Robotic and Cyber-Phisical Systems Technology
The aim of the course is to develop students’ engineering understanding of the design principles of cyber‑physical robotic systems as components of modern digital and industrial infrastructures. The course enables the transition: IIoT infrastructure → CPS architecture → robotic systems → integration of robotic complexes.
Modern engineering systems are increasingly evolving into cyber‑physical systems (CPS), which integrate physical processes with computational algorithms, sensor systems, communication networks, and actuators. These systems serve as the backbone of digital transformation across key sectors — including industry, logistics, transportation, energy, and urban infrastructure — enabling smarter, more connected, and automated solutions.
Through this discipline, students will gain a comprehensive understanding of cyber‑physical systems, covering everything from the analysis of engineering problems that CPS can solve to the formation of CPS solution concepts. The course delves into systems engineering methods tailored for complex technical systems, explores the architecture of both cyber‑physical and robotic systems, and examines their core components — such as sensors and actuators — along with robot control systems and dedicated software platforms. Special attention is given to the integration of artificial intelligence methods in robotic systems, highlighting how AI enhances functionality and adaptability in real‑world applications.
The programme guides students through the full conceptual cycle of CPS development: from clearly formulating an engineering problem at the outset to delivering a robust architectural design at the end. A key focus is on cultivating systems and architectural thinking, equipping future engineers with the skills needed to design complex, integrated systems that meet modern technical and operational requirements.
An innovative aspect of the course is the integration of Large Language Models (LLM), which serve multiple roles in the learning process. LLMs act as a tool for engineering analysis of the subject area, function as an intelligent assistant during system design, and provide a means for reflection and critical verification of proposed engineering solutions, thereby enhancing both creativity and rigour in problem‑solving.
OBJECTIVES
Understanding the nature and architecture of cyber‑physical systems;
Mastering a problem‑oriented approach to the design of engineering systems;
Developing skills in analyzing engineering problems and user needs;
Mastering the methods of systems engineering of complex technical systems;
Understanding the architecture of robotic systems;
Studying the sensory and executive components of CPS;
Mastering the principles of control of robotic systems;
Understanding the software architecture of cyber‑physical systems;
Developing CPS architectural design skills;
Developing the ability to critically use LLM in engineering activities.
KEY TASKS
Studying engineering problems solved by cyber‑physical systems;
Mastering methods for formulating an engineering problem;
Studying methods for analyzing system stakeholders;
Mastering methods for identifying user needs;
Studying the principles of forming system requirements;
Mastering the methods of architectural design of CPS;
Studying the structure of robotic systems;
Mastering the principles of integrating robotic components into CPS;
Studying sensor technologies;
Developing robotics actuator systems;
Studying robot control methods;
Mastering the architecture of CPS software platforms;
Studying methods for applying artificial intelligence in robotic systems.
Main topics of the course:
1. Introduction to Cyber‑Physical Systems (CPS). The role of CPS in modern technological transformation; the connection between the Industrial Internet of Things (IIoT), robotics, and CPS; CPS as the foundation of Industry 4.0; CPS as engineering systems that integrate physical processes, computations, sensors, and actuators; analysis of real‑world CPS examples: robotic warehouses, autonomous vehicles, smart production lines; examination of CPS tasks, components, and limitations.
2. Problem‑driven engineering approach. Starting development with the analysis of a real engineering and economic problem; the concept of problem formulation and business‑technical idea; discussion of engineering challenges in the fields of industry and logistics; group‑based formulation of a task to be solved using CPS.
3. The concept of system stakeholders. The role of stakeholders in designing engineering solutions; user categories: operators, service engineers, managers, system integrators; creating a stakeholder map for the selected engineering task; analysing user groups and their interests.
4. Transition from users to their needs and usage scenarios. Developing operational scenarios based on user needs; designing use cases for the selected system; discussing user actions, system functions, and constraints.
