Systems Engineering
Victorian Certificate of Education Study Design
Victorian Curriculum and Assessment Authority
2006
May 2010
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Accredited by the Victorian Qualifications Authority
33 St Andrews Place, East Melbourne, Victoria 3002
Developed and published by the Victorian Curriculum and Assessment Authority
41 St Andrews Place, East Melbourne, Victoria 3002
This completely revised and reaccredited edition published 2006.
© Victorian Curriculum and Assessment Authority 2006
This publication is copyright. Apart from any use permitted under the Copyright Act
1968, no part may be reproduced by any process without prior written permission
from the Victorian Curriculum and Assessment Authority.
Edited by Ruth Learner
Cover designed by Chris Waldron of BrandHouse
Desktop published by Julie Coleman
Systems Engineering
ISBN 1 74010 313 0
May 2010
Contents
5
7
8
9
10
11
Important information
Introduction
Rationale
Aims
Structure
Entry
Duration
Changes to the study design
Monitoring for quality
Safety
Equipment
Use of information and communications technology
Key competencies and employability skills
Legislative compliance
Assessment and reporting
Satisfactory completion
Authentication
Levels of achievement
13
Unit 1: Mechanical engineering fundamentals
17
Areas of study and Outcomes
Assessment
18
Unit 2: Electrotechnology engineering
fundamentals
22
Areas of study and Outcomes
Assessment
23
Units 3 and 4: Integrated systems
24
Unit 3: Systems engineering and energy
28
Areas of study and Outcomes
Assessment
30
32
Unit 4: Integrated and controlled systems
engineering
Areas of study and Outcomes
Assessment
May 2010
35
Glossary
41
Advice for teachers
44
45
46
58
59
60
Developing a course
Use of information and communications technology
Key competencies and employability skills
Learning activities
School-assessed coursework
School-assessed task
Suitable resources
May 2010
IMPORTANT INFORMATION
Accreditation period
Units 1–4: 2007–2012
The accreditation period commences on 1 January 2007.
Other sources of information
The VCAA Bulletin is the only official source of changes to regulations and accredited studies. The
VCAA Bulletin, including supplements, also regularly includes advice on VCE studies. It is the
responsibility of each VCE teacher to refer to each issue of the VCAA Bulletin. The VCAA Bulletin is
sent in hard copy to all VCE providers. It is available on the Victorian Curriculum and Assessment
Authority’s website at www.vcaa.vic.edu.au
To assist teachers in assessing school-assessed coursework in Units 3 and 4, the Victorian Curriculum
and Assessment Authority publishes an assessment handbook that includes advice on the assessment
tasks and performance descriptors for assessment.
The current year’s VCE and VCAL Administrative Handbook contains essential information on
assessment and other procedures.
VCE providers
Throughout this study design the term ‘school’ is intended to include both schools and other VCE
providers.
Photocopying
VCE schools only may photocopy parts of this study design for use by teachers.
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May 2010
Introduction
RATIONALE
Contemporary society is exposed to the rapid advancement and pervasive influences of technology.
Technological systems play an increasingly significant role in the human world. They mediate or
control many aspects of human experience. Systems Engineering provides an opportunity for students
to develop capabilities in, and knowledge about, the design, operation, construction, assembly,
maintenance, diagnosis, repair and evaluation of technological systems, applicable to a diverse
range of fields such as engineering, manufacturing, automation, control technologies, mechatronics,
electrotechnology, robotics, and energy management. Students gain awareness and understanding of
the interactions of these systems with human society and natural ecosystems.
Students will gain appreciation, knowledge, understanding, and practical application of technological
systems. The study promotes innovative thinking and problem-solving skills through a project-based
learning approach. It provides opportunities for students to learn about and engage with systems
from a practical and purposeful perspective. The study emphasises integration of basic engineering
and physics theory with practical tasks. Technological principles and the associated mathematics are
incorporated as essential tools employed in the processes of technological systems design, modification,
production and evaluation.
The terms mechanical and electrotechnology are used as descriptors for the types of systems
covered by this study. Mechanical systems include pneumatic and hydraulic systems or subsystems.
Electrotechnology systems include electrical, electronic and microelectronic systems or subsystems.
The study can provide a sound basis for entry into a broad range of tertiary technology courses such
as engineering and applied sciences, skilled trades and vocational training, in the electrotechnology
and automotive sectors or lead to employment in technological enterprises.
AIMS
This study is designed to enable students to:
• acquire knowledge of mechanical and electrotechnology systems and apply this knowledge in
solving technological problems;
• examine ways basic systems may be linked to form more sophisticated integrated systems;
7
May 2010
Introduction
SYSTEMS ENGINEERING
• develop an understanding of the interactions between the energy used to operate technological
systems in the home, industry, commerce, society and the consequential environmental
implications;
• acquire knowledge of developments in technological systems;
• understand the concepts of and develop skills in the design, construction, fault finding, diagnosis,
performance analysis, maintenance and modification of technological systems;
• develop skills in the use of tools, measuring equipment, machines and processes;
• understand the risk management processes and use safe, logical and efficient work practices;
• develop high level thinking, problem solving and analytical skills;
• gain skills in the use of relevant information and communications technology;
• acquire skills in project management;
• develop an awareness of issues of quality; such as systems reliability, safety and fitness for the
intended purpose.
STRUCTURE
The study is made up of four units:
Unit 1: Mechanical engineering fundamentals
Unit 2: Electrotechnology engineering fundamentals
Unit 3: Systems engineering and energy
Unit 4: Integrated and controlled systems engineering
Each unit deals with specific content and is designed to enable students to achieve a set of outcomes.
Each outcome is described in terms of key knowledge and skills.
A glossary defining terms used across Units 1 to 4 is included on pages 35–40.
ENTRY
There are no prerequisites for entry to Units 1, 2 and 3. However, some additional preparatory work
would be advisable for students entering Units 3 and 4 without completing Units 1 and 2. Students
must undertake Unit 3 prior to undertaking Unit 4. Units 1 to 4 are designed to a standard equivalent
to the final two years of secondary education. All VCE studies are benchmarked against comparable
national and international curriculum.
DURATION
Each unit involves at least 50 hours of scheduled classroom instruction.
CHANGES TO THE STUDY DESIGN
During its period of accreditation minor changes to the study will be notified in the VCAA Bulletin.
The VCAA Bulletin is the only source of changes to regulations and accredited studies and it is the
responsibility of each VCE teacher to monitor changes or advice about VCE studies published in the
VCAA Bulletin.
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VCE STUDY DESIGN
May 2010
Introduction
SYSTEMS ENGINEERING
MONITORING FOR QUALITY
As part of ongoing monitoring and quality assurance, the Victorian Curriculum and Assessment
Authority will periodically undertake an audit of Systems Engineering to ensure the study is being
taught and assessed as accredited. The details of the audit procedures and requirements are published
annually in the VCE and VCAL Administrative Handbook. Schools will be notified during the teaching
year of schools and studies to be audited and the required material for submission.
SAFETY
This study may involve the handling of potentially hazardous substances and/or the use of potentially
hazardous equipment. It is the responsibility of the school to ensure that duty of care is exercised in
relation to the health and safety of all students undertaking the study.
Teachers should refer to the Safety School website www.eduweb.vic.gov.au/hrweb/ohs/accp/plantm.
htm and Student Safety Guidelines Technology (Department of Education & Training, 2003). For
information about risk assessment and risk management refer to the Victorian WorkCover Authority’s
WorkSafe website www.worksafe.vic.gov.au
In Victoria, the relevant legislation for electrical safety is the Electricity Safety Act 1998 and associated
regulations. Only persons who hold an appropriate current electrical licence are permitted to carry out
electrical work on products or equipment that require voltage greater that 50 volts AC or 120 volts
ripple-free DC. This requirement means that students are not permitted to carry out any electrical work
on electrical products or equipment that operates above 50 volts AC or 120 volts ripple-free DC.
Students are permitted to work with approved apparatus, appliances and testing equipment that operate
at voltages up to 240 volts (which may include appliances such as electric drills or electric soldering
irons); however, they must not access or modify any component on such apparatus or appliance.
Any product that requires to be installed and operated at voltages up to 50 volts AC or 120 volts
DC in a supervised environment must comply with the Australian/New Zealand Wiring Rules
(AS/NZS 3000:2000). For all other requirements reference should be made to the Australian/
New Zealand Standard – General requirements for electrical equipment (AS/NZS 3100:2002) and the
Australian/New Zealand Standard – In-service saftey inspection and testing of electrical equipment
(AS/NZS 3760:2003).
EQUIPMENT
Students should have supervised access to appropriate and adequate equipment, tools, machines,
facilities (including information and communications technology equipment) to safely undertake a
range of design and technological activities related to working with systems and materials.
USE OF INFORMATION AND COMMUNICATIONS TECHNOLOGY
The Advice for Teachers section provides examples of how information and communications technology
can be used in this study. Applications include simulation software, control/microcontroller software
(including programming and flow charts) and Computer-aided Design (CAD).
VCE STUDY DESIGN
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May 2010
Introduction
SYSTEMS ENGINEERING
KEY COMPETENCIES AND EMPLOYABILITY SKILLS
This study offers a number of opportunities for students to develop key competencies and employability
skills. The Advice for Teachers section provides specific examples of how students can demonstrate
key competencies during learning activities and assessment tasks.
LEGISLATIVE COMPLIANCE
When collecting and using information, the provisions of privacy and copyright legislation, such as
the Victorian Information Privacy Act 2000 and Health Records Act 2001, and the federal Privacy Act
1988 and Copyright Act 1968 must be met.
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VCE STUDY DESIGN
May 2010
Assessment and reporting
SATISFACTORY COMPLETION
The award of satisfactory completion for a unit is based on a decision that the student has demonstrated
achievement of the set of outcomes specified for the unit. This decision will be based on the teacher’s
assessment of the student’s performance on assessment tasks designated for the unit. Designated
assessment tasks are provided in the details for each unit. The Victorian Curriculum and Assessment
Authority publishes an assessment handbook that includes advice on the assessment tasks and
performance descriptors for assessment for Units 3 and 4.
Teachers must develop courses that provide opportunities for students to demonstrate achievement of
outcomes. Examples of learning activities are provided in the Advice for Teachers section.
Schools will report a result for each unit to the Victorian Curriculum and Assessment Authority as
S (Satisfactory) or N (Not Satisfactory).
Completion of a unit will be reported on the Statement of Results issued by the Victorian Curriculum
and Assessment Authority as S (Satisfactory) or N (Not Satisfactory). Schools may report additional
information on levels of achievement.
AUTHENTICATION
Work related to the outcomes will be accepted only if the teacher can attest that, to the best of their
knowledge, all unacknowledged work is the student’s own. Teachers need to refer to the current year’s
VCE and VCAL Administrative Handbook for authentication procedures.
LEVELS OF ACHIEVEMENT
Units 1 and 2
Procedures for the assessment of levels of achievement in Units 1 and 2 are a matter for school decision.
Assessment of levels of achievement for these units will not be reported to the Victorian Curriculum and
Assessment Authority. Schools may choose to report levels of achievement using grades, descriptive
statements or other indicators.
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May 2010
Assessment and reporting
SYSTEMS ENGINEERING
Units 3 and 4
The Victorian Curriculum and Assessment Authority will supervise the assessment of all students
undertaking Units 3 and 4.
In Systems Engineering the student’s level of achievement will be determined by school-assessed
coursework, a school-assessed task and an end-of-year examination. The Victorian Curriculum and
Assessment Authority will report the student’s level of performance on each assessment component
as a grade from A+ to E or UG (ungraded). To receive a study score, students must achieve two or
more graded assessments and receive S for both Units 3 and 4. The study score is reported on a scale
of 0–50. It is a measure of how well the student performed in relation to all others who took the study.
Teachers should refer to the current year’s VCE and VCAL Administrative Handbook for details on
graded assessment and calculation of the study score. Percentage contributions to the study score in
Systems Engineering are as follows:
• Unit 3 school-assessed coursework: 12 per cent
• Unit 4 school-assessed coursework: 8 per cent
• Units 3 and 4 school-assessed task: 50 per cent
• End-of-year examination: 30 per cent
Details of the assessment program are described in the sections on Units 3 and 4 in this study
design.
12
VCE STUDY DESIGN
May 2010
Unit 1: Mechanical engineering
fundamentals
This unit focuses on mechanical engineering fundamentals as the basis of understanding the underlying
principles and the building blocks that operate in the simplest to more complex mechanical devices.
While this unit contains the fundamental physics and theoretical understanding of mechanical systems
and how they work, the main focus is on the construction of a system. The construction process draws
heavily upon design and innovation within all the interrelated applied learning activities.
In this unit, students study fundamental mechanical engineering principles, including the representation
of mechanical devices, the motions performed, the elementary applied physics, and the mathematical
calculations that can be applied in order to define and explain the physical characteristics. The unit
allows for a ‘hands-on’ approach, as students apply their knowledge and construct functional systems.
These systems can be purely mechanical or have some level of integration with electrotech systems.
The systems constructed can provide tangible and/or realistic demonstrations of some of the theoretical
principles studied in this unit. All systems require some form of energy to function. Through applied
research, students explore how these systems use or convert the energy supplied to them, and related
wider environmental and social issues.
AREA OF STUDY 1
Fundamentals of mechanical technological systems
This area of study focuses on the fundamental engineering principles and the elements required to
constitute an operational mechanical system. The inclusive term ‘mechanical systems’ includes systems
that utilise all forms of mechanical linkages, as well as hydraulic and pneumatic systems. Students learn
the fundamental principles of how mechanisms and simple mechanical systems provide movement and
mechanical advantage, and how the specific parts of a system or an entire mechanical system can be
represented diagrammatically. An understanding of mechanical systems and their operation are reliant
on the theoretical principles from foundation physics and applied mathematics.
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May 2010
Unit 1
SYSTEMS ENGINEERING
Outcome 1
On completion of this unit the student should be able to recognise, identify, illustrate and use theoretical
principles of mechanical systems.
To achieve this outcome the student will draw on knowledge and related skills outlined in area of
study 1.
