Teaching and Learning Sequence

NORTHERN BEACHES SECONDARY COLLEGE: MANLY SELECTIVE CAMPUS

Engineering Studies

Teaching and learning program

Stage 6

Year 12 HSC course

© State of New South Wales through the

NSW Department of Education and Training, 2009. http://www.curriculumsupport.education.nsw.gov.au/index.htm

hsc_engin.doc page 1 of 36

Rationale

Engineering Studies in Stage 6 is an introduction to a broad range of engineering disciplines. Students have the opportunity to discover the analysis and communication techniques used by engineers and the contributions the engineering profession has made to the world around us.

Engineering Studies is advantageous to the study of engineering at a tertiary level, as the successful Engineering Studies student will already have a significant understanding of many of the concepts introduced to engineering degree students.

School situation

Manly Selective Campus is a campus of the Northern Beaches Secon dary College, which is centred on the senior campus at Brookvale in Sydney’s Northern

Suburbs. Approximately 790 students currently attend Manly Selective Campus, drawn form a large number of feeder schools ranging from Palm beach in the north to Mosman in the south and west to Chatswood.

Currently there are two experienced, established teachers on the TAS staff who deliver the Engineering Studies course.

Resources

Students of Engineering Studies at Manly have access to an engineering (metal) workshop and a Hounsfield tensometer for experimenting with materials.

Through the use of an adjacent computer room students have access to the internet for research, and to CAD and simulation software. Nearby is an OPTUS satellite facility, which accepts student visits and students have visited Cochlear Pty Ltd and the steel making and rolling plants at Port Kembla steelworks.

Synopsis

The HSC course consists of five compulsory modules. Professional communication is a significant outcome of this course, and to this end students produce an engineering report for each module. Students also study analysis, engineering materials, engineering drawing, significant engineering developments and new and emerging technology.

Engineering studies at Manly Selective Campus is based on the NSW quality teaching and learning framework and its principles are embedded in the development and delivery of the course. The relevance and rigour of formal assessment tasks and assessment for learning is ensured through the tasks providing explicit quality criteria and requiring the application of problematic knowledge to solve real life problems. These tasks allow the students to demonstrate higher order thinking and deep understanding in their responses.

A note on the course structure

In the HSC course I have allowed more than the indicative time for the first two modules, as I feel they provide the foundation for the HSC course (the ace manual states “…it is expected that schools will timetable board courses for at least (my italics) the in dicative number of hours” (section 4.2.1.1)




Outcome mapping grid HSC course

Module H1.1 H1.2

EAM 1

Civil structures

EAM 2

Personal and public transport

EAM 3

Lifting devices

EFM 1

Aeronautical engineering

EFM 2

Telecommunications engineering

H2.1 H2.2 H3.1 H3.2 H3.3 H4.1 H4.2 H4.3 H5.1 H5.2 H6.1 H6.2




Teaching and learning sequence Engineering Studies (HSC course)

Module 1 Civil structures

Year 12: 10 weeks (8 periods per 2 week cycle)

Outcomes

A student:

H1.2 differentiates between properties of materials and justifies the selection of materials, components and processes in engineering

H2.1 determines suitable properties, uses and applications of materials in engineering

H3.1 demonstrates proficiency in the use of mathematical, scientific and graphical methods to analyse and solve problems of engineering practice

H3.2 uses appropriate written, oral and presentation skills in the preparation of detailed engineering reports

H3.3 develops and uses specialised techniques in the application of graphics as a communication tool

H4.1 investigates the extent of technological change in engineering

H4.3 appreciates social, environmental and cultural implications of technological change in engineering and applies them to the analysis of specific problems

H5.1 works individually and in teams to solve specific engineering problems and in the preparation of engineering reports

H6.1 demonstrates skills in research and problem-solving related to engineering

H6.2 demonstrates skills in analysis, synthesis and experimentation related to engineering.




Week Students learn about: Students learn to: Explicit teaching to support the project

1 –2 Historical and societal influence



historical developments of civil structures



engineering innovation in civil structures and their effect o n people’s lives



construction and processing materials used in civil structures over time



environmental implications from the use of materials in civil structures

Engineering mechanics and hydraulics

 stress and strain

– shear stress

– engineering and working stress

– yield stress, proof stress, toughness,

Young’s modulus,

Hooke’s law, engineering applications

– factor of safety

– stress/strain diagram



outline the history of technological change as applied to civil structures



investigate the construction processes and materials used in civil structures from a historical point of view



critically examine the impact of civil structures on society and the environment



apply mathematical and/or graphical methods to solve problems related to the design of civil structures

Teacher:



Show PP on history and development of bridge construction and materials.

Class:



Discussion from PP.



Complete questions 1.1

–1.3 from OTEN notes. http://www.flickr.com/photos/80651083@N00 http://www.bbc.co.uk/history/british/victorians/iro n_bridge_01.shtml

Class:



View Millau viaduct and the collapse of the

World Trade Centre (9/11) DVDs http://www.civil.usyd.edu.au/wtc.shtml

or

DVD: The Hoover Dam

DVD: The Bridge

Class:



Discuss recycling and OH&S issues in materials in this context based on

Preliminary work, complete questions.

