ENGINEERING STUDIES
Engineering Studies: June 2009 (updated March 2010)
For teaching 2011, examined in 2011
IMPORTANT INFORMATION
Syllabus review
Once a course syllabus has been accredited by the Curriculum Council, the implementation of that syllabus will be monitored by the
syllabus committee. This committee can advise council about any need for syllabus review. Syllabus change deemed to be minor requires
schools to be notified of the change at least six months before implementation. Major syllabus change requires schools to be notified 18
months before implementation. Formal processes of syllabus review and requisite reaccreditation will apply.
Other sources of information
The Western Australian Certificate of Education (WACE) Manual contains essential information on assessment, moderation and other
procedures that need to be read in conjunction with this course.
The Curriculum Council will support teachers in delivering the course by providing resources and professional development online.
The council website www.curriculum.wa.edu.au provides support materials including sample programs, assessment outlines, assessment
tasks, with marking keys, sample examinations with marking keys and grade descriptions with annotated student work samples.
Training package support materials are developed by Registered Training Organisations (RTOs), government bodies and industry training
advisory bodies to support the implementation of industry training packages. Approved support materials are listed at www.ntis.gov.au
WACE providers
Throughout this course booklet the term ‘school’ is intended to include both schools and other WACE providers.
Currency statement
This document may be subject to minor updates. Users who download and print copies of this document are responsible for checking for
updates. Advice about any changes made to the document is provided through the Curriculum Council communication processes.
Copyright
© Curriculum Council, 2008.
This document—apart from any third party copyright material contained in it—may be freely copied or communicated for non-commercial purposes by educational institutions, provided that
it is not changed in any way and that the Curriculum Council is acknowledged as the copyright owner.
Copying or communication for any other purpose can be done only within the terms of the Copyright Act or by permission of the Curriculum Council.
Copying or communication of any third party copyright material contained in this document can be done only within the terms of the Copyright Act or by permission of the copyright owners.
2008/21927[v12]
2
Engineering Studies: June 2009 (updated March 2010)
For teaching 2011, examined in 2011
Rationale
Engineers are problem-solvers. They design and
manufacture just about anything from entertainment
gadgets to sophisticated electronic systems, the
tallest skyscrapers to the smallest computer chips,
from cars to space shuttles, from new and emerging
materials to artificial heart valves and cardiac
pacemakers, from roadways to airports. Engineers
rely strongly on their creativity and academic skills
to turn dreams into reality by using mathematics,
science and computers to model real-life situations
and to find solutions. An engineer needs to be
socially aware and involved in broader community
issues: environment, sustainable energy, health,
and consultation processes. They are responsible
for the safe and efficient construction and
operations of industries and infrastructure and their
activities span the world economy. Their design
skills determine the cost of production and the
quality of products.
Engineers work in project teams usually containing
people who are not engineers, like scientists and
technicians. The engineering project leader is
responsible for communicating information between
team members, understanding the underpinning
science and technology, creating, testing and
evaluating.
Engineering Studies provides a focus on design
through exciting creative, practical and relevant
opportunities for students to investigate, research
and present information, design and make products
and undertake project development. These
activities provide students with opportunities to
apply
engineering
processes,
understand
underpinning scientific and mathematical principles,
develop engineering technology skills and to
understand
the
interrelationships
between
engineering projects and society.
Engineering Studies caters for the learning needs of
all students, from those seeking a career in
engineering to others pursuing an avid interest in
the discipline. Students can choose a course that
will allow them to achieve post-school destinations
into a range of disciplines including engineering,
science, aviation, mechanical, fabrication and
electrical trades, drafting, architecture, urban
planning, business, commerce, management and
other technical and technology related work and
professions in engineering. The course content is
sufficiently diverse to provide students with the
necessary foundation to meet employment needs in
a range of occupations not limited to the
engineering industry.
Engineering Studies is essentially a practical course
focusing on real life contexts. It aims to prepare
students for a future in the technological and global
world by providing the foundation for life-long
learning about engineering.
This course provides students with the opportunity
to further their achievement of specific overarching
learning outcomes from the Curriculum Framework
together with the development of the core-shared
values.
Course outcomes
Engineering Studies is designed to facilitate the
achievement of four outcomes. These outcomes
are based on the Technology and Enterprise,
Science,
Mathematics
and
Society
and
Environment learning area outcomes in the
Curriculum Framework. Outcomes are statements
of what students should know, understand, value
and be able to do as a result of the syllabus content
taught.
Outcome 1: Engineering process
Students apply and communicate a process to
design, make, and evaluate components and
systems.
In achieving this outcome, students:
 investigate design needs and opportunities in
engineering;
 generate engineering production proposals to
solutions;
 manage engineering production processes to
produce solutions; and
 evaluate intentions, plans and actions.
Outcome 2: Engineering understandings
Students understand properties of materials, energy
transfer and design principles in engineering
technologies.
In achieving this outcome, students:
 understand properties of materials and/or
components in engineering technologies;
 understand energy transfer in engineering
technologies; and
 understand design principles in engineering
technologies.
Outcome 3: Engineering technology skills
Students use materials, skills and technologies
appropriate to the engineering industry.
In achieving this outcome, students:
 apply initiative and organisational skills;
 apply materials, techniques and technologies to
achieve solutions to engineering challenges;
 operate equipment and resources safely; and
 apply skills of calculation and computation.
Outcome 4: Engineering in society
Students understand the interrelationships between
engineering projects and society.
In achieving this outcome, students:
 understand how engineering technologies are
influenced by beliefs and values; and
 understand beliefs and values are influenced by
engineering technologies.
Engineering Studies: June 2009 (updated March 2010)
For teaching 2011, examined in 2011
3
Outcome progressions
Each of the outcomes is described as a learning
progression across six broad levels (see Appendix
1). In teaching a particular course unit, teachers can
use the outcome progressions along with the unit
content and contexts to:

plan appropriate lessons and activities for their
students, and

develop specific assessment tasks and
marking keys.
Course content
The course content is the focus of the learning
program. It enables students to maximise their
achievement of both the overarching learning
outcomes from the Curriculum Framework and
Engineering outcomes.
The course content is sequential and hierarchical in
nature, which increases in complexity as further
units are studied.
The course content is sequential i.e. for students to
study higher units, they must have already studied
and learnt the content from all previous units. This
can include sufficient middle school programs that
are mapped against the content of the units
concerned. For example, a year 11 student may be
able to study Stage 2 units in year 11 if he or she
has been exposed to the content listed in Units 1A–
1B in their middle school year.
Core content

engineering design process

enterprise, environment and community.
Specialist engineering fields

mechanical
OR

electronic/electrical
OR

systems and control.
Devising
Fundamental geometric 2D and 3D sketching
techniques are used to show ideas, their
development and synthesis and rapid visual
prototyping incorporating principles of design.
Producing
Developing and making models, prototypes and,
most importantly, complete solutions requires
planning and management of the production
process. The planning process involves selection of
materials,
sequencing
operations,
ordering
procedures and costing arrangements, identifying
occupational, health and safety issues, planning for
contingencies,
documenting
efficient
work
practices.
The making process involves the application of
industrial simulated or standard hand, machine and
process skills used in a safe and proper manner for
the production of models, prototypes and complete
product solutions.
Free-hand and measured, scaled and accurately
drafted solution workshop drawings, 2D and 3D
graphics, computer generated modelling and testing
are a necessary part of production.
Management skills assist in the ability to manage
projects. Important skills include time management
skills, teamwork skills, risk management skills, and
communication skills including using appropriate
written and graphical communication to document
project development.
Evaluating
Evaluation of processes, technologies and solutions
using principles of design is a necessary part of
engineering projects.
Core content
Engineering design process
Principles and elements of design

