Teaching mechatronics engineering a challenge of the new century (original) (raw)

TEACHING MECHATRONICS ENGINEERING A CHALLENGE OF THE NEW CENTURY Version para evento de La Florida

One of the branches of the Engineering more committed to building the modern world is the Mechatronic Engineering. Many definitions of Mechatronics exist, but in the end all talks about the technological integration of the mechanics, the electronics and computer science. Nowadays numerous challenges for the education of Mechatronics exist: • The design and the putting in practice of the control continue being something own of the dominion of the specialist in controls. • The controls and the electronics still see like " additions " to the processes or equipment. • Very few engineers of the industrial practice realize any class of physical and/or mathematical modeling. • The mathematics is a matter considered more like an obstacle than like a matter that extends the capacities of the engineer. • Few engineers have the suitable balance between the analysis and hardware, essential for the success in Mechatronics. How to obtain the suitable balance between the knowledge of Mechanical, Electronic Engineering, Computation and Automatic control for the suitable formation of a Mechactronic Engineer who satisfies the increasing demands of the industrial development and the abilities that are required for this specialist. In the present work answers for these and other questions are offered.

Mechatronics education is presented and discussed. Then, focus is shifted to the Mechatronics

2005

controller education. Examples are given of the MC68HC11 microcontroller and the different evaluation boards used for (a) code development; (b) embedded applications. Then, attention is given to the software used in the mechatronics/microcontroller education. The THRSim11 comprehensive simulation and interfacing software is described. Finally, the paper discusses the interfacing between the microcontroller and the various electro-mechanical sensing and actuation components used in a mechatronics project. The use of functional modules for teaching interfacing skills to mechanical engineering students is described. The paper finishes with conclusions and further work.

Mechatronics methodology: 15 years of experience Metodología mecatrónica: 15 años de experiencia

Ingeniería e Investigación, 2015

This article presents a methodology to teach students to develop mechatronic projects. It was taught in higher education schools, in different universities in Mexico, in courses such as: Robotics, Control Systems, Mechatronic Systems, Artificial Intelligence, etc. The intention of this methodology is not only to achieve the integration of different subjects but also to accomplish synergy between them so that the final result may be the best possible in quality, time and robustness. Since its introduction into the educational area, this methodology was evaluated and modified for approximately five years, were substantial characteristics were adopted. For the next ten years, only minor alterations were carried out. Fifteen years of experience have proven that the methodology is useful not only for training but also for real projects. In this article, we first explain the methodology and its main characteristics, as well as a brief history of its teaching in different educational progr...

The science and education of mechatronics engineering

IEEE Robotics & Automation Magazine, 2001

o far there is no common and widely accepted understanding of what mechatronics really is. Many different notions similar to or including mechatronics have been used in various contexts; micromechatronics, optomechatronics, supermechatronics, mecanoinformatics, contromechanics and megatronics are some of these, each coined to put forward a specific aspect or application of mechatronics. Examples of attempts to describe mechatronics include the following. N Mechatronics encompasses the knowledge and the technologies required for the flexible generation of controlled motions [1]. N Mechatronics is the synergistic combination of mechanical and electrical engineering, computer science, and information technology, which includes control systems as well as numerical methods used to design products with built-in intelligence [2]. N Hewit in [3] states: A precise definition of mechatronics is not possible, nor is it particularly desirable, because the field is new and expanding rapidly; too rigid a definition would be constraining and limiting, and that is precisely what is not wanted at present. Mechatronics as an interdisciplinary subject tends to attract contributions from all related fields without really putting forward the opportunities and challenges arising specifically due to the interdisciplinary interactions. An example of this is that many mechatronics conferences have been unfocused and thereby have not attracted the most adequate contributions, which definitely exist. This is a disadvantage in that it hampers the development of mechatronics as an engineering science. Scientific publications in mechatronics, to help in making the subject more focused, are still quite rare. One of the earlier publications is Mechatronics-an International Journal published by Elsevier Science, first published in 1991.

Mechatronic education at the Faculty of Technical Sciences Novi Sad

Tehnicki vjesnik-Technical Gazette, 2015

Original scientific paper The emerging engineering field of mechatronics has caught the attention of many engineering professionals, academics and government officials in recent years, nationally and globally. The main reason for this is that many modern products are no longer purely electrical and electronic or mechanical. Moreover, they are integrated multidisciplinary products which are made from subsystems which require engineering knowledge of different disciplines. Hence, increasing number of universities is offering courses, certificates and programs at undergraduate and graduate levels in the area of mechatronics. This paper presents an educational program in mechatronics at Faculty of Technical Sciences, University of Novi Sad, Serbia. In addition, student evaluation of the mechatronics program is presented. The conducted survey enabled faculty to gain more insight into student opinions about this program which provided valuable feedback for further program improvements.

Mechatronic Education at Faculty of Technical Sciences Novi Sad

Tehnicki Vjesnik, 2015

What is Mechatronics and why teach it

Despite a world-wide interest in mechatronics education, there is no clear and consistent understanding of what mechatronics is, nor how, and at what level, it should be taught. The key challenge for mechatronics course designers is seen as that of ensuring an appropriate balance between depth and breadth while providing opportunities to enable students to practise integration. The paper discusses this in relation to a number of mechatronic themes. Factors influencing the design, structure and content of a mechatronics programme are discussed and suggestions made as to the possible core content of such a programme.

Trends in Mechatronic Engineering and Education

This paper outlines the emergence of mechatronic engineering as a distinct professional activity and area of study. Current and future trends in mechatronic engineering and the educational needs of its practitioners are discussed.

Mechatronics as a challenge for teaching technology in secondary education

31st Annual Frontiers in Education Conference. Impact on Engineering and Science Education. Conference Proceedings (Cat. No.01CH37193), 2001

Teaching of technology in Slovenian lower-secondary schools has, in the past, been primarily focused on design and construction of simple everyday objects. The technology curriculum was renewed in 1999 emphasizing project based teaching. The changes in teaching technology were significantly influenced by positive experiences at the Faculty of Education in Ljubljana. The challenge of Mechatronics, an interdisciplinary field, was to integrate electronic, mechanical, control and computer engineering into selected projects and to transfer these to secondary education practice. Some examples of these projects are summarized in this paper. One example is a control system for light intensity, utilizing computers. Transient phenomena are demonstrated by sudden changes in the required intensity of light; the required changes being mostly caused by the time delay in heating of the bulb's filament. Another example project involves the control of vehicle motion; this project begins with mechanical switches, continues with digital control and concludes with infrared remote control.

Teaching mechatronics engineering a challenge of the new century (original) (raw)

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