Fluid knowledge of control system modelling and design (METR4201/METR3200) is essential. Knowledge of linear algebra and differential equations, programming (in MATLAB and C), and point dynamics is assumed.
This course teaches the fundamentals of autonomous systems -- principally robotics. Its emphasis is a principled, algorithmic approach to robotics from fixed manipulators to mobile robots. This includes robot system design and control in its various facets including multi-link robot arms and mobile robot systems. Robot arms are a good example of a multi-variate dynamical system.
The first part of this course will cover select mathematical techniques of Homogenous transformations, serial (open-chain) kinematics, multi-body dynamics, state-space control, and vision as they pertain to solving complex geometrical problems seen in calculating the correct positions and speeds to drive the robot motors in order to move the arm in the desired manner. The class consists of a three laboratory sections and includes building a robot arm yourself from LEGO (or Dynamixel) components. The latter parts of this course discuss the design of controllers using state-space and adaptive control techniques so as to enable automation and autonomous operation. The controller design methods are applicable to a range of challenging design problems in industrial and research settings, including robot systems.
(Note: METR7202 is in the process of being renamed "Robotics and Automation" so as to reflect its new focus)
Based on student feedback:
* We will post the lectures to the class website
* Project specifications will be announced sooner
* Dynamixel systems are available
The objective of this this course is to understand robotic systems in a principled and algorithmic manner, chiefly by using the advanced tools of kinematics and state-space control. Robot analysis, sensing and planning/control are presented using a homogeneous geometric basis.
Aims of this course include:
| GRADUATE ATTRIBUTE | LEARNING OBJECTIVES |
| A. IN-DEPTH KNOWLEDGE OF THE FIELD OF STUDY | |
| A2. A broad understanding of the field of study, including how other disciplines relate to the field of study. | 1.1, 1.2, 1.3, 2.1 |
| A3. A comprehensive and in-depth knowledge in the field of study. | 1.1, 1.2, 1.3, 2.1 |
| A5. An international perspective on the field of study. | 1.1, 1.2, 1.3, 1.4, 2.1 |
| A7. An appreciation of the link between theory and practice. | 1.1, 1.2, 1.3, 2.1 |
| B. EFFECTIVE COMMUNICATION | |
| B1. The ability to collect, analyse and organise information and ideas and to convey those ideas clearly and fluently, in both written and spoken forms. | 1.1, 1.2, 1.3, 1.4, 2.1 |
| B2. The ability to interact effectively with others in order to work towards a common outcome. | 1.1, 1.2, 1.3, 2.1 |
| B3. The ability to select and use the appropriate level, style and means of communication. | 1.1, 1.2, 1.3, 1.4, 2.1 |
| B4. The ability to engage effectively and appropriately with information and communication technologies. | 1.1, 1.2, 1.3, 2.1 |
| B5. The ability to practise as part of an interdisciplinary team. | 1.1, 1.2, 1.3, 2.1 |
| C. INDEPENDENCE AND CREATIVITY | |
| C2. The ability to work and learn independently and effectively. | 1.1, 1.2, 1.3 |
| C3. The ability to generate ideas and adapt innovatively to changing environments. | 1.1, 1.2, 1.4 |
| C5. The ability to formulate and investigate problems, create solutions, innovate and improve current practices. | 1.1, 1.2, 1.3 |
| C6. The abilities and skills that provide a foundation for future leadership roles. | 1.1, 1.2, 2.1 |
| D. CRITICAL JUDGEMENT | |
| D2. The ability to apply critical reasoning to issues through independent thought and informed judgement. | 1.1, 1.2, 1.3, 1.4, 2.1 |
| D4. The ability to process material and to critically analyse and integrate information from a wide range of sources. | 1.1 |
| D5. The ability to evaluate opinions, make decisions and to reflect critically on the justifications for decisions using an evidence-based approach. | 1.1, 1.2, 1.3, 2.1 |
| E. ETHICAL AND SOCIAL UNDERSTANDING | |
| E1. An understanding of social and civic responsibility. | 1.1, 1.2, 1.3 |
| E3. An appreciation of the philosophical and social contexts of a discipline. | 1.1, 2.1 |
| E4. A knowledge and respect of ethics and ethical standards in relation to a major area of study. | 1.1, 1.2, 1.3 |
| E5. A knowledge of other cultures and times and an appreciation of cultural diversity. | 1.1, 1.2, 1.3, 2.1 |