function

cost

safety

aesthetics/finish

demand

environment

ergonomics and anthropometric data

designing for others

demographics

prototyping/modelling

functional/working prototyping/modelling
4
Designing skills
Investigating
The design brief involves identifying and
researching opportunities and analysing solutions
using a range of information sources and
communication types. Factors such as market
forces, user needs, design solutions, historical
aspects, and environmental and social factors are
investigated in the design brief.
Enterprise, environment and community
Innovation and creativity
Societal and environmental factors influence the
success of innovation. The materials and
technologies used impact upon the success of an
innovation. Market research processes and the
needs for commercial viability are also factors that
stimulate innovation and creativity.
Socially conscious engineering
Needs versus sustainable systems contrast the shift
from a traditional business model of engineering
(profit-driven) with the movement to a ‘triple bottom
line’ model, focusing on reporting impacts relating
to economic, environmental and societal factors.
Engineering Studies: June 2009 (updated March 2010)
For teaching 2011, examined in 2011
There
are
competing
demands
technology, industry and society.
between
Specialist engineering fields
These laws and principles form the basis of more
complex areas of electrical/electronic theory and
practice. Fundamental amplification, efficiency,
power, energy and related principles are governed
and influenced by these laws and principles.
Mechanical
The content in this section is specialised knowledge
that applies to mechanical engineering. It is divided
into four content strands:
 materials
 statics
 dynamics
 mechanisms.
An understanding of the scientific and mathematical
nature and properties of materials underpins
fundamental decisions concerning their selection
and use in the design of engineering projects.
Materials used in engineering and solid state
structures are classified on the basis of their
structure and properties. Plastics, wood and, most
importantly, metals (ferrous, non-ferrous, pure and
alloy) are materials commonly used in engineering
because of their structure and properties, both
static and dynamic.
Systems and control
The content in this section is specialised knowledge
that applies to systems and control. It is divided into
five content strands:
 nature of control systems
 flow charts and subroutines
 logic control
 interfacing
 actuators.
The application of the Universal Systems diagram
forms the basis for applications in systems and
subsystems. Familiarity with input transducer
systems and output driver and actuator systems is
essential to enable systems and control solutions.
Systems and subsystems are controlled by
pneumatic,
electrical
and
mechanical
transducers/sensors and outputs/actuators.
Young’s modulus and stress strain graphs are
fundamental to all materials, structures and
mechanical principles used throughout engineering.
Computer Interface/EEPROM programming forms
the fundamental basis of systems and control. Flow
chart programs, high level programming languages,
subroutines and logic control are used to control
devices in integrated and complex situations.
There are testing regimes for stress, strain, tension,
compression and torsion. The analysis of results
from such regimes together with information on
existing data and specifications tables forms the
basis for selecting materials for engineering
technologies.
Logic control is also used as both an input and
output system. Input logic conditions are met and
processed, and multiple outputs, often in sequential
orders, are produced.
Structures are defined as a body of materials
selected and used because they can resist applied
forces. Equilibrium, forces, structures, bending
moments, shear force, torsion and Newton’s 3 Laws
of Motion are important when analysing static loads
and the application of forces to structures.
Newton’s 3 Laws of Motion in conjunction with
equilibrium principles are the basis for analysing
engineering mechanisms and motion conversion
systems.
Electronic/electrical
The content in this section is specialised knowledge
that applies to electrical/electronic engineering. It is
divided into four content strands:
 electrical laws
 application of laws and principles
 nature and properties of components and types
of circuits
 units and measurement.
Course units
Each unit is defined with a particular focus and a
selection of learning contexts through which the
specific unit content can be taught and learnt. The
cognitive difficulty of the content increases with
each stage and is referenced to the broad learning
described in the outcome progressions. The pitch of
the content for each stage is notional and there will
be overlap between stages.
Stage 1 units provide bridging support and a
practical and applied focus to help students develop
skills required to be successful for Stage 2 units.
Stage 2 units provide opportunities for applied
learning but there is a focus more on academic
learning.
Stage 3 units provide opportunities to extend
knowledge and understandings in challenging
academic learning contexts.
Electrical/electronic materials and components and
their application are governed by resistance theory
of series and parallel circuits, Ohm’s Law and
Kirchhoff’s Law.
Engineering Studies: June 2009 (updated March 2010)
For teaching 2011, examined in 2011
5
Unit 1AEST
The focus for this unit is shaping our lives:
inventions and devices. The world is full of
products that designers and engineers have
developed and created. In this unit students learn
processes involved in engineering design as they
investigate created products, and design, produce
and evaluate an innovative product.
Unit 1BEST
The focus for this unit is shaping environments:
tools and recreation. Engineers have worked
creatively and innovatively to overcome problems
that have helped people, communities and the
environment with everyday scenarios e.g. gas
powered camping showers, self-contained BBQs,
specialist engineered 4-wheel driving tools or
devices, survival devices such as compact folding
shovels, die holders for the tail stock of a lathe,
stands and jacks for support.
Unit 2AEST
The focus for this unit is generating motions and
energy. This unit provides opportunities to explore
how engineering is used to create motion such as
engines, buggies or vehicles, using a variety of
input energy e.g. Solar Car Challenge, air engines,
steam engines, electrical buggies.
Unit 2BEST
The focus for this unit is moving people:
transportation systems. Students design, make
and evaluate a transportation device. They apply a
range of research and testing strategies to devise
the most appropriate systems and utilise the most
effective materials for their design.
Unit 3AEST
The focus for this unit is alternative engineering
systems. Students design, make and evaluate an
alternate engineering system e.g. EV Challenge.
They apply research methods which enable them to
proceed with their design. Students use
mathematical and graphical models to test ideas
and solve a practical design problem related to the
application of engineering principles.
Unit 3BEST
The focus for this unit is systems technologies.
Students learn that system technologies are
complex organisations of more simple systems
designed according to engineering processes. They
design, make and evaluate a system technology.
6
Time and completion
requirements
The notional hours for each unit are 55 class
contact hours. Units can be delivered typically in a
semester or in a designated time period up to a
year depending on the needs of the students. Pairs
of units may be delivered concurrently over a one
year period. Schools are encouraged to be flexible
in their timetabling in order to meet the needs of all
of their students.
A unit is completed when all assessment
requirements for that unit have been met. Only
completed units will be recorded on a student's
statement of results.
Refer to the WACE Manual for details about unit
completion and course completion.
Vocational Education
Training information
Vocational Education Training (VET) is nationally
recognised training that provides practical work skills
and credit towards, or attainment of, a vocational
education and training qualification.
When considering VET delivery in courses it is
necessary to:
 refer to the WACE Manual, Section 5: Vocational
Education Training, and
 contact education sector/systems representatives
for information on operational issues concerning
VET delivery options in schools.
Australian Quality Training Framework (AQTF)
AQTF is the quality system that underpins the
national vocational education and training sector and
outlines the regulatory arrangements in states and
territories. It provides the basis for a nationally
consistent, high-quality VET system.
The AQTF Standards for Registered Training
Organisations outline a set of auditable standards
that must be met and maintained for registration as
a training provider in Australia.
VET delivery
VET can be delivered by schools providing they
meet Australian Quality Training Framework (AQTF)
requirements. Schools need to become a Registered
Training Organisation (RTO) or work in partnership
(auspicing arrangement) with an RTO to deliver
training within the scope for which they are
registered. If a school operates in partnership with
an RTO, it will be the responsibility of the RTO to
assure the quality of the training delivery and
assessment. Qualifications identified in this course
must be on the scope of registration of the RTO
delivering or auspicing training.
Engineering Studies: June 2009 (updated March 2010)
For teaching 2011, examined in 2011
Units of competency from selected training package
qualifications have been taken into account during
the development of this course.
Schools seeking to link delivery of this course with
units of competency or qualification must read the
information outlined in the relevant training
package/s. This information can be found at the
National Training Information Service website:
www.ntis.gov.au.
National Training Package
MEM05 Metal and Engineering
Qualifications
MEM10105 Certificate I in Engineering
MEM20105 Certificate II in Engineering
Note: Any reference to qualifications and units of
competency from training packages is correct at the time
of accreditation.
Resources
Teacher support materials are available on the
Curriculum Council website extranet and can be
found at: http://www.curriculum.wa.edu.au/
Engineering Studies: June 2009 (updated March 2010)
For teaching 2011, examined in 2011
7
Assessment
Refer to the WACE Manual for policy and principles
for
both
school-based
assessment
and
examinations.
School-based assessment
The three types of assessment in the table below
are consistent with the teaching and learning
strategies considered to be the most supportive of
student achievement of the outcomes in the
Engineering Studies course. The table provides
details of the assessment types, including examples
of different ways that they can be applied and the
weighting range for each assessment type.
Teachers are to use the assessment table to
develop their own assessment outlines.
An assessment outline needs to be developed for
each class group enrolled in each unit of the course.
This outline includes a range of assessment tasks
that cover all assessment types and course
outcomes with specific weightings. If units are
delivered concurrently, assessment requirements
must still be met for each unit.
In developing assessment outlines and teaching
programs the following guidelines should be taken
into account.

All tasks should take into account teaching,
learning and assessment principles from the
Curriculum Framework.

There is flexibility within the assessment
framework for teachers to design school-based
assessment tasks to meet the learning needs
of students.

Student responses may be communicated in
any appropriate form e.g. written, oral,
graphical, multimedia or various combinations
of these.

Student work submitted to demonstrate
achievement of outcomes should only be
accepted if the teacher can attest that, to the
best of her/his knowledge, all uncited work is
the student’s own.