Key knowledge
This knowledge includes
• the structure and function of mechanical systems, including the concept of mechanical
subsystems;
• symbolic representation of mechanical systems and their operation in terms of their inputs, processes
and outputs;
• identification and operational characteristics of mechanical subsystems and components;
• basic principles of mechanical open and closed loop systems;
• foundation mechanical principles associated with systems including mass, speed, velocity,
acceleration, force, types of motion, load, effort, mechanical advantage, energy, efficiency, friction,
action and reaction forces, moments about a point and gear ratios;
• the function and operation of the following mechanisms or components: screws, inclined planes,
levers, cranks, linkages, gears, pistons, cylinders, cams and followers, belts and pulleys.
Key skills
These skills include the ability to
• describe and explain how basic mechanical systems function, using appropriate engineering terms
for the components and operational processes that make up these systems and subsystems;
• identify and represent individual components and mechanical systems in symbolic form, using
block diagrams, flowcharts and simulation software;
• identify and select appropriate mechanical subsystems and components that will form functional
systems;
• measure and diagnose mechanical system parameters using appropriate measuring/testing
equipment;
• perform basic calculations on linkages, gear ratios and basic hydraulic and pneumatic systems;
• access and use simulation and demonstration software to demonstrate mechanical principles using
a range of information and communications technology.
AREA OF STUDY 2
Applied design and technological processes
This area of study provides students with the opportunity to plan and produce a functional system/s.
Students work through processes from designing and modelling how things may work, through to
prototyping and testing aspects of the design. Following planning, the production stage requires
materials fabrication, risk management, selection and safe use of tools, equipment and machines.
Students document the technological processes undertaken including decisions made in relation to
the design, developmental planning and safe manufacture of the system/s.
While it is expected that the functional system will have significant mechanical components, the system
could integrate mechanical and electrotech systems. A range of suitable systems products are included
in the Advice for Teachers section.
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VCE STUDY DESIGN
May 2010
Unit 1
SYSTEMS ENGINEERING
Outcome 2
On completion of this unit the student should be able to use appropriate processes in the designing,
planning, manufacturing, documenting, performance testing, fault diagnosis and evaluation of a
functional system.
To achieve this outcome the student will draw on knowledge and related skills outlined in area of
study 2.
Key knowledge
This knowledge includes
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•
•
the design process;
the relationship of inputs, processes and outputs in a system;
the expected performance of the system;
function and purpose of the components and elements that constitute the system;
system performance variations as a result of using different components or subsystems;
production processes used to implement a workplan such as joining, fabricating, cutting, filing,
bending and shaping;
risk assessment at all stages of design, production and use of the system;
safe and correct use of appropriate tools, equipment, machines and components;
measuring and testing methods and equipment;
fault finding in systems;
evaluating methods and procedures.
Key skills
These skills include the ability to
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•
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interpret a design brief to generate ideas;
develop evaluation criteria to be applied against the finished functional system;
apply the design process to undertake planning and develop design options;
diagrammatically represent the relationship of the inputs, processes and outputs for a system;
develop a suitably detailed workplan for the construction of a system;
use appropriate techniques in communicating the workplan and design options including information
and communications technologies;
select components, elements and materials that are appropriate for the system and develop a
components and materials list;
use a range of practical construction skills and manufacturing processes to implement the workplan
to make the system, and to meet the requirements of the design brief;
implement risk management processes;
select, and correctly and safely use tools, equipment and machines in the production process;
undertake finishing techniques and processes;
manage all aspects of the manufacturing process through to completion of the system, including
ongoing evaluation; and record decision making, relevant data, changes and modifications;
measure and record appropriate system parameters in order to evaluate system performance;
evaluate the system using the previously established evaluation criteria and suggest modifications
to improve the workplan, work practices and the system.
VCE STUDY DESIGN
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May 2010
Unit 1
SYSTEMS ENGINEERING
AREA OF STUDY 3
Analysing a technological system in society
In this area of study students explore and investigate a technological system. Students gain a greater
technical understanding and knowledge of the components, subsystems and their interrelationship
and function within the system. Students also gain an appreciation of how trade-offs are applied, as
these systems are designed to bring benefit, but also usually have some wider detriment to the broader
society. Examples of appropriate technological systems for analysis are included in the Advice for
Teachers section.
Outcome 3
On completion of this unit the student should be able to analyse a technological system in terms of its
operation, function, energy use and social and environmental implications.
To achieve this outcome the student will draw on knowledge and related skills outlined in area of
study 3.
Key knowledge
This knowledge includes
•
•
•
•
•
•
appropriate diagrammatic representation of systems;
technological principles that underpin specific systems;
appropriate technical language;
the range of technological systems used in society;
the technical operation, function and role of technological systems;
the effect of a selected technological system on society and the wider global environment.
Key skills
These skills include the ability to
• research, analyse, and present information related to the operation of a selected system;
• identify different technological systems that are designed for a variety of functions and different
environments;
• describe the work performed by technological systems in terms of the energy sources used, and
the mechanisms, components and devices employed;
• analyse the effect of a technological system on society and the environment and evaluate social
and environmental issues and trade-offs;
• prepare a technical report on a selected system using appropriate technical language and cite
references and resources appropriately;
• effectively use information and communications technology in accessing information and presenting
the findings.
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VCE STUDY DESIGN
May 2010
Unit 1
SYSTEMS ENGINEERING
ASSESSMENT
The award of satisfactory completion for a unit is based on a decision that the student has demonstrated
achievement of the set of outcomes specified for the unit. This decision will be based on the teacher’s
assessment of the student’s overall performance on assessment tasks designated for the unit.
The key knowledge and skills listed for each outcome should be used as a guide to course design and
the development of learning activities. The key knowledge and skills do not constitute a checklist
and such an approach is not necessary or desirable for determining the achievement of outcomes. The
elements of key knowledge and skills should not be assessed separately.
Assessment tasks must be a part of the regular teaching and learning program and must not unduly add
to the workload associated with that program. They must be completed mainly in class and within a
limited timeframe. Teachers should select a variety of assessment tasks for their assessment program
to reflect the key knowledge and skills being assessed and to provide for different learning styles.
For this unit students are required to demonstrate achievement of three outcomes. As a set these
outcomes encompass all areas of study.
Demonstration of achievement of Outcomes 1, 2 and 3 must be based on the student’s performance on a
selection of assessment tasks. Where teachers allow students to choose between tasks they must ensure
that the tasks they set are of comparable scope and demand. Assessment tasks for this unit are:
• records/folio of design, planning and production;
• production work;
• annotated visual displays;
• website presentations;
• tests (short and/or extended answer);
• practical tests;
• practical demonstrations;
• short written reports (for example, technical reports, industry visit reports, production evaluation
reports);
• oral reports supported by multimedia presentations.
VCE STUDY DESIGN
17
May 2010
Unit 2: Electrotechnology engineering
fundamentals
This unit focuses on building understanding of the fundamental principles of electrical and electronic
circuits, collectively and commonly referred to as electrotechnology.
In this unit students study fundamental electrotechnology engineering principles. Through the
application of their knowledge students produce basic operational systems. The systems produced
by the students should employ a level of integration between mechanical and electronic components.
Students also apply their knowledge and skills to research and produce technical reports.
While this unit contains the fundamental physics and theoretical understanding of electrotechnology
systems and how they work, the main focus remains on the construction of electrotechnology systems.
The construction process heavily draws upon design and innovation within all the interrelated applied
learning that occurs in the unit.
In this unit, students study fundamental electrotechnology principles including applied electrical theory,
representation of electronic components and devices, elementary applied physics in electrical circuits,
and mathematical calculations that can be applied in order to define and explain electrical characteristics
of circuits. The unit offers opportunities for students to apply their knowledge in the construction
of a functional system. Although the system can be predominately electrotechnological, it is highly
desirable to have some mechanical integration within the system. The systems constructed provide a
tangible demonstration of some of the theoretical principles studied in this unit. Electrotechnology is
one of the fastest moving sectors in relation to developments and changes that are taking place through
technological innovation. The contemporary design and manufacture of electronic equipment involves
increased levels of automation and inbuilt control. The unit allows students to explore some of these
new and emerging technologies.
AREA OF STUDY 1
Fundamental electrotechnology engineering principles
This area of study focuses on fundamental electrotechnology engineering principles and the elements that
constitute operational electrotechnology systems. The inclusive term electrotechnology encompasses
systems that include all forms of electrical, electronic and microelectronic circuitry. The fundamental
principles of DC (Direct Current) electrical circuits and the commonly used terms such as voltage,
current, and resistance through their common relationship in Ohm’s Law are included in this area of
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May 2010
Unit 2
SYSTEMS ENGINEERING
study. Students develop understanding of commonly used components; their physical appearance,
and how they can be represented in schematic circuit diagrams and/or in circuit simulation software.
Students build their knowledge of electrotechnology systems and their operation through foundation
electrotech physics and applied mathematics.
Outcome 1
On completion of this unit the student should be able to recognise, identify, illustrate and use theoretical
principles of electrotechnology systems.
To achieve this outcome the student will draw on knowledge and related skills outlined in area of
study 1.
Key knowledge
This knowledge includes
• the structure and function of electrotechnology systems and subsystems;
• symbolic representation of electrotechnology systems, including the use of simulation software;
• the function and operation of the following components: power sources, printed circuit boards
(PCBs), switches, resistors, capacitors, diodes, transistors, transformers, relays, and integrated
circuits (ICs) and their representations using simulation software;
• identification and operation of electrotech subsystems and components;
• basic principles of electrotechnology including open and closed loop systems;
• foundation electrotechnology principles associated with operational systems including electrical
charge, current, voltage, resistance, AC, DC, Ohm’s Law and Power calculations;
• function and operation of the following subsystems, elements and components: power sources (low
voltage DC supplies and batteries), printed circuit boards (PCBs), switches, resistors, capacitors,
diodes, transistors, transformers, relays, and integrated circuits (ICs) and their representations using
simulation software.
Key skills
These skills include the ability to
• describe the operation of basic electrotechnology systems and subsystems using appropriate
engineering terms for the components and operational processes;
• identify and represent electrotechnology systems in symbolic form;
• select appropriate electrotechnology subsystems and components that will form functional systems
and subsystems;
• measure and diagnose electrotechnology system parameters using appropriate measuring/testing
equipment;
• apply formulas to solve and calculate electrical circuit parameters, including Ohm’s Law and Power
calculations;
• use information and communications technology, simulation and demonstration software to represent
and demonstrate electrotechnology principles.
VCE STUDY DESIGN
19
May 2010
Unit 2
SYSTEMS ENGINEERING
AREA OF STUDY 2
Designing, producing and evaluating technological systems
In this area of study students plan and produce functional integrated systems that incorporate both
mechanical and electrotech subsystems. Students work through the design and technology processes
of designing, planning, selection and application of processes, materials, tools and equipment; which
includes risk management; and documenting and testing processes using appropriate technical
language.
Outcome 2
On completion of this unit the student should be able to design, plan, produce and evaluate a functional
integrated system with reference to relevant Australian Standards, and apply diagnostic fault finding,
repair and maintenance techniques in the production activities.
To achieve this outcome the student will draw on knowledge and related skills outlined in area of
study 2.
Key knowledge
This knowledge includes
• the design process;
• the performance characteristics of the system, and the impact on system performance of alternative
types of components and elements;
• design considerations appropriate for systems;
• relevant characteristics of materials, components and elements that may be used in the system;
• relevant Australian Standards related to the system being designed and produced;
• risk management at all stages of design, production and use of the system,
• safe and correct use of appropriate tools, equipment and machines;
• possible causes of faults and problems, and terminology associated with faults, diagnosis and
repair of systems;
• types, functions and use of fault-finding devices;
• maintenance requirements for systems and methods of rectification and repair;
• the role of specifications and technical manuals;
• issues of quality and suitability for intended purpose;
• testing and ongoing evaluation procedures that may be used with the system.
Key skills
These skills include the ability to
• undertake research and planning and develop design options for a system;
• propose and appraise possible alternatives for a design option, and justify the selection of one of
these possibilities;
• conduct risk assessment and implement risk management processes at all stages of development
of the system;
• prepare a suitably detailed workplan that includes a timeline;
• refer to Australian Standards related to the system being planned, and/or its components;
• use suitable technical publications;
20
VCE STUDY DESIGN
May 2010
Unit 2
SYSTEMS ENGINEERING
• select and source components, elements and materials that are appropriate for the system and
develop a components and materials list;
• use a range of practical construction skills and manufacturing processes, including soldering
components into printed circuit boards, to implement the workplan to make the system, and to
meet the requirements of the design brief;
• select and correctly and safely use tools, equipment and machines in the production process;
• undertake finishing techniques and processes;
• manage all aspects of the manufacturing process through to completion of the system,
including ongoing evaluation; and record decision making, relevant data, progress, changes and
modifications;
• choose and use devices to locate faults and measure performance;
• monitor quality related to the system and undertake appropriate repair and maintenance
procedures;
• evaluate work practices and the system through interpretation of evaluation measurements and
suggest modifications to improve the workplan, work practices and the system.
AREA OF STUDY 3
New and emerging technologies
In this area of study students develop knowledge and understanding of the new and emerging
technologies. These include new materials, processes or methods of manufacture, alternative fuels and
alternative energy sources that provide advancement of technological systems such as microelectronics,
nanotechnology, fuel cells, hybrid technology, and new applications for materials such as Kevlar.
Outcome 3
On completion of this unit the student should be able to explain how new and emerging technologies
influence the selection and development of a process, material or component, and impacts on the design
and ultimate function of technological systems.
To achieve this outcome the student will draw on knowledge and related skills outlined in area of
study 3.
Key knowledge
This knowledge includes
•
•
•
•
•
the function or operation of new and emerging technologies used in a manufactured system;
the development of new and emerging technologies;
the impact of new technologies on the design and manufacturing processes;
the current forms of alternative energy and alternative fuels;
potential of new and emerging technologies to enhance and impact on a system and specific potential
for future development.
Key skills
These skills include the ability to
• describe new and emerging technologies used in a manufactured system;
• explain why a new technology was developed;
• evaluate the impact new and emerging technologies has on the design and function of a system;
VCE STUDY DESIGN
21
May 2010
Unit 2
SYSTEMS ENGINEERING
• review and present information about the ways new and emerging technology interacts with society
and the natural environment;
• make informed predictions about the future developments of new and emerging technology, and
the likely effects on a technological system.