Teacher:



Hand out notes on Stress, Strain and Factor of Safety. Work through with class, demonstrate solutions to sample problems.

Video: Stress and Strain

Outcome Evidence of learning

H2.1

H3.1

H4.1

H4.3

Class discussion shows understanding of development of civil structures.

Completed review questions.

Class discussion on

DVDs demonstrate class understanding of engineering, social and environmental issues involved.

Completed exercise

1.6, 1.7, 1.8 from

OTEN notes.

Completed problems on stress, strain and

F. of S. from

Schlenker; Holden.

Registration




Week Students learn about:

3 –4 Engineering mechanics and hydraulics



truss analysis

– method of joints

– method of sections

5 –6

Communication



graphical mechanics

– Graphical solutions to complex engineering problems



computer graphics

Students learn to:



evaluate the importance of the stress/strain diagram in understanding the properties of materials



apply graphical methods to the solutions of relevant problems

Engineering materials



ceramics

– structure and property relationship, applications

– glass

– cement



Composites

– timber

– concrete (reinforced and pre-stressed)

– asphalt

– laminates

– geotextiles



make appropriate choices of materials and processes for use in civil structures



investigate the structure and property relationships in materials



explain the special properties produced by composite materials



experiment with simple pretensioned and posttensioned structures

Explicit teaching to support the project

Teacher:



Hand out notes on truss analysis and work through with class, go through sample problems. http://www.benfieldatt.com/Trussed_Rafters.htm

http://www.pbs.org/wgbh/buildingbig/bridge/inde x.html

http://www.jhu.edu/~virtlab/bridge-designer/

Class:



Complete graphical and analytical solutions to graded truss analysis problems,



Use simulation software to design the bridge for assessment task1 http://ourworld.compuserve.com/homepages/me thod_comp/

Teacher:



Hand out notes on ceramics, polymers and composites and work through with class.

Class:



Answer review questions on ceramics, polymers and composite from OTEN notes. http://www.crc-acs.com.au/

Video: Concepts of stress

Class:



Construct a post-tensioned structure from extruded bricks and all-thread rods. Cast some simple pre-tensioned concrete beams and compare their load bearing capacity with non-tensioned beams.


3.1

3.3

H6.1

Completed truss analysis exercises from handouts.

Completed graphical solutions to graded truss analysis problems.

Hand out assessment task 1.

Begin bridge design for task 1.

H1.2

H2.1

H2.1

H6.2

Discussion and correctly answered review questions.

Student summaries of class notes.

Completed construction and experiments.

Registration





Truss analysis

 method of sections

Communication



Australian Standard

AS1100

 orthogonal assembly drawings



produce orthogonal drawings applying appropriate Australian

Standard (AS 1100)

Teacher:



Continue with method of sections notes from truss analysis handout and work through with class, go through sample problems.

Class:



Complete assembly drawing 2: nut and bolt to AS1100.

7 –8 Communication

 research methods including the internet, cdrom and libraries

 collaborative work practices

 engineering report writing


 crack theory

– crack formation and growth

– failure due to cracking

– repair and/or elimination of failure due to cracking


 corrosion

– corrosive environments

– dry corrosion, wet corrosion, stress corrosion

 recyclability of materials



work with others and appreciate the value of collaborative working



complete an Engineering

Report based on the analysis and synthesis of an aspect of civil structures using appropriate software



examine how failure due to cracking can be repaired or eliminated



evaluate the significance of corrosion problems in civil structures



describe methods used for recycling materials when civil structures are replaced

Class:



Research for assessment task 1.



Working in teams to test and components and complete models for testing.

Teacher:



Hand out notes on crack theory and work through with class.

Class:



Observation of the macrostructure of failed test pieces with hand lenses. Answer review questions included with notes.

Teacher:



Hand out notes on corrosion and work through with class.

Class:



Answered review questions demonstrate understanding.

Class:



Review recycling from Preliminary course, discuss in the context of Civil structures, make notes.


H3.1

H3.3

Complete method of sections problems.

Completed drawing exercise.

H5.1

H6.1

H3.2

H1.2 H2.1

H1.2 H2.1

Assessment task 1 demonstrates students ability in collaborative work and report writing.

Answered review questions and discussion from observations.

Class discussion and answered review questions.

Discussion and student notes generated from discussion

Registration





9 –10 Engineering materials

 testing of materials

– X-ray

– specialised testing of engineering materials and/or systems


 bending stress induced by point loads only

– concept of shear force and bending moment

– shear force and bending moment diagrams

– concept of neutral axis and outer fibre stress

– bending stress calculation (second moment of area given)

 uniformly distributed loads

Communication

 development

– development of transition pieces




describe basic testing conducted on civil structures



examine the properties, uses and appropriateness of materials used in civil structures



calculate the bending stress on simply supported beams involving vertical point loads only



describe the effect of uniformly distributed loads on a simple beam, without calculations



apply appropriate computer technology to the preparation of reports



construct the development of non-circular transition pieces


Class:



View DVD on non-destructive testing and answer questions on accompanying sheet.

Teacher:



Hand out notes on shear force and bending moments and work through theory and example problems.