Evidence collected for each unit should include
tasks conducted under test conditions.
Assessment table
Weightings for types
Stage 1
10–20%
70–80%
10–20%
8
Stage 2
20–30%
50–60%
20–30%
Stage 3
Type of assessment
30–40%
Design
Students research past, present or proposed engineering projects.
Teachers assess how students conduct the investigation and communicate their findings in
appropriate forms e.g. written, oral, graphical, multimedia, but the folio/journal is preferred.
Types of evidence may include: observation checklists, evaluation tools (self, peer), journal,
presentation of design and project proposals using a range of communication strategies.
This assessment type is best suited to the collection of evidence on student achievement of
Outcomes 1, 2 and 4.
20–30%
Production
Extended and manufacturing project(s) where students control, evaluate and manage
processes as necessary.
Teachers assess the students’ understandings, confidence and competence when using
skills in manufacturing processes and when managing production plans.
Teachers must also assess how well students test materials, components and systems
safely. The made product in terms of quality and finish is also assessed.
Types of evidence must include made products, journal, observation checklists and
evaluation tools (self, peer), on balance judgements.
This assessment type is best suited to the collection of evidence on student achievement of
Outcomes 1 and 3.
40–50%
Response
Students apply their knowledge and skills in responding to a series of stimuli or prompts in
the following formats: exam, reports/essays, oral, ICT visual response, worksheets.
Types of evidence may include: observation checklists, reports/essays/worksheets, power
point presentations and on-balance judgements.
This assessment type is best suited to the collection of evidence on student achievement of
Outcomes 2 and 4.
Engineering Studies: June 2009 (updated March 2010)
For teaching 2011, examined in 2011
Grades
Schools assign grades following the completion of
the course unit. The following grades may be used:
Grade
A
B
C
D
E
Interpretation
Excellent achievement
High achievement
Satisfactory achievement
Limited achievement
Inadequate achievement
Preliminary Stage units are not graded.
Achievement in these units is reported as either
Completed or Not Completed.
Each grade is based on the student’s overall
performance for the course unit as judged by
reference to a set of pre-determined standards.
These standards are defined by grade descriptions.
Grade descriptions:
 describe the range of performances and
achievement characteristics of grades A, B, C, D
and E in a given stage of a course
 can be used at all stages of planning,
assessment and implementation of courses, but
are particularly important as a final point of
reference in assigning grades
 are subject to continuing review by the Council.
The grade descriptions for this course can be
accessed
on
the
course
page
at
http://www.curriculum.wa.edu.au/
Examination details
There are separate examinations for Stage 2 pairs
of units and Stage 3 pairs of units.
In their final year, students who are studying at
least one Stage 2 pair of units (e.g. 2A/2B) or one
Stage 3 pair of units (e.g. 3A/3B) will sit an
examination in this course, unless they are exempt.
Each examination will assess the specific content,
knowledge and skills described in the syllabus for
the pair of units studied.
Details of the examinations in this course are
prescribed in the examination design briefs (pages
31–33).
Engineering Studies: June 2009 (updated March 2010)
For teaching 2011, examined in 2011
9
UNIT 1AEST
Unit description
The focus for this unit is shaping our lives:
inventions and devices. The world is full of
products that designers and engineers have
developed and created. In this unit students learn
processes involved in engineering design as they
investigate created products, and design, produce
and evaluate an innovative product.
Students understand the properties of a variety of
materials and the way in which they are
incorporated into components or structures.
In this unit students understand processes involved
in engineering design as they investigate created
products and design, make and evaluate an
innovative product.
Unit learning contexts
Within the broad area of shaping our lives:
inventions and devices, teachers may choose one
or more of the following contexts (this list is not
exhaustive):
 engineered and fabricated gadgets
 camping and four wheel drive devices
 consumer products with an engineering focus
 small specialist tools
 simple engines or motors.
Unit content
This unit includes knowledge, understandings and
skills to the degree of complexity following the
model and described below. It is divided into core
content and specialist engineering fields. Students
must study all of the core content material and at
least one of the specialist engineering fields.
Core content
Engineering design process
Principles and elements of design
 state, define and use the design principles of:
 function
 cost
 safety
to inform and develop a design brief.
 design for own design needs.
Designing skills
Investigating
 illustrate and explain existing and similar
designs using:
 manual sketching skills
 simple technological graphs and charts
 extracted information
 basic ICT using internet searches.
10
Devising
 illustrate and explain at least three similar
design ideas using annotated graphics and
sketches
 review the suitability of at least one design idea
using reasoning statements set against the
design principles.
Producing
 produce a given engineering solution:
 using a given sequence of manufacture and
materials/components list
 using orthogonal and 3D drawings with
dimensions
 reading and following simple conventions
 using and applying functional tolerances.
 calculate linear dimensions from a given
solution including:
 rectangular
 square
 developments/nets
 shapes.
 use measuring tools and precision measuring
instruments such as Vernier callipers and
micrometers.
Evaluating
 evaluate the final engineering solution using
reasoning statements against the design
principles.
Specialist engineering fields
Mechanical
Materials
 define engineering material properties of
hardness, strength and tendency to corrode for
the following materials:
 mild steel/structural steel
 aluminium
 brass
 nylon
 copper
 stainless steel.
Statics
 state that force is measured in newtons [N]
 identify how lever length relates to mechanical
advantage in crowbars, can crushers,
trebuchets
 explain rigidity, strength and resilience in simple
static structures, for example:
 angular ties in square and rectangular
frames
 use of angle iron or hollow section instead
of flat
 addition of a web, gusset or fillet to a
corner.
Engineering Studies: June 2009 (updated March 2010)
For teaching 2011, examined in 2011
Dynamics
 solve simple single stage, single variable
problems of speed, distance and time using the
s
equation: v av 
t
Mechanisms
 identify and explain the operating principles of
the following motion conversion systems:
 cranks and slider
 linkages
 rack and pinion
 bevel gears
 bearings and bushes.
Electronic/electrical
Electrical laws
 simple battery and resistor addition laws.
Application of laws and principles
 calculate total resistance of resistors in series
using Rt = R1 + R2 + …
 calculate total resistance of capacitors in
parallel using Ct = C1 + C2 + …
 determine total voltages of cells and batteries in
series and parallel.
Programming
 identify, explain and use a simple linear flow
chart of simple sequences including traffic light
sequences
 use flow chart programs to control devices to
perform single functions such as making a
buggy move forward or turn a corner.
Digital control
 identify and explain microprocessor systems
and simple circuit design.
Interfacing
 identify and explain analogue and digital inputs
and outputs
 use common electrical components such as
batteries, resistors, capacitors, diodes and
LEDs.
Actuators
 describe and use mechanical actuators in
control systems such as:
 mechanical drives–gears, chain drives and
pulleys
 levers
 pneumatic cylinders.
Note: Pneumatic symbols are not required.
Nature and properties of components and types
of circuits
 identify common conductors, insulators and
semiconductors
 identify and use common forms of switches
 identify purpose and use of common passive
components
 identify and use circuit symbols and
conventions.
Units and measurement
 define and explain voltage and state that it is
measured in volts (V)
 define and explain current flow and state that it
is measured in amps (A)
 define and explain resistance and state that it is
measured in ohms ()
 use a digital multimeter to measure voltage,
current and resistance
 describe the resistor colour code system and
derive resistor values.
VET units of competency
Units of competency may be delivered in
appropriate learning contexts if all AQTF
requirements are met. Some suggested units of
competency suitable for integration are:
Certificate I unit:
MEM14005A Plan a complete activity
Certificate I and Certificate II unit:
MEM14004A Plan to undertake a routine task
Note: Any reference to qualifications and units of
competency from training packages is correct at the time
of accreditation.
Systems and control
Nature of control systems
 define and describe the main operating features
of remote and autonomously controlled control
systems
 develop and draw universal systems diagrams
with inputs, processes and outputs
 draw simple flow charts using standard defined
symbols prior to writing programs
 identify and use correct symbols and
conventions.
Engineering Studies: June 2009 (updated March 2010)
For teaching 2011, examined in 2011
11
Assessment
The three types of assessment in the table below
are consistent with the teaching and learning
strategies considered to be the most supportive of
student achievement of the outcomes in the
Engineering Studies course. The table provides
details of the assessment type, examples of
different ways that these assessment types can be
applied and the weighting range for each
assessment type.
Weighting
Stage 1
Type of assessment
10–20%
Design
Students research past, present or proposed
engineering projects.
Teachers assess how students conduct the
investigation and communicate their findings in
appropriate forms e.g. written, oral, graphical,
multimedia, but the folio/journal is preferred.
Types of evidence may include: observation
checklists, evaluation tools (self, peer), journal,
presentation of design and project proposals using
a range of communication strategies.
This assessment type is best suited to the collection
of evidence on student achievement of Outcomes 1,
2 and 4.
70–80%
Production
Extended and manufacturing project(s) where
students control, evaluate and manage processes
as necessary.
Teachers assess the students’ understandings,
confidence and competence when using skills in
manufacturing processes and when managing
production plans.
Teachers must also assess how well students test
materials, components and systems safely. The
made product in terms of quality and finish is also
assessed.
Types of evidence must include made products,
journal, observation checklists and evaluation tools
(self, peer), on balance judgements.
This assessment type is best suited to the collection
of evidence on student achievement of Outcomes
and 3.
10–20%
Response
Students apply their knowledge and skills in
responding to a series of stimuli or prompts in the
following formats: exam, reports/essays, oral, ICT
visual response, worksheets.
Types of evidence may include: observation
checklists, reports/essays/worksheets, power point
presentations and on-balance judgements.
This assessment type is best suited to the collection
of evidence on student achievement of Outcomes 2
and 4.
12
Engineering Studies: June 2009 (updated March 2010)
For teaching 2011, examined in 2011
 graphical and written research
 Computer Aided Drafting and
sketching presentation skills.
UNIT 1BEST
Unit description
The focus for this unit is shaping environments:
tools and recreation. Engineers have worked
creatively and innovatively to overcome problems
with everyday scenarios e.g. gas powered camping
showers,
self-contained
BBQs,
specialist
engineered four-wheel driving tools or devices,
survival devices such as compact folding shovels,
die holders for the tail stock of a lathe, stands and
jacks for support.
Students research and investigate a range of
materials appropriate for the shaped environment
contexts. They undertake a process of designing
and constructing a project.
In this unit students understand processes involved
in engineering design as they investigate created
products and design, make and evaluate an
innovative product.
Unit learning contexts
Within the broad area of shaping environments;
tools and recreation teachers may choose one or
more of the following learning contexts (this list is
not exhaustive):
 survival tools
 specialist engineering tools
 agricultural machinery
 simple engines or motors
 jigs
 recreational tools.
Unit content
This unit includes knowledge, understandings and
skills to the degree of complexity following the
model and described below. It is divided into core
content and specialist engineering fields. Students
must study all of the core content material and at
least one of the specialist engineering fields.
Core content
Engineering design process
Principles and elements of design
 state, define and use the design principles of
 finish
 aesthetics
to inform and develop a design brief.
Designing skills
manual
Devising
 illustrate and explain at least three similar or
different design ideas using annotated graphics
and sketches
 review the suitability of at least one design idea
using reasoning statements set against the
design principles.
Producing
 produce modified and/or refined solutions
derived from given plans using:
 a modified and refined sequence of
operations and materials/components list
 modified and refined orthogonal 2D
drawings and 3D sketches with dimensions
 AS drawing conventions
 costing sheets including modifications and
refinements
 measuring tools and precision measuring
instruments such as Vernier callipers and
micrometers.
 calculate dimensions from a given solution
including
radii/diameter
additions
and
subtractions.
Note: All orthogonal drawings must:
 include at least two corresponding orthogonal
views
 be linearly correct but do not need to be to
scale.
Note: All 3D sketches must:
 be clear and understandable
 include necessary dimensions.
Note: All modifications and/or refinements must
include enough detail for another suitably qualified
person to manufacture.
Evaluating
 evaluate final solution using reasoning
statements against the design principles.
Specialist engineering fields
Mechanical
Materials
 define and describe engineering properties of
ferrous and non-ferrous metals and their
tendency to corrode for:
 mild steel
 structural steel
 aluminium
 brass
 nylon
 copper
 stainless steel.
Investigating
 illustrate and explain similar and different
designs using:
Engineering Studies: June 2009 (updated March 2010)
For teaching 2011, examined in 2011
13
Statics
 define equilibrium and basic structural integrity
in simple structures using Newton’s 3rd Law
statement:
 For every force acting on an object, the
object will exert an equal, yet opposite,
force on its cause.
 calculate loads or distances on 2D balanced
beams/seesaws, with two loads, using:
 M rF



M  0
 CWM   ACWM
identify and explain application of webs,
bosses, supports, fillets and folds for strength
and rigidity.
Dynamics
 define the operating principles in the following
four motions:
 linear
 reciprocating
 oscillating
 rotary.
 explain and calculate work and power using the
expressions:
 W  Fs
Fs
 Power 
t
using single stage, single variable calculations.
Mechanisms
 identify and explain the operating principles of
the following motion conversion systems
including the change in the direction of force
and velocity:
 levers and linked levers
 gears, pulley and chain drives, and idler
gears
 worm and wheel
 pulleys
 belt including tensioner, twist to change
angle/direction
 cam and lifters including dimensions of lift,
radius and lobe
 ratchet and pawl.
Electronic/electrical
Electrical laws
 Ohm’s Law V = IR
Application of laws and principles
 calculate total resistance of resistors in parallel
1
1
1


...
using
Rt
R1 R 2


14
calculate total capacitance of capacitors in
1
1
1


...
series using
Ct
C1 C 2
use Ohm’s Law to calculate single stage, single
variable problems of voltage, current and
resistance using V = IR.
Nature and properties of components and types
of circuits
 explain the advantages and disadvantages of
series and parallel circuits in terms of voltage
related to function
 identify purpose, operation and use of common
semiconductors, including:
 diode
 Light Emitting Diode
 NPN transistor
 PNP transistor
 MOSFET transistors
 voltage regulator
 Integrated Circuits.
 identify materials used in common passive and
active components.
Units and measurement
 identify and correctly use the following prefixes
for units of measurement:
 milli
 micro
 pico
 kilo
 mega
 giga
in relation to units of voltage, current,
resistance and capacitance measurement.
Systems and control
Nature of control systems
 define and describe open loop control
 describe common sensors and actuators that
implement open loop control in common
applications e.g. burglar alarms
 draw systems diagrams showing types and
number of inputs and outputs
 identify and describe common pseudo code
programming commands.
Programming
 identify, explain and use time delays in linear
flow chart control programming e.g. traffic lights
 identify, explain and use single loop flow charts
to cause a linear stage of events.
Digital control
 describe the fundamental operating principles
of power supply for microprocessors
 describe the purpose and use of ADC for
analogue inputs.
Interfacing
 calculate total resistance of resistors in series
and parallel combinations using:
Rt = R 1 + R 2 + …
1
1
1


