Page 77 - The Mechatronics Handbook

Mechatronic
Systems

Conventional Micromechatronic
Mechatronic Systems Nanomechatronic
Systems Systems
Fundamental Theories: Fundamental Theories:
Classical Mechanics Quantum Theory
Electromagnetics Nanoelectromechanics

FIGURE 6.1 Classification and fundamental theories applied in mechatronic systems.

DSPs, signal and optical processing, computer-aided-design tools, and simulation environments have
brought new challenges to the academia. As a result, many scientists are engaged in research in the area
of mechatronics, and engineering schools have revised their curricula to offer the relevant courses in
mechatronics.
Mechatronic systems are classified as:
1. conventional mechatronic systems,
2. microelectromechanical-micromechatronic systems (MEMS), and
3. nanoelectromechanical-nanomechatronic systems (NEMS).

The operational principles and basic foundations of conventional mechatronic systems and MEMS
are the same, while NEMS can be studied using different concepts and theories. In particular, the designer
applies the classical mechanics and electromagnetics to study conventional mechatronic systems and
MEMS. Quantum theory and nanoelectromechanics are applied for NEMS, see Fig. 6.1.
One weakness of the computer, electrical, and mechanical engineering curricula is the well-known
difficulties to achieving sufficient background, knowledge, depth, and breadth in integrative electrome-
chanical systems areas to solve complex multidisciplinary engineering problems. Mechatronics intro-
duces the subject matter, multidisciplinary areas, and disciplines (e.g., electrical, mechanical, and
computer engineering) from unified perspectives through the electromechanical theory fundamentals
(research) and designed sequence of mechatronic courses within an electromechanical systems (mecha-
tronic) track or program (curriculum). This course sequence can be designed based upon the program
objectives, strength, and goals. For different engineering programs (e.g., electrical, mechanical, com-
puter, aerospace, material), the number of mechatronic courses, contents, and coverage are different
because mechatronic courses complement the basic curriculum. However, the ultimate goal is the same:
educate and prepare a new generation of students and engineers to solve a wide spectrum of engineering
problems.
Mechatronics is an important part of modern confluent engineering due to integration, interaction,
interpretation, relevance, and systematization features. Efficient and effective means to assess the current
trends in modern engineering with assessments analysis and outcome prediction can be approached
through the mechatronic paradigm. The multidisciplinary mechatronic research and educational activ-
ities, combined with the variety of active student learning processes and synergetic teaching styles, will
produce a level of overall student accomplishments that is greater than the achievements which can
be produced by refining the conventional electrical, computer, and mechanical engineering curricula.
The multidisciplinary mechatronic paradigm serves very important purposes because it brings new
depth to engineering areas, advances students’ knowledge and background, provides students with the
basic problem-solving skills that are needed to cope with advanced electromechanical systems con-
trolled by microprocessors or DSPs, covers state-of-the-art hardware, and emphasizes and applies

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