| E7. The ability to work effectively and sensitively across all areas of society. | 1.2 |
| E8. An understanding of and respect for the roles and expertise of associated disciplines. | 1.2, 1.3, 2.1 |
Robotics, Vision and Control: Fundamental Algorithms in MATLAB (Prescribed) Available via SpringerLink [http://search.library.uq.edu.au/61UQ:61UQ_All:61UQ_ALMA2178626970003131] |
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Robot Analysis: The Mechanics of Serial and Parallel Manipulators, |
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Computer Vision: Algorithms and Applications by |
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Control system design : an introduction to state-space methods by Bernard Friedland. Available online via Knovel [https://library.uq.edu.au/record=b3292552~S7] |
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Control Systems Engineering 5e (Prescribed) |
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Robot Analysis and Control, |
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Echo360 (Lectopia on Blackboard) is not supported |
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Access to required and recommended resources, plus past central exam papers, is available at the UQ Library website (http://www.library.uq.edu.au/lr/METR7202).
The University offers a range of resources and services to support student learning. Details are available on the myServices website (https://student.my.uq.edu.au/).
Most ITEE courses have Blackboard sites which can be found at https://learn.uq.edu.au.
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Total marks from and including 0 up to but not including 20.
Total marks from and including 20 up to but not including 45.
Total marks from and including 45 up to but not including 50.
Total marks from and including 50 up to but not including 65.
Total marks from and including 65 up to but not including 75.
Total marks from and including 75 up to but not including 85.
Total marks from and including 85 up to and including 100.
Please note that for all grade levels, standard algebraic rounding will be exercised. For example, a 49.49% will be recorded as a 49 (a 3 or fail), where as a 49.51 is a 50 (a 4 or pass). In extenuating circumstances, the course coordinator may adjust marks to reflect the achievement of the student.
All the laboratories will be identity-verified. You must be present and pass each and every laboratory in order to pass the course. If you do not pass all the laboratories then you final mark will be capped at 49% and your final grade will be capped at a 3.
The submission of progressive assessment material on the due date as set out in this Electronic Course Profile is the sole responsibility of the student. Students should not leave assignment preparation until the last minute and must plan their workloads to meet advertised or notified deadlines. It is your responsibility to manage your time effectively.
Unless advised in the Course Profile, assessment items received after the due date will receive a zero mark unless you have been approved to submit the assessment item after the due date.
However, if there are medical or exceptional circumstances that will affect your ability to complete an assessment by the due date, then you can apply for an extension via the following methods:
· Mid-Semester
Examinations (includes Oral Presentation, Written Examination or
Laboratory Practical held during the teaching weeks of semester):
You can find further information on deferred mid-semester examinations online and instructions on how to submit your application via mySI-net are also online.
All applications for deferred mid-semester examinations must be
submitted online via mySI-net > myRequests. Hard copy application
forms or requests received via email will not be considered.
· Other Assignments:
You can find further information and the relevant forms online. The Application for Extension of Assessment Due Date form and supporting documentation (e.g. medical certificate) can be submitted by email to enquiries@itee.uq.edu.au or in person to the School office (General Purpose South [78], level 4 Coursework Studies Office).
An extension application granted on medical grounds will be approved for
the number of calendar days the medical certificate indicates you were
unfit for study. Students who are ill for more than 14 days should
consider applying for withdrawal without academic penalty.
