SUBJECT OUTLINE

41013 Robotics
Course area UTS: Engineering
Delivery Autumn 2020; City
Credit points 6cp
Requisite(s) 48623 Mechatronics 2
Result type Grade and marks

Attendance: 3hpw. Forms of attendance, mode of delivery and assessment requirements in this subject have changed
to enable social distancing and reduce the risks of spreading COVID-19 in our community. Consequently, the Subject
Outline information for this subject has changed. Details of the changes are published in an addendum to the Subject
Outline which is available on UTSOnline/Canvas.
Recommended studies: Maths review
Vector intro for linear algebra
Introduction to the matrix
Matrix multiplication introduction
Identity matrix
Transformation matrix for position vector
Introduction to eigenvalues and eigenvectors
Code review

Matlab basics (1:30:00)

Subject coordinator
Dr. Gavin Paul (Lecturer)
Email: [email protected]
Room: CB11.09.208
Phone: +61 2 9514 2969

Teaching staff
Dr. Gavin Paul (Lecturer)
Email: [email protected]
Room: CB11.09.208
Phone: +61 2 9514 2969

Dr. Teresa Vidal Calleja (Lecturer)

Email: [email protected]

Dr. Marc Carmichael (Lecturer)

Email: [email protected]

Miss Sheila Sutjipto (Head Tutor)

Email: [email protected]

Mr Nuwan Munasinghe (Tutor)

Email: [email protected]

After watching the lecture videos, reading the lecture slides or textbook and attending class, if you still wish to discuss
questions or need further help with understanding concepts in the subject, please see the lecturer or tutor immediately
after class. Alternatively, asking questions on the UTSOnline Discussion board is encouraged. If all avenues are
exhausted, then please email details of how you attempted to solve the problem yourself (or in collaboration with
others) to tutors or the appropriate lecturer. Email messages will be responded to within two working days. In special
circumstances appointments outside of allocated times can be requested via email.

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Subject description
This subject is an introduction to industrial robotics and the underlying algorithms and mathematics. Students develop
an understanding of the representation of an industrial robot’s manipulator pose, kinematics and control. Students are
given the opportunity to learn about the variety of robot manipulation tasks that are, or could potentially be performed
by robots. In teams, students build their own simulated industrial robot. This includes the opportunity to model the
robot arm then write control and planning software so that it can perform motion tasks.

This subject integrates safety into the design and working procedure, and encourages students to be aware of safety
engineering to lower risk and prevent robot-related accidents from occurring. This subject also investigates ethical
questions related to the inevitable increase of robots into industry and our daily lives. Discussions are encouraged
around the implications these changes have on society, and specifically a human workforce that may no longer be
required due to no fault of their own.

Subject learning objectives (SLOs)

Upon successful completion of this subject students should be able to:
1. Describe mathematically and programmatically the relative position/ orientation of robots and objects
2. Describe which safety systems can be used in robotics and reflect on safety engineering in relation to robotics
3. Reflect on your learning of what robots are, their advantages/disadvantages, their future role, and ethical
implications of robots on humans in the global community

4. Model robots in a workspace to enable collision detection and avoidance

5. Describe, implement and apply straightforward path planning techniques used for industrial robots

Course intended learning outcomes (CILOs)

This subject also contributes specifically to the development of the following Course Intended Learning Outcomes
(CILOs):
Socially Responsible: FEIT graduates identify, engage, interpret and analyse stakeholder needs and cultural
perspectives, establish priorities and goals, and identify constraints, uncertainties and risks (social, ethical, cultural,
legislative, environmental, economics etc.) to define the system requirements. (B.1)
Design Oriented: FEIT graduates apply problem solving, design and decision-making methodologies to develop
components, systems and processes to meet specified requirements. (C.1)
Technically Proficient: FEIT graduates apply abstraction, mathematics and discipline fundamentals, software, tools
and techniques to evaluate, implement and operate systems. (D.1)
Collaborative and Communicative: FEIT graduates work as an effective member or leader of diverse teams,
communicating effectively and operating within cross-disciplinary and cross-cultural contexts in the workplace.
(E.1)
Reflective: FEIT graduates critically self-review their performance to improve themselves, their teams, and the
broader community and society. (F.1)