Demonstrate shear force and bending moment functions in Vectorworks . http://www.msm.cam.ac.uk/doitpoms/tlplib/beam

_bending/index.php

Video: Structures: tension, compression, shear, torsion, cantilever, bending

Class:



Complete graphical solutions to shear force and bending moments problems.



Experiment with finding solutions using

Vectorworks .



Discuss the difference between point loads and Uniformly Distributed Loads, how

UDLs are represented.

Teacher:



Demonstrates techniques for generating developments, true length of lines and simple transition pieces.

Students:



Complete drawing exercises in development and transition pieces.

H3.1

H6.1

H3.3

H3.1

H3.3


H1.2

H2.1

Class discussion and answered questions from DVD.

Completed shear force and bending moment problems.

Completed

Vectorworks exercises.

Class discussion demonstrates understanding.

Completed drawing exercises in development and transition pieces.

Registration




Resources

A/V:

 Building the Millau viaduct DVD

 The collapse of the World Trade Centre (9/11 ) DVD





Non-Destructive Testing

The Hoover Dam DVD

DVD



Series: Seven wonders of the industrial world ( #3 ) Subjects: Crowe, Frank /

Dams - Design and construction / Hoover Dam (Ariz. and Nev.)



The bridge DVD; Series: Constructing Australia ( #1 ) Edition: Recorded 18/3/07;

Published: Sydney, NSW: ABC, 2007.



Stress and Strain video; Series: Engineering Craft Studies ; Subjects:

Engineering / Industrial Arts



Video: Structures: tension, compression, shear, torsion, cantilever, bending



Video: Concepts of stress; Series: T.V Ed.

; Subjects: Cement / Strains and

Stresses (Mechanics)

Software:

 CAD-Vectorworks, ModelSmart, Solid Edge

Unit evaluation

Texts:



OTEN (2000) Engineering Studies: Civil structures module . (Available from TaLe site)



Holden, R. A guide to Engineering Mechanics

Schlenker, B. R. (1986) Introduction to Materials Science , Jacaranda Press,

Sydney.



Schlenker, B. R. and McKern, D. (1991) Introduction to Engineering Mechanic,

Jacaranda Press, Milton, Qld.



Copeland, Paul L. (2001) Engineering Studies … the Definitive Guide, Anno

Domini, Sydney.

Website: http://www.civil.usyd.edu.au/wtc.shtml

http://www.benfieldatt.com/Trussed_Rafters.htm

http://www.pbs.org/wgbh/buildingbig/bridge/index.html

http://www.jhu.edu/~virtlab/bridge-designer/ http://www.crc-acs.com.au/ http://www.msm.cam.ac.uk/doitpoms/tlplib/beam_bending/index.php

http://www.bbc.co.uk/history/british/victorians/iron_bridge_01.shtml

http://ourworld.compuserve.com/homepages/method_comp/





Module 2 Personal and public transport

Year 12:

8 weeks (8 periods per 2 week cycle)

Outcomes

A student:





H3.3 develops and uses specialised techniques in the application of graphics as a communication tool

H4.2 applies knowledge of history and technological change to engineering-based problems



H6.1 demonstrates skills in research, and problem-solving related to engineering






1 –2

Students learn to: Explicit teaching to support the project

Historical and societal influences



historical developments in transport systems



effects of engineering innovation in transport on people’s lives



construction and processing materials over time



environmental effects of transport systems



environmental implications from the use of materials in transport


 static friction

– concept of friction and its use in engineering

– coefficient of friction

– normal force

– friction force

– angle of static



investigate the history of technological change related to transport and its impact on society



identify design features in the engineering of transport systems over time



critically examine the impact of developments in transport systems on the environment



apply mathematical and/or graphical methods to solve engineering problems related to transport



analyse problems involving static friction

Class:



Read through historical and social section of Personal and Public transport module in Copeland text and answer review questions. http://manufacturing.stanford.edu/ http://www.csiro.au/science/TransportSystems

Overview.html

Video: Wheels of change

Class:



Write a report on the environmental effect of different transport systems.

Teacher:



Hand out notes on friction, work through with class, go through sample problems.

Class:



Complete exercises and problems in notes.

H3.1

H2.1

H4.2

H4.3

H4.3

H3.2


Answered review questions.

Completed problems demonstrate level of student understanding.

Class discussion demonstrates understanding of DVD content.

Registration




Week Students learn about: Students learn to: Explicit teaching to support the project Outcome Evidence of learning

3 –4 friction

– angle of repose


 testing of materials



x-ray



specialised testing of engineering materials and/or systems

 structure/property relationship in the material forming processes

– forging

– rolling

– casting

– extrusion

– powder forming


 heat treatment of ferrous metals

– heat treatment of steels

– annealing

– normalising

– hardening and tempering

– structure property relationships



explain the properties, uses, testing and appropriateness of materials used in transportation



explain the method and applications of various ferrous metal forming processes

Class:



View Manufacturing Processes DVD and discuss.

Students:



Answer review questions.



Sketch examples of typical structures resulting form these processes.

H1.2

H2.1



identify appropriate heat treatment processes



justify appropriate choices for ferrous materials and processes used in transportation parts and systems



experiment with metals to reinforce the concepts of heat treatment

Teacher:



Hands out notes on Ferrous metals and heat treatment, work through and discuss with class.