...
Rt
R1 R 2
Actuators
 describe and use common electro-mechanical
devices including relays and solenoids.
Engineering Studies: June 2009 (updated March 2010)
For teaching 2011, examined in 2011
VET units of competency
Assessment
Units of competency may be delivered in
appropriate learning contexts if all AQTF
requirements are met. Some suggested units of
competency suitable for integration are:
The three types of assessment in the table below
are consistent with the teaching and learning
strategies considered to be the most supportive of
student achievement of the outcomes in the
Engineering Studies course. The table provides
details of the assessment type, examples of
different ways that these assessment types can be
applied and the weighting range for each
assessment type.
Certificate I units:
MEM16006A Organise and communicate information
MEM14005A Plan a complete activity
Certificate I and Certificate II units:
MEM14004A Plan to undertake a routine task
MEM15024A Apply quality procedures
MEM13014A Apply principles of occupational
health and safety in the work environment
Weighting
Stage 1
Type of assessment
10–20%
Design
Students research past, present or proposed
engineering projects.
Teachers assess how students conduct the
investigation and communicate their findings in
appropriate forms e.g. written, oral, graphical,
multimedia, but the folio/journal is preferred.
Types of evidence may include: observation
checklists, evaluation tools (self, peer), journal,
presentation of design and project proposals using
a range of communication strategies.
This assessment type is best suited to the collection
of evidence on student achievement of Outcomes 1,
2 and 4.
70–80%
Production
Extended and manufacturing project(s) where
students control, evaluate and manage processes
as necessary.
Teachers assess the students’ understandings,
confidence and competence when using skills in
manufacturing processes and when managing
production plans.
Teachers must also assess how well students test
materials, components and systems safely. The
made product in terms of quality and finish is also
assessed.
Types of evidence must include made products,
journal, observation checklists and evaluation tools
(self, peer), on balance judgements.
This assessment type is best suited to the collection
of evidence on student achievement of Outcomes 1
and 3.
10–20%
Response
Students apply their knowledge and skills in
responding to a series of stimuli or prompts in the
following formats: exam, reports/essays, oral, ICT
visual response, worksheets.
Types of evidence may include: observation
checklists, reports/essays/worksheets, power point
presentations and on-balance judgements.
This assessment type is best suited to the collection
of evidence on student achievement of Outcomes 2
and 4.
Note: Any reference to qualifications and units of
competency from training packages is correct at the time
of accreditation.
Engineering Studies: June 2009 (updated March 2010)
For teaching 2011, examined in 2011
15
Designing skills
UNIT 2AEST
Unit description
The focus for this unit is generating motions and
energy. This unit provides opportunities to explore
how engineering is used to create motion such as
engines, buggies or vehicles, using a variety of
input energy e.g. Solar Car Challenge, air engines,
steam engines, electrical buggies.
In the development of projects, students research
materials and structures. They undertake a process
of designing, problem-solving and solution
development as well as explore making and
construction processes.
Students integrate a range of skills including
mathematical skills as they design and develop
ideas.
Unit learning contexts
Within the broad area of generating motions and
energy, teachers may choose one or more of the
following learning contexts (this list is not
exhaustive):
 motion conversion systems
 energy conversion systems
 solar car challenge
 air engines
 electrical engines.
Devising
 illustrate and explain the development of
multiple concepts, using annotated freehand
graphics and sketches
 review the suitability of all devised design ideas
using reasoning statements against the design
principles
 review the suitability of production processes
proposed.
Producing
 produce solution using:
 sequence
of
manufacture
and
materials/components list
 orthogonal drawings and 3D sketches, with
dimensions.
Note: All orthogonal drawings must:
 include at least three corresponding orthogonal
views
 be to scale
 be linearly correct.
Note: All 3D sketches must:
 be clear and understandable
 include necessary dimensions.
Note: All solutions must include enough detail for
another suitably qualified person to manufacture.
Unit content
This unit includes knowledge, understandings and
skills to the degree of complexity following the
model and described below. It is divided into core
content and specialist engineering fields. Students
must study all of the core content material and at
least one of the specialist engineering fields.
Core content
Engineering design process
Principles and elements of design
 state, define and apply the following design
principles:
 demand
 environment
 ergonomics
 designing for others
to inform and develop a design brief and
investigation.
 prepare designs considering the needs of
others who have similar interests, experiences
and backgrounds.
16
Investigating
 illustrate and explain the development of
applicable designs and alternative solutions
using:
 data sheets, graphs and charts
 extracted information
 suppliers’ catalogues.
Evaluating
 evaluate final solution using reasoning
statements against the design principles.
Enterprise, environment and community
Innovation and creativity
 investigate
and
explain
a
significant
engineering invention and explain its influence
on society.
Socially conscious engineering
 identify, investigate and explain impacts of
engineering technologies on the environment
e.g. application of solar car technology to future
power generation solutions.
Engineering Studies: June 2009 (updated March 2010)
For teaching 2011, examined in 2011
Specialist engineering fields
Mechanical
Materials
 define and describe for pure, composite and
alloy materials the resultant property alterations
effected by the processing and manufacturing
techniques of:
 hardening
 tempering
 normalising
 case hardening
 annealing.
 solve simple single stage, single variable
calculations of stress, strain, and Young’s
Modulus, of engineering materials using:

 E

 state and match to function the fundamental
dynamic properties of ductility, plasticity and
malleability for ferrous and non-ferrous metals.
Statics
 apply and calculate mechanical advantage
using:
 Mechanical Advantage = Fout
Fin
 solve problems in levers, crowbars, beams etc.
using:
 M rF





 FH  0
F  0
M0
V
in single stage, single variable calculations.
perform single staged, single variable
calculations using:
   rF
to find torque, force or diameter/radius.
Dynamics
 define pressure, explain what may cause it, and
state that it is measured in Pascals or Nm-2
 solve problems relating to pressure using the
formula:
F
 P
A
in single stage, single variable calculations.
 explain the principles of acceleration, velocity,
distance and time, and perform single variable
calculations using:
v u
 a
t
 F  ma
Mechanisms
 calculate:
 rpm
 diameters
 numbers of teeth
 rack and pinion dimensions and travel rates
for compound gear trains with shared axles
and worm drives including single and
multiple start threads using single variable
formulae.
Electronic/electrical
Electrical laws
 apply Kirchhoff’s Law of a circuit junction
I t  I1  I2  ...


I  0
 V  0
Application of laws and principles
 calculate total resistance of resistors in series
and parallel combinations
 calculate total capacitance of capacitors in
series and parallel combinations
 apply Kirchhoff’s Law and V = IR to calculate
voltage drop across nodes in combinational
series and parallel resistance circuits
 apply Kirchhoff’s Law and V = IR to calculate
current through components in combinational
series and parallel resistance circuits
 apply Kirchhoff’s Law and V = IR to calculate
unknown resistances in combinational series
and parallel resistance circuits.
Nature and properties of components and types
of circuits

explain principles of operation for:
 relays
 transformers
 solenoids.
Units and measurement
 apply the following metric unit prefixes
appropriately when calculating answers in
problems:
 milli
 micro
 pico
 kilo
 mega
 giga.
Systems and control
Nature of control systems
 define and describe closed loop control
including positive and negative feedback
 describe common sensors and actuators that
implement closed loop control in common
applications e.g. line followers
 develop, draw and explain system diagrams
with extended sub-systems incorporated.
Programming
 identify, explain and use ‘if then’ and ‘for next’
loops in step-by-step applications to cause
sequential outputs
Engineering Studies: June 2009 (updated March 2010)
For teaching 2011, examined in 2011
17


identify, explain and use a program loop for a
set number of times or while a certain condition
exists
fluently use graphic based programming tools
such as Flowchart, Crocodile Clips, Mindstorms
or similar.
Digital control
 select and use appropriate controller for
application i.e. PICAXE model or different type
of controller
 identify and justify appropriate power supply
systems for microprocessors
 explain the functions and describe the overall
architecture of microprocessor control systems.
Logic control
 identify, explain and use AND, OR, NOT, NOR,
XOR, NAND and XNOR logic symbols and truth
tables
 derive truth tables from combinational logic
circuits
 develop simple logic diagrams to implement
control strategies.
VET units of competency
Units of competency may be delivered in
appropriate learning contexts if all AQTF
requirements are met. Some suggested units of
competency suitable for integration are:
Certificate I units:
MEM16006A Organise and communicate information
MEM14005A Plan a complete activity
Certificate I and Certificate II units:
MEM14004A Plan to undertake a routine task
MEM 15024A Apply quality procedures
MEM13014A Apply principles of occupational
health and safety in the work environment
MEM12001B Use comparison and basic measuring
devices
MEM12024A Perform computations
MEM16008A Interact with computing technology
Note: Any reference to qualifications and units of
competency from training packages is correct at the time
of accreditation.
Interfacing
 explain and perform calculations to determine
current [I], voltage [V], resistance [R], power [P],
energy [E] and time [t] in different parts of
simple circuits using:
 P  IV


P
V2
R
 P  I 2R
calculate voltage drop across nodes and
components in voltage divider circuits using:
 V  IR
R1
 V1  Vcc
(R1  R 2 )

