Unit 1 Area of Study 1: Electrotechnological systems design and society

Outcome 1: Explain developments in electrotechnology, discuss influences on electrotechnological design, and investigate, define, generate and design an electrotechnological system that incorporates sustainable design concepts.

Examples of learning activities

• View the VCAA Indigenous design video to discuss how Aboriginal and Torres Strait Islander designs prioritise ecological balance and community knowledge. Other resources can be found on the Design and Engineering page of the Design and Technology Teachers Association Victoria (DATTA Vic) website where discussion could focus on innovations like bark canoes, stone tools, fish traps, boomerangs and cultural burning.
• Investigate how Aboriginal and Torres Strait Islander peoples apply Indigenous design principles, drawing on resources from the Bandalang Studio at ANU, and discuss how these principles can influence and inspire the design of contemporary products.
• Visit the National Communication Museum and create a timeline comparing communication technologies from message sticks and smoke signalling to Morse code, the telegraph, mobile phones, and satellite communication. Annotate the timeline with key features and their impact on communication and sustainability.
• Research the development of the silicon chip on the Computer History Museum website, focusing on key milestones like the transistor and integrated circuit. Create an infographic illustrating the impact of the silicon chip in biomedical engineering such as Magnetic Resonance Imagine machines, wearable health monitors and prosthetics.
• Conduct a lifecycle analysis comparing two different components or materials, e.g. a traditional lightbulb versus a light emitting diode, or aluminium versus copper, in terms of sustainability, cost and environmental impact. Discuss the ethical, including social, considerations of choosing each component, such as aspects of resource extraction, manufacturing and disposal.
• Ask students to collaboratively explore the Integrating artificial intelligence in energy transition website, focusing on the role of smart meters, advanced materials and Internet of things (IoT) innovations in shaping the future of energy systems.
• Engage in the Drone transportations system speculative design challenge to design a futuristic sustainable product, considering environmental, social and economic impacts.
• Research the environmental, social and economic impacts of a new and emerging electrotechnological system such as electric vehicles and present findings on how these technologies contribute to sustainability. Carbo Europe has published a useful article for students to read.
• Engage in speculative thinking by imagining a world in 2050 where resources are severely limited. Students design a sustainable system that addresses a global issue such as water scarcity, waste reduction, or off-grid energy access. They present how their future-focused solution could positively impact society, the economy, and the environment.
• Use speculative thinking to sketch a concept for a future everyday device that does not exist yet, e.g. a wearable translator, self-repairing phone, or solar-powered backpack. Consider future user needs, materials, energy sources, and environmental impacts.
• Watch ‘Will a robot take my job? The age of A.I.’ on YouTube focusing on ethical, including social and economic impacts of robotics. Follow with a class discussion on balancing innovation with ethical design.
• Complete a series of circuit simulations in the University of Colorado’s Phet, involving resistors, capacitors and light emitting diodes (LEDs). Modify circuit parameters and observe changes in voltage, current and resistance.
• Draw a circuit in the Tinkercad simulations learning center as a schematic, then build it in real life. Reflect on the advantages and limitations of each format.
• Apply Ohm’s law to measure and test electrical circuits, analysing how voltage, current, and resistance affect system functionality.
• Complete a series of microcontroller tutorials to develop an understanding of inputs and outputs that can be applied to student work, including microcontrollers such as:
  • Micro:bit
  • Arduino     
  • Esp32
  • Raspberry Pi Pico W
• Apply understanding of sensors and actuators to build a sustainable house to automate heating, lighting or water monitoring. Kits can be purchased from various retailers [See detailed example below].
• Identify and label common components, their symbols, and appropriate values in a circuit diagram, and then build and test the circuit on a breadboard to ensure functionality.
• Complete a series of Tinkercad simulations to explore circuits with varying resistor networks and validate Ohm’s law by comparing theoretical and practical results.
• Use Ohm’s law to calculate missing values in provided circuit diagrams. Check answers using a multimeter and a physical circuit on a breadboard.
• Create a short presentation on electrotechnological components, e.g. resistors, capacitors and microcontrollers, including their operation and their applications in different systems.
• Analyse open- versus closed-loop systems using the system block diagram approach and their advantages and limitations in various engineering contexts.
   