ASSESSMENT
The award of satisfactory completion for a unit is based on a decision that the student has demonstrated
achievement of the set of outcomes specified for the unit. This decision will be based on the teacher’s
assessment of the student’s overall performance on assessment tasks designated for the unit.
The key knowledge and skills listed for each outcome should be used as a guide to course design and
the development of learning activities. The key knowledge and skills do not constitute a checklist
and such an approach is not necessary or desirable for determining the achievement of outcomes. The
elements of key knowledge and skills should not be assessed separately.
Assessment tasks must be a part of the regular teaching and learning program and must not unduly add
to the workload associated with that program. They must be completed mainly in class and within a
limited timeframe. Teachers should select a variety of assessment tasks for their assessment program
to reflect the key knowledge and skills being assessed and to provide for different learning styles.
For this unit students are required to demonstrate achievement of three outcomes. As a set these
outcomes encompass all areas of study.
Demonstration of achievement of Outcomes 1, 2 and 3 must be based on the student’s performance on a
selection of assessment tasks. Where teachers allow students to choose between tasks they must ensure
that the tasks they set are of comparable scope and demand. Assessment tasks for this unit are:
• records/folio of design, planning and production;
• production work;
• annotated visual displays;
• website presentations;
• tests (short and/or extended answer);
• practical tests;
• practical demonstrations;
• short written reports (for example, technical reports, industry visit reports, production evaluation
reports);
• oral reports supported by multimedia presentations.
22
VCE STUDY DESIGN
May 2010
Units 3 and 4: Integrated systems
These units involve a study of the principles associated with integrated systems. The focus is
on the functional integration of a mechanical subsystem with an electrotechnology subsystem
and the design factors to be considered. One substantial production is to be undertaken
across both Units 3 and 4.
The terms mechanical and electrotechnology are used as descriptors for the types of systems
covered by this study. Mechanical systems includes pneumatic and hydraulic systems and
subsystems. Electrotechnology is an inclusive term that includes electrical, electronic and
microelectronic systems and subsystems.
23
May 2010
Unit 3: Systems engineering and energy
This unit focuses on how mechanical and electrotech systems are combined to form a controlled
integrated technological system. This includes knowledge of sources and types of energy that enable
engineered technological systems to function.
In this unit, students study the engineering principles that are used to explain the physical properties
of integrated systems and how they work. This is underpinned by the study of human endeavour in
which observations and ideas about the physical world are organised and explained. Through the
application of their knowledge, students produce an integrated operational system. Students also apply
their knowledge and skills to research, produce and present technical reports.
In Unit 3 students commence work on the design and construction of one substantial controlled
integrated system. This project has a strong emphasis on designing, manufacturing, testing and
innovation. Students manage the project throughout all the phases of designing, planning, construction
and evaluation. The engineering principles underpin students’ understanding in the fundamental
physics and applied mathematics needed to provide a comprehensive understanding of mechanical
and electrotech systems and how they function.
In this unit, students develop their engineering knowledge and undertake the construction of a substantial
system. They also explore contemporary energy issues in relation to powering systems.
AREA OF STUDY 1
Controlled integrated systems engineering
In this area of study students develop engineering knowledge of how the integration of mechanical and
electrotech systems can be undertaken, how they work and can be diagrammatically represented in a
range of forms. Students develop significant knowledge of systems engineering. They use fundamental
physics and applied mathematics to solve systems engineering problems.
Outcome 1
On completion of this unit the student should be able to recognise, identify, represent, describe and
explain the principles of controlled integrated technological systems.
To achieve this outcome the student will draw on knowledge and related skills outlined in area of
study 1.
24
May 2010
Unit 3
SYSTEMS ENGINEERING
Key knowledge
This knowledge includes
• symbolic representation of integrated systems and their operation including systems block diagrams
with the inputs, processes and outputs specified, and flow diagrams;
• symbolic representation (including representations using simulation software) of mechanical and
electrotechnology components;
• functions of integrated systems, subsystems and components;
• design related to planning and forming integrated systems;
• foundation mechanical principles listed in Unit 1, Outcome 1, including mass, speed, velocity,
acceleration, force, types of motion, load, effort, mechanical advantage, energy, efficiency, friction,
action and reaction forces, moments about a point and gear ratios; and further principles associated
with controlled integrated technological systems including power, torque, pressure;
• the function, operation and application of the mechanisms or components listed in Unit 1,
Outcome 1, including screws, inclined planes, levers, cranks, linkages, gears, pistons, cylinders,
cams and followers, belts and pulleys;
• foundation electrotechnology principles listed in Unit 2, Outcome 1, including electrical charge,
current, voltage, resistance, AC, DC, Ohm’s Law and Power calculations; and further principles
associated with controlled integrated technological systems including frequency, amplitude, AC
and DC waveforms, basic analogue modulation and digital signals;
• the function, operation and application of the components listed in Unit 2, Outcome 1, including
power sources (low voltage DC supplies and batteries), printed circuit boards (PCBs), switches,
resistors, capacitors, diodes, transistors, transformers, relays, and integrated circuits (ICs);
• the function and application of electrotechnology control devices including thermostats, rectifiers,
voltage regulators, photodevices including light dependent resistors (LDRs), phototransistors,
infrared transmitters and receivers, light emitting diodes (LEDs), thermistors, logic gates and basic
microcontrollers (programmable integrated circuits [PICs]).
Key skills
These skills include the ability to
• describe, using appropriate technical language, the mechanical and electrotech principles of how
everyday items work; for example, cordless power tools; and household appliances such as a hair
dryer or food processor;
• identify and represent symbolically controlled integrated systems and subsystems in block diagrams,
flow charts, and circuit and schematic diagrams;
• use simulation software to represent the components that constitute an integrated system or single
facet subsystem;
• take accurate measurements such as time, voltage, current, speed, torque; test parameters and perform
scientific calculations on integrated systems (or use demonstration models of integrated systems);
and use these measurements to determine, monitor and evaluate efficiency and performance of the
systems or subsystems.
VCE STUDY DESIGN
25
May 2010
Unit 3
SYSTEMS ENGINEERING
AREA OF STUDY 2
Designing and producing integrated technological systems
In this area of study students combine skills and knowledge from other areas of study in this unit and
undertake the complete management of the construction of an integrated system through the design
and planning, production, testing and evaluation stages. Students demonstrate innovation and creativity
as well as comprehensive project management skills through the construction of the system. The
system constructed must have the potential to incorporate a control system that will be undertaken in
Unit 4, Outcome 2.
Outcome 2
On completion of this unit the student should be able to design, plan, construct and document an
integrated system to be completed in Unit 4, Outcome 2, and effectively use diagnostic procedures
for the system.
To achieve this outcome the student will draw on knowledge and related skills outlined in area of
study 2.
Key knowledge
This knowledge includes
• the design process;
• the stages and features of the design process as they apply to integrated technological systems and
their development;
• the expected performance of the integrated system;
• Australian Standards related to the system to be produced;
• relevant characteristics of materials, components and elements that may be used in the integrated
system;
• the matching of subsystems to achieve the desired output;
• risk management at all stages of the design, production and use of the system;
• safe and correct use of appropriate tools, equipment and machines;
• types of faults that may occur in the integrated system and its subsystems;
• the types and use of diagnostic devices including the multimeter to read voltage, current and
resistance;
• maintenance requirements for an integrated system;
• issues of quality and suitability for intended purpose;
• the interpretation of written instructions, specifications and technical manuals;
• testing and evaluation procedures that may be used with an integrated system;
• project management processes.
Key skills
These skills include the ability to
• use a design brief to outline a potential project that integrates mechanical and electrotech systems
which have the potential to incorporate a control device;
• develop evaluation criteria for the integrated system;
• conduct research and generate ideas relevant to possible options in the design of the integrated
system;
26
VCE STUDY DESIGN
May 2010
Unit 3
SYSTEMS ENGINEERING
• provide justification of selection from the considered options;
• conduct risk assessment and implement risk management at all stages of the development of the
system;
• prepare a suitably detailed workplan including processes and a timeline to manufacture the integrated
system;
• use suitable technical information and publications;
• apply relevant Australian Standards related to the system being manufactured;
• select, source and document details of components, elements, and materials that are appropriate
for the integrated system and develop a components and materials list;
• use a range of appropriate practical construction skills and manufacturing processes, to implement
the workplan to make the system, and to meet the requirements of the design brief;
• select, and correctly and safely use tools, equipment and machines in the production process;
• manage all aspects of the manufacturing process through to partial completion of the system, including
ongoing evaluation; and record decision making, relevant data, changes and modifications;
• choose and effectively use devices including a multimeter and other devices to undertake diagnosis
and/or performance measurements of the system, that is, the overall function of the system,
subsystems and components;
• use relevant information and communications technology to research, design, plan and document
the project.
AREA OF STUDY 3
Energy use and effects on engineered systems and the environment
Rapid depletion of the earth’s non-renewable energy sources has focused attention on alternative
sources and more sustainable methods of providing power to many systems that humans depend on
such as transport. This area of study focuses on the implications of use of energy in systems, including
design, performance, use, and consequential effects on the environment.
Outcome 3
On completion of this unit the student should be able to analyse and compare the environmental benefits
and implications of using different energy sources (including alternative energy sources), and how
specific energy sources affect the design, performance and use of technological systems.
To achieve this outcome the student will draw on knowledge and related skills outlined in area of
study 3.
Key knowledge
This knowledge includes
• non-renewable energy sources including fossil fuels and renewable energy sources including
biofuels and hydrogen fuel cells, devices that harness wind and solar energy and a fundamental
knowledge of nuclear energy;
• factors determining the efficiency of energy conversion;
• energy conversion and transformation in technological systems;
• energy alternatives and options for powering different types of technological systems;
• the impact of technological systems and power sources on the environment;
VCE STUDY DESIGN
27
May 2010
Unit 3
SYSTEMS ENGINEERING
• the ways in which environmental considerations may impact on the design and operation of
technological systems;
• the life cycle of technological systems.
Key skills
These skills include the ability to
• describe environmental considerations in the design of technological systems;
• describe how energy sources used in technological systems can be changed or modified to reduce
environmental impact;
• evaluate and compare like systems that utilise different energy sources in terms of environmental
benefits and implications;
• identify how new and emerging technologies develop from older established technologies;
• identify likely inefficiencies in technological systems in which energy is transformed.
ASSESSMENT
The award of satisfactory completion for a unit is based on a decision that the student has demonstrated
achievement of the set of outcomes specified for the unit. This decision will be based on the teacher’s
assessment of the student’s overall performance on assessment tasks designated for the unit. The
Victorian Curriculum and Assessment Authority publishes an assessment handbook that includes
advice on the assessment tasks and performance descriptors for assessment.
The key knowledge and skills listed for each outcome should be used as a guide to course design and
the development of learning activities. The key knowledge and skills do not constitute a checklist
and such an approach is not necessary or desirable for determining the achievement of outcomes. The
elements of key knowledge and skills should not be assessed separately.
To demonstrate satisfactory completion of Unit 3, Outcome 2, students must present design work,
planning and documentation for an integrated system and have commenced production and undertaken
some diagnostic procedures.
Assessment of levels of achievement
The student’s level of achievement in Unit 3 will be determined by school-assessed coursework, a
school-assessed task and an end-of-year examination.
Contribution to final assessment
School-assessed coursework for Unit 3 will contribute 12 per cent to the study score.
The level of achievement for Units 3 and 4 is also assessed by a school-assessed task, which will
contribute 50 per cent to the study score, and an end-of-year examination, which will contribute
30 per cent to the study score.
School-assessed coursework
Teachers will provide to the Victorian Curriculum and Assessment Authority a score representing an
assessment of the student’s level of achievement.
The score must be based on the teacher’s rating of performance of each student on the tasks set out
in the following table and in accordance with an assessment handbook published by the Victorian
Curriculum and Assessment Authority. The assessment handbook also includes advice on the assessment
tasks and performance descriptors for assessment.
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VCE STUDY DESIGN
May 2010
Unit 3
SYSTEMS ENGINEERING
Assessment tasks must be a part of the regular teaching and learning program and must not unduly
add to the workload associated with that program. They must be completed mainly in class and within
a limited timeframe. Where optional assessment tasks are used, teachers must ensure that they are
comparable in scope and demand. Teachers should select a variety of assessment tasks for their program
to reflect the key knowledge and skills being assessed and to provide for different learning styles.
Marks allocated*
Outcomes
Outcome 1
Recognise, identify, represent, describe and explain
the principles of controlled integrated technological
systems.
Assessment tasks
Any one or a combination of:
• a test (short and/or extended responses)
30
• a short written report
• a report in multimedia format
• an oral presentation.
Outcome 3
Analyse and compare the environmental benefits
and implications of using different energy sources
(including alternative energy sources), and
how specific energy sources affect the design,
performance and use of technological systems.
Any one or a combination of:
• a test (short and/or extended responses)
• a short written report
30
• a report in multimedia format
• a media analysis
• a case study
• an oral presentation.
Total marks
60
*School-assessed coursework for Unit 3 contributes 12 per cent to the study score.
School-assessed task
Assessment for Systems Engineering includes a school-assessed task. The student’s level of performance
in achieving Outcome 2 in Unit 3 and Outcome 2 in Unit 4 will be assessed through a school-assessed
task. This assessment will be subject to review by a panel appointed by the Victorian Curriculum and
Assessment Authority. Details of the school-assessed task for Units 3 and 4 are provided on page 33
of this study design.
VCE STUDY DESIGN
29
May 2010
Unit 4: Integrated and controlled systems
engineering
This unit combines the contemporary focus of systems control and provides opportunities for students
to build on their understanding and apply it to practical solutions through the construction of controlled
integrated systems. In recent times, commercial integrated systems have increased function, control
and internal monitoring subsystems within them.
AREA OF STUDY 1
Integrated systems and control
This area of study further develops students’ understanding and interpretation of symbolic representation
of technological systems. The focus is on how these symbolic representations show the performance
and function of a controlled integrated technological system. Students develop skills which enable
them to create and interpret integrated systems and schematic diagrams.
