Course Coordinator:Tongfei Tian (ttian@usc.edu.au) School:School of Science, Technology and Engineering
UniSC Sunshine CoastUniSC Moreton Bay |
Blended learning | Most of your course is on campus but you may be able to do some components of this course online. |
Please go to usc.edu.au for up to date information on the
teaching sessions and campuses where this course is usually offered.
This course equips you with advanced theoretical and technical knowledge and skills in the area of Mechanical Vibration. The course also provides you with solid foundation in control system engineering alongside study of the effect of non-linearity on the systems dynamic response. You will be facilitated to use the theoretical knowledge in laboratory demonstrations, projects and assignments. This will enhance your level of understanding of the subject as well as allow you to appreciate the application of theory in a Mechanical environment.
Activity | Hours | Beginning Week | Frequency |
Blended learning | |||
Learning materials – Asynchronous weekly learning material | 1hr | Week 1 | 13 times |
Tutorial/Workshop 1 – On campus | 2hrs | Week 1 | 10 times |
Laboratory 1 – On campus | 2hrs | Week 2 | 5 times |
Seminar – On campus | 1hr | Week 1 | 3 times |
Topics may include:
300 Level (Graduate)
12 units
Course Learning Outcomes On successful completion of this course, you should be able to... | Graduate Qualities Mapping Completing these tasks successfully will contribute to you becoming... | Professional Standard Mapping * Competencies from multiple Professional Bodies (see below) * | |
1 | Interpret and apply equations to model the dynamic behaviours of engineering systems | Knowledgeable |
1, 1, 1.1.a, 1.1.a, 1.2.a, 1.2.a, 1.3.a, 1.3.a, 1.1, 1.1, 1.2, 1.2, 1.3, 1.3, 3, 3, 3.2.b, 3.2.b |
2 | Apply the principles of vibration theory, vibration measurements and control to mechanical systems |
Knowledgeable Empowered |
1, 1, 1.1.a, 1.1.a, 1.6.a, 1.6.a, 1.1, 1.1, 1.6, 1.6, 2, 2, 2.1.a, 2.1.a, 2.1.b, 2.1.b, 2.2.a, 2.2.a, 2.1, 2.1, 2.2, 2.2 |
3 | Design controllers to meet specifications and determine the relative strengths and weaknesses of each technique |
Knowledgeable Ethical |
1, 1, 1.2.a, 1.2.a, 1.2, 1.2, 2, 2, 2.1.a, 2.1.a, 2.1.b, 2.1.b, 2.3.a, 2.3.a, 2.1, 2.1, 2.3, 2.3 |
4 | Evaluate and integrate feedback to provide robustness to modelling uncertainty and external disturbances | Creative and critical thinker |
1, 1, 1.1.a, 1.1.a, 1.1, 1.1, 2, 2, 2.2.a, 2.2.a, 2.2.j, 2.2.j, 2.2, 2.2, 3, 3, 3.2.a, 3.2.a, 3.2.b, 3.2.b, 3.4.b, 3.4.b, 3.2, 3.2, 3.4, 3.4 |
CODE | COMPETENCY |
Engineers Australia Stage 1 Engineering Technologist Competency Standards | |
1 | Elements of competency: Knowledge and Skill Base |
1.1.a | Knowledge and Skill Base - Systematic, theory based understanding of the underpinning natural and physical sciences and the engineering fundamentals applicable to the technology domain: Engages with the technology domain at a phenomenological level, applying sciences and engineering fundamentals to systematic investigation, interpretation, analysis and innovative solution of broadly-defined problems and engineering technology practice. |
1.2.a | Knowledge and Skill Base - Conceptual understanding of the, mathematics, numerical analysis, statistics, and computer and information sciences which underpin the technology domain: Fluently applies relevant investigation, analysis, interpretation, assessment, characterisation, prediction, evaluation, modelling, decision making, measurement, evaluation, knowledge management and communication tools and techniques pertinent to the technology domain. |
1.3.a | Knowledge and Skill Base - In-depth understanding of specialist bodies of knowledge within the technology domain: Proficiently applies advanced technical knowledge and skills to deliver engineering outcomes in specialist area(s) of the technology domain and associated industry, commercial and community sectors. |
1.6.a | Knowledge and Skill Base - Understanding of the scope, principles, norms, accountabilities and bounds of sustainable engineering practice in the technology domain: Understands the standards and codes of practice, as well as the legislative and statutory requirements associated with specialist practice area(s) of the technology domain. |
1.1 | Knowledge and Skill Base: Systematic, theory based understanding of the underpinning natural and physical sciences and the engineering fundamentals applicable to the technology domain. |
1.2 | Knowledge and Skill Base: Conceptual understanding of the, mathematics, numerical analysis, statistics, and computer and information sciences which underpin the technology domain. |