Detailed example: Build and program a sustainable house

Guide students in assembling and programming a model smart, sustainable house to explore how electrotechnological systems operate. The emphasis is on understanding the function of components, how they work together in a system and how automation can support sustainability.

Provide a clear, teacher-defined design brief with specific goals, such as using sensors to automate heating, lighting, or water monitoring in response to environmental conditions. These objectives can frame the investigation into how real-world systems reduce energy consumption and environmental impact.

For example, ask students to

• use a microcontroller (e.g. Arduino, Micro:bit, Raspberry Pi Pico W) to control systems within the model house.
• work with components such as resistors, LEDs, temperature, humidity, motion, and light sensors, and explore their functions and behaviour.
• use breadboards and simulation tools like Tinkercad to test and troubleshoot circuits.
• read and create schematic diagrams and recreate them using real components
• use technical terminology to explain how circuits and systems function, (e.g. input, process, output, control, feedback).
• consider how existing and historical technologies, including Indigenous innovations, use environmental data and feedback to adapt to local conditions.

Once systems are operational, ask students to present their work, explaining how the components interact to meet the sustainability brief, how electrotechnological principles are applied, and how the systems could be improved or adapted. The task could be extended by introducing real-world scenarios or different climate conditions to further investigate how systems behave in context.

Unit 1 Area of Study 2: Creating electrotechnological systems design

Outcome 2: Use the systems engineering process to discuss and apply basic electrotechnological and control engineering concepts, principles and components to produce a system that addresses a sustainability problem, and evaluate the system and their use of the systems engineering process.

Examples of learning activities

• Watch the video ‘The Essence of the Double Diamond’ for an overview of the Double Diamond design process and how it relates to the systems engineering process. Then, use the article ‘The Copenhagen Wheel: An innovative electric bicycle system that harnesses the power of real-time information and crowd sourcing' to research how this project followed the systems engineering process. Annotate a diagram to show how each of the activities from the systems engineering process were applied in its design and development.
• Create a poster in PowerPoint or Canva outlining the systems engineering process.
• Explore energy-related challenges faced by off-grid communities – such as restricted access to lighting, cooking or irrigation – using resources from the International Renewable Energy Agency (IRENA). Identify a specific user need and develop a sustainable design solution that responds to the problem, while considering available resources and local conditions.
• Conduct a basic energy audit using Sustainability Victoria’s ResourceSmart Schools Energy Module to identify one key inefficiency, e.g. lighting or heating. Investigate the issue by outlining the problem, user needs and technical requirements, then propose and prototype a smart solution such as motion-sensor lights or automated blinds. Define how success could be measured using monitoring and automation.
• Use Solar Victoria’s solar assessment calculator to explore household energy consumption and estimate how solar technology could reduce energy costs while meeting the needs of the household.
• Design and draw two variations of an automatic lighting system using light dependent resistors, fixed value resistors, potentiometers and transistors. Draw both circuit schematics then test the circuits on a breadboard and analyse their performance.
• Explore energy and water challenges faced by off-grid communities and respond by designing and prototyping a smart vertical garden [See detailed example below].
• Draw a schematic diagram of a home automation system, simulate the circuit using software like Tinkercad, and troubleshoot any design issues that arise during simulation.
• Apply speculative thinking to imagine how new and emerging technologies, e.g. AI, smart grids, advanced batteries or nanomaterials might transform energy access in remote or off-grid communities by 2050. Sketch or describe a future energy system that could improve quality of life, and discuss how it could be designed using the systems engineering process.
• Use the systems engineering process to design a system that addresses a real-world sustainability challenge, explaining how each activity of the process considers social, environmental and economic factors, building upon existing designs such as:
  • Model Solar Car (Kit)
  • Solar powered phone charger
  • Smart Plant Monitoring System (Arduino)
  • Automated street lighting (Raspberry Pi Pico)
  • Temperature controlled fan (Esp32)
  • Automatic Trash Bin (Arduino)
  • Sustainable City (DFRobot IoT Kit for Micro:Bit)
• Create a work plan that outlines key tasks and safety considerations for each activity of the systems engineering process:
  • investigating and defining
  • generating and designing
  • planning and managing
  • producing and implementing
  • evaluating
• Use a work plan to guide and adjust production processes. Maintain a digital record of evidence with sketches, test data and reflections on progress. Use a website builder such as Google Sites to present your findings. Structure the site so that each stage of the design process is clearly documented on a separate page.
• Develop a Gantt chart for planning a simple system build by working in a team. Update the chart as needed based on testing outcomes or feedback. Maintain a digital record that includes images, videos, and written reflections documenting challenges, insights and modifications. This record should also feature annotated circuit diagrams, justifications for component choices, and a brief evaluation of key obstacles and successes. Within the team, create a video walkthrough of the system build, explaining the design process, testing stages and key decisions made during development.
• Create a short video explaining how a system changed over time due to testing and feedback.
• Use data sheets for a range of motors and select the most appropriate based on specifications for a given task.
• Locate manufacturer’s Safety Data Sheet (SDS) for each material used in a task and summarise key hazards and control measures. Demonstrate safe use to the teacher.
• Reflect on the relationship and review of safety documentation and signage including risk assessment, safe work instructions and SDS.
• Use the Department of Education’s Plant and Equipment risk assessment template to conduct a risk assessment on a cordless drill.