Video: Automobile valve

Class:



Experiment with heat treating old files and testing to reinforce the effects of heat treatment.



Compare micro-structures of common ferrous metals before and after heat treatment. Sketch.

H1.2

H2.1

H6.2

Answered review questions.

Completed sketches.

Class discussion demonstrates understanding of heat treatment.

Results of experiments.

Completed sketches.

Registration





5 –6

Communication



freehand sketching, design, pictorial, orthogonal



Australian Standard

AS1100



computer graphics,

CAD applications


 energy, power

– potential energy, kinetic energy, work, power

 static friction

– angle of static friction

– angle of repose


 non-ferrous metals

– aluminium and its alloys, aluminium silicon, aluminium copper, aluminium silicon-magnesium

– brass, bronze

– structure/property relationship

– annealing, strengthening




Standard (AS 1100)



produce quality graphics



apply dimensioning to as1100 standards

 differentiate between the concepts of energy and power and apply appropriate calculations

 analyse problems involving static friction

 justify appropriate choices of nonferrous materials and processes for use in transportation parts and systems based on relevant structure/property relationships

Teacher:



Review screw threads (AS1100).

Class:



Draw exercises from Personal and

Public Transport unit in OTEN notes.

Teacher:



Hand out notes on work, energy and power, work through with class, go through sample problems.

Class:



Complete exercises and problems in notes.

Teacher:



Revise more complex friction problems.

Class:



Complete exercises on friction on inclined planes.

Video:

Teacher:



Show non ferrous metals DVD, hand out notes non ferrous metals, discuss work through with class.

Students:



Answer review questions from OTEN notes and DVD. http://www.csiro.au/solutions/TMag.html

Video:

Friction in Engineering

Properties and grain structure

H3.3

H3.1

H6.1

H3.1

H1.2

H2.1

Completed drawing exercises.



Student responses in class discussion and to review questions.

Registration





7

–8

 ceramics and glasses

– laminating and heat

– treatment of glass

– semi-conductors

 justify appropriate choices of ceramics and glasses used in transportation parts and systems

 identify the types and function of common semiconductors used in the electronics of the transport industry


 polymers

– structure/property relationships and applications

– engineering textiles

– manufacturing processes for polymer components



justify appropriate choices of polymers and their manufacturing processes used in transportation parts and systems

Teacher:



Review ceramics from last topic.

Class:



Discuss the uses of ceramics and glass in the context of transportation systems.

Video: Strength (Glass)

Video: Windscreens

Teacher:



Review definitions of Conductors and

Insulators. Explain semiconductors in this context. Explain semiconductor mechanism, doping and structure and function of basic semiconductor components-diode, transistor. http://www.howstuffworks.com/diode.htm

Teacher:



Hand out polymers notes and work through. http://science.howstuffworks.com/plastic.htm

Video: Plastic materials

Class:



View Plastics DVD, polymer sections on Manufacturing processes DVD, make notes from DVDs.

H1.2

H2.1

Class discussion and student responses to review questions.


Summaries from

DVDs.

Registration




Week Students learn about: Students learn to: Explicit teaching to support the project Outcome Evidence of learning Registration

Communication



research methods including the Internet,

CD-ROM and libraries



collaborative work practices



Engineering Report writing

Engineering electricity/electronics



power generation

/distribution

– electrical energy and power



AC/DC circuits



electric motors used in transport systems

– principles

– applications



control technology

– digital technology



apply appropriate research methods to collect and analyse data






complete an engineering report based on the analysis and synthesis of an aspect of personal and public transport using appropriate software



identify the electrical systems used in the transport industry



investigate the principles and application of electric motors used in the transport industry



analyse the basic principles of control technology as applied to the transport industry



explain elementary digital logic

Class:



Use the internet to research the environmental effect of different transport systems.

Video: Electricity generation 1

Video: Electricity distribution www.utem.edu.my/fke/Resources/distribution%20he ndra/BEKP%20478310.ppt

Teacher:



Hand out notes on power generation and electric motors and control technology

Class:



Read through, discuss and answer review questions from OTEN notes. http://computer.howstuffworks.com/boolean.htm

Teacher:



Explain (with examples) the difference between analogue and digital signals, explain simple logic gates and their formation form semiconductor components (DTL, TTL).

Class:



Make notes from discussion, complete truth tables.

H3.2

H1.2

H6.1

H1.2

H2.1

Class discussion confirming student understanding.

Completed report.


Class discussion, completed exercises on truth tables.




Week Students learn about: Students learn to: Explicit teaching to support the project Outcome Evidence of learning Registration

Communication

 freehand sketching, designs, pictorial, orthogonal



produce orthogonal drawings applying appropriate Australian standard (AS 1100)



produce quality graphics



apply dimensioning to

AS1100 standards

Class:



Continue drawing exercises from week 6 concentrating on sectioning and dimensioning standards.

Resources

A/V:



Non-Ferrous Metals DVD



Manufacturing Processes DVD



Plastics DVD



Wheels of change video; Series: Bicycle ( #1 ); Subjects: Bicycles and Cycling / Industrial

Arts



Land transport video; Published: Bilbao, Spain: ETB, 1994; Series: Didavision; Subjects:

Motor vehicles - History / Vehicles- History;



Notes: Manufactured and distributed by Marcom.