1.3 | Knowledge and Skill Base: In-depth understanding of specialist bodies of knowledge within the technology domain. |
1.6 | Knowledge and Skill Base: Understanding of the scope, principles, norms, accountabilities and bounds of sustainable engineering practice in the technology domain. |
2 | Elements of competency: Engineering Application Ability |
2.1.a | Engineering Application Ability - Application of established engineering methods to broadly-defined problem solving within the technology domain: Identifies, discerns and characterises salient issues, determines and analyses causes and effects, justifies and applies appropriate simplifying assumptions, predicts performance and behaviour, synthesises solution strategies and develops substantiated conclusions. |
2.1.b | Engineering Application Ability - Application of established engineering methods to broadly-defined problem solving within the technology domain: Ensures that the application of specialist technologies are soundly based on fundamental principles by diagnosing, and taking appropriate action with data, calculations, results, proposals, processes, practices, and documented information that may be ill-founded, illogical, erroneous, unreliable or unrealistic. |
2.2.a | Engineering Application Ability - Application of engineering techniques, tools and resources within the technology domain: Proficiently identifies, selects and applies the materials, components, devices, systems, processes, resources, plant and equipment relevant to the technology domain. |
2.3.a | Engineering Application Ability - Application of systematic synthesis and design processes within the technology domain: Proficiently applies technological knowledge and problem solving skills as well as established tools and procedures to design components, system elements, plant, facilities and/or processes to meet technical specifications and performance criteria. |
2.2.j | Engineering Application Ability - Application of engineering techniques, tools and resources within the technology domain: Understands the role of quality management systems, tools and processes within a culture of continuous improvement. |
2.1 | Engineering Application Ability: Application of established engineering methods to broadly-defined problem solving within the technology domain. |
2.2 | Engineering Application Ability: Application of engineering techniques, tools and resources within the technology domain. |
2.3 | Engineering Application Ability: Application of systematic synthesis and design processes within the technology domain. |
3 | Elements of competency: Professional and Personal Attributes |
3.2.b | Professional and Personal Attributes - Effective oral and written communication in professional and lay domains: Prepares high quality engineering documents such as progress and project reports, reports of investigations and feasibility studies, proposals, specifications, design records, drawings, technical descriptions and presentations pertinent to the technology domain. |
3.2.a | Professional and Personal Attributes - Effective oral and written communication in professional and lay domains: Is proficient in listening, speaking, reading and writing English. |
3.4.b | Professional and Personal Attributes - Professional use and management of information: Critically assesses the accuracy, reliability and authenticity of information. |
3.2 | Professional and Personal Attributes: Effective oral and written communication in professional and lay domains. |
3.4 | Professional and Personal Attributes: Professional use and management of information. |
Engineers Australia Stage 1 Professional Engineer Competency Standards | |
1 | Elements of competency: Knowledge and Skill Base |
1.1.a | Knowledge and Skill Base - Comprehensive, theory based understanding of the underpinning natural and physical sciences and the engineering fundamentals applicable to the engineering discipline: Engages with the engineering discipline at a phenomenological level, applying sciences and engineering fundamentals to systematic investigation, interpretation, analysis and innovative solution of complex problems and broader aspects of engineering practice. |
1.2.a | Knowledge and Skill Base - Conceptual understanding of the mathematics, numerical analysis, statistics, and computer and information sciences which underpin the engineering discipline: Develops and fluently applies relevant investigation analysis, interpretation, assessment, characterisation, prediction, evaluation, modelling, decision making, measurement, evaluation, knowledge management and communication tools and techniques pertinent to the engineering discipline. |