Outcome 1
On completion of this unit the student should be able to recognise, identify, represent, describe and
explain the principles and functioning of controlled integrated technological systems.
To achieve this outcome the student will draw on knowledge and related skills outlined in area of
study 1.
Key knowledge
This knowledge includes
•
•
•
•
symbolic representation related to the operation of integrated controlled systems;
operation of appropriate subsystem elements and control devices, including micro-controllers;
use of appropriate technological principles associated with integrated systems;
technological principles associated with the components/elements of control devices and integrated
systems;
• selection and application of technological principles relating to systems control, design and
evaluation.
30
May 2010
Unit 4
SYSTEMS ENGINEERING
Key skills
These skills include the ability to
• effectively communicate symbolic representation of controlled integrated systems that incorporate
control devices and closed loop subsystems, including use of simulation software to represent
controlled systems;
• employ technological principles and related calculations to predict performance and design features
of the systems, subsystem and associated control devices;
• use appropriate devices including a multimeter to measure fundamental parameters of the integrated
controlled systems in order to monitor or evaluate system or subsystem performance;
• use computer simulation to demonstrate and explain the principles of controlled integrated
systems.
AREA OF STUDY 2
Designing, producing, testing and evaluating controlled technological systems
This area of study involves students applying their knowledge and skills to manage and construct
their integrated system, designed and developed in Unit 3, Outcome 2, through to the final stages of
construction, testing, and evaluation of the system, supported by documentation.
Outcome 2
On completion of this unit the student should be able to select components for, construct, diagnose,
adjust, modify and repair an integrated technological system and its control devices commenced in
Unit 3, Outcome 2, and provide an evaluation report of the system, its performance and the management
of the project.
To achieve this outcome the student will draw on knowledge and related skills outlined in area of
study 2.
Key knowledge
This knowledge includes
•
•
•
•
•
•
•
•
•
•
•
•
project management techniques;
design as it applies to technological systems and associated control devices;
the performance of the integrated system and its associated control devices;
selection of appropriate materials, components and elements that may be used in the integrated
system and the control devices;
relevant Australian Standards related to the system being constructed and its control devices;
performance and design factors in the functional matching of the subsystems or system with the
control devices;
risk assessment and risk management through all stages of the development and use of the
system;
safe and correct methods of using appropriate tools, equipment and machines;
testing and maintenance requirements for the control components of the integrated system;
the interpretation of written instructions, specifications and technical data;
presentation of technical reports;
methods of evaluating progress, production work and diagnosis of the system.
VCE STUDY DESIGN
31
May 2010
Unit 4
SYSTEMS ENGINEERING
Key skills
These skills include the ability to
• manage all facets of the production processes;
• work accurately to plans;
• make decisions and document progress of production for the integrated systems, commenced in
Unit 3, Outcome 2, that incorporates a control device;
• review and modify the workplan, and justify reasons for changes;
• apply relevant Australian Standards related to the system being manufactured;
• select and document details of components, elements, materials and processes that are appropriate
for the controlled integrated system production;
• conduct risk assessment and implement risk management in the development of the system;
• select and correctly and safely use tools, equipment and machines to undertake the processes of
production and diagnostic testing;
• use suitable technical information and publications;
• undertake finishing techniques and processes;
• review testing procedures to establish the appropriateness of the tests for performance and control
testing;
• record information using appropriate technical language, including diagnostic testing and
performance data and decisions about progress and performance of the system;
• evaluate the system using evaluation criteria developed in Unit 3, Outcome 2, and make
recommendations for how the system could be improved;
• evaluate management of the project work and work practices.
ASSESSMENT
The award of satisfactory completion for a unit is based on a decision that the student has demonstrated
achievement of the set of outcomes specified for the unit. This decision will be based on the teacher’s
assessment of the student’s overall performance on assessment tasks designated for the unit. The
Victorian Curriculum and Assessment Authority publishes an assessment handbook that includes
advice on the assessment tasks and performance descriptors for assessment.
The key knowledge and skills listed for each outcome should be used as a guide to course design and
the development of learning activities. The key knowledge and skills do not constitute a checklist
and such an approach is not necessary or desirable for determining the achievement of outcomes. The
elements of key knowledge and skills should not be assessed separately.
Assessment of levels of achievement
The student’s level of achievement for Unit 4 will be determined by school-assessed coursework, a
school-assessed task and an end-of-year examination.
Contribution to final assessment
School-assessed coursework for Unit 4 will contribute 8 per cent to the study score.
The level of achievement for Units 3 and 4 is also assessed by a school-assessed task, which will
contribute 50 per cent to the study score, and an end-of-year examination, which will contribute
30 per cent to the study score.
32
VCE STUDY DESIGN
May 2010
Unit 4
SYSTEMS ENGINEERING
School-assessed coursework
Teachers will provide to the Victorian Curriculum and Assessment Authority a score representing an
assessment of the student’s level of achievement.
The score must be based on the teacher’s rating of performance of each student on the tasks set out
in the following table and in accordance with an assessment handbook published by the Victorian
Curriculum and Assessment Authority. The assessment handbook also includes advice on the assessment
tasks and performance descriptors for assessment.
Assessment tasks must be a part of the regular teaching and learning program and must not unduly
add to the workload associated with that program. They must be completed mainly in class and within
a limited timeframe. Where optional assessment tasks are used, teachers must ensure that they are
comparable in scope and demand. Teachers should select a variety of assessment tasks for their program
to reflect the key knowledge and skills being assessed and to provide for different learning styles.
Outcomes
Marks allocated*
Outcome 1
Recognise, identify, represent, describe and explain
the principles and functioning of controlled integrated
technological systems.
Assessment tasks
Any one or a combination of:
40
• a report in multimedia format
• a test (short and/or extended responses)
• a short written report.
Total marks
40
*School-assessed coursework for Unit 4 contributes 8 per cent to the study score.
School-assessed task
Assessment of Systems Engineering includes a school-assessed task worth 50 per cent of the study
score. For this assessment teachers will provide to the Victorian Curriculum and Assessment Authority
a score representing an assessment of the student’s level of performance in achieving Outcome 2 in
Unit 3 and Outcome 2 in Unit 4 according to criteria published by the Victorian Curriculum and
Assessment Authority. This assessment will be subject to review by a panel appointed by the Victorian
Curriculum and Assessment Authority.
Outcomes
Marks allocated
Unit 3
Outcome 2
Design, plan, construct and document an integrated
system to be completed in Unit 4, Outcome 2, and
effectively use diagnostic procedures for the system.
Subject to
external
review
Unit 4
Outcome 2
Select components for, construct, diagnose, adjust,
modify and repair an integrated technological
system and its control devices commenced in Unit 3,
Outcome 2; and provide an evaluation report of the
system, its performance and the management of the
project.
VCE STUDY DESIGN
Subject to
external
review
Assessment tasks
A record of design, planning and production
AND
Production work.
Production work accompanied by a record of
progress and modifications (pictorial and text
material)
AND
A report of diagnostic testing and performance data
AND
An evaluation report.
33
May 2010
Unit 4
SYSTEMS ENGINEERING
End-of-year examination
Description
All outcomes and the key knowledge and skills that underpin the outcomes in Units 3 and 4 are
examinable. Students will not be required to demonstrate practical skills related to the production
of the student’s system project. The examination will be set by a panel appointed by the Victorian
Curriculum and Assessment Authority.
Format
Students will answer a series of questions in a question and answer booklet. Questions may require
students to respond to stimulus material such as media clips, descriptions and visual representations
of technological systems and components. There will be a variety of question types such as multiple
choice and short and extended responses.
Conditions
The examination will be completed under the following conditions:
• Duration: one and a half hours.
• Date: end-of-year, on a date to be published annually by the Victorian Curriculum and Assessment
Authority.
• Victorian Curriculum and Assessment Authority examination rules will apply. Details of these
rules are published annually in the VCE and VCAL Administrative Handbook.
• The examination will be marked by assessors appointed by the Victorian Curriculum and Assessment
Authority.
Contribution to final assessment
The examination will contribute 30 per cent to the study score.
34
VCE STUDY DESIGN
May 2010
Glossary
SYSTEMS ENGINEERING
GLOSSARY
For the purposes of this study design the following definitions will apply.
Term
Definition
Alternating Current (AC)
Alternating Current (AC) is a form of electricity where electrons rapidly change
direction. AC current varies over time, creating a sine-wave waveform.
AC and DC waveforms
6
ˆÀiVÌÊ
ÕÀÀi˜Ì
6
n
/ˆ“i
/ˆ“i
ÌiÀ˜>̈˜}Ê
ÕÀÀi˜Ì
Acceleration (A)
The rate of change in velocity.
Action and reaction forces
The push (action) and the opposing push back (reaction) of an object.
Amperes (A)
The unit of current measurement (often referred to as amps). The amount of
electric charge flowing through a circuit.
Amplitude
Related to the peak size of the waveforms.
Belt and pulley
A continuous loop (usually of rubber) used to connect two pulleys over a distance
in order to transfer rotary motion.
Bio-fuel
A fuel derived from organic matter, e.g. vegetable oil, ethanol distilled from sugar
cane or methane gas from landfill.
Block diagram
Graphical representation of a system shown as a logical series of rectangles
(blocks). Text within the blocks identifies inputs and outputs for a system,
subsystems, and their relationships; and the process (how the inputs create
the desired output). A simple system block diagram includes: inputs–process–
outputs.
Cam and follower
An elliptical piece (cam) that rotates on a shaft that lifts and drops a rod (follower).
Capacitor
A device that stores an electric charge.
Chain
A mechanical component that is a flexible coupling. Used to connect two
sprockets together to transfer rotary motion.
Closed loop system
A system that uses self monitoring or feedback and self adjustment in order to
alter or maintain a predetermined level of output. The use of a thermostat can
provide a basic closed loop system, with a set temperature output.
Component
A discrete mechanical, electrical or electronic part which together with other parts
can form a system.
Computer-aided design (CAD)
The use of computers to aid in the design process.
VCE STUDY DESIGN
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Glossary
SYSTEMS ENGINEERING
Computer aided manufacture
(CAM)
The use of computers to manufacture components, systems or materials. Can be
combined with CAD applications.
Control system
A system which manages or manipulates an output through direct, predetermined
or programmed instruction.
Crank
A handle with a lever used to provide mechanical advantage.
Current (I)
The flow of the electric charge. The unit of current is Amperes.
Cylinder
A cylindrical space which provides for a piston to move up and down within it.
Typical application is in a car engine.
Design process/designing
Human activity that involves transforming functional requirements through
analysis, synthesis and evaluation and documenting a course of action for a
solution concept that fulfils these requirements.
Design brief
The formal starting point for the design of a product. It is a clarification of what a
new product is expected to be and to do. In design practice it is the instruction to
the designer from a client to take on a project.
A design brief contains an outline of a context, problem, need or opportunity, and
specifications that applies to the problem. It is a means by which students can
develop and apply knowledge and skills to solve problems. Design briefs can vary
in the amount of information they provide and the way in which the information is
presented.
Digital signal
A signal in binary format, i.e. consisting of discrete steps of low/high, on/off.
Digital signals
Data that is delivered in a binary form.
Diode
A device that allows current to flow in one direction only.
Direct current
Direct Current (DC) is a form of electricity where all electrons move in the same
direction. DC current does not vary with time, creating a flat waveform.
Efficiency
A measure of how well energy is used. As determined by Energy out/Energy in.
Effort
An applied force.
Electrical charge (Q – Coulomb)
Amount of stored electrons (Charge = Capacitance x Voltage) (Q = C x V).
Electrotechnology/Electrotech
Systems that include all forms of electrical, electronic and microelectronic
circuitry, which includes photo and optoelectronic devices, e.g. sending electronic
data through an optical fibre.
Element
A distinct part of a process or actual part of a system that can be identified, that
is generally not considered a component.
Energy
Capacity of a physical system to do work; the units of energy are joules or ergs.
The forms of energy include thermal, sound, electrical, chemical, mechanical
nuclear and radiant energy.
Energy types include stored (potential) energy and kinetic energy.
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SYSTEMS ENGINEERING
Engineering
Engineering is concerned with the design and production of solutions to practical
problem/s that integrate knowledge of science and mathematics with technical
and practical expertise.
Feedback
A monitoring or sampling of the output which is directed back to the input
controls. A system with feedback is a closed loop system.
Flow diagram
A diagram showing the step-by-step operation of a system.
Force (F)
A push or a pull (Force = Mass x Acceleration) (F = M x A).
Fossil fuels
Decayed matter over millennia from which chemical fuels are derived, including
coal, oil and natural gas.
Frequency (f)
The number of cycles, oscillations, or vibrations of a wave motion or oscillation in
unit time.
Friction
A force resisting motion related to the rubbing between surfaces.
Fuel cell
Cell that produces electricity by oxidation of fuel (hydrogen and oxygen or zinc
and air). Can be used in electric cars.
Gear
A toothed component that meshes with another to transfer motion in mechanical
systems.
Simple gear train
Two or more gears that mesh, used to increase or
decrease speed, and/or to change direction.
Compound gear
A compound gear is made up of two or more gears that
are joined together and share the same shaft.
Compound gear train
A compound gear train is a combination of gears and
axles or shafts that have at least one axle or shaft with
a compound gear.
Gear ratio
The relationship of the number of turns between two gears expressed as a
ratio, that is, the number of turns of the driver to one turn of the driven (x:1). For
example, (for a reduction gear box) a driver gear has 40 teeth and the driven gear
has 80 teeth; using the formula driven ÷ driver the ratio is expressed as 2:1 or for
two turns of the driver gear the driven gear turns once.
Hydraulic
The use of a liquid, usually oil, applied under pressure to transfer force and
motion.
Hydrogen fuel cell
See fuel cell.
Inclined plane
A wedge, ramp or slope.
Infrared transmitter and receiver
Data transmission and reception via non visible light, e.g. as used in a television
remote control.
Input
The starting point, where the raw elements are applied, such as energy, material,
data or physical action.
vce study design
Glossary
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Glossary
SYSTEMS ENGINEERING
Integrated circuit (IC)
A single electronic component that contains within it circuitry to perform a set of
functions.