Automobile valve video; Institute of Industrial Arts; Series: Industrial Manufacturing

Processes ( #1 ); Subjects: Industrial Arts / Machinery in Industry / Manufacturing processes / Motor Cars



Friction in Engineering video; series Engineering Craft Studies; Subjects: Engineering /

Friction / Industrial Arts



Property and grain structure video; Published: Moorabbin, Vic.: National Video Resource

Centre, 1972; Series: Engineering Craft Studies ( #5 ); Subjects: Aluminium / Metals



Strength video; Edition: Recorded 1989; Series: Glass ( #5 ); Subjects: Glass /

Technological Innovations



Windscreens video; Published: Institute of Industrial Arts; Series: Industrial Manufacturing

Processes ( #1 ); Subjects: Industrial Arts / Machinery in Industry / Manufacturing processes / Motor Cars



Electricity distribution video; Producer: John Davis; Published: Warriewood, NSW:

Classroom Video, 2000; Subjects: Electricity / Electric lines / Electric transformers

H3.3




Electricity generation 1 video; Series: Science in Focus; Subjects: Electricity / Electric

Power Production



Plastic materials video; Published; Moorabbin, Vic.: National Video Resource Centre,

1972; Series: Technical Studies ( #7 ); Subjects: Plastics

Texts:



OTEN (2000) Engineering Studies: Personal and Public Transport module . (Available from TaLe site)




Schlenker, B. R. (1986) Introduction to Materials Science , Jacaranda Press, Sydney.



Schlenker, B. R. and McKern, D. (1991) Introduction to Engineering Mechanic, Jacaranda

Press, Milton, Qld.



Copeland, Paul L. (2001) Engineering Studies … the Definitive Guide, Anno Domini,

Sydney.

Website: http://www.csiro.au/science/TransportSystemsOverview.html

http://www.csiro.au/solutions/TMag.html

http://manufacturing.stanford.edu/ http://www.howstuffworks.com/diode.htm

http://science.howstuffworks.com/plastic.htm

http://computer.howstuffworks.com/boolean.htm

www.utem.edu.my/fke/Resources/distribution%20hendra/BEKP%20478310.ppt

Software:

 CAD-Vectorworks




Unit evaluation





Module 3 Lifting devices

Year 12:


Outcomes

A student:






H4.2 applies knowledge of history and technological change to engineering-based problems








1 –2




historical development of lifting devices



engineering innovation in lifting devices and their effect on people’s lives


 structure/property relationships in heat treatment processes

– normalising

– hardening and tempering


 research the history of

Technological change in lifting devices

 examine the impact of lifting devices on engineering construction methods

 describe the properties, uses and appropriateness of materials used in lifting devices

 evaluate manufacturing processes for components use in lifting devices

Class:



Research the history of technological change in lifting devices



View PP presentations #1&2 on Cranes or

Videos: Elegant Solution Episode 11;

Easy does it – a controlled lift and fall ;

Simple machines .

Teacher:



Lead discussion on lifting devices and their impact on engineering construction methods using OTEN Lifting Devices , pp.

32 –64.

Teacher:

Hand out notes on forming processes and their effect on structures.

Class:

Review structure/property relationships in heat treatment processes, answer review questions in notes, complete process/structure/properties table.

View optional video: Changing The Properties.


H4.1

H4.2

H4.3

H1.2

H2.1

Answering

Questions 1 –7 in

Chapter 3 of

Copeland textbook.

Student notes from discussion and answers to selected exercises from OTEN notes.

Answers to revision questions on heat treatment.

Answers to review questions 3.1

–3.8 in OTEN notes.

Regist

-ration





3 –4


 testing of materials used in lifting devices

– tension, compression

– hardness

– impact




conditions of equilibrium for concurrent noncoplanar forces


 structure/property relationships in forming processes

– forging

– casting

– extrusion

– rolling

– powder forming


 investigate impact testing

 use mathematical and/or graphical methods to solve problems related to lifting devices



experiment with and assess structure/property relationships, before and after heat treatment



analyse the structure/property relationship developed through forming processes


Teacher:



Explain apparatus for testing tension/compression, hardness and toughness, show sample test pieces. http://www.calce.umd.edu/general/Facilities/Hardne ss_ad_.htm

http://video.google.com.au/videosearch?sourceid=n avclient&ie=UTF-

8&rlz=1T4HPAA_enAU224AU234&q=tensile+testin g&um=1&sa=X&oi=video_result_group&resnum=4

&ct=title#

Class:



Summarise and answer review questions.

Teacher:



Explain principles for solving problems on equilibrium of non-concurrent forces, model response to sample problems.

Class:



Discuss sample problems, complete simple problems on non-concurrent forces.

Teacher:



Continue with work from hand out notes on forming processes and their effect on structures.

Class:



Review structure/property relationships in heat treatment processes, answer review questions in notes.

Optional video: Classroom Video Manufacture


H1.2

H3.1

Completed summaries and review questions.

Answers to review questions 2.1

–2.3 in OTEN notes.

H1.2

H2.1

Answers to revision questions on heat treatment.

