from within a team and the knowledge acquired by its members, concepts and
solutions to a multidisciplinary engineering project.

Syllabus

There is no set syllabus, because the projects are obtained opportunistically from industry, but
clear learning objectives are summarised in the following headings, which are not
prescriptive, but give the criteria under which the linking project reports are assessed.

1. Establishment of the Statement of Requirements.

2. Work Breakdown Structure.
3. Team Organisation.
4. Quality of Decision Making Process.
5. Use of Background Sources and Research.
6. Technical Validity.
7. Presentation and Clarity.
8. Reflection on Performance.

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For further information contact:

Dr James Taylor, Course Director

or

Evelyn Shaw, Admissions Secretary

Department of Engineering
Lancaster University
Lancaster
Lancashire, UK
LA1 4YR.

Telephone +44 (0) 1524 594058

FAX +44 (0) 1524 381707
Email [email protected]

More information about the university and the department can be found on:

http://www.engineering.lancs.ac.uk or http://www.lancs.ac.uk

We have made every effort to ensure the accuracy of the information contained within this document. However,
the University accepts no responsibility for any errors or omissions. As courses are being continually developed,
particular courses or facilities described here may not be available in any given year.

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