Integrated system
A system that contains mechanical, pneumatic or hydraulic functions together
with electrical or electronic (electrotechnology) function/s.
Lever
A simple machine that provides mechanical advantage.
Light dependent resistor (LDR)
A device that increases in resistance with decreasing light.
Light emitting diode (LED)
A specific diode designed to give off light when current flows through it.
Linear motion
Straight line movement in one direction.
Linkage
Used to join sequential components.
Load (N – Newton) (mechanical)
A force or burden (Load = Mass x Acceleration) (N = M x A).
Load (Ω – Ohms) or (R) (electrical)
A resistive device at the output where the electrical power is dissipated.
Logic gates
A configuration of transistors that performs a defined switching sequence or logic
function.
Mass (M)
The amount of matter in an object.
Mechanical advantage (MA)
The ratio of the force performing the work done by a mechanism to the input
force, e.g. as provided by a lever.
Mechanism
A mechanical system constructed from simple machines which can include
levers, wheels, axles, pulleys and gears.
Micro-controller
A micro-controller is an electronic device that contains a combination of
processor, memory and input/output facilities.
Moments about a point
A turning or twisting force at a distance from a turning point.
Motion
The act of changing position. The types of motion or movement of mechanisms
are linear, rotary, reciprocating and oscillating.
Ohm’s Law
The rules of the relationship between voltage, current and resistance in DC
circuits. (Voltage = Current x Resistance) (V = I x R).
Ohms (Ω) or (R)
The unit of electrical resistance measurement.
Open loop system
A system that has no monitoring or self adjustment, which results in an output
unaffected by the inputs, and its function can be altered only by human
intervention.
Operational characteristics
The specific features of how a system operates.
Oscillating motion
Circular motion in two directions – backwards and forwards.
Output
The derived outcome produced by the process that occurs within a system.
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SYSTEMS ENGINEERING
Piston
A mechanism that provides the compression of gases within a cylinder.
Pneumatic
The use of air pressure to transfer force or motion.
Power (P – Watts)
The rate at which work is done or energy used.
Glossary
Electrical term: (Power = Voltage x Current), (P = V x I)
1 horsepower (hp) = 746 Watts of power.
Power calculations (P)
The determination of DC Power (Wattage) through calculation (Power = Voltage x
Current) (P = V x I).
Pressure
An applied force.
Printed circuit boards (PCBs)
A circuit board usually made of fibreglass on which copper tracks are ‘printed’ to
make an orderly connection of components.
Process
How the inputs of a system work together in a system in order to achieve a
desired output.
Production
The process of bringing together design, planning and components, technological
processes and materials to create a systems product.
Programmable Interface Controller,
also known as Programmable
Integrated Circuit (PIC)
An electronic component which can be externally programmed to perform a
series of functions.
Prototype
An original model used to test and form the basis of further development.
Pulley
A mechanical component that together with a belt transfers rotary motion.
Rectifier
A device that converts alternating current (AC) to direct current (DC) (unregulated).
Relay
An electromagnetic switch.
Renewable energy sources
Sources of energy that will never run out or that can be replenished within a span
of time, through natural ecological cycles or sound management practices,
e.g. wind, solar, wave, bio-fuels, firewood. Non-renewable energy sources are
fossil fuels (coal, oil and gas).
Resistance (Ω or R – Ohms)
The degree to which electron flow is impeded.
Resistor
A device that provides a specified amount of opposition to the flow of current,
resistance is measured in Ohms.
Risk assessment
Process used to determine the likelihood that people may be exposed to a
hazard/s, which may result in injury, illness or disease. Hazard identification is the
process used to identify all possible situations where people may be exposed
to the risk of injury, illness or disease. Risk assessment is the process used to
determine the likelihood that people may be exposed to injury, illness or disease
arising from any situation identified during the hazard identification process. Risk
control is the process used to identify all practicable measures for eliminating or
reducing the likelihood of injury, illness or disease to implement the measures and
monitor them. (The Victorian WorkSafe Website: www.worksafe.vic.gov.au)
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Glossary
SYSTEMS ENGINEERING
Rotary motion
Circular movement in one direction.
Screw
A mechanical device consisting of a cylinder or cone that has one or more helical
(advancing spiral) ridges winding around it. Not only used as a fixing device, the
screw principle is applied in machinery such as a worm gear or a grain lifter.
Shaft
A rod, bar or tube that connects two rotating components.
Simulation
A developed scenario which can emulate the real-life situation, particularly
relevant to computer software applications.
Speed
The rate of change of position over time.
Sprocket
A toothed mechanical component that when combined with a chain, transfers
rotary motion over a distance.
Subsystem
A combination of components that forms a discrete function or part of a larger
system.
Switch
A device which closes (turns on) or opens (turns off) a circuit, to interrupt current
flow.
System
A combination of mechanical and/or electrotechnology components and elements
or minor subsystems that work together to produce a specific output.
Thermistor
A device that changes resistance with a change in temperature, available as both
a positive or negative coefficient type.
Thermostat
A device that closes (turns on) or opens (turns off) a circuit according to
temperature.
Torque
A twisting force.
Trade-off
A technological system or process which has benefit but has the potential for
detriment to society or the environment.
Transducers
A device that transforms one form of energy to another form.
Transformer
A device which can step up (increase) or step down (decrease) AC voltage.
Transistor
A semiconductor device which can control current flow, used as an amplifier or
switch.
Velocity
The rate of change of displacement over time.
Voltage (V)
The electromagnetic force (EMF) at which electrons are moved.
Voltage regulator
A device which provides a stable DC voltage power source within the specified
current range of the device.
Volts (V)
The unit of voltage measurement.
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Advice for teachers
DEVELOPING A COURSE
A course outlines the nature and sequence of teaching and learning necessary for students to demonstrate
achievement of the set of outcomes for a unit. The areas of study describe the learning context and the
knowledge required for the demonstration of each outcome. Outcomes are introduced by summary
statements and are followed by the key knowledge and skills which relate to the outcomes.
Teachers must develop courses that include appropriate learning activities to enable students to develop
the key knowledge and skills identified in the outcome statements in each unit.
For Units 1 and 2, teachers must select assessment tasks from the list provided. Tasks should provide a
variety and the mix of tasks should reflect the fact that different types of tasks suit different knowledge
and skills and different learning styles. Tasks do not have to be lengthy to make a decision about student
demonstration of achievement of an outcome.
In Units 3 and 4, assessment is more structured. For some outcomes, or aspects of an outcome, the
assessment tasks are prescribed. The contribution that each outcome makes to the total score for
school-assessed coursework and the school-assessed task is also stipulated.
When developing a course for any unit within Systems Engineering it is important to remember that
the outcomes and areas of study need not be taught in any specified order. This will depend on factors
such as the class time available, class size, and prior experience of the students.
As with planning any course of study, the structure and timelines that a teacher uses are critical to the
smooth running of the course. It is suggested that a timeline is prepared for all units and used both by
the students and teachers. The timeline should indicate when learning activities and assessment tasks
will be done (including aspects of outcomes that will be covered concurrently), and helps to manage
the time available in the semester. As a planning tool, the timeline can be as detailed or as simple
as needed and can include topic headings, reminders, public holidays, curriculum days and so on. A
sample timeline for Units 3 and 4 is included on pages 43–44.
Unit 1, areas of study 1 and 2 are intended to be a fundamental introduction to concepts, skills and
knowledge of mechanical engineering. As such, a range of approaches can be taken, depending on
the teacher’s preference and the range of abilities within the class. One approach could be to select
a common mechanical system such as a bicycle as a focus for all three outcomes. Alternatively, a
range of both simple and complex mechanical systems can be offered so a system that suits individual
student’s ability and interests can be selected. Examples could include a can opener, scissors, tinsnips,
an egg beater, a hand drill, a bench vice, bench shears, a guillotine, bicycle brakes, bicycle gears, a
boat winch, a hand winch, block and tackle, scissor lift, conveyor belt, windmill, vending machine,
music box, and the following motor vehicle subsystems: gearbox, steering system, manual window
winder, windscreen wiper mechanism, parking brake and hydraulic brakes. The selection of a real
mechanical system allows the student to identify and observe the principles in action.
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Advice for teachers
SYSTEMS ENGINEERING
A similar approach can be taken with Unit 2. Examples of electrotechnology systems could include
electronic kits, battery powered toys, remote controlled machines, cordless appliances and power tools.
Due to the safety issues with 240V equipment, use of mains powered electrical products is limited to
those with the power cord cut off or extra low voltage devices powered by batteries, such as cordless
power drills and tools.
An alternative approach for Outcome 2 in both Units 1 and 2 is for the teacher to select a theme and/or
develop a design brief for/with students. Once the planning is underway the teacher can introduce
learning activities followed by assessment tasks associated with Outcome 1. If a design brief approach
is used it should be remembered that Units 1 and 2 provide an introduction to the fundamentals of
mechanical and electrotechnology systems, and tasks should be appropriate in terms of developing
students’ knowledge and building on prior experience. Examples of Unit 1 production work could
include ‘select and assemble model kits’ that include mechanical subsystems, design and production of
an aluminum can crusher, adapting bicycle gearing systems for alternative uses and models that simulate
hydraulic or pneumatic systems. Products students could make in Unit 2 include simple electronic
kits with a control function, programmable kits such as PICAXE, electromechanical models such as
remote controlled vehicles and robotic models. It should be remembered that a degree of integration
at both Units 1 and 2 is acceptable and indeed encouraged. However, the emphasis should remain on
mechanical knowledge and skills in Unit 1 and electrotechnology knowledge and skills in Unit 2.
Key knowledge and an associated key skill in Unit 2, Outcome 2, relates to Australian Standards.
Students are not expected to have an indepth understanding of Australian Standards. The identification
of one or two standards relevant to the product, components or processes is adequate. For summaries
of standards, refer to the Resources section for the Standards Australia website. The search by subject
facility can be a useful starting point.
Unit 1, Outcome 3, does not need to focus specifically on a mechanical system. The teacher may choose
to nominate a system and have students select a method of presenting their research findings. Another
approach is to let the students select from a list of systems with a specified method of presenting their
findings. Unit 2, Outcome 3, can be approached in a similar way with the degree of choice being broad
or limited. The emerging technologies selected should be primarily related to technological systems,
although new or emerging materials related to a system can be investigated.
Key knowledge associated with area of study 1 in Units 1 and 2 lists foundation principles. These
foundation principles are sequential in that they can be considered core knowledge for students
continuing with Systems Engineering in Units 3 and 4. Further principles are added to the foundation
principles in Units 3 and 4; therefore, a more indepth coverage of the foundation principles will be
required for students who do not have prior understanding of these principles.
Teachers should refer to the Table of Electronic symbols on the Systems Engineering page of the
Victorian Curriculum and Assessment Authority website when covering the key knowledge and skills
related to symbolic representation of electrotechnology systems in Units 2 and 3.
Area of study 1 in Unit 3 can be approached in a similar way to Units 1 and 2 but with an emphasis on
principles of controlled integrated systems. Teaching of all outcomes in the unit could be connected
through the major production work undertaken as part of Outcome 2. Students in a class can share their
knowledge with others when they complete different systems products. This approach allows students to
apply principles to a product they are familiar with whilst developing an understanding of the principles
that apply to the product they are designing and producing. Alternatively, students individually or in
small groups could learn from a range of small low voltage products. Examples include sewing machines
and cordless power tools which can be often sourced cheaply through clearance shops. Some 240V
products could be used provided that the cord is cut off to prevent access to mains power. This can be a
good use for obsolete or damaged products that would otherwise be thrown out. As with Units 1 and 2,
this approach allows the students to experience real products in order to develop their understanding.
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Advice for teachers
SYSTEMS ENGINEERING
Area of study 3 in Unit 3 focuses on the relationship between energy, the environment and systems.
This may be approached primarily through research and an investigation task and may be related to the
school-assessed task, depending on whether the product uses an alternative energy source to batteries
or transformers, e.g. solar or wind powered. Whichever approach is taken, it will need to involve
significant research including current and evolving sources of energy, as this area is undergoing rapid
change. For example, transport, both public and private, and related energy use and environmental
effects is going through a period of change. Consequently, a vast amount of resources for both teachers
and students is available. Other areas to focus on could include electricity generation, bio-fuels, solar,
nuclear and hydrogen fuel cells.
When commencing Units 3 and 4 it is important to recognise that time management is integral to the
students’ success. Although they are two distinct units it is helpful to prepare a timeline for the whole
school year. The timeline should show the key dates for assessment tasks, outcomes, exams (Systems
Engineering and others), public holidays, curriculum days, term breaks and any other relevant school
information. It can be a valuable planning tool for teachers and students alike. Following is a sample
timeline.
Week no.
Indicative date
(week commencing)
Work to be done/outcomes due
Single period
Double periods
Design and planning
Unit 3 Outcome 2
(School-assessed Task)
Unit 3 Area of Study 1 begins
1
27/1
2
31/1
"
"
"
"
3
7/2
"
"
"
"
4
14/2
"
"
"
"
5
21/2
"
"
"
"
6
28/2
"
"
Outcome 1 assessment task
(School-assessed Coursework)
7
7/3
"
"
Unit 3 Area of Study 3 begins
8
14/3
"
"
"
"
9
21/3
"
"
"
"
10
28/3
"
"
Outcome 3 assessment task
(School-assessed Coursework)
2/4–17/4
Holidays
11
18/4
Design, production and testing work relating to Unit 4 Outcome 2
(School-assessed Task)
12
25/4
"
"
13
2/5
"
"
14
9/5
"
"
15
16/5
"
"
16
23/5
"
"
17
30/5
"
"
18
6/6
Exams (GAT and others)
19
13/6
Design, production and testing work relating to Outcome 2
(School-assessed Task)
20
20/6
"
28/6 to 13/7
"
Holidays
continued
VCE STUDY DESIGN
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May 2010
Advice for teachers
SYSTEMS ENGINEERING
(continued)
Work to be done/outcomes due
Indicative date
(week commencing)
Single period
Double periods
21
1/7
Unit 4 Area of study 1
Design, production and testing work
relating to Outcome 2
(School-assessed Task)
22
18/7
"
"
"
"
23
25/7
"
"
"
"
24
1/8
"
"
"
"
25
8/8
"
"
26
15/8
27
22/8
28
29/8
29
5/9
30
12/9
Week no.