• Assign and document team roles for group projects and conduct peer assessments of teamwork effectiveness 

   

Detailed example: Documentation of the systems engineering process applied to a vertical garden

Students explore the energy and water challenges faced by off-grid communities and respond by designing and prototyping a smart vertical garden. Use the systems engineering process to guide the task, and document the information using a Google Site, with one page dedicated to the activities of this process:

• investigating and defining
• generating and designing
• producing and implementing
• planning and managing
• evaluating

In the ‘investigating and defining’ activities, ask students to examine sustainability challenges and explore user needs through research, using sources such as the International Renewable Energy Agency (IRENA). Ask the students to articulate their design problem and develop a final design brief with sustainability goals, such as water conservation and/or energy efficiency. Get students to conduct research into tool use and electrical safety, and compare technical components using data sheets, justifying their selections.

In the ‘planning and managing’ activities, ask students to develop an initial work plan and create a detailed Gantt chart that includes timelines. Ensure safety considerations, and selected tools are also identified. Provide student with Safety Data Sheets (SDS) to consult, and make sure students complete preliminary risk assessment to identify potential hazards. This stage could also include students preparing a targeted safety poster, for example, safe work instructions for soldering.

During the ‘generating and defining’ activities, the focus is on prototyping and iteration. Guide students to simulate key circuits in Tinkercad and build physical versions to test functionality of a vertical garden. As part of the ‘producing and implementing’ activities, get students to document progress with photos, test data, diagrams and reflections. Tell students to take screenshots of simulations and graphs from sensor data to demonstrate how testing influenced design improvements. Encourage students to undertake further ‘generating and designing’ activities to refine their solution.

In the ‘evaluating’ activities, guide students to assess the performance of the vertical garden in terms of water conservation and/or energy efficiency. Ask them to record a short video walkthrough explaining the final system and reflect on its sustainability outcomes. Encourage students to gather peer feedback, and complete a final evaluation of their system, documenting lessons learned and identifying areas for future improvement.

Unit 2 Area of Study 1: Evolution of mechanical systems design

Outcome 1: Explain the evolution of mechanical systems and discuss innovation and inclusive responses to mechanical engineering design.