1.3.a | Knowledge and Skill Base - In-depth understanding of specialist bodies of knowledge within the engineering discipline: Proficiently applies advanced technical knowledge and skills in at least one specialist practice domain of the engineering discipline. |
1.6.a | Knowledge and Skill Base - Understanding of the scope, principles, norms, accountabilities and bounds of sustainable engineering practice in the specific discipline: Appreciates the basis and relevance of standards and codes of practice, as well as legislative and statutory requirements applicable to the engineering discipline. |
1.1 | Knowledge and Skill Base: Comprehensive, theory based understanding of the underpinning natural and physical sciences and the engineering fundamentals applicable to the engineering discipline. |
1.2 | Knowledge and Skill Base: Conceptual understanding of the mathematics, numerical analysis, statistics, and computer and information sciences which underpin the engineering discipline. |
1.3 | Knowledge and Skill Base: In-depth understanding of specialist bodies of knowledge within the engineering discipline. |
1.6 | Knowledge and Skill Base: Understanding of the scope, principles, norms, accountabilities and bounds of sustainable engineering practice in the specific discipline. |
2 | Elements of competency: Engineering Application Ability |
2.1.a | Engineering Application Ability - Application of established engineering methods to complex engineering problem solving: Identifies, discerns and characterises salient issues, determines and analyses causes and effects, justifies and applies appropriate simplifying assumptions, predicts performance and behaviour, synthesises solution strategies and develops substantiated conclusions. |
2.1.b | Engineering Application Ability - Application of established engineering methods to complex engineering problem solving: Ensures that all aspects of an engineering activity are soundly based on fundamental principles - by diagnosing, and taking appropriate action with data, calculations, results, proposals, processes, practices, and documented information that may be ill-founded, illogical, erroneous, unreliable or unrealistic. |
2.2.a | Engineering Application Ability - Fluent application of engineering techniques, tools and resources: Proficiently identifies, selects and applies the materials, components, devices, systems, processes, resources, plant and equipment relevant to the engineering discipline. |
2.3.a | Engineering Application Ability - Application of systematic engineering synthesis and design processes: Proficiently applies technical knowledge and open ended problem solving skills as well as appropriate tools and resources to design components, elements, systems, plant, facilities and/or processes to satisfy user requirements. |
2.2.j | Engineering Application Ability - Fluent application of engineering techniques, tools and resources: Understands the role of quality management systems, tools and processes within a culture of continuous improvement. |
2.1 | Engineering Application Ability: Application of established engineering methods to complex engineering problem solving. |
2.2 | Engineering Application Ability: Fluent application of engineering techniques, tools and resources. |
2.3 | Engineering Application Ability: Application of systematic engineering synthesis and design processes. |
3 | Elements of competency: Professional and Personal Attributes |
3.2.b | Professional and Personal Attributes - Effective oral and written communication in professional and lay domains: Prepares high quality engineering documents such as progress and project reports, reports of investigations and feasibility studies, proposals, specifications, design records, drawings, technical descriptions and presentations pertinent to the engineering discipline. |
3.2.a | Professional and Personal Attributes - Effective oral and written communication in professional and lay domains: Is proficient in listening, speaking, reading and writing English. |
3.4.b | Professional and Personal Attributes - Professional use and management of information: Critically assesses the accuracy, reliability and authenticity of information. |
3.2 | Professional and Personal Attributes: Effective oral and written communication in professional and lay domains. |
3.4 | Professional and Personal Attributes: Professional use and management of information. |
Refer to the UniSC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
MCH201 or ELC202
Not applicable
Not applicable
Not applicable
Standard Grading (GRD)
High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL). |
Early feedback will be provided through completion of weekly activities in workshops. Furthermore, feedback on each assessment will be provided which will be used to help with the following assessment.