Teaching and learning strategies

In this subject, students will be given the opportunity to learn through online lecture videos, interactive tutorial/lab
classes, collaborative quizzes, external research and reflections. Students will be given formative feedback throughout
the subject from academic staff whist completing weekly hands-on lab exercises and assignments, and formative and
sumative feedback via online quizzes. Quizzes are low-stakes assessments that will both accumulate marks for the
subject, but also require that if the student does not achieve the required benchmark, they will be required to
re-complete the quiz as many times as necessary, and for no additional marks, until such time as they achieve the
required understanding benchmark. Prior to attending classes, students are required to go through the allocated
materials such as: watch the online lectures, read the designated textbook and attempt the lab exercises. Regular
in-class individual quizzes will assess the students’ level of understanding and team quizes will encourage
collaborative learning amongst the group as students are given many opportunities for interaction. Collaborative lab
exercises and group discussions will be facilitated by academic staff such that the guided robotics learning exercise
promote inquiry. Labs and assigniments are designed to present students with an opportunity to apply the theory from

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pre-work material, learn and to reinforce practical skills, as well as reflect upon their own level of understanding.

Students are expected to attend all classes during the teaching session.

Content (topics)
Foundations of robotics: kinematics and dynamics for manipulator and mobile robots.
Motion planning: path and trajectory planning with collision detection/avoidance.
Industrial robotics safety and ethical considerations.

Program
Week/Session Dates Description

1 9-15 March Prework (students are expected to go through the weekly UTSOnline
pre-work material before coming to class). This week the expected
prework is:

1. Revise any maths or Matlab code topics you may have forgotten.
Read, watch the introductions videos on UTSOnline and/or textbook
sections
2. Revise material on representing position and orientation and
describing an Arm
In class (class is a tutorial and lab-style interactive classroom). This
week's schedule is:

1. Robot teaching lab and CAS visit (first 1-1.5 hours)

2. Discuss installation and use of Matlab and Robotics toolbox.
Represent position and orientation in maths and code.
3. Distribute Assessment task 2: Lab Assignment #1.

2 16 and 24-29 March Pre-work on UTSOnline: Forward kinematics

In-class:

1. Hands-on lab on describing the robot kinematics: a robot to a set of

poses; interpolate a path between two poses and move the robot
through these poses; test speed changes in the trajectories; notice
the lack of collision avoidance.
2. Explain the quiz format (10min), do the Practice Quiz alone and in
groups (approx. 30 minutes).

3 30 Mar. - 5 Apr. Pre-work on UTSOnline: Inverse kinematics, time and motion,

trajectories

In-class: Quiz #1 assessment task (1 hour). Online summative and

formative feedback given immediately following quiz submission.

Inverse kinematics and trajectories. Using the robot model, and desired
tool positions, determine the pose of the robot. Notice that solutions do
not include collision avoidance and so may collide with the environment.

4 6-12 April Pre-work on UTSOnline: sensing and scanning, safety, time-varying

coordinate frames

Topics covered: an introduction to Jacobians. Discussion of safety in

Robotics, preventative engineering, incorporate a safety sensor.
Assignment mentoring.

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 5 13-19 April Expected Pre-work on UTSOnline: Drawing robot models, robot safety
engineering

In-class:

1. Quiz #2 assessment task (1 hour). Online summative and

formative feedback given immediately following quiz submission.
2. In-class: Hands-on lab on implementing collision checking between
the robot arm and the environment. Show point cloud from a depth
camera. Create & import point clouds into the environment with your
robot. Make ellipsoids or spheres that fit around the links on the
arm, and check for collisions, and or safe states.

Stuvac 20-26 April Pre-work on UTSOnline: Velocity Relationships, motion control and
force considerations

No class due to Stuvac.