V2  Vcc
R2
(R 1  R 2 )
Actuators
 derive final speed from drive systems using
gearboxes, power loss and torque calculations:
   rF
 P  Fv
 state and explain the application of the
following mechanical systems in a control
environment:
 linkages
 rack and pinion
 bevel gears
 gears, pulley and chain drives, and idler
gears
 pulleys.
18
Engineering Studies: June 2009 (updated March 2010)
For teaching 2011, examined in 2011
Assessment
The three types of assessment in the table below
are consistent with the teaching and learning
strategies considered to be the most supportive of
student achievement of the outcomes in the
Engineering Studies course. The table provides
details of the assessment type, examples of
different ways that these assessment types can be
applied and the weighting range for each
assessment type.
Weighting
Stage 2
Type of assessment
20–30%
Design
Students research past, present or proposed
engineering projects.
Teachers assess how students conduct the
investigation and communicate their findings in
appropriate forms e.g. written, oral, graphical,
multimedia, but the folio/journal is preferred.
Types of evidence may include: observation
checklists, evaluation tools (self, peer), journal,
presentation of design and project proposals using
a range of communication strategies.
This assessment type is best suited to the collection
of evidence on student achievement of Outcomes 1,
2 and 4.
50–60%
Production
Extended and manufacturing project(s) where
students control, evaluate and manage processes
as necessary.
Teachers assess the students’ understandings,
confidence and competence when using skills in
manufacturing processes and when managing
production plans.
Teachers must also assess how well students test
materials, components and systems safely. The
made product in terms of quality and finish is also
assessed.
Types of evidence must include made products,
journal, observation checklists and evaluation tools
(self, peer), on balance judgements.
This assessment type is best suited to the collection
of evidence on student achievement of Outcomes 1
and 3.
20–30%
Response
Students apply their knowledge and skills in
responding to a series of stimuli or prompts in the
following formats: exam, reports/essays, oral, ICT
visual response, worksheets.
Types of evidence may include: observation
checklists, reports/essays/worksheets, power point
presentations and on-balance judgements.
This assessment type is best suited to the collection
of evidence on student achievement of Outcomes 2
and 4.
Engineering Studies: June 2009 (updated March 2010)
For teaching 2011, examined in 2011
19
Designing skills
UNIT 2BEST
Investigating
 use brainstorming strategies such as spider
diagrams to develop a design brief.
Unit description
The focus for this unit is moving people:
transportation systems. Students design, make
and evaluate a transportation device. They apply a
range of research and testing strategies to devise
the most appropriate systems and utilise the most
effective materials for their design.
In their designs students utilise a range of two or
more systems, combined in such a way as to
engineer an effective transportation device. Some
systems will be pre-fabricated, others will be
developed and integrated by the students into their
design.
Fundamental mathematical principles appropriate in
engineering will be developed by students
throughout the unit.
Unit learning contexts
Within the broad area of moving people:
transportation systems, teachers may choose
one or more of the following learning contexts (this
list is not exhaustive):
 solar powered transportation
 mass transit
 recreational vehicles
 energy to motion conversion.
Unit content
This unit includes knowledge, understandings and
skills to the degree of complexity following the
model and described below. It is divided into core
content and specialist engineering fields. Students
must study all of the core content material and at
least one of the specialist engineering fields.
Core content
Engineering design process
Principles and elements of design
 state, define and use the following design
elements:
 anthropometric data including knowledge of
5th–95th percentile and human dimension
bell curves
to inform and develop a design brief and
investigation.
 design for own design needs with attention to
the design needs of others working with similar
skills.
20
Devising
 illustrate and use partial, functional design
synthesis when developing multiple concepts
 review the suitability of design ideas using
explanations against the design principles.
Producing
 produce solutions using:
 scaled
orthogonal
drawings
with
dimensions
 dimensioned 3D sketches
 relevant
and
appropriate
industrial
tolerances.
 calculate:
 surface area values
 combinational rectangular and/or square
dimensions with circular material surface
developments.
Note: All orthogonal drawings must:
 include at least three corresponding orthogonal
views
 be to scale
 be linearly correct.
Note: All 3D sketches must:
 be clear and understandable
 include necessary dimensions.
Note: All solutions must include enough detail for
another suitably qualified person to manufacture.
Evaluating
 use design criteria to evaluate a project at each
stage of development against all design
principles using explanations.
Enterprise, environment and community
Innovation and creativity
 investigate engineering innovations in the
context of past innovations
 identify an engineering innovation and explain
its origins through past inventions and
innovations.
Socially conscious engineering
 investigate sustainable engineering systems
and the incorporation of these ideas into project
design e.g. a Stirling engine powered by a solar
heat source
 identify and explain the stages of a life cycle
analysis chart of an everyday item e.g. a car
battery, a milk carton or a mobile phone.
Engineering Studies: June 2009 (updated March 2010)
For teaching 2011, examined in 2011
Specialist engineering fields
Mechanical
Materials
 define and describe for common engineering
materials, resultant structural changes and
property alterations that occur as an outcome of
the following processing and manufacturing
techniques:
 hardening
 tempering
 normalising
 case hardening
 annealing.
 draw and interpret shapes and gradients of
stress/strain
diagrams
including
their
component parts:
 elastic limit
 yield stress
 yield strain
 ultimate tensile stress
 energy absorbed
for the following materials only:
 structural steel
 mild steel
 cast iron
 aluminium
 brass
 polycarbonate
 nylon.
Statics
 use


 CWM   ACWM
with perpendicular
2D components only, in multi stage, single
variable calculations, to solve problems of force
and distance
explain the principle of equilibrium in static
structures using Newton’s 3rd law of reaction
solve single stage, single variable problems
using the formulae:
F
 
A
L
 
L
Ultimate Stress
 Factor of Safety 
Safe Working Stress
Dynamics
 define potential energy as energy of position or
state
 define kinetic energy as energy of motion
 solve problems of energy, mass velocity, time,
distance and acceleration using:
 Ep  mgh

Ek 
v 2  u2  2as
 s  ut  12 at 2
Electronic/electrical
Electrical laws
 define electrical power using voltage, current
and resistance
 define energy in terms of power and time.
Application of laws and principles
 calculate voltage drop across nodes and
components in voltage divider circuits using:
 V  IR
R1
 V1  Vcc
(R1  R 2 )







V2  Vcc
R2
(R 1  R 2 )
explain and calculate power, voltage, current
and resistance using:
 P  IV
V2
R
2
 P I R

P
calculate voltage drop across nodes and
components in voltage divider circuits with
LEDs
explain and calculate energy, power, voltage
and time using E  VIt
solve problems of power, energy and efficiency
using the relationship:
Efficiency = Output x 100%
Input
state and explain AC input and output voltages,
and coil turns in simple step up and step down
AC transformers
use VpIp  VsI s to solve single stage, single
variable problems with step up and down AC
transformers.
Nature and properties of components and types
of circuits
 calculate amplifier gain and current in circuits
where transistors are used as switches only
I
using h f e  c
Ib


1 mv 2
2
 Efficiency = Output x 100%
Input

Mechanisms
 calculate the following for compound gear trains
and associated linked mechanisms:
 drum circumference
 winch mechanisms variables
 pulley ratios and amounts
 rotational to linear velocities
 time factors to lift/travel distances.

explain how diodes can be used in a diode
bridge
explain how the biased voltage across the
base/emitter of an NPN transistor as a switch is
0.7V
explain how the biased voltage across the
base/emitter of a PNP silicone transistor as a
switch is -0.7V
Engineering Studies: June 2009 (updated March 2010)
For teaching 2011, examined in 2011
21




explain half wave and full wave rectification in
power supplies and AC to DC conversion
explain smoothing capacitors in full wave
rectification
explain how relays are used as output devices
with transistors to switch on/off output devices
with different supply voltages
explain how voltage dividers can be used as
input systems with transistors in switching
mode.
Units and measurement
 identify measurement of transistor gain as a
factor and number only
 define and explain electrical power and state
that it is measured in watts [W]
 define and explain electrical energy and state
that it is measured in joules [J]
 read and interpret an analogue multimeter.
Systems and control
Nature of control systems
 identify, develop and explain control diagrams
including error functions and error detectors.
Programming
 identify, explain and use ‘if then’ and ‘for next’
loops to process multiple inputs and cause
multiple outputs
 identify and explain program branching and
conditional statements.
VET units of competency
Units of competency may be delivered in
appropriate learning contexts if all AQTF
requirements are met. Some suggested units of
competency suitable for integration are:
Certificate I units:
MEM16006A Organise and communicate information
MEM14005A Plan a complete activity
Certificate I and Certificate II units:
MEM14004A Plan to undertake a routine task
MEM 15024A Apply quality procedures
MEM13014A Apply principles of occupational
health and safety in the work environment
MEM12001B Use comparison and basic measuring
devices
MEM12024A Perform computations
MEM16008A Interact with computing technology
Certificate II unit:
MEM09002B Interpret technical drawing
Note: Any reference to qualifications and units of
competency from training packages is correct at the time
of accreditation.
Digital control
 identify, contrast and explain the differences
between logic gate and microprocessor control
systems.
Logic control
 develop truth tables from specification briefs
 develop, describe and draw logic diagrams and
circuits based on standard ICs.
Interfacing
 explain and use analogue sensors such as
LDRs, temperature sensors, potentiometers,
variable resistors, moisture sensors, level
sensors etc in control scenarios
 derive and/or calculate simple voltage divider
circuits to sense a condition and act as an input
to a microprocessor
 derive and/or calculate resistor and LED circuits
as digital outputs from microprocessors.
Actuators
 identify
and
explain
5/2
and
3/2
electrically/electronically actuated valves used
as output devices
 explain and use feedback devices to measure
actuator condition e.g. speed of rotation, limit
switches etc.
22
Engineering Studies: June 2009 (updated March 2010)
For teaching 2011, examined in 2011
Assessment
The three types of assessment in the table below
are consistent with the teaching and learning
strategies considered to be the most supportive of
student achievement of the outcomes in the
Engineering Studies course. The table provides
details of the assessment type, examples of
different ways that these assessment types can be
applied and the weighting range for each
assessment type.
Weighting
Stage 2
Type of assessment
20–30%
Design
Students research past, present or proposed
engineering projects.
Teachers assess how students conduct the
investigation and communicate their findings in
appropriate forms e.g. written, oral, graphical,
multimedia, but the folio/journal is preferred.
Types of evidence may include: observation
checklists, evaluation tools (self, peer), journal,
presentation of design and project proposals using
a range of communication strategies.
This assessment type is best suited to the collection
of evidence on student achievement of Outcomes 1,
2 and 4.
50–60%
Production
Extended and manufacturing project(s) where
students control, evaluate and manage processes
as necessary.
Teachers assess the students’ understandings,
confidence and competence when using skills in
manufacturing processes and when managing
production plans.
Teachers must also assess how well students test
materials, components and systems safely. The
made product in terms of quality and finish is also
assessed.
Types of evidence must include made products,
journal, observation checklists and evaluation tools
(self, peer), on balance judgements.
This assessment type is best suited to the collection
of evidence on student achievement of Outcomes 1
and 3.
20–30%
Response
Students apply their knowledge and skills in
responding to a series of stimuli or prompts in the
following formats: exam, reports/essays, oral, ICT
visual response, worksheets.
Types of evidence may include: observation
checklists, reports/essays/worksheets, power point
presentations and on-balance judgements.
This assessment type is best suited to the collection
of evidence on student achievement of Outcomes 2
and 4.
Engineering Studies: June 2009 (updated March 2010)
For teaching 2011, examined in 2011
23
UNIT 3AEST
Unit description
The focus for this unit is alternative engineering
systems. Students design, make and evaluate an
alternate engineering system e.g. Electric Vehicle
Challenge.
They apply research methods which enable them to
proceed with their design. Students use
mathematical and graphical models to test ideas
and solve a practical design problem related to the
application of engineering principles.
Unit learning contexts
Within the broad area of alternative engineering
systems, teachers may choose one or more of the
following learning contexts (this list is not
exhaustive):