Outcome 1 assessment task
(School-assessed Coursework)
Design, production and testing work relating to Outcome 2
(School-assessed Task)
"
"
Evaluation and analysis of task
"
"
Outcome 2 School-assessed Task due
20/9 to 5/10
Holidays
31
3/10
Exam preparation
32
10/10
Exam preparation
33
17/10
Exam preparation
34
24/10
Exams begin
As part of Outcome 2 students are required to design and produce one significant controlled integrated
system over Units 3 and 4. When students begin planning for the school-assessed task it is important
for teachers to adequately monitor and advise students on their selection. Given the fixed timeframe
for this task the degree of difficulty of the selected system must be within the student’s ability. This
is particularly important if the student is undertaking Units 3 and 4 without having undertaken
Units 1 and 2. In this situation, tasks that involve the integration of kit-based subsystems can provide
opportunities for the student to complete an operational integrated system that meets the requirements
of the outcome. The design phase involves correct identification and selection of subsystems needed
to work together to form a solution to the student’s design brief. The selection of a product needs
careful consideration to ensure the student has ample opportunity to meet all the requirements of the
task including diagnostic practices. Wherever possible, teachers are encouraged to integrate practical
work with theoretical knowledge to provide opportunities for students to enhance their understanding
of key knowledge through practical application of skills.
USE OF INFORMATION AND COMMUNICATIONS TECHNOLOGY
In designing courses and developing learning activities for Systems Engineering teachers should make
use of applications of information and communications technology and learning technologies, such
as computer-based learning, multimedia and the World Wide Web, where appropriate and applicable
to teaching and learning activities.
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VCE STUDY DESIGN
May 2010
Advice for teachers
SYSTEMS ENGINEERING
Systems Engineering is very well suited to the appropriate use of electronic and computer-based
learning technologies in the areas of:
• computer-aided design (CAD);
• computer-aided manufacture (CAM);
• simulation of systems/elements/components and associated technological principles;
• undertaking operational calculations for systems, their subsystems and components;
• control of systems;
• diagnosis of faults and problem solving;
• maintenance of systems;
• access to relevant technical and general information;
• communicating and presenting concepts, findings and information, and preparing reports.
In Systems Engineering, it is expected that students will access and present information about the role
of systems in society, systems design, component data and relevant organisations by using multimedia
applications and the Internet. Computer-aided design (CAD) software could be used to complement
other methods of drawing and communicating ideas and solutions. Typical drawing packages such as
TurboCAD, AutoCAD, TriCAD, ProDESKTOP and the Autodesk Inventor Series can be introduced
to develop two- and three-dimensional presentations and modelling. Crocodile Technology can be
used for electrical, electronic and mechanical design and simulation.
Computer control resources are increasingly used for integration and control of systems and for
manufacturing (CAM). Lego Dacta Control Lab, Festo Didactic Learning Systems and PICAXE are
examples of systems control software that can be used with CAM hardware and software for production.
Specific programs such as Excel could be used for spreadsheets when developing component and parts
lists. General application programs such as Microsoft Office have a range of applications including
word processing for reports and folio preparation, spreadsheets for calculating and presenting data, and
presentation software to present research findings. Digital imagery is useful when enhancing folios,
describing tools and processes and systems’ operations. Documentation of all facets of work developed
during the design process can be presented in a digital multimedia portfolio.
KEY COMPETENCIES AND EMPLOYABILITY SKILLS
Students undertaking the following types of assessment, in addition to demonstrating their understanding
and mastery of the content of the study, typically demonstrate the following key competencies and
employability skills.
Assessment task
Key competencies and employability skills
Record/folio of design, planning and
production
Initiative and enterprise, planning and organisation, self management,
communication of ideas
Short written report
Planning and organisation, (written) communication
Annotated visual display
Initiative and enterprise, using technology
Website presentation
Planning and organisation, use of information and communications
technology, self management, initiative and enterprise (teamwork)
VCE STUDY DESIGN
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May 2010
Advice for teachers
SYSTEMS ENGINEERING
Oral report supported by multimedia
presentation
Planning and organisation, (oral) communication, use of information and
communications technology, self management, initiative and enterprise
(teamwork)
Test
Problem solving, planning and organisation, (written) communication, self
management, using mathematical ideas and techniques
Practical test
Planning and organisation, problem solving
Practical demonstration
Planning and organisation, problem solving
Production work
Planning and organisation, problem solving, self management and
teamwork, using technology, using mathematical ideas and techniques
Media analysis
Planning and organisation, self management, communication of ideas, self
management
Case study
Planning and organisation, self management, communication of ideas, self
management
In completing work for this study, students may also demonstrate other key competencies and
employability skills, such as working with others and in teams.
LEARNING ACTIVITIES
Examples of learning activities for each unit are provided in the following sections. Examples
highlighted by a shaded box are explained in detail in accompanying boxes. The examples that make
use of information and communications technology are identified by this icon
.
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VCE STUDY DESIGN
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Advice for teachers
SYSTEMS ENGINEERING
Unit 1: Mechanical engineering fundamentals
AREA OF STUDY 1: Fundamentals of mechanical technological systems
Outcome 1
Examples of learning activities
Recognise, identify,
illustrate and use
theoretical principles
of mechanical
systems.
present a report that identifies and demonstrates the applications of a range of
mechanisms evident in a bicycle
use appropriate software to model and simulate created mechanical systems
diagrams, for example Crocodile Clips – mechanisms
perform calculations (e.g. mechanical advantage, velocity ratio, moments about a
point) on the different mechanisms found within a selected mechanical system
select and identify two examples of common hand and power tools, which
function and operate using mechanical principles, and demonstrate their purpose,
function and operation in a multimedia presentation
produce a range of models to demonstrate how motion and/or force is changed or
converted by using mechanisms
select a system used to lift heavy loads, e.g. jack or winch, and demonstrate an
understanding of the system using a visual presentation
prepare a spreadsheet that identifies the ratios and possible velocities of a
bicycle with multiple sprockets
Detailed example
COUNTING TEETH
Bicycles come in a wide range of styles. Mountain
bikes and racing bikes have a large number of
sprockets to enable efficient operation under a
number of different conditions.
Using a selected bicycle with multiple sprockets
and the correct formulas, develop a spreadsheet
that lists, calculates and graphs input and output
speeds over the range of gear options.
Using an information and communications
technology application such as a spreadsheet, it is
possible to calculate and predict output speeds for
selected gear ratios.
VCE STUDY DESIGN
47
May 2010
Advice for teachers
SYSTEMS ENGINEERING
AREA OF STUDY 2: Applied design and technological processes
Outcome 2
Examples of learning activities
Use appropriate
processes in the
designing, planing,
manufacturing,
documenting,
performance testing,
fault diagnosis and
evaluation of a
functional system.
using simulation software, prepare designs that demonstrate a range of gearing
systems in operation
design, produce and evaluate an efficient method of crushing aluminium cans for
easier recycling
using card, balsa or other suitable modelling materials, design and prepare models
that simulate levers and linkages in action
design, produce and evaluate a method of picking up litter safely and hygienically
test and measure the performance of a range of similar mechanical systems
design, produce and evaluate an alternative braking system for a bicycle
using appropriate kits and/or components and materials, assemble a system that
will demonstrate gearing systems
investigate using a range of resources including the Internet and prepare a report
that explains the reasons for a performance problem, failure or breakage in a
mechanical system
Detailed example
CRUSHING CANS
An aluminium can recycling program is being
developed. One problem associated with recycling
aluminium cans is their size to weight ratio. In
order for a can recycling program to be worthwhile,
the cans must be crushed quickly and efficiently;
but how can this be done when there are literally
hundreds of cans to be squashed daily?
Students design and produce a machine for
crushing aluminium cans quickly and efficiently.
Design criteria:
• must be able to be wall mounted
• easily used by a range of people from Year 7
students through to stronger adults
48
• able to be operated with one hand
• must be easily operated by either right or lefthanded people.
To help students design the product, they should
research:
• mechanical principles such force, types of
motion, load, effort, mechanical advantage,
energy, efficiency, friction, action and reaction
forces, moments about a point and gear ratios
• components such as screws, inclined planes,
levers, linkages, cranks, gears, cams and
followers, belts and pulleys.
VCE STUDY DESIGN
May 2010
Advice for teachers
SYSTEMS ENGINEERING
AREA OF STUDY 3: Analysing a technological system in society
Outcome 3
Examples of learning activities
Analyse a
technological system
in terms of its
operation, function,
energy use and social
and environmental
implications.
investigate using a range of resources including the Internet, the use of bicycles
versus the motor vehicle as a method of transport
survey friends, family or other class members to find out the range of
technological systems they use in a day; using appropriate software graph the
data and analyse it in terms of time, cost, and effects on energy use, society, the
environment
select one technological system and design an interactive operation manual for its
use
investigate and compare the function, operation, efficiency and cost of petrol-run,
240V and cordless garden machinery
access the Internet and gather information from books and magazines to identify a
system and research how and why it was developed
Detailed example
USING SYSTEMS
A wide range of systems are used in everyday life.
The following list of systems can be used to plan
a table that records time and energy usage in a
24-hour period:
• kettle
• television
After having surveyed friends and family and
recorded usage, students analyse the data and
report on the findings by addressing the following
points:
• mobile phone
• MP3 player
• bicycle
• car
• bus
• train
• microwave oven
VCE STUDY DESIGN
• toaster
• computer.
• How does the selected system usage compare
with others in the class?
• What percentage of time is spent using
systems?
• What is the total energy used by the selected
systems in a typical day?
49
May 2010
Advice for teachers
SYSTEMS ENGINEERING
Unit 2: Electrotechnology engineering fundamentals
AREA OF STUDY 1: Fundamental electrotechnology engineering principles
Outcome 1
Examples of learning activities
Recognise, identify,
illustrate and use
theoretical principles
of electrotechnology
systems.
use an Ohm meter to measure a range of fixed resistors; produce a chart that
displays the value, tolerance and colour code of each
use appropriate software to show relationships between a systems’ subsystem
elements and components; do this for both open and closed loop systems
using a simulation program, design basic series and parallel circuits; model them
and take measurements of the circuits under different situations; compare the
results with the simulation
compare a range of electrical systems used for similar applications; evaluate the
effectiveness of each
Detailed example
DESIGNING SIMPLE CIRCUITS
Using a simulation program such as Crocodile
Technology, students build simple circuits that
demonstrate correct placement and operation of
the principles and components listed below:
• resistors in series
• resistors in parallel
When the circuits are completed, students use
breadboards to create a real circuit and test and
compare its operation to the simulation.
When the circuits are completed students use a
multimeter to measure and record voltage and
current under different operating conditions.
• diodes
• LEDs.
50
VCE STUDY DESIGN
May 2010
Advice for teachers
SYSTEMS ENGINEERING
AREA OF STUDY 2: Designing, producing and evaluating technological systems
Outcome 2
Examples of learning activities
Design, plan, produce
and evaluate a
functional integrated
system with reference
to relevant Australian
Standards, and
apply diagnostic
fault finding, repair
and maintenance
techniques in the
production activities.
identify and compare possible system designs and production alternatives and
give reasons for selecting a particular system
develop a production plan for making a selected system; list and justify the
processes, tools and equipment to be used in production
research using a range of resources including the Internet relevant technical
information and data on a selected system, its subsystems and operational
components
use appropriate software to incorporate design ideas or modifications to the
system
design and produce a system for counting objects
identify and attempt a range of fault finding and diagnostic procedures, and
assess their effectiveness to perform the necessary tasks
research the relevant Australian Standards for components and circuit diagram
using the Standards Australia website
test the completed product and evaluate its effectiveness in achieving the
intended outcome
Detailed example
COUNTING ELECTRONICALLY
Counting objects is well suited to a systems
solution. Examples of this include counting stock in
a warehouse or scoring points with games such as
air hockey or a pinball machine.
The project involves designing and producing a
system for counting ping pong balls rolling down a
tube.
The steps involved are:
• research then select suitable kits for counting
and displaying numbers
• assemble the kits using appropriate tools,
machines and processes
• design a method of triggering the counter
• test and evaluate the system.
VCE STUDY DESIGN
51
May 2010
Advice for teachers
SYSTEMS ENGINEERING
AREA OF STUDY 3: New and emerging technologies
Outcome 3
Examples of learning activities
Explain how new
and emerging
technologies influence
the selection and
development of a
process, material
or component, and
impacts on the design
and ultimate function
of technological
systems.
visit the website of a commercial manufacturer and prepare a PowerPoint
presentation that highlights key points in the development of one of their recently
developed products
select a new or emerging material and research its beginning, the background
to its discovery and motivation behind its development; present findings in a
multimedia presentation
select a common consumer system and prepare a demonstration that describes
its development and its future
research using the Internet changes in battery technology and discuss and
compare the types of devices using the technology
research the laser cutting process, which has become a popular method for
accurately cutting a range of materials, and its other different applications; present
your findings in a word-processed report
Detailed example
DEVELOPMENT OF A SYSTEM
Common technological products, especially those
that incorporate a system/s, are continually affected
by changing technology. Whether it is systems,
components, energy sources or materials, all
consumer products are developed with an aim for
improvement.
Students select a common consumer system from
the following:
• bicycle
Conduct research based on the following:
• When was the product invented/developed?
• What were the major changes to the product’s
development?
• Have the materials used in its construction
changed?
• Compare past manufacture of the product with
current methods.
• Has the energy source of the product changed
over time?
• mobile phone
• motor vehicle
• Has the development of the product been driven
by consumers or manufacturers?
• television
• personal computer
• sewing machine
• personal music system (e.g. Walkman, Discman,
MP3).
52
Findings are presented to other class members,
for example, as a demonstration. Students could
incorporate examples of products and/or models to
assist with presentations.