Hand out Lifting

Devices assessment task and deconstruct.

Regist

-ration





5 –6





fluid mechanics

– Archimedes’ and Pascal’s principles

– hydrostatic pressure

– applications to lifting devices




applications found in appropriate lifting devices

– motors

– motor control



electrical safety



apply concepts of hydraulics in the solution of problems relating to types of lifting devices

Processes

Teacher:



Summary from OTEN notes on fluid mechanics and work through sample problems.

Class:



Copy summarised notes and sample problems, work through exercises 2.4

–2.7.



describe the basic principles and applications of electrical components to lifting devices

Teacher:



Hand out notes on Controlling electric motors.

Class:



Review and discuss notes, answer review questions in notes.


H3.1 Answers to review questions 2.4

–2.7

In OTEN notes.

H1.2

H2.1

Discussion and answers to review questions.

Regist

-ration





Communication



Australian Standard

AS1100



sectioning of orthogonal views



orthogonal assembly drawings



computer graphics/computer assisted drawing



research methods including the

Internet, CD-ROM and libraries



work collaboratively when appropriate







Standard (AS 1100)



apply dimensions to

AS1100 standard






complete an Engineering

Report based on the analysis and synthesis of an aspect of lifting devices using appropriate software and computer assisted drawing

Teacher:



Review sectioning and assembly drawing standards.

Students:



Complete drawing of bearing bracket.


H3.3

H5.1

H6.2

Completed orthogonal drawing.

Completion of

Lifting devices assessment task.

Regist

-ration




Resources

A/V:

 Sydney Tower DVD

 Lifting Devices CDROM



Easy does it – a controlled lift and fall video; Edition: Recorded 1989; Published:

Sydney: ABC Enterprises, 1989; Series: Brunel Experience,The (#4); Subjects:

Brunel, Isambard Kingdom / Design and Technology / Industrial Arts / Lifting and

Carrying



Changing the properties video; Series Engineering Craft Studies (#2); Subjects:

Design and Technology / Industrial Arts / Matter



Simple machines video; Subjects: Force and Energy / Levers / Machinery



The elegant solution video; Edition: Recorded 1999; Series: The Elegant

Solution; Subjects: Design / Industrial Design / Virtual Reality

Texts:



OTEN (2000) Engineering Studies: Lifting devices module . (Available from TaLe site)





Sydney.








Domini, Sydney.

Websites: http://www.calce.umd.edu/general/Facilities/Hardness_ad_.htm

http://video.google.com.au/videosearch?sourceid=navclient&ie=UTF8&rlz=1T4HPAA_ enAU224AU234&q

=tensile+testing&um=1&sa=X&oi=video_result_group&resnum=4&ct=title#

Unit evaluation





Module 4 Aeronautical engineering

Year 12:


Outcomes

A student:

H1.1 describes the scope of engineering and critically analyses current innovations


H2.2 analyses and synthesises engineering applications in specific fields and reports on the importance of these to society




H5.2 selects and uses appropriate management and planning skills related to engineering

H6.2 demonstrates skills in analysis, synthesis and experimentation related to engineering




Week Students learn about: Students learn to:

1 –2




historical developments in aeronautical engineering



the effects of aeronautical innovation on people’s lives and living standards



environmental implications of flight

Scope of the profession



current projects and innovations



health and safety issues



unique technologies in the profession

Communication



graphical mechanics

– graphical solution to basic aerodynamic problems



research methods including the Internet, CD-ROM and libraries







 research the history of flight in Australia and understand the way it has impacted on people’s lives

 examine safety issues related to flight and flying

 examine projects and innovations from within the aeronautical profession

 complete an

Engineering Report on the aeronautical engineering profession with reference to the following aspects:

– current projects and innovations

– health and safety issues

 relations with the community

 career prospects

Explicit teaching to support the project Outcome

Class:



Summarise Historical and Social section in Copeland, answer review questions at end of chapter.

Teacher:



Present topic for Engineering Report

(a written report accompanied by an oral presentation to class). http://www.casa.gov.au/ http://www.eng.monash.edu.au/prospectiv e/ug/discipline/aerospace.html

Optional video: Technology in the air

Class:



Research the topic (internet, library resources), produce and present report.

H4.1

H4.3

H2.2

H3.2

Evidence of learning Regist

-ration

Answers to review questions.

Presentation and report on innovation and the effect on society and the environment.






 forces – lift drag, weight, thrust


 apply mathematical and graphical methods to solve flight-related problems


Class:



View Understanding flight video, answer review questions.

Teacher:



Summarise principles of flight and forces on aircraft.

Class:



Make notes-expand teacher summary following discussion.

Teacher:



Demonstrate graphical solutions in an aeronautics context, resolving lift/drag/thrust/weight.

H3.1


-ration

Completed notes, answers to OTEN review questions 3.3,

3.7, 3.8.