Self-guided Exercises:

1. Introducing plotting points and objects in the simulated environment

and combining this with previous work on kinematics and
trajectories.

6 27 Apr. - 3 May Pre-work on UTSOnline: Robot navigation and planning.

In-class:

1. Assessment task 2: Lab Assignment #1 demonstration due in

class:
2. Written assignment and code submitted by the end of class.
3. Distribute Assessment task 3: Lab Assignment #2.

7 4-10 May Pre-work on UTSOnline: Advanced motion control.

1. Read and reflect on formative and summative feedback given by

tutors for Lab Assignment #1.
In-class

1. Quiz #3 assessment task (1 hour). Online summative and

formative feedback given immediately following quiz submission.
2. Hands-on lab on planning and control in 2D simulation based upon
defined exercises from the textbook. Also, incorporate previous
work on collision checking for robot arms. Planning a joint state
given an end effector transform; then planning to that position;
incorporating knowledge of mathematical and programmatic object
representations.
3. First opportunity for team-level planning for Lab Assignment #2.

8 11-17 May Pre-work on UTSOnline: robot control actions and robot-mounted

camera computer vision.

In-class: Hands-on lab on visual servoing to determine control actions

given a robot model and camera data of a scene.

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 9 18-24 May Pre-work on UTSOnline: Watch and read about robots in society, the
workplace, home and battlefield, and consider the ethical implications.

In-class:

1. Quiz #4 assessment task (1 hour). Online summative and

formative feedback given immediately following quiz submission.
2. Hands-on lab on considerations of redundant manipulators,
manipulator statics and dynamics
3. Feedback opportunity for Assignment #2 from both team and tutors

10 25-31 May Pre-work on UTSOnline: Watch and read about robots in society, the
workplace, home and battlefield, and consider the ethical implications.

In class:

1. Hands-on lab on considerations of forces that act on a robot arm and

can affect the joint control system; add weight and account for it to
prevent an arm from sagging due to gravitational loading.
2. Tutors will facilitate collaborative group discussions about the future
of robotics, where the technology is headed, how robots will both
help to solve many big issues facing our societies, but how they will
very likely do away with the need for many industries and jobs.
3. Distribute Assessment task 4: Final Report

11 1-7 June Pre-work on UTSOnline: Dynamics and Control

In-class:

1. Force and torque control exercises

2. Assignments #2 in-class mentoring.
3. Assessment task 3: Lab Assignment #2 video due on Friday at
21:00.

12 8-12 June Assessment task 3: Lab Assignment #2 demonstration and final

deliverables due in class: submission and group marking of groups
demonstrations, submit final report / video and code for this assignment
by the end of class. Students to schedule their individual viva in the
given period.

A1-A2 13-27 June Assessment task 4: Final Assignment is due in the assessment
period in a designated submission session.

Assessment
Assessment task 1: Review Quizzes
Intent: These quizzes are intended to check the understanding of the pre-work so that the labs will be
beneficial and everyone in the class is bringing knowledge which they can disseminate.

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

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

1, 4 and 5

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

C.1 and D.1

Type: Quiz/test

Groupwork: Individual

Weight: 20%

Task: Students will individually sit open-book quizzes every second week to test their understanding of
prework exercises and the material from previous lessons. Each student's instance of the quiz will be
unique but will assess the same base set of learning material as the rest of the class. Students are
required to resit the quiz in their own time as many times as is required in order to reach the
minimum benchmark score.

Due: Week 3, InClass; Week 5, InClass; Week 7, InClass; Week 9, InClass.

Criteria: Four (4) quizzes worth 5% each, totalling 20% of the subject mark.

Approximately 10 questions, generally everyone gets different values and question orders.

Must attempt at least twice at specified times during class:

1. 1st attempt is alone, with no talking, early in the class (30minutes total) in tutorial/lab designated
sessions

2. 2nd attempt is later in the same class (20 minutes in total) in groups of 3 or less.