Examples of learning activities

• Explore the function and operation of mechanical components in a real-world engineering context, such as through participating in a workshop at Puffing Billy Railway or a tram museum such as Melbourne Tram Museum or Ballarat Tram Museum.
• Learn about engineering practices of Aboriginal and Torres Strait Islander people through connecting with local Elders. For example, take part in a workshop at the Budj Bim Cultural Landscape to learn about the engineering practices of the Gunditjmara people.
• Choose a historical invention from the Timeline of mechanical engineering innovation and develop a presentation that explains how the invention works and how it has influenced development of modern technologies or systems.
• Use the Science Museum resources to learn about the history of the wheelchair, then ideate further improvements.
• Explore how mechanical engineering principles contribute to inclusive design by examining Project Gilghi, a solar-powered water purification system designed for remote communities in Australia [See detailed example below].
• Reflect on how the creation of a mechanical system incorporates the systems engineering process. Write or record an entry explaining how the activities within the systems engineering process informed your thinking and outcomes
• Explore the concept of inclusive design by using Engineers Without Borders’ Inclusive Design projects as a case study to understand how engineering solutions can be shaped by accessibility, culture and community needs.
• Work in pairs to investigate the inclusivity of an existing product, e.g. bicycle, public seating or shopping trolley, then present your results as a case study with visuals and proposed engineering improvements.
• Watch the short video entitled ‘Powering wind turbines (inspired by nature) | How owls & maple seeds are transforming green energy’ on YouTube to explore the principles of biomimicry. Use these ideas to design and create a 3D model of a wind turbine by printing turbine blades. Test the wind turbine performance using a STELR wind energy kit by measuring output voltage.
• Investigate a synthetic biology innovation such as self-healing concrete and prepare a presentation that explains the science behind the innovation, its current applications and its future potential.
• Visit Science Gallery Melbourne and take part in a hands-on workshop experience that encourages creative and speculative thinking about future-focused design and innovation.
• Use the Teach Engineering resources to explore how simple machines such as pulleys and levers work, and build and test models to investigate how mechanical advantage can be generated.
• Use LEGO Education gear resources to explore how different gear ratios affect speed and torque through hands-on experimentation.
• Compare the mechanical advantage of inclined planes by comparing the effort required to push a wheelbarrow up slopes of varied gradients and how thread size affects the effort needed to drive in screws.
• Test how different surface materials affect friction by sliding a weighted object across them and measuring the force required to move it using a spring scale.
• Use computer-aided design (CAD) software, such as Onshape or Fusion 360, to draft designs for parts of a mechanical system and 3D print to assemble and test for functionality.
• Analyse a creative mechanical system by watching one of the following: Joseph’s Machines’ ‘The Page Turner’ on YouTube, Wintergatan’s ‘Wintergatan - Marble machine’ on YouTube, or Theo Jansen’s TEDx talk about Strandbeests, ‘My creations, a new form of life’ on TEDx. Identify the mechanisms, energy and motion transformations throughout the system’s operation.
• Watch the video ‘Meet the world’s first bionic drummer’ on YouTube, then build mechanical linkages to make music using inspiration from the Exploratorium. Evaluate the effectiveness of your design and recommend modifications.
• Speculate how future mechanical systems might evolve by combining emerging technologies such as AI, smart materials or bioengineering. For example, ask students to design a concept for a self-repairing machine or an adaptive prosthetic limb that responds to the user’s environment and needs.
• Create a design brief for a mechanical system, identifying relevant constraints and considerations. Develop evaluation criteria that include both qualitative and quantitative measures. Research and illustrate three different design options using annotated drawings, then evaluate each one against your criteria to determine which best meets the design brief. Discuss how it relates to the systems engineering process.
• Use speculative thinking to imagine a future transportation device that uses sustainable materials and renewable energy sources. Describe how it could solve current challenges like traffic congestion, pollution or accessibility, considering how mechanical engineering principles would support its design and function.
• Use speculative thinking to imagine a future mechanical assistive device that could enhance independence for people with disabilities. Describe how it integrates simple machines, sustainable materials, and emerging technologies to improve usability and accessibility.
   

Detailed example: Engineering for accessibility and sustainability

Students explore how mechanical engineering principles contribute to inclusive design, focusing on water purification for remote communities in Australia. They begin by undertaking a research inquiry, taking on the role of engineers tasked with designing a water purification system that incorporates inclusive technologies to optimise function while addressing affordability and accessibility concerns. They also examine Project Gilghi, a solar-powered water purification system designed specifically for remote communities, to understand real-world applications.

To understand inclusive design and engineering principles, guide students to research key concepts associated with water purification systems, including:

• filtration methods, efficiency and affordability for underserved communities
• mechanical integration, such as gravity-fed versus pump-based systems
• water flow and pipeline networks

Also students to explain the engineering science behind inclusive technologies and designs that explicitly address the accessibility, affordability and usability needs of the remote communities they support.

Next, have students test the design functionality of their water purification systems by experimenting with filtration material efficiency. They should outline results and compare data in a table or spreadsheet for reference. Students also simulate flow rate and contamination removal under different conditions. Finally, ask students to test their prototypes, analysing mechanical performance and overall functionality.

Unit 2 Area of Study 2: Creating mechanical systems

Outcome 2: Explain and apply basic engineering principles and concepts and engage with the systems engineering process to use components to design and produce a mechanical system that addresses a problem related to inclusive design.