3 –4

Students learn to: Explicit teaching to support the project Outcome


 specialised testing of aircraft materials

– dye penetrant

– X-ray

– magnetic particles

– ultrasonic

 aluminium and its alloys used in aircraft

– aluminium, silicon, aluminium/silicon

– magnesium, aluminium/copper

– structure/property/ application relationships

– heat treatment of applicable alloys

 corrosion

– common corrosion mechanisms in aircraft structures

– pit and crevice corrosion

– stress corrosion

 describe nondestructive tests used with aircraft materials and component

 analyse structure, properties, uses and appropriateness of materials in aeronautical engineering applications

 investigate the effects of heat treatment on the structure and properties of aluminium alloys

 outline the mechanism of corrosion common to aircraft components

Teacher:



Show appropriate sections of Nondestructive testing DVD and discuss in relation to aeronautics.

Class:



Discuss and answer review questions on DVD.

Teacher:



Summarise non-ferrous metals section from OTEN notes on engineering materials.

Class:



Make notes from discussion and annotating teacher summary. http://www.auf.asn.au/scratchbuilder/cont ents.html

Teacher:



Summarise corrosion from OTEN notes on engineering materials.

Class:



Make notes from discussion and annotating teacher summary.

H2.1

H2.1

H2.2

H2.1


-ration

Discussion refreshing earlier coverage of topic, completed review questions.

Completed OTEN review questions 4.1,

4.2 (a, b, c), 4.3 (a, c),

4.4.

Completed OTEN review question 4.7.




Week Students learn about: Students learn to:


 basic aerodynamics

– Bernouli’s principle

 propulsion systems (jet, turboprop)

 fluid mechanics

– hydrostatic and dynamic pressure

– applications to aircraft components

– application to aircraft instruments


 polymers

– structure/property relationships and applications

– modifying materials for aircraft applications

– engineering textiles

 composites

– types and applications in aircraft

– structure/property relationships


 outline Bernouli’s principle as applied to flight

 apply mathematical methods to solve hydraulics-related problems

 select and justify materials and processes used in aeronautical engineering


Teacher:



Continue explanation of principles of flight and forces on aircraft

(notes/oral summary).

Class:



Summarise notes.

View optional video: Flight .

Teacher:



Continue with summaries from

OTEN notes on engineering materials.

Class:



Summarise and discuss. http://www.auf.asn.au/scratchbuilder/cont ents.html

H6.2

H2.1


-ration


3.9.

Class discussion


4.6.





5 –6

Students learn to: Explicit teaching to support the project Outcome


 nature and scope of the aeronautical engineering profession

– training for the profession

– career prospects

– unique technologies in the profession

– legal and ethical implications

– engineers as managers

– relations with the community


 bending stress

Communication

– airframes

 freehand and technical drawing



pictorial and orthogonal projections



Australian Standard AS1100

 computer graphics, CAD

 analyse the training and career prospects within aeronautical engineering

 define the responsibilities of the aeronautical engineer

 describe the nature and range of work done in this profession

 relations with the community

 career prospects

 investigate the nature and effect of bending stresses


 produce orthogonal drawings applying appropriate Australian standard (as 1100)

 construct quality graphical solutions

Class:



Investigate scope of the profession through internet research: http://www.myfuture.edu.au/ and uni web sites.



Write 500 word report.

Teacher:



Explain bending stress, write up theory and sample problems and work through with class.

Class:



Summarise notes, work through exercise 3.6.

Teacher:



Review pictorial drawing techniques.

Class:



Complete simple isometric and oblique exercises.

H4.3

H6.2


-ration

Completed report.

Ex 3.6 in OTEN notes.

Completed drawing exercises selected from OTEN 5.1

–5.7.




Resources

A/V:





Understanding flight DVD

Non-destructive testing DVD



Technology in the air video; Series: The Leading Edge; Subjects: Aeronautics /

Industrial Arts / Technology / Technology - Social Aspects / Technology and

Civilisation



Flight video; Published: Learning Essentials & Video Classroom, 1997;

Subjects: Flight

Texts:








Sydney.








Domini, Sydney.

Websites: http://www.casa.gov.au/ http://www.auf.asn.au/scratchbuilder/contents.htm

Unit evaluation





Module 5 Telecommunications

Year 12:


Outcomes

A student:

H1.1 describes the scope of engineering and critically analyses current innovations


H2.2 analyses and synthesises engineering applications in specific fields and reports on the importance of these to society




H5.2 selects and uses appropriate management and planning skills related to engineering


Note: I have found the OTEN notes to be an excellent source for this unit, but they are very detailed and require editing before presenting them to students.





1



 nature and scope of telecommunications engineering

 health and safety issues

 training for the profession


 relations with the community

 technologies unique to the profession

 legal and ethical implications

 engineers as managers

 current applications and innovations

Communication






research methods including the Internet,

CD-ROM and libraries






define the responsibilities of the telecommunications engineer



describe the nature and range of work done in this profession



examine projects and innovations in the telecommunications profession



analyse the training and career prospects within telecommunications engineering

 work with others and appreciate the value of collaborative working

 complete an Engineering

Report on the telecommunications engineering profession with reference to the following aspects:

 nature and range of work done

 engineers as managers

 technologies unique to the

Class:



Research the scope of the telecommunications profession through the

HSC online site at: http://hsc.csu.edu.au/engineering_studies/t elecommunications/5_0/5.1.html



Write an engineering report on the training and career prospects within the telecommunications profession.

Teacher:



Summarise and discuss the scope of the profession from OTEN

Telecommunications notes.