3. More attempts are not compulsory unless the benchmark has not been met. No score assigned
given to additional attempts. Can be done anytime 1 week after.

Marks will be 80% of the 5% for 1st individual attempt, 20% of the 5% for group attempt.

Mark given is the average of the first 2 attempts. E.g. 3 students.

1. 4/10 on 1st attempt and 10/10 on 2nd (group) attempt. They will get 2.6% out of 5%. They do not
need to redo the quiz in their own time but they may do it if they wish.

2. 8/10 on 1st attempt and 9/10 on 2nd (group) attempt. They will get 4.1% out of 5%. They do not
need to redo the quiz in their own time but they may do it if they wish.

3. 4/10 on 1st attempt and 5/10 on 2nd (group) attempt. They will get 2.1% out of 5%.

Specific online formative feedback is returned immediately after quiz attempt is submitted.
Generalised feedback will be given in class to address common difficulties students had with the
questions.

The quiz is run in class with mobile phones, laptops, tablets or a lab PC.

Assessment task 2: Lab Assignment 1

Intent: Practical experience to describe mathematically and programmatically the position and orientation

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 Intent: Practical experience to describe mathematically and programmatically the position and orientation
of links, joints and objects as well as the relationship between robot joint coordinates and tool pose
Collaborative learning experience through modelling and software development enabling improved
understanding of the mathematical, algorithmic and control principles of robot arms
Improve Matlab coding skills and ideally check the code online
Reflect upon experience and the advantages, disadvantages and usefulness of these robots

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):

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

Type: Laboratory/practical

Groupwork: Individual

Weight: 20%

Task: Students will model an industrial robot from CAD drawings, and investigate how and where to safely
mount the robot base. Students will then write software that simulates the demonstration of an
open-ended assembly task being performed, then present this demonstration to their peers and
assessors. Software should adhere to a given coding standard. Students then write a professional
report describing in detail their findings, and reflections.

Detailed assignment briefs will be provided on UTSOnline.

Due: Week 6, InClass;

Assessment task 3: Lab Assignment 2

Intent:
Practical experience describing and modelling robots for a purpose.

Present the system including the safe guards that were engineered into the solution during the
submission day scheduled lab class.

Authentic assessment by each group (groups of 3 or less) will be given a different scenario that is
relevant challenges in robotics research and in industry right now e.g. in the home, in the office, in
the kitchen, in a construction site, on a bridge, in a rail maintenance yard, in a car assembly plant.
Each environment will have a similarly shaped object, that is application specific, which must be
avoided or interacted with.

Make the system do a specified task (given an obstacle/object of your choosing which is
programmed into the system).

Plan between multiple points whilst clearly avoiding the obstacles.

Consider possible system extensions.

Notes: Demonstration, technical, coding implementation, design and testing is done as a group and
marked by tutors. Uses Spark to self/group assess for group portion.

Note about demonstration mark: is marked subjectively by tutor 50% and by an average of all
members in other groups totalling 50%. Marks given for complexity and competency of task
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 members in other groups totalling 50%. Marks given for complexity and competency of task
completion.

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):

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

Type: Laboratory/practical

Groupwork: Group, group and individually assessed

Weight: 45%

Task: In teams, students will investigate the possible application of a small-scale pick-and-place
manipulator, which can be affixed with a variety of grippers. Teams will consider a plausible
application for the robot - ideally something outside of a factory setting - and involve the novel
manipulation of everyday objects. There are likely to be possible collisions which the system must
intelligently avoid, necessitating the integration of automated safety routines. Also, sensor data
should feed real-time information into the system. A small robot manipulator and sensor system is
made available for students to test their designs on.

Students will be given 2 opportunities for feedback during this assignment: Weeks 7 (Team submits:
project title and description and online code repository versioning link), and week 9 (1 page progress
report summarising progress and Spark+ report on participation of other team member(s)). This
second stage will also allow for feedback from other team members.