production processes and systems

small run production lines

power generation systems

EV challenge.
Producing
 produce solutions using:
 timelines
 progress testing
 2D/3D CAD drawing and modelling
 costings,
budget
calculations
predictions.
and
Evaluating
 evaluate the project at appropriate stages
throughout the design process against all
design criteria, and client needs.
Enterprise, environment and community
Innovation and creativity
 investigate a modern innovation linked to the
engineering design project and explain its
impact on society and environment.
Socially conscious engineering
 investigate energy changes involved in
industrial systems and their impacts on society
and environment
 identify and explain the stages of a life cycle
analysis chart of an engineering item.
Specialist engineering fields
Mechanical
Unit content
This unit includes knowledge, understandings and
skills to the degree of complexity following the
model and described below. It is divided into core
content and specialist engineering fields. Students
must study all of the core content material and at
least one of the specialist engineering fields.
Core content
Engineering design process
Principles and elements of design
 state, define and use the following design
elements:
 demographics
 prototyping/modelling
to inform and develop a design brief and
investigation.
 design for client needs.
Designing skills
Investigating
 use appropriate innovative designs and
alternative solutions to inform own design brief
and investigation.
Devising
 use full functional design synthesis when
devising ideas using manual and 2D/3D
CAD/ICT drawing and graphics modelling
 evaluate the suitability of design ideas in
relation to client needs.
24
Materials
 define and describe for common engineering
materials the resultant structural changes and
property alterations that result from the
following
processing
and
manufacturing
techniques:
 bright drawn
 cold drawn
 casting
 forging
 pressing.
 define and describe properties, under an
applied load or stress, of ferrous and nonferrous metals and plastics in relation to their
ductility, plasticity and malleability
 draw and interpret shapes and gradients of
stress/strain
diagrams
including
their
component parts:
 elastic limit
 yield stress
 yield strain
 ultimate tensile stress
 energy absorbed
for the following materials:
 timber [Pinus radiata]
 gold
 plastic polypropylene
 copper
 mild steel
 stainless steel.
Engineering Studies: June 2009 (updated March 2010)
For teaching 2011, examined in 2011
Statics
 use



CWM 

Electronic/electrical
ACWM with at least three
2D perpendicular and/or parallel forces and
reactions to calculate support forces and
internal member forces in selected structures:
 trusses
 beams
in interconnected, single variable, multiple
staged problems.
calculate horizontal, vertical and angular forces
using right angle triangle trigonometry for given
structures
calculate the resolution of multiple 2D
horizontal, vertical and angular forces acting on
structural joints using nodal analysis.
Dynamics
 solve problems that link materials, dynamics,
statics and mechanisms formulae and
principles in single variable, multi stage
calculations, in familiar settings using formulae
such as:





 FH  0
 FV  0
M0


 CWM   ACWM

Mechanical Advantage 

Fout
Fin
v u
t
F  ma
Ep  mgh

Ek 
1
1
1


...
Ct
C1 C 2

1
1
1


...
Rt
R1 R 2
Ohm’s Law
 V  IR
Kirchhoff’s law
I  I1  I2  ...
 t

I0


1 mv 2
2
 Efficiency = Output x 100%
Input
 v 2  u 2  2as
 s  ut  1 at 2
2

 E

F
 
A
   rF
L
 
L
Ultimate Stress
 Factor of Safety 
Safe Working Stress

V0

power
 P  IV

a




M rF


Application of laws and principles
 derive and/or calculate transistor gain and
base, collector and emitter currents in cut off,
saturation and forward active models using
Ic
hfe 
Ib
 perform calculations to determine current [I],
voltage [V], resistance [R], power [P], energy
[E] and time [t] in different parts of simple and
compound circuits
 total resistance and capacitance in series and
parallel
 C t  C1  C 2  ...
 R t  R1  R 2  ...


P
V2
R
 P  I 2R
energy
 E  VIt
Efficiency = Output x 100%
Input
transformer theory
 VpIp  VsI s
Voltage divider theory
R1
V1  Vcc
(R1  R 2 )

R2
 V2  Vcc
(R 1  R 2 )
Nature and properties of components and types
of circuits
 explain the purpose, operation and use of
digital integrated circuits [ICs].
Units and measurement
 use a Cathode Ray Oscilloscope [CRO] to
measure voltage and time.
Engineering Studies: June 2009 (updated March 2010)
For teaching 2011, examined in 2011
25
Systems and control
Assessment
Nature of control systems
 develop proportional control solutions based on
control diagrams.
The three types of assessment in the table below
are consistent with the teaching and learning
strategies considered to be the most supportive of
student achievement of the outcomes in the
Engineering Studies course. The table provides
details of the assessment type, examples of
different ways that these assessment types can be
applied and the weighting range for each
assessment type.
Programming
 use PICAXE, Basic, C or similar high level
programming language to write control
programs
 identify, explain and use:
 sequence diagrams
 routines and subroutines.
 identify, explain and use multi-tasking
programs.
Weighting
Stage 3
Type of assessment
30–40%
Design
Students research past, present or proposed
engineering projects.
Teachers assess how students conduct the
investigation and communicate their findings in
appropriate forms e.g. written, oral, graphical,
multimedia, but the folio/journal is preferred.
Types of evidence may include: observation
checklists, evaluation tools (self, peer), journal,
presentation of design and project proposals using
a range of communication strategies.
This assessment type is best suited to the collection
of evidence on student achievement of Outcomes 1,
2 and 4.
20–30%
Production
Extended and manufacturing project(s) where
students control, evaluate and manage processes
as necessary.
Teachers assess the students’ understandings,
confidence and competence when using skills in
manufacturing processes and when managing
production plans.
Teachers must also assess how well students test
materials, components and systems safely. The
made product in terms of quality and finish is also
assessed.
Types of evidence must include made products,
journal, observation checklists and evaluation tools
(self, peer), on balance judgements.
This assessment type is best suited to the collection
of evidence on student achievement of Outcomes 1
and 3.
40–50%
Response
Students apply their knowledge and skills in
responding to a series of stimuli or prompts in the
following formats: exam, reports/essays, oral, ICT
visual response, worksheets.
Types of evidence may include: observation
checklists, reports/essays/worksheets, power point
presentations and on-balance judgements.
This assessment type is best suited to the collection
of evidence on student achievement of Outcomes 2
and 4.
Digital control
 identify,
explain,
design
and
produce
microprocessor control systems including input
conditioning and driving of output devices.
Logic control
 explain and use multiple input gates
 develop, describe and draw NAND gate only
logic circuits
 derive Boolean logic expressions from
combinational logic circuits.
Interfacing
 derive and/or calculate transistor circuits to
drive digital outputs from microprocessors e.g.
to turn small motors on and off
 identify and describe output systems required to
drive higher current devices such as Darlington
arrays, relays and solenoids
 explain and use Pulse Width Modulation to
control outputs e.g. motor speed control.
26
Engineering Studies: June 2009 (updated March 2010)
For teaching 2011, examined in 2011
UNIT 3BEST
Devising
 develop and use prototyping when devising and
testing ideas.
Unit description
Producing
 produce solution using financial project
management in conjunction with client needs.
The focus for this unit is systems technologies.
Students learn that technologies are complex
organisations of more than simple systems
designed according to engineering processes and
clients’ requirements. They design, make and
evaluate a system technology.
Students understand systems, the extent to which
they are commonly used, and the impacts on and
determinism by society and the environment.
Students experiment with a range of systems,
through both programming controllers and
developing
appropriate
input
and
output
applications.
Unit learning contexts
Within the broad area of systems technologies,
teachers may choose one or more of the following
learning contexts (this list is not exhaustive):
 brake monitoring systems
 environment monitoring and control
 robotics.
Unit content
This unit includes knowledge, understandings and
skills to the degree of complexity following the
model and described below. It is divided into core
content and specialist engineering fields. Students
must study all of the core content material and at
least one of the specialist engineering fields.
Core content
Engineering design process
Principles and elements of design
 state, define and use the following design
elements:
 functional/working prototype
 modelling.
 design for clients’ needs.
Designing skills
Investigating
 use case study research to inform design brief
and investigation
 indicate and explain development of existing
solutions
against
functional,
social,
environmental and economic factors to inform
design brief and investigation.
Evaluating
 evaluate a project throughout the design
process against all design criteria and client
needs.
Enterprise, environment and community
Innovation and creativity
 investigate and describe the development of
unconventional and innovative solutions to
engineering challenges.
Socially conscious engineering
 investigate and describe societal impacts and
benefits of sustainable versus needs systems
using historical case studies that demonstrate
the impact of technologies on society and
environment.
Specialist engineering fields
Mechanical
Materials
 define and describe the following fundamental
static and dynamic properties for common
engineering materials:
 dynamic
 creep
 fatigue
 toughness
 density
 resilience
 brittleness
 stiffness.
 describe and use destructive and nondestructive testing of materials to determine
ultimate
tensile
strength
and
ultimate
compressive strength.
Statics
 draw and interpret shear force [SF] diagrams
 use shear force [SF] diagrams to draw and
interpret bending moment [BM] diagrams
 use freehand sketches to draw universally
distributed loads [UDLs] in bending moment
[BM] diagrams
 calculate forces in the following 2D structures:
 simply supported beams and cantilevers
 simple supported triangular trusses
using method of sections calculations.
Engineering Studies: June 2009 (updated March 2010)
For teaching 2011, examined in 2011
27
 power
o P  IV
Dynamics
 solve problems that link materials, dynamics,
statics and mechanisms formulae and
principles in single variable, multi stage
calculations, in familiar and unfamiliar settings
using formulae such as:


M  0
F  0

M rF



 CWM   ACWM

Mechanical Advantage 


Fout
Fin

v u
t
F  ma


Ep  mgh

Ek 

1 mv 2
2
Electronic/electrical
Application of laws and principles
 solve single variable, multi staged, integrated
electrical/electronic
problems
using
the
following laws and concepts:
 total resistance and capacitance in series
and parallel
o C t  C1  C 2  ...
o R t  R1  R 2  ...
o
1
1
1


...
Ct
C1 C 2
1
1
1


...
Rt
R1 R 2
 Ohm’s Law
o V  IR
 Kirchhoff’s law
o I t  I1  I2  ...
o
o
o
I  0
V  0
V2
R
o P  I 2R
energy
o E  VIt
Efficiency = Output x 100%
Input
transistor theory
Ic
o hfe 
Ib
transformer theory
o VpIp  VsI s
 voltage divider theory
R1
o V1  Vcc
(R1  R 2 )
a
 Efficiency = Output x 100%
Input
2
2
 v  u  2as
 s  ut  1 at 2
2

