## Unit 1 - Mechanical Systems

This unit focuses on engineering fundamentals as the basis of understanding concepts, principles and components that operate in mechanical systems. The term ‘mechanical systems’ includes systems that utilise all forms of mechanical components and their linkages. Students are introduced to mechanical engineering principles including mechanical subsystems and devices, their motions, elementary applied physics, and related mathematical calculations that can be applied to define and explain the physical characteristics of these systems. All systems require some form of energy to function. Students research and quantify how systems use or convert the energy supplied to them.

While this unit contains the fundamental physics and theoretical understanding of mechanical systems and how they work, the focus is on the creation of a system. The creation process draws heavily upon design and innovation processes. Students create an operational mechanical or electrotechnological system using the Systems Engineering Process.

### AREA OF STUDY 1 - Mechanical System Design

In this area of study students learn about fundamental mechanical engineering principles and the components required when producing an operational system. Students learn fundamental principles of how mechanisms and simple mechanical systems provide movement and mechanical advantage, and how the specific components of a system or an entire mechanical system can be represented diagrammatically. Using the Systems Engineering Process students research, design and plan a mechanical system. They consider relevant factors that influence the creation and use of their system and document their findings and process.

### OUTCOME 1

On completion of this unit the student should be able to describe and apply basic engineering concepts and principles, and use components to plan and design a mechanical system using the Systems Engineering Process.

### AREA OF STUDY 2 - Producing and Evaluating Mechanical Systems

This area of study provides students with the opportunity to produce, test and evaluate an operational system. The operational system will contain mechanical components and elements, but may integrate some electrotechnology components or subsystems. Students document their processes, including decisions made in relation to the production of the system. They test and modify the system, aiming to achieve optimum performance and report on its success by responding to their evaluation criteria. They review how they have applied the Systems Engineering Process and how they have taken account of the factors that influenced the design, planning, production and use of their system.

### OUTCOME 2

On completion of this unit the student should be able to produce, test, diagnose and evaluate a mechanical system using the Systems Engineering Process.

Recommended assessment tasks for this unit are: • documentation of the systems engineering process using one or more of: – a multimedia/simulation presentation – an electronic portfolio – a brochure – a poster – a written report • production work to create a mechanical system. Additionally, suitable tasks for assessment for this unit are: • practical demonstrations • an oral presentation.

• Project Design (Mechanical System)
• Systems Analysis and Reporting
• Written Tests and Assignment Tasks
• Semester Examination

## Electrotechnological Systems

Students study fundamental electrotechnological engineering principles. The term ‘electrotechnological’ encompasses systems that include electrical/electronic circuitry including microelectronics. Through the application of the Systems Engineering Process, students create operational electrotechnological systems, which may also include mechanical components or electro-mechanical subsystems.

While this unit contains fundamental physics and theoretical understanding of electrotechnological systems and how they work, the focus is on the creation of electrotechnological systems, drawing heavily upon design and innovation processes. Electrotechnology is a creative field that responds to, and drives rapid developments and change brought about through technological innovation. Contemporary design and manufacture of electronic equipment involves increased levels of automation and inbuilt control through the inclusion of microcontrollers and other logic devices. In this unit students explore some of these emerging technologies. Students study fundamental electrotechnological principles including applied electrical theory, standard representation of electronic components and devices, elementary applied physics in electrical circuits and mathematical processes that can be applied to define and explain the electrical characteristics of circuits.

### AREA OF STUDY 1 - Electrotechnological Systems Design

Students focus on electrotechnological engineering principles and the components and materials that make operational electrotechnological systems. Students develop their understanding of commonly used components, including their typical performance, physical appearance, implementation and how they should be represented in schematic circuit diagrams and in circuit simulation software. Using the Systems Engineering Process, students research, design, plan and model an operational electrotechnological system. They describe and reflect on the factors that may influence the creation and use of the system.

### OUTCOME 1

On completion of this unit the student should be able to investigate, represent, describe and use basic electrotechnological and basic control engineering concepts, principles and components, and design and plan an electrotechnological system using the Systems Engineering Process.

### AREA OF STUDY 2 - Producing and Evaluating Electrotechnological Systems

Students produce, test, diagnose and evaluate operational electrotechnological systems. Using the systems engineering process, students use a range of materials, tools, equipment, machines and components and manage identified risks while producing the system designed in Area of Study 1. They use appropriate equipment to test the system and diagnose its performance, making necessary modifications and adjustments. They record progress and evaluate the integrated system and their use of the systems engineering process, referring to the factors that influence their creation of the system. Students suggest how the system and their utilisation of the Systems Engineering Process could be improved.

### OUTCOME 2

On completion of this unit the student should be able to produce, test and evaluate an electrotechnological system, using the Systems Engineering Process.

• Project Construction (Mechanical System)
• Project Folio Documentation
• Written Tests and Assignment Tasks
• Semester Examination

## Integrated Systems Engineering and Energy

Students study the engineering principles that are used to explain the physical properties of integrated systems and how they work. Through the application of their knowledge, students design and plan an operational, electromechanical integrated and controlled system.

They learn about the technologies used to harness energy sources to provide power for engineered systems. Students learn about sources and types of energy that enable engineered technological systems to function. Comparisons are made between the impacts of the use of renewable and non-renewable energy sources. Students learn about the technological systems developed to capture and store renewable energy and technological developments to improve the credentials of non-renewables.