Detailed assignment briefs will be provided on UTSOnline.​

Due: Video due Week 11: Friday at 21:00; Demonstration and Final Submission due Week 12, InClass;

Assessment task 4: Reflection on Societal Impact of Robotics and Robot / Environment Interaction
Modeling
Intent: To check that the mathematical modelling and software skills in the subject material has been
understood
To discuss and design safety into a system
To discuss the implications of robots on the workforce, industry and society

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):

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

Type: Report

Groupwork: Individual

Weight: 15%

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 Task: This final report is divided into two sections: firstly, students mathematically describe a complex robot
model and develop a visual servoing algorithm to reposition an end-effector mounted simulated
camera directly over the top of a prescribed object, then grasp the object. Once grasped, students
will perform dynamic torque calculations such that the grasped object can be safely repositioned to a
drop-off location. The second section of the report requires students to reflect on several important
questions relating to how robots are increasingly impacting industry, our jobs and our daily lives in
both positive and negative ways.

Detailed assignment briefs will be provided on UTSOnline.

Due: During the exam and assessment period.

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

Required texts
Robotics, Vision and Control: Fundamental Algorithms in MATLAB (Springer Tracts in Advanced Robotics) 1st ed.
2011 Edition, by Peter Corke (Author). Soft copy is available for free at the UTS Library
https://link-springer-com.ezproxy.lib.uts.edu.au/book/10.1007%2F978-3-642-20144-8

Other resources
6-DoF Pose Localization in 3D Point-Cloud Dense Maps Using a Monocular Camera
https://www.youtube.com/watch?v=0O28HHFl4VU
How the kinect works https://www.youtube.com/watch?v=uq9SEJxZiUg
Kinect fusion how it works https://www.youtube.com/watch?v=zzb_RQWrt6I
ROS-I 3-Yrs. Montage https://youtu.be/xenFvis_iVc
Introduction to ROS and MoveIt! https://youtu.be/eMlGV94c5WU Good overview of traditional robots vs industrial.
Also ros montage with many robots
MoveIt! Montage 2013 https://youtu.be/dblCGZzeUqs
Blender for creating robot models: http://www.lynda.com/Blender-tutorials/Downloading-Blender/87088/95345-4.html

Graduate attribute development

For a full list of the faculty's graduate attributes refer to the FEIT Graduate Attributes webpage.

For the contribution of subjects taken in the Bachelor of Engineering (Honours) or Master of Professional Engineering
to the Engineers Australia Stage 1 Competencies, see the faculty's Graduate Attributes and the Engineers Australia
Stage 1 Competencies webpage.

Assessment: faculty procedures and advice

Marking criteria

Marking criteria for each assessment task will be available on the Learning Management System: UTS Online.

Extensions

When, due to extenuating circumstances, you are unable to submit or present an assessment task on time, please
contact your subject coordinator before the assessment task is due to discuss an extension. Extensions may be
granted up to a maximum of 5 days (120 hours). In all cases you should have extensions confirmed in writing.

Special consideration

If you believe your performance in an assessment item or exam has been adversely affected by circumstances
beyond your control, such as a serious illness, loss or bereavement, hardship, trauma, or exceptional employment
demands, you may be eligible to apply for Special Consideration.

Late penalty

Work submitted late without an approved extension is subject to a late penalty of 10 per cent of the total available
marks deducted per calendar day that the assessment is overdue (e.g. if an assignment is out of 40 marks, and is
submitted (up to) 24 hours after the deadline without an extension, the student will have four marks deducted from

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their awarded mark). Work submitted after five calendar days is not accepted and a mark of zero is awarded.

For some assessment tasks a late penalty may not be appropriate – these are clearly indicated in the subject outline.
Such assessments receive a mark of zero if not completed by/on the specified date. Examples include:
a. weekly online tests or laboratory work worth a small proportion of the subject mark, or
b. online quizzes where answers are released to students on completion, or
c. professional assessment tasks, where the intention is to create an authentic assessment that has an absolute
submission date, or
d. take-home papers that are assessed during a defined time period, or
e. pass/fail assessment tasks.