 E

F
 
A
   rF
L
 
L
Ultimate Stress
 Factor of Safety 
Safe Working Stress
28
o P
explain the operating principles of commonly
encountered electrical devices in contextual
applications.
Nature and properties of components and types
of circuits
 explain the purpose, operation and use of
silicon controlled rectifiers
 state and explain how Darlington pairs [NPN
transistors only] operate and the gain
advantages that they exhibit
 state and explain how NPN or N channel
MOSFET transistors can be used as amplifiers
to control an output system.
Systems and control
Nature of control systems
 use industry standard terminology to interpret
and describe control systems.
Programming
 identify, explain and use industry standard
programming and documentation processes.
Digital control
 identify and explain a range of industry
standard digital control systems such as PLCs
and loop controllers.
Logic control
 develop Boolean logic expressions from control
scenarios and design briefs.
Interfacing
 identify and briefly describe stepper motor use
for output control
 identify,
describe
and
use
[through
programming] servo motors as drive systems
 identify, describe, and control [through
programming] servo motors for positional
control
 change motor direction in control programming
systems (H-bridge or motor driver EEPROM)
Engineering Studies: June 2009 (updated March 2010)
For teaching 2011, examined in 2011

interface to serial devices including LCD
displays.
Actuators
 implement full linking and integration of final
actuators to control system
 explain the effect of the choice of actuator on
the systems performance.
Assessment
The three types of assessment in the table below
are consistent with the teaching and learning
strategies considered to be the most supportive of
student achievement of the outcomes in the
Engineering Studies course. The table provides
details of the assessment type, examples of
different ways that these assessment types can be
applied and the weighting range for each
assessment type.
Weighting
Stage 3
Type of assessment
30–40%
Design
Students research past, present or proposed
engineering projects.
Teachers assess how students conduct the
investigation and communicate their findings in
appropriate forms e.g. written, oral, graphical,
multimedia, but the folio/journal is preferred.
Types of evidence may include: observation
checklists, evaluation tools (self, peer), journal,
presentation of design and project proposals using
a range of communication strategies.
This assessment type is best suited to the collection
of evidence on student achievement of Outcomes 1,
2 and 4.
20–30%
Production
Extended and manufacturing project(s) where
students control, evaluate and manage processes
as necessary.
Teachers assess the students’ understandings,
confidence and competence when using skills in
manufacturing processes and when managing
production plans.
Teachers must also assess how well students test
materials, components and systems safely. The
made product in terms of quality and finish is also
assessed.
Types of evidence must include made products,
journal, observation checklists and evaluation tools
(self, peer), on balance judgements.
This assessment type is best suited to the collection
of evidence on student achievement of Outcomes 1
and 3.
40–50%
Response
Students apply their knowledge and skills in
responding to a series of stimuli or prompts in the
following formats: exam, reports/essays, oral, ICT
visual response, worksheets.
Types of evidence may include: observation
checklists, reports/essays/worksheets, power point
presentations and on-balance judgements.
This assessment type is best suited to the collection
of evidence on student achievement of Outcomes 2
and 4.
Engineering Studies: June 2009 (updated March 2010)
For teaching 2011, examined in 2011
29
30
Engineering Studies: June 2009 (updated March 2010)
For teaching 2011, examined in 2011
Examination details
Stage 2 and Stage 3
Engineering Studies: June 2009 (updated March 2010)
For teaching 2011, examined in 2011
31
Engineering Studies
Examination design brief
Stage 2
Time allowed
Reading time before commencing work:
Working time for paper:
ten minutes
three hours
Permissible items
Standard items:
pens, pencils, eraser, correction fluid, ruler, highlighters
Special items:
measuring/drawing instruments, non-programmable calculators
Additional information
A Data Book and a Document Booklet will be provided.
Section
Supporting information
Section One
Core content
35% of the examination
The candidate is required to answer all questions in this section.
Part B can include both open and closed questions, each relating to a
scenario or engineering design problem. The questions can have subparts that increase in complexity, allowing the candidate to demonstrate
depth of knowledge across the core content.
Part A
10% of the examination
10 multiple-choice questions
Part B
25% of the examination
Three questions with sub-parts, from a choice
of four
Part B questions can require answers comprising short paragraphs,
calculations or diagrams. Wherever appropriate, the candidate should
use examples and fully labelled sketches or diagrams to illustrate and
support their responses.
Suggested working time for Section One:
60 minutes
Part B questions can refer to stimulus materials such as descriptive texts,
diagrams, short excerpts from journal articles, screen captures,
photographs or tabular information. These stimulus materials are typically
presented in the Document Booklet.
Section Two
Specialist engineering fields
65% of the examination
The candidate is required to answer both Part A and Part B questions
from only one of the specialist engineering fields.
Candidates choose from one of the following
specialist engineering fields:
Mechanical
Electronic/electrical
Systems and control
Part B can include both open and closed questions, each relating to a
scenario or engineering design problem. The questions can have subparts that increase in complexity, allowing the candidate to demonstrate
depth of knowledge across their specialist engineering field.
Part B questions can require answers comprising short paragraphs,
calculations or diagrams. Wherever appropriate, the candidate should
use examples and fully labelled sketches or diagrams to illustrate and
support their responses.
Each field contains:
Part A
10% of the examination
10 multiple-choice questions
Part B questions can refer to stimulus materials such as descriptive texts,
diagrams, short excerpts from journal articles, screen captures,
photographs or tabular information. These stimulus materials are typically
presented in the Document Booklet.
Part B
55% of the examination
3–4 questions with sub-parts
Suggested working time for Section Two:
120 minutes
32
Engineering Studies: June 2009 (updated March 2010)
For teaching 2011, examined in 2011
Engineering Studies
Examination design brief
Stage 3
Time allowed
Reading time before commencing work:
Working time for paper:
ten minutes
three hours
Permissible items
Standard items:
pens, pencils, eraser, correction fluid, ruler, highlighters
Special items:
measuring/drawing instruments, non-programmable calculators
Additional information
A Data Book and a Document Booklet will be provided.
Section
Supporting information
Section One
Core content
35% of the examination
The candidate is required to answer all questions in this section.
Part B can include both open and closed questions, each relating to a
scenario or engineering design problem. The questions can have subparts that increase in complexity, allowing the candidate to demonstrate
depth of knowledge across the core content.
Part A
10% of the examination
10 multiple-choice questions
Part B
25% of the examination
Three questions with sub-parts, from a choice
of four
Part B questions can require answers comprising short paragraphs,
calculations or diagrams. Wherever appropriate, the candidate should
use examples and fully labelled sketches or diagrams to illustrate and
support their responses.
Suggested working time for Section One:
60 minutes
Part B questions can refer to stimulus materials such as descriptive texts,
diagrams, short excerpts from journal articles, screen captures,
photographs or tabular information. These stimulus materials are typically
presented in the Document Booklet.
Section Two
Specialist engineering fields
65% of the examination
The candidate is required to answer both Part A and Part B questions
from only one of the specialist engineering fields.
Candidates choose from one of the following
specialist engineering fields:
Mechanical
Electronic/electrical
Systems and control
Part B can include both open and closed questions, each relating to a
scenario or engineering design problem. The questions can have subparts that increase in complexity, allowing the candidate to demonstrate
depth of knowledge across their specialist engineering field.
Part B questions can require answers comprising short paragraphs,
calculations or diagrams. Wherever appropriate, the candidate should
use examples and fully labelled sketches or diagrams to illustrate and
support their responses.
Each field contains:
Part A
10% of the examination
10 multiple-choice questions
Part B questions can refer to stimulus materials such as descriptive texts,
diagrams, short excerpts from journal articles, screen captures,
photographs or tabular information. These stimulus materials are typically
presented in the Document Booklet.
Part B
55% of the examination
3–4 questions with sub-parts
Suggested working time for Section Two:
120 minutes
Engineering Studies: June 2009 (updated March 2010)
For teaching 2011, examined in 2011
33
34
Engineering Studies: June 2009 (updated March 2010)
For teaching 2011, examined in 2011
Appendix 1: Outcome progressions
Engineering Studies: June 2009 (updated March 2010) Appendix 1
For teaching 2011, examined in 2011
Outcome progressions
Outcome 1: Engineering process
Students apply and communicate a process to design, make and evaluate components and systems.
Level 3
Level 4
Students use a directed
prioritised partial technology
process to investigate a
common engineering
system, generate a design
proposal with sketches,
apply known production
processes with identified
variables, and reflect on
plans and actions.
Students use a technology
process to investigate
individual design needs,
generate optional design
proposals with graphics and
common technical terms,
apply given engineering
techniques controlling
identified variables, and
consider the functionality of
products.
Level 5
Level 6
Level 7
Level 8
Students investigate
individual design needs,
generate and describe
optional design proposals,
organise and communicate
production processes to
given specifications, and
examine product features
suggesting improvements.
Students investigate and
justify design needs,
generate and examine
optional design proposals,
implement and
technologically communicate
adjusted production
sequences, and use criteria
to compare products with
those that meet similar
design needs.
Students investigate,
analyse and justify
interrelated design needs,
generate detailed design
proposals, manage and
communicate to clients
detailed production
sequences, and use
information from diverse
sources to evaluate each
project stage for continuous
improvement.
Students continually
evaluate and justify
interrelated design needs,
generate industry standard
design proposals, resolve
production problems by
optimising resource
management and
communicating with clients,
and use extensive data to
continuously evaluate for
specified criteria.
Students:

investigate, design
needs and
opportunities in
engineering.

use a prioritised partial
technology process to
investigate individual
design features of a
common engineering
system, in a given
context.

use a technology
process to investigate
individual design needs
and opportunities in
engineering solutions.

investigate individual
design needs and
opportunities
considering
appropriateness of
technologies in
engineering solutions.

investigate design needs
and opportunities of
individuals and
communities, justifying
the appropriateness of
technologies in
engineering solutions.

investigate
interrelationships
between design needs
and opportunities of
communities, and their
environments, and
analyse and justify the
appropriateness of
technologies in
engineering solutions.

investigate
interrelationships
between design needs
and opportunities of
clients and stakeholders,
evaluating and justifying
the appropriateness of
technologies in
engineering
technologies.

generate engineering
production proposals
to solutions.

use a prioritised partial
technology process to
generate a design
proposal with sketches,
and identified variables.

use a technology
process to generate
optional design
proposals, with graphical
representations/models
and common technical
terms.

generate design
proposals, describing
reasons for options
considered and
incorporating a range of
graphical
representations, views
and appropriate
technical terms.

generate design
proposals, examining
options and
incorporating graphical
and technical languages
specific to a particular
engineering discipline.

generate detailed design
proposals, using
technical and graphical
languages, to show the
evolution of ideas
appropriate to needs.