Delivery mode | Task No. | Assessment Product | Individual or Group | Weighting % | What is the duration / length? | When should I submit? | Where should I submit it? |
All | 1 | Quiz/zes | Individual | 30% | One hour for each quiz |
Refer to Format | Online Test (Quiz) |
All | 2 | Written Piece | Individual | 30% | 2000 Words |
Week 9 | Online Submission |
All | 3 | Examination - Centrally Scheduled | Individual | 40% | 2 hours |
Exam Period | Exam Venue |
All - Assessment Task 1:Online activities | ||||||||||
Goal: | The goal of this task is to demonstrate your understanding of the knowledge learned from this course and use this knowledge to solve relative problems. |
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Product: | Quiz/zes | |||||||||
Format: | Weekly short answer responses to a selection of questions in the form of a quiz. The assignment report is to be submitted via Canvas. Submit: weeks 3, 6, 9 |
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Criteria: |
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Generic Skills: | Problem solving, Applying technologies, Information literacy |
All - Assessment Task 2:Assignment | ||||||||||||||||
Goal: | The assignment is designed to evaluate your knowledge of dynamics and control concepts and to demonstrate the use of standard methods to analyse and solve dynamics and control problems. |
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Product: | Written Piece | |||||||||||||||
Format: | A number of engineering problems involving motions of particles and rigid bodies will be given. You will respond by analysing the problem and providing a solution by applying mathematical methods. |
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Criteria: |
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Generic Skills: | Communication, Problem solving, Applying technologies, Information literacy |
All - Assessment Task 3:Final Examination | ||||||||||||||||
Goal: | The final exam is designed to evaluate your sound knowledge of the theories you learned from this course and for you to demonstrate that you can use standard methods to analyse relative systems |
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Product: | Examination - Centrally Scheduled | |||||||||||||||
Format: | You will respond to a set of questions representing problems from dynamics systems |
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Criteria: |
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Generic Skills: | Communication, Problem solving, Applying technologies, Information literacy |
A 12-unit course will have total of 150 learning hours which will include directed study hours (including online if required), self-directed learning and completion of assessable tasks. Student workload is calculated at 12.5 learning hours per one unit.
Please note: Course information, including specific information of recommended readings, learning activities, resources, weekly readings, etc. are available on the course Canvas site– Please log in as soon as possible.
N/A
Academic integrity is the ethical standard of university participation. It ensures that students graduate as a result of proving they are competent in their discipline. This is integral in maintaining the value of academic qualifications. Each industry has expectations and standards of the skills and knowledge within that discipline and these are reflected in assessment.
Academic integrity means that you do not engage in any activity that is considered to be academic fraud; including plagiarism, collusion or outsourcing any part of any assessment item to any other person. You are expected to be honest and ethical by completing all work yourself and indicating in your work which ideas and information were developed by you and which were taken from others. You cannot provide your assessment work to others. You are also expected to provide evidence of wide and critical reading, usually by using appropriate academic references.
In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks, when submitted to Canvas, are electronically checked through Turnitin. This software allows for text comparisons to be made between your submitted assessment item and all other work to which Turnitin has access.
Eligibility for Supplementary Assessment Your eligibility for supplementary assessment in a course is dependent of the following conditions applying: The final mark is in the percentage range 47% to 49.4% The course is graded using the Standard Grading scale You have not failed an assessment task in the course due to academic misconduct
Late submission of assessment tasks will be penalised at the following maximum rate (the rates are cumulative): - 5% (of the assessment task’s identified value) per day for the first two days from the date identified as the due date for the assessment task - 10% (of the assessment task’s identified value) for the third day - 20% (of the assessment task’s identified value) for the fourth day and subsequent days up to and including seven days from the date identified as the due date for the assessment task - A result of zero is awarded for an assessment task submitted seven days from the date identified as the due date for the assessment task. Weekdays and weekends are included in the calculation of days late. To request an extension, you must contact your Course Coordinator and supply the required documentation to negotiate an outcome. Refer to the Assessment: Courses and Coursework Programs – Procedures
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