TASK CRITERIA

Learning Outcomes To achieve each outcome a learner must demonstrate the ability to: Task No Feedback
LO1 Understand the applications of a range of mechatronic
systems and products
1.1 identify mechatronic systems by their discipline integration
1A

Task 1A (LO 1: 1.1)
Describe the conceptual design, which combines mechanical and electrical systems to build the “Magnetic Levitation System “described in

the block diagram below.
Identify the functions and capabilities, which cannot be effectively implemented by the mechanical and electrical system with correct

reasons
The frequency of the AC current passing through the coil will control the magnetic polarity changing speed around the soft steel bolt

and that will be directly effecting on the levitation stability of the object with the permanent magnet.

Figure 1: Assembled Magnetic Levitation System (Thorat, 2015)

Identify the functions and capabilities, which cannot be effectively implemented by the mechanical and electrical system with correct

reasons.

TASK CRITERIA

Learning Outcomes To achieve each outcome a learner must demonstrate the ability to: Task No Assessor Feedback

LO1 Understand the applications of a range of mechatronic
systems and products
1.2 explain the need for system development in an integrated way
Describe given examples
Use it to justify your answer of task 1B

Identify and apply strategies to find appropriate solutions
Effective judgments have been made

Task 1B (LO 1: 1.2, M1)
Briefly explain the need for” Magnetic Levitation System “development in a way of integrated mechatronics system.

TASK CRITERIA

Learning Outcomes
To achieve each outcome a learner must demonstrate the ability to: Task No Feedback

LO1,Understand the applications of a range of mechatronic
systems and products

1.3 investigate mechatronic applications in consumer products and industrial processes

1C
Task 1C (LO 1: 1.3).
Provide an integrated mechatronics system to “Magnetic Levitation System “.
(Student can use an appropriate diagram to explain the system).
TASK CRITERIA

Learning Outcomes
To achieve each outcome a learner must demonstrate the ability to: Task No Feedback

LO2 Understand electromechanical models and components in mechatronic systems and products
2.2 analyze analogies between the models of physically different systems

2B

Physical differences not yet achieve.

Task2B (LO 2: 2.2)
Explain analogies between the transfer functions of above mechanical system(Task1A-(a)) and electrical system (Task1A-(b))

Solution.

The analogies between the transfer functions of mechanical systems have distance, velocity or acceleration, as parameters, and output

are force or such forms.
Whereas, the electrical system has a parameters like Resistance, Capacitors, Inductors, current and voltages as output or input.
Mainly we have two types of mechanical system, which are the Rotational mechanicalsystemandLiner mechanical system.
The Rotational mechanical system is arranged on the below Table: 2

Three variables Which is Represented by
Angular velocity
Torque
Angular displacement ω
T
θ

Two Parameters Which is Represented by
Coefficient of viscous friction
Moment of inertia B
J
Table: 2

And for the Liner mechanical system is also arrange in the below Table: 3
Three variables Which is Represented by
Linear displacement
Velocity
Force X
V
F

Three Parameters Which is Represented by
Spring constant
Mas
Coefficient of viscous friction K
M
B
Table: 3
In the below table: 4. We can see Analogies between the transfer functions Electrical system.
Three variables Which is Represented by
Current
Voltage
Charge I
V
Q

Three parameters Which is Represented by
Capacitance
Resistance
Inductance C
R
L
There are two types of analogies and they are written below:
1. Force Current Analogy:In order to understand this type of analogy, Lets take an example of a circuit, which has a parallel

combination of resistor, inductor and capacitor as shown in the below diagram.

The voltage E is connected in parallel with these elements as shown in the circuit diagram. Now from the circuit diagram and with the

help of KCL equation we write the expression for current in terms of flux, resistance, capacitor and inductor as,
I=C dt^2/(d^2 ψ)+1/R dt/dψ+ψ/L

After comparing the above with that we have derived for the mechanical system we find that,
a. Force is analogous to current I.
b. Mass (M) is analogous to Capacitor (C).
c. Coefficient of friction (B) is analogous to resistance 1/ R
d. Spring constant K is analogous to inverse of the inductor (L).
e. Displacement (x) is analogous to flux (ψ).
This analogy is known as force Current analogy

2. Force Voltage Analogy: In order to understand this type of analogy, For example we have

a circuit, which consists of series combination of an inductor, capacitor and resistor as shown

in the below diagram.
The V voltage is connected in series with these

elements as shown in the above circuit diagram. Now from the circuit diagram and with the help of

KVL equation we write the expression for voltage in terms of charge,

resistance, capacitor and inductor as,
V=L dt^2/(d^2 q)+Rdt/dq+q/C

By Comparing this with what we have derived for the mechanical system is shown as.
a. Mass (M) is analogous to inductance (L).
b. Force is analogous to voltage V.
c. Displacement (x) is analogous to charge (Q).
d. Coefficient of friction (B) is analogous to resistance R and
e. Spring constant is analogous to inverse of the capacitor (C).
This analogy is known as force Voltage analogy
TASK CRITERIA

Learning Outcomes
To achieve each outcome a learner must demonstrate the ability to: Task No Feedback

LO2, Understand electromechanical models and components in mechatronic systems and products
2.3 describe typical sensors and actuators for mechatronic systems and products