Requests must be made at least 48 hours prior to the submission
deadline, unless the medical or other circumstances are such that
you could not reasonably be expected to have applied by then. Requests
for extensions which are received on or after the due date may not be
able to be considered.
Extensions may not be possible for some pieces of assessment (such as assignments for which solutions are posted immediately after the submission deadline or in the case of group work). Where an extension cannot be granted for such reasons, the Course Coordinator may propose equivalent assessment.
The School will issue a notification of the outcome to your student email account.
Please note: While a scanned copy or clear photographic image of the supporting documentation is acceptable, you must retain the original documentation for a minimum period of six (6) months to provide as verification should you be requested to do so. Failure to produce the original documentation for verification may result in the approval of your extension being rescinded.
Having Troubles?
If you are having difficulties with any aspect of the course material you should seek help. Speak to your tutors and/or the course co-ordinator.
If external circumstances are affecting your ability to work on the course, you should seek help as soon as possible. The University and UQ Union have organisations and staff who are able to help, for example, UQ Student Services are able to help with study and exam skills, tertiary learning skills, writing skills, financial assistance, personal issues, and disability services (among other things).
Complaints and criticisms should be directed in the first instance to the course coordinator. If you are not satisfied with the outcome, you may bring the matter to the attention of the Mechatronics Plan Director.
Demonstrate a robot arm mechanism in the laboratory.
This will be done in small groups.
The demonstration will be marked based on the criteria itemised on the Kinematics Lab Sheet available for download from the course web page.
Implement navigation, sensing and control algorithms on a simulation of a practical robotic system.
This will be done in small groups.
The demonstration will be marked based on the criteria itemised on the Sensing & Control Lab Sheet available for download from the course web page.
A synthesis of kinematics, sensing, and state-space control.
This will be done in small groups.
The demonstration will be marked based on the criteria itemised on the Systems Lab Sheet available for download from the course web page.
This is an identity-verified assessment item. You must be present at the demonstration.
A research and/or research paper review that is also then presented and defended in person.
The individually written paper has to describe a robotics research topic, preferably based around original research conducted by the individual student.
This must be at least a 2-pages and more more than 8-pages. The paper should be formatted in the ACRA Robotics Conference style (and page length/format).
This paper has to then b
This
item of assessment introduces students to an important medium of
scientific and professional communication. Students are required to
submit a conference paper on their research findings in the form of an
extended abstract. The paper must follow the conference paper template (preferably LaTeX format).
(The paper doesn't have to be completed using LaTeX, but it must still follow the template.)
The conference paper will be marked by your supervisor using the criteria on the conference paper marksheet.
The presentation will be marked using either the seminar marksheet.
The final score will be the algebraic mean of these the conference paper and presentation marks.
⇛ This is an identity-verified assessment item. You must be present at the demonstration. ⇚
An overview of the University’s assessment-related policies can be found on myAdvisor (http://www.uq.edu.au/myadvisor/index.html?page=2910).
Academic Integrity
It is the University's task to encourage ethical scholarship and
to inform students and staff about the institutional standards of
academic behaviour expected of them in learning, teaching and research.
Students have a responsibility to maintain the highest standards of
academic integrity in their work. Students must not cheat in
examinations or other forms of assessment and must ensure they do not
plagiarise.
Plagiarism
The University has adopted the following definition of plagiarism:
Plagiarism is the act of misrepresenting as one's own original work the ideas, interpretations, words or creative works of another. These include published and unpublished documents, designs, music, sounds, images, photographs, computer codes and ideas gained through working in a group. These ideas, interpretations, words or works may be found in print and/or electronic media.
Students are encouraged to read the UQ Student Integrity and Misconduct policy (http://ppl.app.uq.edu.au/content/3.60.04-student-integrity-and-misconduct) which makes a comprehensive statement about the University's approach to plagiarism, including the approved use of plagiarism detection software, the consequences of plagiarism and the principles associated with preventing plagiarism.