VCE STUDY DESIGN
May 2010
Advice for teachers
SYSTEMS ENGINEERING
Unit 3: Systems engineering and energy
AREA OF STUDY 1: Controlled integrated systems engineering
Outcome 1
Examples of learning activities
Recognise, identify,
represent, describe
and explain the
principles of
controlled integrated
technological
systems.
describe a selected integrated system including its inputs, processes, outputs and
means of control
use notes and diagrams to describe a controlled closed loop integrated system;
explain the concepts of monitoring and feedback
research an integrated system to produce a structure and relationship diagram of
the system and its subsystems using appropriate software
measure and calculate energy use on an operating integrated system
use a range of resources to give a group demonstration on the operating principles
of an integrated system
use appropriate software to produce diagrams for selected systems; these should
include accurate symbolic representation of components and parts
simulate performance of electric motors powered by solar cells under a range of
conditions
Detailed example
SOLAR POWERED MOTORS
The power generated by solar powered systems
depends on both solar intensity and the way in
which the cells are wired.
• Wire solar cells in series and parallel; and test
the model vehicle over a set distance recording
the results.
Model solar powered car speed is determined
by the efficiency of all electrical and mechanical
subsystems – cells, motors, gears, wheels etc. To
maximise speed, the optimum solar cell output for
the selected motor needs to be established.
• Design and perform tests to measure effects of
gear ratio changes, wheel sizes, model mass,
friction and aerodynamics.
This activity requires modelling of different wiring
configurations for solar cells and testing for
performance variations. Testing the efficiency of the
mechanical subsystems of each model will also be
required.
• Use a simulation program to model the
electrical/electronic and gearing systems. Use
this program to prepare circuit diagrams of the
design.
Students record the results of their tests and use
this to present to the class as justification for the
design and selection of wiring and components.
To complete the activity, students:
• Use a light meter to measure the light conditions
and record the results for each test.
VCE STUDY DESIGN
53
May 2010
Advice for teachers
SYSTEMS ENGINEERING
AREA OF STUDY 2: Designing and producing integrated technological systems
Outcome 2
Examples of learning activities
Design, plan,
construct and
document an
integrated system that
will be completed in
Unit 4, Outcome 2,
and effectively use
diagnostic procedures
for the system.
use the Internet to research commercial systems similar to the one being designed
by the student
collect images (digital or other) of similar systems or subsystems to enhance
design
model subsystems of the design to test operation
use computer-aided design (CAD) applications to prepare designs
prepare a list of tools, equipment, machines, components and resources to be
used to make the system and justify their selection
prepare a workplan that documents and describes an appropriate sequence of
operations and processes
demonstrate skills with tools, machines, and processes
select and design appropriate diagnostic and testing procedures
Detailed example
SELECTING AND PLANNING DIAGNOSTICS
As part of the design and production task, students
test and diagnose components, subsystems,
operation and/or performance. Selecting and
performing suitable diagnostic procedures is very
important to the process.
What makes a suitable diagnostic procedure?
List the areas of the system being designed and
produced that are measurable.
1. What is the principle and unit that can be
measured?
2. What tools and/or instruments will be used to
take the measurements?
3. Describe the process of taking the measurement.
4. What technical references will be used to find
correct values?
Select three measurable aspects of the system and
for each of the three areas, answer the following
questions:
54
VCE STUDY DESIGN
May 2010
Advice for teachers
SYSTEMS ENGINEERING
AREA OF STUDY 3: Energy use and effects on engineered systems and the environment
Outcome 3
Examples of learning activities
Analyse and compare
the environmental
benefits and
implications of
using different
energy sources
(including alternative
energy sources),
and how specific
energy sources
affect the design,
performance and
use of technological
systems.
investigate the current energy use of a selected integrated system
prepare a poster showing the conversion of energy from its source to its use in an
integrated system
research using the Internet and compare a range of energy alternatives for use in
transport systems
investigate the costs of a range of household appliances in terms of their energy
use
select and research using the Internet one renewable source of energy and prepare
a detailed report on its development, current use and future prospects
select a media article or program and prepare a report that highlights its major
points; research and then refute or agree with its claims
Detailed example
ENERGY ALTERNATIVES FOR TRANSPORT
The environment is being damaged by current
fossil fuel usage, petrol prices are high and oil as a
resource is finite.
Prepare a multimedia report that addresses the
following points:
For motor vehicles to continue as the major form of
transport for society, alternative fuels are needed.
• environmental concerns and statistics relating to
these concerns;
As well as alternative fuels, methods of utilising
these fuels, new power sources or new fuel systems
must be developed. Three alternative fuel systems
are listed below:
• discuss the major issues related to the system;
for example, car culture, greenhouse gas
emission reductions;
• hybrid technology
• hydrogen fuel cells
• bio-fuels.
• purpose and operation of the system;
• the history of the system, and how it has
developed;
• the current situation and potential developments
in providing power to motor vehicles.
Use media articles and the Internet to research one
of these alternative energy sources.
VCE STUDY DESIGN
55
May 2010
Advice for teachers
SYSTEMS ENGINEERING
Unit 4: Integrated and controlled systems engineering
AREA OF STUDY 1: Integrated systems and control
Outcome 1
Examples of learning activities
Recognise, identify,
represent, describe and
explain the principles
and functioning of
controlled integrated
technological systems.
compare a number of mechanical and electrical control systems used for
similar purposes; evaluate their effectiveness based upon relevant technological
principles
select a suitable controlled integrated system; disassemble it, investigate and
analyse its internal subsystems and control devices, and present findings in an
electronic format
using appropriate software, prepare flowcharts and block diagrams demonstrating
a suitable integrated system
prepare a multimedia presentation that identifies and explains the application and
operation of a range of electrotechnology components
demonstrate examples of a range of applications of a selected control device
Detailed example
ANATOMY OF AN INTEGRATED SYSTEM
Each small group of students is given an integrated
system, for example:
• 12v cordless drill
• identify the system correctly
• describe the function, purpose and operation of
the system
• toy sewing machine
• prepare block diagrams of the system/
subsystems
• electronic safe.
• prepare flow charts of the system
• cordless screwdriver
In groups, students investigate and analyse the
system. This may involve disassembling it in order
to access control devices and subsystems. (Note:
Power cords must be cut off.)
The following points can be used to guide research.
Research findings can be presented in a wordprocessed report supported by images:
56
• identify and describe subsystems, components
and control devices
• identify and describe the principles associated
with the subsystems, components and control
devices
• select and perform relevant calculations on
components or subsystems.
VCE STUDY DESIGN
May 2010
Advice for teachers
SYSTEMS ENGINEERING
AREA OF STUDY 2: Designing, producing, testing and evaluating controlled technological systems
Outcome 2
Examples of learning activities
Select components
for, construct,
diagnose, adjust,
modify and repair
an integrated
technological system
and its control devices
commenced in Unit 3,
Outcome 2; and
provide an evaluation
report of the system,
its performance and
the management of
the project.
use selected tools, equipment and processes to construct systems or subsystems
perform diagnostic tests following the correct procedures
assemble subsystems correctly to achieve desired outputs
utilise relevant technical information using the Internet to assist assembly, testing,
repair and diagnosis
make adjustments to the system’s input, process and control devices, and observe
how the output is affected
maintain a detailed record of the production and diagnostic activities undertaken
(e.g. web log), including images
produce an interactive instruction manual demonstrating a testing procedure
produce a multimedia report that addresses evaluation criteria, the design and
production process and the completed system’s performance
Detailed example
TESTING INSTRUCTIONS
As part of design and production activities, students
complete a range of tests on their system. Each
student presents a diagnostic procedure that will
form part of an interactive instruction manual.
The procedure manual includes:
Use appropriate applications (PowerPoint,
FrontPage, Dreamweaver etc.) to develop a ‘How
to’ manual for a simple diagnostic task.
• graphics
• text
• pictures
• sound
• short video clips
• links to other areas.
VCE STUDY DESIGN
57
May 2010
Advice for teachers
SYSTEMS ENGINEERING
School-assessed coursework
In Units 3 and 4 teachers must select appropriate tasks from the assessment table provided for each unit. Advice
on the assessment tasks and performance descriptors to assist teachers in designing and marking assessment tasks
will be published by the Victorian Curriculum and Assessment Authority in an assessment handbook. The following
is an example of a teacher’s assessment program using a selection of the tasks from the Units 3 and 4 assessment
tables.
Outcomes
Marks allocated
Assessment tasks
30
A test that requires students to recognise and
symbolically represent controlled systems and
subsystems including the use of block diagrams; and
perform scientific calculations based on integrated
systems.
And
An oral presentation that explains the mechanical and
electrotechnology principles of how an everyday item,
for example, a toaster, works, incorporating appropriate
technical language and identification of components,
their function, operation and application that constitute
the integrated system.
30
A report in multimedia format that compares a new
and emerging technology with an existing technology
(such as use of fossil fuel with hydrogen fuel cells for
cars), and explains how this new energy source impacts
on the environment and affects car design. The report
also identifies inefficiencies in the system in which the
energy is transformed.
Unit 3
Outcome 1
Recognise, identify, represent, describe and
explain the principles of controlled integrated
technological systems.
Outcome 3
Analyse and compare the environmental
benefits and implications of using different
energy sources (including alternative energy
sources), and how specific energy sources
affect the design, performance and use of
technological systems.
Total marks for Unit 3
60
Unit 4
A test that requires students to recognise, represent,
identify and explain the principles and functioning
of controlled integrated technological systems and
calculate predicted performance of two given systems/
subsystems such as those used in a remote control
model car. The test will also include questions on how
a multimeter or other measuring device can be used to
monitor or evaluate performance of a given system.
Outcome 1
Recognise, identify, represent, describe and
explain the principles and functioning of
controlled integrated technological systems.
Total marks for Unit 4
40
40
58
vce study design
May 2010
Advice for teachers
SYSTEMS ENGINEERING
SCHOOL-ASSESSED TASK
In Units 3 and 4 teachers must provide students with the opportunities to complete the school-assessed task. The
following is an example of a teacher’s assessment program based on the task from the Units 3 and 4 assessment
tables.
Outcomes
Marks allocated
Assessment tasks
Subject
to
external
review
A record of design, planning and production that
includes a design brief, evaluation criteria, research,
ideas for the development of the system, design options
with justification for the selected option, a workplan,
list of components and equipment, risk assessment,
ongoing journal and evaluation of production work
And
Production work that demonstrates safe use of tools and
equipment, appropriate selection of components, and
use of diagnostic equipment.
Subject
to
external
review
Production work that demonstrates safe use of tools
and equipment, appropriate selection of components
(including control components), and use of diagnostic
equipment accompanied by a word-processed record of
progress and modifications, and digital photos
And
A technical report of diagnostic testing and performance
data
And
An evaluation report that evaluates the system and
includes recommendations of how it could be improved
and how well the project was managed.
Unit 3
Outcome 2
Design, plan, construct and document an
integrated system to be completed
in Unit 4, Outcome 2, and effectively use
diagnostic procedures for the system.
Unit 4
Outcome 2
Select components for, construct, diagnose,
adjust, modify and repair an integrated
technological system and its control devices
commenced in Unit 3, Outcome 2; and
provide an evaluation report of the system,
its performance and the management of the
project.
VCE STUDY DESIGN
59
May 2010
Advice for teachers
SYSTEMS ENGINEERING
SUITABLE RESOURCES
Courses must be developed within the framework of the study design: the areas of study, outcome
statements, and key knowledge and skills.
Some of the print resources listed in this section may be out of print. They have been included because
they may still be available from libraries, bookshops and private collections.
At the time of publication the URLs (website addresses) cited were checked for accuracy and
appropriateness of content. However, due to the transient nature of material placed on the web, their
continuing accuracy cannot be verified. Teachers are strongly advised to prepare their own indexes
of sites that are suitable and applicable to the courses they teach, and to check these addresses prior
to allowing student access.
BOOKS
Arrick, R & Stevenson, N 2003, Robot Building for Dummies,
Wiley Publishing, Indiana, USA.
Aubrecht, G 2005, Energy: Physical, Environmental, and Social
Impact, 3rd edn, Prentice Hall, New Jersey, USA.
Axelson, J 1993, Making Printed Circuit Boards, TAB/McGrawHill, USA.
Baker, T 2001, Experiments in DC/AC Circuits with Concepts,
Thomson Delmar Learning, New York, USA.
Beeden, R & Atkin, S 2004, Practical Design and Technology:
Electronic Constructions, Heinemann Educational Books
– Library Division, UK.
Beeden, R & Atkin, S 2003, CAD/CAM Constructions: Practical
Design and Technology, Heinemann Educational Books – Library
Division, UK.
Beeden, R & Atkin, S 2003, Practical Design and Technology:
Mechanical Constructions, Heinemann Educational Books
– Library Division, UK.
Biggs, A, Hoffman, M & Sheppard, T 2002, Design and Make It:
Systems and Control Technology, Revised edn, Nelson Thornes,
Cheltenham, UK.
Bishop, O 2002, Electronics, A First Course, Newnes, New
York, USA.
Bloomfied, L 2005, How Things Work: The Physics of Everyday
Life, 3rd edn, John Wiley & Sons, New Jersey, USA.
De Rooy, B & Barclay, S 1998, Systems Technology for Schools
(Australian Technology Series), Cambridge University Press,
Melbourne, Australia.
Dunn, S 1989, Craft, Design and Tecnology: A Complete Course
for GCSE, Unwin Hyman Limited, London.
Ellse, M 1997, Mechanics and Electricity (Advanced Modular
Science), Nelson Thornes, UK.
Erjavec, J 2005, Automotive Technology A Systems Approach,
4th edn, Delmar Publishing, New York, USA.
Fardo, S & Patrick, D 1999, Understanding DC Circuits, Newnes,
New York, USA.
Fletcher, R & Warner, N 1996, Introducing Design in Electronics,
The Jacaranda Press, Milton, Queensland, Australia.
Fowler, P & Horsley, M 1988, Collins CDT Craft Design and
Technology, Collins Educational, UK.
Garratt, J 1996, Design and Technology, Cambridge University
Press, UK.
Gates, E 2001, Introduction to Electronics: A Practical Approach,
4th edn, Thompson Delmar Learning, New York, USA.
Gibilisco, S 2006, Teach Yourself Electricity and Electronics, 4th
edn, McGraw-Hill, New York, USA. (Forthcoming.)
Graham, B & McGowan, K 2004, Build Your Own All-Terrain
Robot, McGraw-Hill, New York, USA.
