I2ME Spring: Comprehensive Analysis and Application for Assignment 3

Assignment Overview

The Viva: Multi-purpose Demonstration Marking Process

The viva, in which you present your hardware and submit your code, is due in a booked timeslot in Week 9 (A3 students).
The A3 viva will be like A1, except it will be online (on Zoom), longer, and your code and understanding will face greater scrutiny.

During the viva, you will be assessed on:

• The performance of your hardware

• Your understanding of your code and circuit

If it helps to explain your hardware, you can show wiring diagrams in TinkerCAD (simulations not accepted as substitutes).

Viva Requirements

• Stable internet connection

• Computer (and ideally phone) with Zoom/Teams installed

• Working camera and microphone

• Arduino setup visible on camera

• Ability to share your screen

• Submit code to Canvas after Viva

If you cannot demonstrate understanding of your code and design, you will receive ZERO marks. Cheating will not be tolerated.

Assessment Summary

Brief of Assessment Requirements

The I2ME Spring 2025 Assignment 3 (A3) focuses on a viva-based practical demonstration that evaluates the student’s technical understanding and ability to implement a mechatronics system. This assessment carries 28 marks and serves as a key component of the overall course performance.

Students are required to:

• Demonstrate their working hardware setup (based on Arduino and associated peripherals).

• Explain their code logic and circuit functionality during the viva.

• Show proficiency in integrating software and hardware components effectively.

• Maintain a stable internet connection, ensure visibility of the Arduino setup on camera, and share their screen while explaining the code.

• Submit their Arduino (.ino) code to Canvas after the viva session.

The viva is conducted online via Zoom or Teams, and failure to explain the design or demonstrate understanding results in zero marks. Use of simulation tools like TinkerCAD is allowed only to support explanations, not as a substitute for hardware demonstration.

Step-by-Step Approach by the Academic Mentor

The academic mentor guided the student through a structured and systematic process to ensure complete preparation for the viva demonstration. The guidance included conceptual reinforcement, technical support, and effective communication strategies.

Step 1: Understanding the Assessment Criteria

The mentor began by breaking down the assessment into its core components hardware performance, code functionality, and conceptual understanding.
Students were encouraged to carefully review the marking rubric and understand what evaluators look for, including:

• Smooth operation of the mechatronics prototype.

• Logical flow in Arduino code.

• Ability to relate hardware actions to code segments.

• Confidence in explaining the design choices.

The mentor highlighted that clarity, confidence, and technical precision were just as important as functionality.

Step 2: Reviewing Hardware Design

The next stage involved revisiting the hardware assembly based on the student’s previous assignments (A1 and A2).
The mentor guided the student to:

• Recheck all connections between Arduino, sensors, and actuators.

• Verify that the servo or stepper motor functioned correctly for door automation.

• Ensure the IR sensor accurately detected motion or presence.

• Confirm that the RGB LED status light behaved according to programmed conditions (e.g., blinking during door movement).

The mentor encouraged the use of breadboard sketches and wiring diagrams to visualize circuit layouts and eliminate connection errors.

Step 3: Code Explanation and Debugging

Once the hardware setup was confirmed, focus shifted to code review and debugging.
The mentor worked with the student to:

• Comment and organize the Arduino code logically.

• Explain the purpose of each function, variable, and loop clearly.

• Identify and fix any compilation or logical errors.

• Test sensor thresholds and motor timings to ensure smooth performance.

• Simulate specific conditions (door open/close, motion detection, emergency lock, etc.) to test code reliability.

The student was encouraged to run the system multiple times and record observations to anticipate any questions from assessors.

Step 4: Practicing the Viva Presentation

After technical readiness, the mentor helped the student prepare for the online demonstration and verbal explanation.
This involved:

• Setting up a stable camera angle to clearly show the Arduino system in action.

• Practicing the sequence of introducing the system, explaining key components, and demonstrating functionality in real time.

• Rehearsing concise responses to expected viva questions (e.g., “Why did you use a servo instead of a stepper motor?”, “How is the IR sensor calibrated?”, “What triggers the emergency lock?”).

• Ensuring confidence in describing how each subsystem interacts with others sensors, actuators, LEDs, and user inputs.

The mentor also simulated a mock viva session to help the student practice technical communication and manage time efficiently.

Step 5: Ensuring Compliance and Submission

The final guidance covered assessment integrity and submission protocol:

• The mentor reminded the student to avoid using any third-party code without citation.

• Verified that the Arduino (.ino) file matched the version demonstrated during the viva.

• Ensured all files were properly named and uploaded to Canvas within the deadline.

• Confirmed that the student understood the university’s academic integrity policy, emphasizing originality and understanding over replication.

Final Outcome and Achievement

Through this step-by-step mentoring process, the student successfully completed the viva with confidence and technical accuracy.
During the demonstration, the student:

• Showed a fully operational mechatronics system, integrating servo motor control, IR sensing, and user interface elements.

• Explained the code structure effectively, linking logic to hardware responses.

• Demonstrated real-time troubleshooting and clear communication with the examiner.

• Submitted a clean, well-commented .ino file as required.

The mentor’s structured approach ensured the student not only met the assessment requirements but also developed a comprehensive understanding of practical mechatronics engineering concepts.

Learning Objectives Achieved

The assessment and mentoring process helped the student achieve several key learning outcomes:

1. Integration of Hardware and Software – The student learned how to synchronize Arduino programming with sensors, actuators, and user interfaces.

2. Technical Problem-Solving – By debugging and testing circuits, the student gained hands-on experience in fault detection and resolution.

3. Analytical Thinking – Understanding how each subsystem interacts enhanced system-level design thinking.

4. Communication Skills – Preparing for the viva improved the ability to articulate technical ideas clearly and professionally.

5. Ethical and Academic Integrity – Reinforcement of originality and understanding promoted responsible academic conduct.

Conclusion

The I2ME Spring 2025 viva demonstration served as a capstone experience where theoretical knowledge met practical execution.
Under the academic mentor’s structured guidance, the student navigated each phase from understanding assessment criteria to hardware integration, code debugging, and confident presentation.

By the end of the process, the student not only achieved the assessment objectives but also developed critical skills in mechatronics design, system thinking, and professional technical communication, essential attributes for future engineers.

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