Class:



Make notes from discussion and answer review questions 2.1 to 2.9 from OTEN

Telecommunications notes and questions on handout sheet.

Class:

Go to the HSC online site at http://hsc.csu.edu.au/engineering_studies/teleco mmunications/3281/societal_impact.htm

and complete Activity 4.

H3.2

H4.3

H1.1

H5.2

Outcome Evidence of learning Regist

-ration

Completed engineering report.

Answers to review questions and handout.

Results of class discussion.

Completed activity 4.





2



 historical development within the telecommunications industry

 the effect of telecommunication engineering innovation on people’s lives

 materials and techniques used over time profession


 training for the profession use of appropriate software and presentation techniques



research the history of technological change in the field of telecommunications



describe the nature of engineering systems in the telecommunications field and the importance of this to society


 specialised testing

– voltage, current, insulation

 copper and its alloys used in telecommunications

– structure/property relationships



analyse structure, properties, uses and appropriateness of materials in telecommunications engineering applications



select and justify materials and processes used in telecommunications engineering

Teacher:



Summarise and discuss specialised testing procedures and the structure/property relationships of copper from OTEN

Telecommunications notes.

Class:



Make notes and answer review questions

3.1

–3.3 from OTEN Telecommunications notes.


-ration

H4.1

H1.2






3

4



 ceramics as insulation materials

 semiconductors

– types and uses in telecommunications

 polymers

– insulation materials

 fibre-optics

– types and applications

Communication

 freehand and technical drawing, pictorial and dimensioned orthogonal projections



Australian Standard

AS1100

 computer graphics,

CAD



for use in the preparation of reports



in the solution of problems



analyse structure, properties, uses and appropriateness of materials in telecommunications engineering applications



select and justify materials and processes used in telecommunications engineering

 produce orthogonal drawings applying appropriate Australian

Standard (AS 1100)

 apply dimensions to drawings to AS1100 standard

 justify graphics as a communication tool for telecommunications engineering

Teacher:



Continue summary of Materials section of

OTEN notes. http://electronics.howstuffworks.com/diode.htm

Class:



Take notes and answer review questions

3.4




View the information at http://www.oftc.usyd.edu.au/edweb/ on fibre optics.

Teacher:



Review sectioning and dimensioning standards.

Class:



Complete an assembly drawing exercise.



Complete simple isometric and oblique exercises.



Complete drawing exercises 6.2, 6.3, 6.4,

6.5 from the OTEN Telecommunications notes.


-ration

H1.2


H3.3

H6.2






5



 telecommunications

– analogue and digital systems

– modulation, demodulation

– radio transmission

(AM, FM)

– television transmission (B/W, colour)

– telephony – fixed and mobile

– transmission media

– cable, microwave, fibre-optics

– satellite communication systems, geostations

 describe the basic concepts and applications of modulation and transmission systems in telecommunications

 distinguish the communication bands in the electromagnetic spectrum

 contrast the differences in transmission media

 describe the basic principles of satellite communication systems


Teacher:



Write up Summary of Electricity/Electronics section of OTEN notes. www.ug.cs.usyd.edu.au/~nets2150/notes/Lesso n03.ppt

Class:



Take notes and answer review questions

5.1




View the information on radio and television at http://www.oftc.usyd.edu.au/edweb

Optional: www.wwda.org.au/phoneglish1.ppt

www.thefoa.org/PPT/HSintro.ppt


-ration

H1.2


Class discussion shows understanding of topic.




Resources

Website: http://hsc.csu.edu.au/engineering_studies/telecommunications/5_0/5.1.html

http://hsc.csu.edu.au/engineering_studies/telecommunications/3281/societal_ impact.html

http://www.oftc.usyd.edu.au/edweb/fibres/ www.wwda.org.au/phoneglish1.ppt

www.thefoa.org/PPT/HSintro.ppt

http://electronics.howstuffworks.com/diode.htm

www.ug.cs.usyd.edu.au/~nets2150/notes/Lesson03.ppt

Unit evaluation

Texts:








Sydney.








Domini, Sydney.




Teaching and Learning Sequence

Engineering Studies

Teaching and learning program

Outcome mapping grid HSC course

Module 1 Civil structures

Unit evaluation

Module 2 Personal and public transport

8 weeks (8 periods per 2 week cycle)

Unit evaluation

Module 3 Lifting devices

6 weeks (8 periods per 2 week cycle)

Unit evaluation

Module 4 Aeronautical engineering

12 weeks (8 periods per 2 week cycle)

Unit evaluation

Module 5 Telecommunications

6 weeks (8 periods per 2 week cycle)

Unit evaluation

Related documents

Products

Support

Teaching and Learning Sequence

Engineering Studies

Teaching and learning program

Outcome mapping grid HSC course

Module 1 Civil structures

Unit evaluation

Module 2 Personal and public transport

8 weeks (8 periods per 2 week cycle)

Unit evaluation

Module 3 Lifting devices

6 weeks (8 periods per 2 week cycle)

Unit evaluation

Module 4 Aeronautical engineering

12 weeks (8 periods per 2 week cycle)

Unit evaluation

Module 5 Telecommunications

6 weeks (8 periods per 2 week cycle)

Unit evaluation

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