2C

Task 2C (LO 2: 2.3)
Describe 2 typical sensors which can be used and how to detect a levitation high .Select the most suitable sensor and justify your

selection. (Accept the concept of the sensor used to detect the proximity instead of giving the technical name of the sensor.)
TASK CRITERIA

Learning Outcomes
To achieve each outcome a learner must demonstrate the ability to: Task No Feedback

LO3 Be able to produce a
specification for a
mechatronic system or mechatronic product
3.1 produce a specification for a mechatronic system to meet current British Standards

3A
Task 3A (LO 3:3.1)
Produce complete specifications to provide the new functions and capabilities to identified mechanical and electrical systems in

integrated mechatronics system. (Students must provide the specification based on British Standards).
TASK CRITERIA

Learning Outcomes
To achieve each outcome a learner must demonstrate the ability to: Task No Feedback

LO3 Be able to produce a
specification for a
mechatronic system or mechatronic product
3.2 select suitable sensor and actuator technologies for a mechatronic system

3B
Task 3B (LO 3:3.2)
Describe 2 typical actuators can be used to control the levitation high. Select the most suitable actuator/actuator system and justify

your selection.
(Accept the concept of the actuator used to control the variable resistor position that control the frequency of the AC voltage

supplied to the coil instead of giving the technical name of the actuator.)

Task 3C (LO 3:3.3,).
Figure shows a simplified elevator system used to transport parts in an elevator cage between the ground level and the first floor in a

maintenance workshop.
TASK CRITERIA

Learning Outcomes
Indicative characteristics Contextualized Evidence Feedback

a)Demonstrate convergent/lateral/creative thinking
ideas have been generated and decisions taken
Write any two controllers for this system
Select any of them for thus system using knowledge about controller. Explain it
Creative thinking not yet achieve
Suggest two type of controller to control this system. Decide and explain which one is most suitable.

Solution:

The controllers, which can be used for this system, are:

Micro Controller (M.C.)

Programmable Logic Controller system (PLCs).

Comparing the both systems controller.

Programmable Logic Controller (PLC) Micro controller (M.C.)
Simple ladder diagrams Complex coding’s
Ease of expansion Expansion needs more new coding’s
Ease of identifying cage positions Need to go through each section to detect position
Simple hard ware and wiring systems Wiring is a bit complex
Less development and installing time More development time needed

Most suitable controller:
When selecting one of those mentions system, the most suitable one will be the Programmable Logic Controller system (PLCs). For the

PLCs, controls the system efficiently.

Task 4A.
Figure shows a simplified schematic diagram of an automated packing station. The station packs six wine glasses individually into a

preassembled wine glass box

The system is fully automated once started. A continuous supply of glasses and boxes is provided by the glass Feeder system and the

Entry conveyor respectively. There is a problem with damaged glasses being packaged by the automated packing station. Any damaged glass

is to be automatically deposited in a waste bin.

TASK CRITERIA.

Learning Outcomes
To achieve each outcome a learner must demonstrate the ability to: Contextualized Evidence Feedback

a)Present and communicate appropriate findings
Coherent, logical development of principles/concepts for the intended audience
Write operation
Write effects of those operations.
Write solution, if you see any fault of those operation Fault not Explained effort not enough
Explain the operations, which are continuously monitoring after starting this system.

Solution.

The operations, which are continuously monitoring after starting this system, are:

The exit conveyor is continuously working
Sensor ‘A’ monitors the box-locating jig till empty boxes arrive.
Then it sends signals to the PLC to move the shutter gate up and to stop the entry conveyor.
After that six glasses are loaded in to the box by the robot ‘1’.
Then it returns to its initial point and sends a signal to the PLC to lower the shutter gate and to start the entry conveyor.
Then the box, which is packed exits through the exit conveyor while Sensor ‘A’, is once again monitoring for an empty box. This

process continues simultaneously.

TASK CRITERIA.

Learning Outcomes
To achieve each outcome a learner must demonstrate the ability to: Contextualized Evidence Feedback

b)Use critical reflection to evaluate own work and justify valid conclusions.

the validity of results has been evaluated usingdefined criteria

Find correct answer using appropriate equation. Justification not explained
An optical incremental encoder can be used to measure linear displacement of conveyor. An encoder disk has 1024 equally spaced

slots and is rotated through 3turns. Calculate the count that would be accumulated in a counter if the initial count was zero.

Solution:

The count that would be accumulated in the counter would be:
1024 x 3 = 3072

Thus, this number of boxes can be measured, before counter need to be reset
It takes 1•5 seconds to accumulate the count. The speed of the encoder in rpm speed of the encoder is 120 rpm. Using these

details justify your answer in (a).

Solution:
Displacement = (120 / 60) x 1.5 = 3.
And this was the number for number of turns in the previous question. Hence, justified.
TASK CRITERIA.

Learning Outcomes
To achieve each outcome a learner must demonstrate the ability to: Contextualized Evidence Feedback

Takeresponsibility for managing and organizing activities

Substantial activities, projects or investigations have
been planned, managed and organized
Describe input and output of the system.
Plan programmed for this system.
Managing and organizing activity not covered

Task 4B.
Consider following system. When a part is placed on the conveyor at position1 , it automatically moves to position 2, it stop and

stamp, after stamping , it automatically move to position 3. It stops at 3, where the part is removed manually from the conveyor.

Assume that only one part is on the conveyor at a time.

Solution.
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