generate industry
standard design
proposals, using
graphics and technical
languages, appropriate
to client needs.

manage engineering
production processes
to produce solutions.

use a prioritised partial
technology process,
applying known
production processes,
and working in a
directed situation, to
produce a solution.

use a technology
process to implement
and technologically
communicate production
processes, using given
engineering techniques
and controlling identified
variables, to produce
solutions.

organise and
communicate production
processes to given
specifications, using
technological
engineering language
and techniques, and
controlling variables, to
produce solutions.

implement and
technologically
communicate using
engineering languages,
techniques and
conventions, to adjust
detailed production
sequences and produce
solutions.

manage time and
communicate with
clients, using industry
standard engineering
languages, techniques
and conventions, to
implement adjusted
production sequences
and produce solutions.

optimise resource
management and
communicate with
clients, using
engineering languages,
techniques and
conventions, to resolve
difficulties and produce
industry equivalent
solutions.

evaluate intentions,
plans and actions.

use a partial prioritised
technology process to
reflect on plans and
actions.

use a technology
process to consider the
functionality of products,
reflecting on plans and
technical processes.

examine functional,
aesthetic and ergonomic
features of products,
reflecting on
improvements to plans
and technical processes.

examine and compare
ethical criteria, final
designs, and technical
processes with other
technologies that meet
similar design needs
and opportunities.

prepare and present
continual evaluation
reports, using
information from impact
studies, product testing,
market research and
comparative studies, to
implement changes
throughout the project.

continuously evaluate
projects, comparing
extensive qualitative and
quantitative data with
client needs and
opportunities,
commercial feasibility,
and demands of society
and environments.
Engineering Studies: June 2009 (updated March 2010) Appendix 1
For teaching 2011, examined in 2011
Outcome progressions
Outcome 2: Engineering understandings
Students understand properties of materials and/or components, energy transfer and design principles in engineering technologies.
Level 3
Level 4
Level 5
Level 6
Level 7
Level 8
Students recognise common
properties of groups of
materials and/or
components, when energy is
transferred, and prime
design principles.
Students understand
properties of different types
of materials and/or
components in circuits or
systems, the different ways
energy is transferred, and
fundamental design
principles.
Students understand
relationships between
properties and functions of
materials and/or
components in circuits or
systems, the different ways
energy is converted, and
applications of design
principles.
Students understand the
capacity to change
properties of materials
and/or components, circuits,
or systems, the
quantification of energy
transfer, and prioritisation of
design principles.
Students understand factors
that affect materials and/or
components, circuits or
systems, the quantification
of energy conversions, and
evaluation of engineering
technologies, using design
principles.
Students understand
integrated systems and
subsystems, quantification
of multi-staged processes in
energy conservation, and
the refinement of
engineering technologies,
using design principles.
Students:

understand properties
of materials and/or
components in
engineering
technologies.

recognise common
properties of groupings
of materials and/or
components in
engineering
technologies.

understand properties of
different types of
materials, and/or
components in circuits
or systems, in
engineering
technologies.

understand relationships
between properties and
functions of materials,
and/or components in
circuits or systems, in
engineering
technologies.

understand the capacity
to change the properties
of materials and/or
components, circuits or
systems in engineering
technologies.

understand processes
and/or configurations
that change properties
of materials and/or
components, circuits or
systems, to meet
specifications in
engineering
technologies.

understand the
integration of systems
and subsystems to
achieve different and
desired specifications, in
engineering
technologies.

understand energy
transfer in engineering
technologies.

recognise when energy
is transferred through
materials and/or
components in
engineering
technologies.

understand different
ways energy is
transferred in
engineering
technologies.

understand different
ways energy is
converted in engineering
technologies.

understand fundamental
scientific principles and
mathematical
relationships
underpinning energy
transfer in engineering
technologies.

understand integrated
scientific principles and
mathematical
relationships
underpinning energy
conversions in
engineering
technologies.

understand integrated
complex multi-staged
scientific principles and
mathematical
relationships
underpinning
conservation of energy
in engineering
technologies.

understand design
principles in
engineering
technologies.

recognise functional and
aesthetic design
principles in engineering
technologies.

understand fundamental
design principles in
engineering
technologies.

understand different
applications of design
principles in engineering
technologies.

understand design
principles are prioritised
in engineering
technologies.

understand design
principles are used to
evaluate solutions in
engineering
technologies.

understand design
principles are continually
used to refine
engineering
technologies.
Engineering Studies: June 2009 (updated March 2010) Appendix 1
For teaching 2011, examined in 2011
Outcome progressions
Outcome 3: Engineering technology skills
Students use materials, skills and technologies appropriate to the engineering industry.
Level 3
Level 4
Level 5
Students implement given
plans, safely operate
equipment when using
traditional materials,
fundamental techniques and
technologies, and apply
simple arithmetic skills to
achieve solutions to a set
challenge.
Students implement plans,
safely operate equipment,
when using traditional
materials, simple techniques
and technologies, and apply
stated arithmetic formula to
achieve solutions to a limited
range of predictable
challenges.
Students work cooperatively
to implement plans,
recognise hazards to safely
operate equipment when
using traditional materials,
techniques and
technologies, and apply
dimensional arithmetic skills
to achieve solutions to a
range of predictable
challenges.
Level 6
Level 7
Level 8
Students work
collaboratively, adhere to
OSH standards, manage
resources and techniques
efficiently, and manipulate
three variable formulas to
resolve predictable
challenges that meet given
tolerances or performance
standards.
Students proactively make
decisions, adhere to OSH
regulations to minimise risk,
select resources and
techniques to manage
contingencies, and
manipulate multiple variable
equations to resolve
challenges that meet precise
tolerances or performance
standards.
Students autonomously
make decisions, predict
potential hazards at defined
points, organise resources
and skills to manage
contingencies, and
manipulate multiple variable
formulae in staged
calculations to resolve
diverse challenges that meet
industry and commercial
standards.
Students:

apply initiative and
organisational skills.

implement given plans
to achieve results that
meet the requirements
of a set task.

display initiative to
implement plans and
achieve results that
meet the requirements
of a set task.

work cooperatively and
individually to implement
plans and achieve
results that meet the
requirements of their
task.

work collaboratively to
organise resources and
skills, to ensure
productivity.

adopt a proactive
approach in making
informed decisions
about the selection of
resources and skills to
manage contingencies.

demonstrate autonomy
in making informed
judgements about the
organisation of
resources and skills to
manage contingencies.

apply materials,
techniques and
technologies to
achieve solutions to
engineering
challenges.

use traditional materials,
fundamental techniques
and technologies, to
achieve solutions to a
set challenge.

use traditional materials,
and simple techniques
and technologies, to
achieve solutions to a
limited range of
predictable challenges.

use traditional materials,
techniques and
technologies, to achieve
solutions to a range of
predictable challenges.

use materials,
techniques and
technologies, to resolve
predictable challenges
that meet given
tolerances or
performance standards.

use materials, complex
techniques and
technologies, to resolve
challenges that meet
precise tolerances or
performance standards.

use materials, complex
techniques and
technologies to resolve
diverse challenges that
meet industry and
commercial standards.

operate equipment and
resources safely.

operate equipment and
resources with regard
for their safety.

operate equipment and
resources with regard
for the safety of
themselves and others.

operate equipment and
resources, recognising
hazards and working
with regard for the safety
of themselves and
others.

predict potential hazards
to manage equipment
and resources
efficiently, with regard to
the Occupational Safety
and Health Act.

predict potential
hazards, then adjust
complex procedures to
minimise risk, with
regard to the
Occupational Safety and
Health Act.

predict potential hazards
at source, the path to,
and the user/receiver.

apply skills of
calculation and
computation.

apply stated, simple
arithmetic in deriving
linear dimensions for a
given context.

apply stated arithmetic
formulae and simple
arithmetic skills to
compute an answer e.g.
calculate internal area,
volume.

apply correct formulae
and dimensional
arithmetic skills to
compute answers e.g.
radiuses,
circumferences and
diameter.

manipulate three
variable formulae to
change the subject of
the formulae, and
combine different units
and bases to compute
correct answers.

manipulate multivariable equations in
correct sequence with
other formulae and
principles, to derive
answers and
predictions, showing
correct units and bases.

manipulate multivariable formulae in
staged calculations to
compute correct
answers e.g. simple
factorisation,
trigonometry, and areas
of graphs.
Engineering Studies: June 2009 (updated March 2010) Appendix 1
For teaching 2011, examined in 2011
Outcome progressions
Outcome 4: Engineering in society
Students understand the interrelationships between engineering technologies and society.
Level 3
Level 4
Students understand
relationships between the
nature of engineering
technologies, and the beliefs
and values of individuals.
Students understand how
engineering technologies,
and the beliefs and values of
local communities, are
interrelated.
Level 5
Level 6
Level 7
Level 8
Students understand how
current engineering
technologies, and societal
beliefs and values, are
interrelated.
Students understand how
changes in engineering
technologies, the impact of
significant events on societal
beliefs and values, and
environmental
considerations, are
interrelated.
Students understand how
engineering technologies
and trends caused by
changing beliefs and values
of developers and users,
and environmental
considerations, are
interrelated.
Students understand how
engineering technologies,
differences between beliefs
and values of developers
and users in global
communities, and
environmental
considerations, are
interrelated.
Students:

understand how
engineering
technologies are
influenced by beliefs
and values.

recognise that
engineering
technologies are
influenced by the beliefs
and values of
individuals.

understand how
engineering
technologies are
influenced by the beliefs
and values of local
communities.

understand how current
engineering
technologies are
influenced by societal
beliefs and values.

understand how
changes in engineering
technologies are driven
by the impact of
significant events on
societal beliefs and
values, and
environmental
considerations.

understand how
engineering
technologies are driven
by trends caused by
changing beliefs and
values of developers
and users, and
environmental
considerations.

understand how
engineering
technologies are driven
by differences between
the beliefs and values of
developers and users in
global communities, and
environmental
considerations.

understand beliefs and
values are shaped by
engineering
technologies.

recognise that beliefs
and values of individuals
are shaped by
engineering
technologies.

understand how beliefs
and values of local
communities are shaped
by engineering
technologies.

understand how societal
beliefs and values are
shaped by current
engineering
technologies.

understand how societal
beliefs and values, and
environments, are
shaped by the impact of
significant events on
engineering
technologies.

understand how
changing beliefs and
values of developers
and users, and
environmental
considerations, are
shaped by trends in
engineering
technologies.

understand how
differences between the
beliefs and values of
their developers and
users in global
communities, and
environmental
considerations, are
shaped by engineering
technologies.
Engineering Studies: June 2009 (updated March 2010) Appendix 1
For teaching 2011, examined in 2011