Querying results

If you wish to query the result of an assessment task or the final result for a subject:
Assessment task: query the result with the Subject Coordinator within 5 working days of the date of release of the
result.
Final subject result: submit an application for review within 5 working days of the official release of the final subject
result.

Academic liaison officer

Academic liaison officers (ALOs) are academic staff in each faculty who assist students experiencing difficulties in
their studies due to: disability and/or an ongoing health condition; carer responsibilities (e.g. being a primary carer for
small children or a family member with a disability); and pregnancy.

ALOs are responsible for approving adjustments to assessment arrangements for students in these categories.
Students who require adjustments due to disability and/or an ongoing health condition are requested to discuss their
situation with an accessibility consultant at the Accessibility Service before speaking to the relevant ALO.

Statement about assessment procedures and advice

This subject outline must be read in conjunction with the Coursework Assessments policy and procedures.

Statement on copyright
Teaching materials and resources provided to you at UTS are protected by copyright. You are not permitted to re-use
these for commercial purposes (including in kind benefit or gain) without permission of the copyright owner. Improper
or illegal use of teaching materials may lead to prosecution for copyright infringement.

Statement on plagiarism
Plagiarism and academic integrity

At UTS, plagiarism is defined in Rule 16.2.1(4) as: 'taking and using someone else's ideas or manner of expressing
them and passing them off as ... [their] own by failing to give appropriate acknowledgement of the source to seek to
gain an advantage by unfair means'.

The definition infers that if a source is appropriately referenced, the student's work will meet the required academic
standard. Plagiarism is a literary or an intellectual theft and is unacceptable both academically and professionally. It
can take a number of forms including but not limited to:
copying any section of text, no matter how brief, from a book, journal, article or other written source without duly
acknowledging the source
copying any map, diagram, table or figure without duly acknowledging the source
paraphrasing or otherwise using the ideas of another author without duly acknowledging the source
re-using sections of verbatim text without using quote marks to indicate the text was copied from the source (even if
a reference is given).

Other breaches of academic integrity that constitute cheating include but are not limited to:
submitting work that is not a student's own, copying from another student, recycling another student's work,
recycling previously submitted work, and working with another student in the same cohort in a manner that exceeds
the boundaries of legitimate cooperation
purchasing an assignment from a website and submitting it as original work
requesting or paying someone else to write original work, such as an assignment, essay or computer program, and
submitting it as original work.

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 submitting it as original work.

Students who condone plagiarism and other breaches of academic integrity by allowing their work to be copied are
also subject to student misconduct Rules.

Where proven, plagiarism and other breaches of misconduct are penalised in accordance with UTS Student Rules
Section 16 – Student misconduct and appeals.

Avoiding plagiarism is one of the main reasons why the Faculty of Engineering and IT is insistent on the thorough and
appropriate referencing of all written work. Students may seek assistance regarding appropriate referencing through
UTS: HELPS.

Work submitted electronically may be subject to similarity detection software. Student work must be submitted in a
format able to be assessed by the software (e.g. doc, pdf (text files), rtf, html).

Further information about avoiding plagiarism at UTS is available.

Retention of student work

The University reserves the right to retain the original or one copy of any work executed and/or submitted by a student
as part of the course including, but not limited to, drawings, models, designs, plans and specifications, essays,
programs, reports and theses, for any of the purposes designated in Student Rule 3.9.2. Such retention is not to affect
any copyright or other intellectual property right that may exist in the student's work. Copies of student work may be
retained for a period of up to five years for course accreditation purposes. Students are advised to contact their subject
coordinator if they do not consent to the University retaining a copy of their work.

Statement on UTS email account

Email from the University to a student will only be sent to the student's UTS email address. Email sent from a student
to the University must be sent from the student's UTS email address. University staff will not respond to email from
any other email accounts for currently enrolled students.

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