Green, M 2000, Power to the People, Sunlight to Electricity Using
Solar Cells, UNSW Press, Sydney, NSW, Australia.
Brain, M 2003, How Stuff Works, John Wiley & Sons, Milton,
Queensland, Australia.
Hewitt, T 1992, Motor Vehicle Studies for GCSE, Collins, UK.
Brain, M 2003, More How Stuff Works, John Wiley & Sons,
Milton, Queensland, Australia.
Hinrichs, R & Kleinback, M 2006, Energy: Its Use and the
Environment, 4th edn, Thomson Learning, New York, USA.
(Forthcoming.)
Caldwell, R 2003, Higher Technology and Design, Hodder &
Stoughton, London, UK
Cave, J 1993, Access Technology – Constructional Materials,
Nelson Thornes, Glasgow, Scotland, UK.
Cernasov, A 2004, Digital Video Electronics, McGraw-Hill, New
York, USA.
Chapman, C 2003, Total Revision: GCSE D & T Resistant
Materials, Collins Educational, Scotland, UK.
60
Iannini, R 2004, Electronic Gadgets for the Evil Genius: 28
Build-It-Yourself Projects, 1st edn, McGraw-Hill/TAB Electronics,
New York, USA.
Iovine, J 2001, Robots, Androids and Animatrons, 2nd edn,
McGraw-Hill, New York, USA.
Johnson, D 2002, Robot Invasion, McGraw-Hill/Osbourne,
California, USA.
VCE STUDY DESIGN
May 2010
Advice for teachers
SYSTEMS ENGINEERING
Landes, D 2003, The Unbound Prometheus: Technological
Change and Industrial Development in Western Europe from
1750 to Present, Cambridge University Press, UK.
Technology Education Association of Victoria 1996, Exemplary
Technology Activities: Secondary, Technology Education
Association of Victoria, Carlton, Melbourne.
Lincoln, D 2005, Programming and Customizing the PICAXE
Microcontroller, McGraw-Hill, USA
Technology Education Association of Victoria 2003, Putting it
into Practice: Secondary, Technology Education Association of
Victoria, Carlton, Melbourne.
Lokensgard, E 2004, Industrial Plastics – Theories and
Applications, 4th edn, Delmar, New York, USA.
Mackenzie, D & Wajcman, J 1999, The Social Shaping of
Technology, 2nd edn, Open University Press, UK.
Mawson, D 2001, Electronic Products – Design and Make It,
Stanley Thornes, Cheltenham, UK.
McCauley, D 2004, The Way Things Work, 3rd edn, Dorling
Kindersly, London, UK.
McComb, G 2006, The Robot Builders Bonanza, 3rd edn,
McGraw-Hill Professional, New York, USA. (Forthcoming.)
Norman, E, Urry, S, Cubitt, J & Whittaker, M 2000, Advanced
Design and Technology, 3rd edn, Longman, UK.
O’Neill, P & Prosper, JP 2006, Systems Engineering VCE Units
1–4, Thomson Learning Australia, Melbourne.
Parr, A 1999, Hydraulics & Pneumatics: A Technician’s and
Engineer’s Guide, Butterworth & Heinemann, Oxford, UK.
Patrick, D 2000, Understanding AC Circuits, Newnes, New
York, USA.
Payne, B & Rampley, D 2005, Real World Technology – Electronic
Products, Collins, UK.
Plant, M 1990, Digital Systems Explained, Hodder & Stoughton,
London, UK.
Pratley, J 1998, Electronic Principles and Applications, Arnold,
UK.
Predko, M 2005, Digital Electronics Demystified, McGraw-Hill,
New York, USA.
Predko, M 2005, 123 PIC Microcontroller Experiments for the
Evil Genius, McGraw-Hill, New York, USA.
Ramsey, B et al. 1998, Technology 1, Cambridge University
Press, Australia.
Ramsey, B et al. 1998, Technology 2, Cambridge University
Press, Australia.
Schwaller, A 1999, Motor Automotive Technology, 3rd edn,
Delmar, New York, USA.
Sclater, N 1999, Electronics Technology Handbook, McGrawHill, New York, USA.
Timings, R 2003, Basic Manufacturing, 2nd edn, Newnes,
Oxford, UK.
Wing, C 2003, How Boat Things Work: An Illustrated Guide,
McGraw-Hill, New York, USA.
JOURNALS AND PERIODICALS
Gizmag
PO Box 110
St Kilda South Vic 3182
www.gizmag.com.au/home/
Popular Mechanics
Hearst Magazines Division
Hearst Communications Inc
Iowa, USA
Silicon Chip
Silicon Chip Publications Pty Ltd
PO Box 139
Collaroy NSW 2097
Technotes
Technology Education Association of Victoria
150 Palmerston Street
Carlton Vic 3053
Ties
The online magazine for Design and Technology Education
www.tiesmagazine.org/
AUDIOVISUAL
Car Maintenance Series (video) 2002, Video Education
Australasia.
Car Maintenance Part 1 (video) 2002, Video Education
Australasia.
Composites (video/DVD) 2002, Classroom Video.
Cutting Metal (video/DVD) 2002, Classroom Video.
Design Applying the Elements, Video Education Australasia.
Designing a Workshop Project (video/DVD) 2002, Classroom
Video.
Eco Engines (video) 1997, Video Education Australasia.
Sclater, N & Chironis, N 2001, Mechanisms and Mechanical
Devices Sourcebook, 3rd edn, McGraw-Hill, USA.
Elements and Principles of Design (video) 2004, Video Education
Australasia.
Severin, E 2003, Robot Companions: MentorBots and Beyond,
TAB Books, New York, USA.
Electronics – Industry Applications: 2 Case Studies (video) 2002,
Classroom Video.
Sharman, R, Solar Electricity, a Users Guide for Design
Installation and Use, Jaycar Electronics.
Forming and Shaping Metal (video/DVD) 2002, Classroom
Video.
Stacey, C 1998, Practical Pneumatics, Butterworth-Heinemann,
USA.
Great Oz Firsts (video) 1997, Video Education Australasia.
Technology Education Association of ACT 1995, Brass Tacks,
Integrating Technology across the Curriculum (Workshop
materials), Technology Education Association of ACT, Weston
Creek, ACT.
Machining, Removing Materials (video) 2002, Video Education
Australasia.
VCE STUDY DESIGN
How Did They Build That? Series, (video) Learning Essentials.
61
May 2010
Advice for teachers
SYSTEMS ENGINEERING
Mechanical Systems (video/DVD) 2002, Classroom Video.
Non-Ferrous Metals (video/DVD) 2002, Classroom Video.
Turbo CAD
International Microcomputer Software Incorporated (IMSI)
www.turbocad.com
Plastics (video/DVD) 2002, Classroom Video.
Plastics in Manufacturing (video/DVD) 2003, Classroom Video.
Printed Circuit Boards Uses, Design and Manufacture (video)
2002, Classroom Video.
Renewable Energy Technology – An Introduction (video), 1995,
Video Education Australasia.
Robbie comes to Earth – All about Robots (video) 1997, Video
Education Australasia.
Safety in the Workshop (video/DVD) 1998, Classroom Video.
Educational
National curriculum home page for the United Kingdom
Qualifications and Curriculum Authority
www.nc.uk.net
School of Vocational, Technology and Arts Education
Griffith University
www.gu.edu.au/school/vta
The RACV Energy Breakthrough
RACV
www.racvenergybreakthrough.net
Simple Machines (video) 2002, Video Education Australasia.
Simple Machines – Junior (video/DVD) 2002, Classroom
Video.
Simple Machines – Senior (video/DVD) 2002, Classroom
Video.
Simple Machine Series – Mechanism in Action (video) 1996,
Classroom Video.
Electronics and robotics
Arrick Robotics
www.robotics.com
BC Electronics Teacher’s Web Site
British Columbia Institute of Technology
www.tted.bcit.ca/electronics
Technology and the Workplace of the Future (video) 1998, Video
Education Australasia.
Electronic Resources for Students and Teachers
EduTek
www.edutek.ltd.uk
Testing Consumer Products (video/DVD) 1999, Classroom
Video, Bendigo.
Intellecta Technologies Pty Ltd
www.intellecta.net
The Secret Life of Machines (video) 1996, Series – computers,
fax, telephone, washing machine, engines, Team Video Pacific,
Auckland, New Zealand.
MicroZed Computers
www.microzed.com.au
CD-ROMs and Software
Crocodile Technology, Electronic, Mechanical and Electrical
Systems, IBM and Macintosh, Crocodile Clips, Scotland.
Mondo Tronics
Jameco Robot Store
www.robotstore.com
Digital Lab 1995, IBM and Macintosh, Phillips Electronics.
Picaxe
Revolution Education Ltd
www.picaxe.co.uk
Multimedia Robotics Fundamentals 1996, IBM and Macintosh,
Video Education Australasia.
Professor Martin Smith’s Robotics Resource
www.robot.org.uk
Principles of Technology 1995, IBM and Macintosh, Video
Education Australasia.
Materials information
WEBSITES
Associations – Technology
Hands on Plastics
American Plastics Council
www.handsonplastics.com/site_index
Links to American Plastics Council (APC) Member Companies
www.plastics.org/top_level/links/apc_members.html
International Technology Education Association (ITEA)
www.iteaconnect.org
MatWeb, Material Property Data
www.matweb.com
Technology Education Association of Victoria (TEAV)
www.teav.vic.edu.au
Metal Exporter
MTP Incorporated
www.mtpinc-exporter.com/metals/metals.htm
The Design and Technology Association (DATA)
www.data.org.uk
Plastic Exporter
MTP Incorporated
www.mtpinc-exporter.com/plastic/plastic.htm
CAD Design
ProDesktop
The Product Development Company
www.ptc.com
Plastics.org
The American Plastics Council
www.plastics.org
Rhinoceros: NURBS modelling for Windows
Robert McNeel and Associates
www.rhino3d.com
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Advice for teachers
SYSTEMS ENGINEERING
Safety
www.noel-arnold.com.au/
Noel Arnold and Associates website
www.worksafe.vic.gov.au
Victorian WorkCover Authority, Worksafe Victoria website
www.eduweb.vic.gov.au/hrweb/ohs/accp/plantm.htm
Victorian Department of Education & Training, Human Resources
– checklists and guidance through DE&T’s OHS and Safety
School website
www.sofweb.vic.edu.au/facility/docResearch/keyDocs.htm#1
Building Quality Standards Handbook 2003 covering OHS
design issues in technology
Ryan, V
A Design and Technology Site
www.technologystudent.com
Science, Technology & Engineering
www.enged.com.au
Shambles Design and Technology
www.shambles.net/designtechnology
SMC Pneumatics
SMC Online
www.smcusa.com
Sustainable Technology Education Project (STEP)
www.stepin.org
www.eduweb.vic.gov.au/hrweb/ohs/other/train.htm
Victorian Department of Education & Training, Human Resources
– Information about safety training providers
Technology Education Index
www.technologyindex.com/education
www.comcare.gov.au/publications/factsheets/fact-sheet-17c.
html
Australian Government Comcare – Material Safety Data Sheet
information for hazardous substances
ORGANISATIONS
Technology and professional publications
Journal of Design and Technology Education
The Design and Technology Association (DATA)
www.data.org.uk
New Scientist Magazine
www.newscientist.com/news
Tech Directions Magazine
www.techdirections.com
Techniques Magazine
ACTE Online
www.acteonline.org/members/techniques/index.cfm
The Technology Source Archives
www.horizon.unc.edu/TS
Technology resource
Australian Concept Car Project Limited
Axcess Australia: Innovative Automotive Solutions
www.axcessaustralia.com
DesignandTech.com
www.designandtech.com
Design and Technology Online
www.dtonline.org
Engineering Links
University of Technology Sydney
www.eng.uts.edu.au/links/index.htm#links
Festo
www.festo.com
How Stuff Works
www.howstuffworks.com
Lego
www.lego.com
Popular Science
www.popsci.com/popsci
VCE STUDY DESIGN
Australian Council for Education through Technology (ACET)
49 Allenby Park Parade
Allambie Heights NSW 2100
Tel: (03) 6233 7781
Fax: (03) 6233 6982
Website: www.pa.ash.org.au/acetech
The Centre for Education and Research in Environmental
Strategies (CERES)
8 Lee St
Brunswick East Vic 3057
Tel: (03) 9387 2609
Website: www.ceres.org.au
Curriculum Corporation
Level 5, Casselden Place
2 Lonsdale Street
Melbourne Vic 3000
PO Box 177
Carlton South Vic 3053
Tel: (03) 9207 9600
Fax: 1300 780 545
Email: info@curriculum.edu.au
Website: www.curriculum.edu.au
Design and Technology Teachers Association (DATTA)
c/- Applecross Senior High School
Links Road
Ardross WA 6153
Website: www.members.iinet.net.au/~datta/
Energy Safe Victoria
Level 3
4 Riverside Quay
Southbank Vic 3006
Website: www.esv.vic.gov.au
Engineers Australia
21 Bedford Street
North Melbourne Vic 3051
Tel: (03) 9329 8188
Fax: (03) 9326 6515
Website: www.ieaust.org.au (National)
www.vic.engineersaustralia.org.au (Victorian division)
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Advice for teachers
SYSTEMS ENGINEERING
Industrial Design and Technology Teachers Association Inc
(INTAD)
c/- Brisbane Education Centre
36 Rose Street
Wooloowin QLD 4030
Email: intad@bigpond.com
Monash University Boat and Model Solar Car Challenge
Department Mechanical Engineering, Monash University,
Caulfield Campus
PO Box 197
East Caulfield Vic 3145
Tel: (03) 9903 1808
Fax: (03) 9903 2766
Website: www.modelsolar-vic.net
Standards Australia
www.standards.org.au
Technology Education Association of Victoria (TEAV)
Statewide Resources Centre
150 Palmerston St
Carlton Vic 3053
Tel: (03) 03 93491538
Facsimile: (03) 93495391
Website: www.teav.vic.edu.au
Technology Teachers Association of South Australia Incorporated
(TTA of SA)
PO Box 494
Hindmarsh SA 5007
Tel: (08) 8463 5852
Fax: (08) 8463 5851
Website: www.tta.sa.edu.au/
Email: office@tta.sa.edu.au
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