Students also commence work on the design, planning and construction of one substantial controlled integrated system. This project has a strong emphasis on designing, manufacturing, testing and innovation. Students manage the project throughout the Systems Engineering Process, taking into consideration the factors that will influence the design, planning, production and use of their integrated system. The systems engineering principles underpin students’ understanding of the fundamental physics and applied mathematics needed to provide a comprehensive understanding of mechanical and electromechanical systems and how they function.

### AREA OF STUDY 1 - Controlled and Integrated Systems Engineering Design

This area of study focuses on engineering knowledge associated with the integration and control of mechanical and electrotechnology systems, how they work and can be adjusted, as well as how their performance can be calculated and represented diagrammatically in a range of forms. A table of electronic symbols is provided as support material on the Systems Engineering study page of the Victorian Curriculum and Assessment Authority website. Students use fundamental physics and applied mathematics to solve systems engineering problems.

Using selected theoretical concepts and principles they apply the Systems Engineering Process to manage the design and planning of an integrated system and commence its construction. They investigate the factors that will influence the design, planning, production and use of their integrated system. Students demonstrate innovation and creativity as well as comprehensive project management skills. (The system commenced in Unit 3 is completed and evaluated in Unit 4, Area of Study 2).

### OUTCOME 1

On completion of this unit the student should be able to investigate, analyse and use advanced mechanical and electro-technology integrated and controlled systems concepts, principles and components, and using selected relevant aspects of the Systems Engineering Process, design, plan and commence construction of an integrated and controlled system.

### AREA OF STUDY 2 - Clean Energy Technologies

Students gain an understanding of energy sources and the application of technologies to convert energy sources into power for engineered systems. Focus of study is on the need for efficient, safe, environmentally-friendly and economical extraction, generation, conversion, transportation, storage and use of power. They investigate and evaluate the technologies used to harness, generate and store non-renewable and renewable energy sources. Students consider the technological systems developed to capture and store renewable energy and technological developments to improve the credentials of non-renewables. These developments include gains in efficiency through the transformation of non-renewables to other types of energy such as electricity, reduction of carbon dioxide emissions with non-renewable fuel technologies and hybrid technologies.

### OUTCOME 2

On completion of this unit the student should be able to discuss the advantages and disadvantages of renewable and non-renewable energy sources, and analyse and evaluate the technology used to harness, generate and store non-renewable and renewable energy.

There are TWO assessments:

1. For Outcome 2 of School-assessed Course (50 marks): - A short written report in the form of a media analysis or a case study based on structured questions in relation to Clean Energy Technologies. Score is send to VCAA.
2. School-assessed Task (SAT) - As part of Unit 3 SAT Outcome 1 students commence their project work using the Systems Engineering Processes and applying project management skills they progress into the construction of the project. Teachers record and monitor the progression but no assessment scores are generated until the project is completed later in the year as part of Unit 4 Outcome 1 Systems Control. (Details of SAT Units 3 - Outcome 1 and Unit 4 - Outcome 1 SAT are provided on page 31 of this Study Design).

(Note: Unit 3 Outcome 1 - tested for scores only by external examination in November)

## Systems Control

Students complete the creation of the mechanical and electrotechnological integrated and controlled system they researched, designed, planned and commenced production of in Unit 3. Students investigate new and emerging technologies, consider reasons for their development and analyse their impacts. Students continue producing their mechanical and electrotechnological integrated and controlled system using the systems engineering process. Students develop their understanding of the open-source model in the development of integrated and controlled systems, and document its use fairly. They effectively document the use of project and risk management methods throughout the creation of the system. They use a range of materials, tools, equipment and components. Students test, diagnose and analyse the performance of the system. They evaluate their process and the system. Students expand their knowledge of emerging developments and innovations through their investigation and analysis of a range of engineered systems. They analyse a specific emerging innovation, including its impescription

### AREA OF STUDY 1 - Producing and Evaluating Integrated and Controlled Systems

Students continue the development of the integrated and controlled system they researched, designed, planned and commenced production of in Unit 3, Area of Study 1. The completed operational system will demonstrate a range of theoretical concepts and principles studied in Units 3 and 4. Students support the production, testing, diagnosis and evaluation of their systems, subsystems and use of components with appropriate documentation, and with reference to technical data. In their evaluation they refer to the systems engineering process and the factors that have influenced the creation and use of the system. They also consider improvements that could be made to both the system and the process.

### OUTCOMES

1. On completion of this unit the student should be able to finalise production, test and diagnose a mechanical, and electrotechnological integrated and controlled system using the systems engineering process, and manage, document and evaluate the system and the process, as well as their use of it.

### AREA OF STUDY 2 - New and Emerging Technologies

Students focus on new or emerging systems engineering technologies and processes that have been developed within the last eight years preceding the year of study, or that are in the developmental stages and may not yet be commercially available. Students source recent publications and/or undertake site visits to assist their research of new and emerging systems. They consider scientific, technological, environmental, economic and societal and human factors that led to the development of the new or emerging technology and develop an understanding of how it operates and is used. Students consider the likely impacts and resulting advantages and disadvantages of the systems in relation to social, economic and environmental factors. The new and emerging developments may be exhibited in, or intended for use in, defence operations, aerospace, health, sports and enhancement of human physical capabilities, security and intelligence gathering, robotics and automation, metrology, transportation and education, or combinations of these. Many of these developments are made possible through the use of digital technologies. The new or emerging technology must not be the same as that studied in Unit 3,

OUTCOMES

1. On completion of this unit the student should be able to evaluate a range of new or emerging systems engineering technologies and analyse the likely impacts of a selected technology.