Examples of learning activities

• Use the Meiya Gear Generator to design a functional gear system, test gear ratios and direction of movement, then laser cut and assemble.
• Explore how simple machines, gears, and linkages function in mechanical systems by applying force, motion and energy principles to real-world engineering designs.
• Design and build a mechanical system that supports people with diverse needs, such as:
  • a hydraulic arm that assists people with limited mobility to reach, lift, or grasp everyday objects independently
  • a Rube Goldberg machine that combines two or more simple machines (lever, pulley, gear, screw, wedge, inclined plane) to complete a real-world task supporting someone with an accessibility need, for example, opening a blind with the press of a button
  • a football target system that mechanically resets to support younger children in skill development, physical activity and confidence
  • a spring-activated hand sanitiser pump, activated by elbow pressure, to promote hygiene in public spaces.
• Using graph paper, create an orthographic drawing of a mechanical subsystem component, then model in 3D to compare the accuracy and functionality of both representations.
• Create an instructional video of the computer-aided design (CAD) or computer aided-manufacturing (CAM) process for 3D printing for use by your school community.
• Design and conduct tests to verify the function and performance of a system by collecting quantitative and qualitative data, analysing the results, and addressing any discrepancies by redesigning tests as needed [See detailed example below].
• Build a curated record or portfolio using a range of evidence that maps the creation of a mechanical system. Include annotated CAD drawings, system diagrams, test results, OHS documents, reflections and evaluation.
• Use a Gantt chart to map the stages of a work plan in a series of sequenced steps or operations. Annotate a work plan with actual times taken for each step and discuss reasons for any differences, including additional stages, deletions and modifications.
• Develop a materials list for a proposed build of a system, and use online sources to find three prices for each component. Determine the time of supply for each supplier and comment on how timeline constraints may affect selection of components and price choices.
• Research the life cycle of materials used in creating a system, e.g. aluminium, acrylic, steel. Consider embodied energy, recyclability, and ethical sourcing. Produce a short written or video reflection on how sustainability may influence design decisions.
• Identify potential hazards in the construction and use of a system. Develop a risk management plan using the hierarchy of control.
• Collaborate to design, print and display posters that effectively illustrate the safe and appropriate use of workshop equipment, including risk reduction and management. Allocate students different workshop equipment to be researched.
• Discuss how qualitative and quantitative data can play an important role in systems engineering and how both types of data can help provide a complete picture of the effectiveness of the engineered solution.
• Gather qualitative data to explain the probable reasons for a performance problem, failure or breakage in a mechanical system.
• Design and carry out a test to collect quantitative data by using:
  • a mechanical gauge, such as spring scale for output force, tachometer for rpm, stopwatch and ruler for speed, vernier callipers for distance moved, or 

  • an electronic sensor, such as Hall effect for rpm, accelerometer for shock, ultrasonic for distance moved, load cell for output force.

    Collect performance data across several trials and compare it to predicted values.