Applications for Extensions
Feedback on Assessment
Feedback is essential to effective learning and students can
expect to receive appropriate and timely feedback on all
assessment. For a detailed explanation of the feedback you are
entitled to, you should consult the policy on Student Access to Feedback
on Assessment. (https://ppl.app.uq.edu.au/content/3.10.02-assessment)
As a student you have a responsibility to incorporate feedback into your learning; make use of the assessment criteria that you are given; be aware of the rules, policies and other documents related to assessment; and provide teachers with feedback on their assessment practices.
There are certain steps you can take if you feel your result does not reflect your performance. Please refer to the myAdvisor web site. (http://www.uq.edu.au/myadvisor/index.html?page=2953)
Other School of Information Technology and Electrical Engineering Assessment Guidelines
Feedback in this Course
Feedback on any aspects of the course can be emailed to the course coordinator.
Misconduct
Further to the statement on academic integrity and plagiarism above, students are required to read and understand the ITEE policy on Student Misconduct (http://www.itee.uq.edu.au/itee-student-misconduct-including-plagiarism).
Examination Conduct
Examinations will be conducted in accordance with section 1A Division 2 of the University’s General Award Rules (http://www.uq.edu.au/myadvisor/university-rules).
Non-attendance at Examinations
If you miss a mid-semester or final examination due to exceptional circumstances, you may be entitled to a deferred examination. For information on deferred examinations, refer to myAdvisor http://www.uq.edu.au/myadvisor/index.html?page=2995.
Examination Feedback
Students wishing to view examination answer scripts and/or question papers should consult with the School office (Room 425, General Purpose South Building [78], St Lucia) regarding arrangements. The ITEE policy on exam script viewing is available at http://www.itee.uq.edu.au/script-viewing.
Supplementary Assessment
If you fail this course you may be eligible for supplementary assessment - see the general award rules and/or
your program rules for details. You should note that even though you
may be eligible for supplementary assessment under these rules, in some
circumstances there may be no practical assessment that can be offered
to allow you to meet the minimum passing requirements. These
circumstances may include failure based on:
· group or team based assessment;
· attendance or class participation requirements;
· laboratory-based assessment, where laboratories can't practically be made available after classes have finished;
· project or thesis-based assessment, where a significant period of time would be required to undertake supplementary assessment;
· progressive assessment, where subsequent assessment items build on earlier assessment items; or
· multiple assessment items, where it is impractical to offer multiple supplementary assessment items.
If the course coordinator determines that there is no practical supplementary assessment that can be offered to allow you to improve your grade, then you will not be offered supplementary assessment and your grade will remain unchanged.
Other School of Information Technology and Electrical Engineering Guidelines
Workplace (Occupational) Health & Safety (WH&S; OH&S) in ITEE
The School of ITEE takes its obligations to WH&S very seriously.
WH&S is everybody’s responsibility, both the School’s and the
students’. The School has worked to ensure that WH&S processes are
effective and that assessments are kept up to date. Students must take
the time to familiarise themselves with these procedures and
assessments.
Before entering any ITEE lab, students must read the student edition of ‘OH&S in the Laboratory’
and complete the Safety Declaration Form to be found there. In
addition, students must complete the ‘Student OH&S Induction’
on Blackboard (under "My Courses").
Other relevant information on WH&S in the School is to be found at the School's WH&S website including links from that page to the Risk Assessment Register and Electrical Safety.
Students, please ensure, by reading the information just referenced and
completing the OH&S Induction and Safety Declaration Form as
appropriate, that you are an active participant in a safe learning
environment.
Medical Conditions that may affect safety
Persons suffering from any condition likely to compromise their own safety or the safety of others whilst in an Engineering Lab (such as colour blindness, epilepsy etc) must inform the school before access to labs is sought.
