The Systems and Technology VCE Study Design (Units 1–4) has been reviewed and reaccredited under the new title of VCE Systems Engineering. Systems Engineering is accredited for the period 2007–2011.
The title has been changed to reflect the close alignment of the nature of this study to engineering which is concerned with designing solutions to practical problems by integrating knowledge of science and mathematics with technical and practical expertise. Engineering also involves the use of testing to ensure that products perform as expected. This is consistent with the nature of the study and the methodology inherent in it.
The current Study Design (Systems and Technology) refers to electrical/electronic systems. Industry accepted nomenclature is electrotechnology and electrotech systems, so this terminology has been adopted throughout the Systems Engineering Study Design. The term 'electrotech' has been used where 'electrotechnological' would normally be used.
A glossary is included in the Study Design. It will provide a common understanding of terminology used in the Study Design and includes some formulas that can be applied particularly in relation to mechanical and electrotech principles.
All units in the Systems Engineering Study Design refer to risk assessment and/or risk management. There are obvious risks associated with the use of tools, equipment and machines in carrying out processes and using components and materials in Systems Engineering; however, a broader approach can encompass assessment of the risks that may be associated with the systems students design and produce.
The structure of the Study Design has changed from the current study. Each area of study incorporates the outcome statement and the related key knowledge and skills.
Area of study 1 in both Units 1 and 2 continues to focus on theoretical principles associated with systems and their operation.
For clarity, the list of concepts and principles in the current Study Design, foundation mechanical principles (Unit 1, Outcome 1) and foundation electrotechnology principles (Unit 2, Outcome 1) have been listed in the key knowledge.
Therefore, the focus of Unit 1 is on mechanical engineering fundamentals and the focus of Unit 2 is on electrotech engineering fundamentals. The key knowledge and skills bullet points more clearly articulate what students should know and be able to do in terms of identifying and illustrating components and systems and using these theoretical principles.
The use of simulation software to represent mechanical and electrotech systems is also included in the key skills.
Area of study 2 in both Units 1 and 2 focuses on designing, producing and evaluating technological systems, as is the case in Systems and Technology.
In Unit 1 area of study 2, the outcome statement in Systems and Technology is 'select and safely use tools, equipment and machines to make a functional system'. In Systems Engineering, the outcome statement is expanded to include using appropriate processes to design, plan, manufacture, document, test performance, diagnose faults and evaluate a functional system. The associated key knowledge and skills are more comprehensive and explicit.
The outcome statement has been expanded in Unit 2 from the current outcome statement, which focuses on 'elementary fault finding, repair and maintenance in design and production activities' to 'design, plan, produce and evaluate a functional integrated system with reference to relevant Australian Standards and apply diagnostic fault finding, repair and maintenance techniques in the production activities'.
As in Systems and Technology, one area of study in Units 1, 2 and 3 of Systems Engineering focuses on the broader aspects of technological systems in society, their impact and effects on the environment in which they operate. Note that there are three areas of study in Units 1 and 2 Systems Engineering, rather than four (as in Systems and Technology).
In Unit 1 the focus of Outcome 3 is no longer on a system in a work environment, although the system students study could quite easily be located in a work environment. Students will analyse a technological system in terms of its operation, function, energy use and social and environmental implications. Key skills include the use of information and communications technology to access information and present findings about a technological system that is used in society.
Unit 2, area of study 3 no longer focuses on standards, industry legislation, regulations, codes of practice etc. as Australian Standards have been embedded in area of study 2. Students will need to explain how new and emerging technologies, such as new materials, processes and methods of manufacture, alternative fuels and alternative energy sources provide advancement in technological systems such as microelectronics, nanotechnology, fuel cells, hybrid technology and new applications for materials. They will also study the interaction of these new technologies on society and the natural environment. Additionally they will make informed predictions on future developments of new and emerging technology and likely effects on the design and function of a technological system.
Units 3 and 4 continue to have a focus on integrated and controlled systems.
Key knowledge in area of study 1 identifies both foundation and further mechanical and electrotechnology principles. Students who have studied Units 1 and 2 may only require revision of the foundation principles; while a more thorough coverage will be needed for students who lack prior understanding of these principles. Students will need to be able to describe and explain the application of these principles in everyday items. Use of simulation software is a key skill in symbolically representing systems and components.
There is a specific link in the outcome statement between Unit 3 Outcome 2 and Unit 4 Outcome 2 in relation to the integrated system students design, construct, document and evaluate – this means that students are expected to only complete one major system across Units 3 and 4 (assessed as the School-assessed Task). There is no requirement for students to write an interim report, or undertake extensive design and planning for production in Unit 4, if this has already been done in Unit 3. Risk assessment and risk management, project management techniques and use of relevant information and communications technology is now included in Outcome 2.
Students will also need to apply relevant Australian Standards related to the system they produce. Students should record decisions they make in relation to the development of their work.
The focus of Unit 3, Outcome 3 is on the analysis and comparison of the environmental benefits and implications of using different energy sources and how specific energy sources affect the design, performance and use of technological systems. This is a slight adjustment to the more generic outcome in the current Study Design (Systems and Technology) that requires students to explain the relationship between technological systems and the natural environment.
The focus on the control of integrated systems is unchanged in Unit 4.
Unit 4 has two rather than three outcomes. Diagnostic practices, which was separately covered in Outcome 3 Systems and Technology, is now covered in area of study 2 and is related to the student's production work. It is anticipated that this approach will provide more time for students to complete their production work in the second semester.
Area of study 1 focuses on students being able to represent, identify, describe and explain the principles and functioning of controlled integrated technological systems. The key skills include the use of computer simulation to demonstrate and explain the principles of controlled integrated systems.
There is a specific link in the outcome statement between Unit 4 Outcome 2 and Unit 3 Outcome 2 in relation to the major integrated system students design, construct and diagnose/test and evaluate (assessed as the School-assessed Task). Area of study 2 key knowledge and skills includes project management techniques, risk assessment and risk management, and greater emphasis on diagnostic testing and performance of the system.
Students will also apply relevant Australian Standards to the system they are manufacturing.
The Assessment task list is basically unchanged in these units; although 'folio of design' has been added to the record of planning and production. Oral reports should now be supported by a multimedia presentation.
School-assessed Coursework for Unit 3 contributes 12 per cent to the study score. This has been increased because there are now only two outcomes in Unit 4 (one of which is assessed through School-assessed Coursework). Each outcome (Outcome 1 and Outcome 3) is allocated 25 marks, rather than the 30/20 mark allocation in the current Study Design. There is greater choice of assessment tasks.
In Unit 4 Systems Engineering there is only one School-assessed Coursework task (Outcome 1) marked out of 25 which contributes 8 per cent to the study score.
The School-assessed Task (assessed through Unit 3 Outcome 2 and Unit 4 Outcome 2) continues to contribute 50 per cent to the study score, and the examination 30 per cent to the study score.
Enquiries about the content of the Study Design can be directed to:
Lorraine Tran, Curriculum Manager, Technology
Telephone: (03) 9651 4407
Email: tran.lorraine.i@edumail.vic.gov.au