Ethical Clearance
If your course involves assignment or project work involving human subjects or human-related materials, you must investigate the need for ethical clearance and obtain it when required. Information on ethical clearance can be found at http://www.uq.edu.au/research/integrity-compliance/human-ethics
Grievances
If you have a grievance about this course you should, in the first instance, contact the course coordinator. If a satisfactory reply is not received, please contact the ITEE Director of Coursework Studies, Dr Stephen Viller.
Supplementary assessment may not be available for the practical/laboratory assessment items because of the resources and infrastructure involved.
Below is a table showing the relationship between the learning objectives for this course and the broader graduate attributes developed, the learning activities used to develop each objective and the assessment task used to assess each objective.
| Learning Objectives | |||||
| 1.1 | 1.2 | 1.3 | 1.4 | 2.1 | |
| Learning Activities | |||||
| Lecture 1 (Lecture) |
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| Lecture 2 (Lecture) |
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| Kinematics Lab (Laboratory) |
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| Lecture 3 (Lecture) |
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| Lecture 4 (Lecture) |
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| Lecture 5 (Lecture) |
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| Sensing Lab (Laboratory) |
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| Lecture 6 (Lecture) |
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| Lecture 7 (Lecture) |
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| Lecture 8 (Lecture) |
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| Systems Lab (Laboratory) |
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| Lecture 9 (Lecture) |
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| Lecture 10 (Lecture) |
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| Lecture 11 (Lecture) |
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| Lecture 12 (Lecture) |
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| Lecture 13 (Lecture) |
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| Assessment Tasks | |||||
| Kinematics Lab |
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| Sensing & Control Lab |
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| Systems Lab |
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| Research Paper and Viva in Robotics |
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| Learning Objectives | |||||
| 1.1 | 1.2 | 1.3 | 1.4 | 2.1 | |
| Graduate Attributes | |||||
| A IN-DEPTH KNOWLEDGE OF THE FIELD OF STUDY | |||||
| A2. A broad understanding of the field of study, including how other disciplines relate to the field of study. |
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| A3. A comprehensive and in-depth knowledge in the field of study. |
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| A5. An international perspective on the field of study. |
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| A7. An appreciation of the link between theory and practice. |
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| B EFFECTIVE COMMUNICATION | |||||
| B1. The ability to collect, analyse and organise information and ideas and to convey those ideas clearly and fluently, in both written and spoken forms. |
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| B2. The ability to interact effectively with others in order to work towards a common outcome. |
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| B3. The ability to select and use the appropriate level, style and means of communication. |
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| B4. The ability to engage effectively and appropriately with information and communication technologies. |
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| B5. The ability to practise as part of an interdisciplinary team. |
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| C INDEPENDENCE AND CREATIVITY | |||||
| C2. The ability to work and learn independently and effectively. |
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| C3. The ability to generate ideas and adapt innovatively to changing environments. |
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| C5. The ability to formulate and investigate problems, create solutions, innovate and improve current practices. |
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| C6. The abilities and skills that provide a foundation for future leadership roles. |
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| D CRITICAL JUDGEMENT | |||||
| D2. The ability to apply critical reasoning to issues through independent thought and informed judgement. |
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| D4. The ability to process material and to critically analyse and integrate information from a wide range of sources. |
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| D5. The ability to evaluate opinions, make decisions and to reflect critically on the justifications for decisions using an evidence-based approach. |
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| E ETHICAL AND SOCIAL UNDERSTANDING | |||||
| E1. An understanding of social and civic responsibility. |
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| E3. An appreciation of the philosophical and social contexts of a discipline. |
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| E4. A knowledge and respect of ethics and ethical standards in relation to a major area of study. |
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| E5. A knowledge of other cultures and times and an appreciation of cultural diversity. |
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| E7. The ability to work effectively and sensitively across all areas of society. |
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| E8. An understanding of and respect for the roles and expertise of associated disciplines. |
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