• Use a problem that considers ethical design to prompt the creation of a design brief that addresses the factors influencing the design of an integrated controlled system, such as purpose, user needs, constraints (e.g. cost, safety, sustainability), and system requirements. Examples of problems to respond to could be:
  • How can we ensure crops receive the right amount of water at the right time while conserving water resources? (leading to a smart irrigation solution that monitors soil moisture and weather data to automate watering)
  • How can we improve energy efficiency and user comfort in a home while ensuring safety and remote control? (leading to a smart home automation system that integrates lighting, heating and security based on user preferences and sensor input).
• Analyse real world examples of ethical and unethical design choices related to both mechanical and electrotechnological systems. Debate why design choices were made and discuss how engineers should prioritise ethical concerns in decision making (e.g. profit versus sustainability, automation versus job security etc.). Ethical examples could include electric vehicles reducing emissions, emergency brake assist systems prioritising safety, solar microgrids providing sustainable energy to remote areas, and accessible systems designs for people with disabilities such as voice-controlled smart home devices. Unethical examples might include the Volkswagen emissions scandal, planned obsolescence in electronics, automation replacing workers without support, and poor safety standards in low-cost e-scooters.
• Conduct trials, testing, simulations, and/or modelling such as calculations to evaluate the feasibility of your design, to determine whether the design option is practical, realistic, and likely to work effectively, and to compare potential alternatives for improving system performance.
• Discuss how to approach the analysis of the problem identified in a design brief and discuss potential design options. Collect, analyse and annotate images showing potential solutions to the design brief, and share findings. Based on the discussions, select a preferred option for the controlled integrated system. Annotate and justify the preferred option.
• Identify activities within the systems engineering process by working from a problem to a solution. For example, you might develop a design brief for an integrated system to address a problem that addresses an ethical issue through identifying key activities such as:
  • investigating and defining the problem and user needs
  • generating and designing ideas
  • selecting components and designing the control system
  • building and testing prototypes
  • evaluating system performance and making improvements
• Investigate systems and subsystems, and how they integrate to form a complete working system, e.g. by exploring wind energy, the energy transformations involved, and the interconnection of mechanical and electrical components.
• Discuss how to develop evaluation criteria appropriate for a system being designed using the systems engineering process. Work in small groups to develop evaluation criteria, sharing the findings with the class for further discussion about the appropriateness of each criterion for evaluation.
• Create a short video documenting a design and production process for a mechanical system such as a gear-driven mechanism, pulley system, lever-operated device, or simple robotic arm. Include footage of idea generation, prototyping, testing, feedback, and final evaluation and relate to the activities within the systems engineering process. Narrate how the systems engineering process helped shape the decisions.
   

Detailed example: Designing and conducting tests to verify system function and performance

Ask students to design and conduct tests, such as:

• verifying function and performance of components
• checking correct operation and reliable feedback of sub-systems
• confirming effective integration of a system.

Remind students that data collected can be:

• quantitative, showing results using correct units and formulas and/or
• qualitative, describing user experience.

Ask students to record results and write a test report that includes the following headings:

• purpose of the test
• theoretical and conceptual background, including expected results
• procedure, including equipment required and safety measures
• discussion that compares the actual results with the expected results.

If the results deviate from what was expected, ask students to account for discrepancies and redesign the test so that new data may be collected.

Test report template
 

Unit 3 Area of Study 1: Integrated and controlled system principles and design

Outcome 1: Investigate, analyse and apply concepts and principles, and use components to design, plan and commence production of an integrated and controlled mechanical and electrotechnological system that considers ethical design using the systems engineering process.

Examples of learning activities

• Work in teams to develop a self-driving public transport solution that uses ethical design considerations as the foundation of its design. The solution should incorporate both mechanical and electrical control systems. Ethical design considerations could include safety, accessibility and environmental impacts associated with the design.
• Discuss ethical considerations related to systems engineering. Use the following links as stimulus material for discussion:
  • Why we need engineers who study ethics as much as maths
  • Swiss drone-assisted wheelchair showcases AI’s promise and problems
• Investigate ethical design by researching real-world failures such as the Therac-25, Boeing 737 MAX disasters and identify where safety, testing or other ethical considerations were not met. Outline any connections you can make with your own decision-making processes.
• Explore the use of generative artificial intelligence (AI) design tools, e.g. Autodesk Generative Design or Gravity Sketch, to produce multiple mechanical subsystem concepts. Compare AI-generated designs with student-developed sketches and justify final selection based on feasibility, materials and ethical considerations.
• Design and optimise a renewable energy system, such as a wind turbine. Investigate how mechanical and electrotechnological concepts influence system performance and use this understanding to improve efficiency [See detailed example below].
• Use an industry-aligned engineering project management tool such as Trello, Notion or Jira to plan and track the generating & designing and producing & implementing activities from the systems engineering process. Record iterations, testing and adaptations in real time and reflect on how agile methodologies support systems engineering.
• Explore how microcontrollers can be used to effectively add closed-loop control to a system.
• Use ChatGPT, Copilot or other AI code assistants to help debug or improve microcontroller code. Reflect on the ethical implications of using AI to assist in engineering problem-solving.
• Create diagrammatic and symbolic representations of a smart automated system, simulate its operation digitally, and analyse the differences between open-loop and closed-loop control systems.
• Following project management principles, work in teams to create a simple engineered product, such as a model bridge, a robotic arm, or a sustainable energy device, while following the steps to plan and build their design.
• Formulate a risk assessment of the production of an integrated, controlled system, that includes equipment, tools and processes, and shows the hazards and precautions before, during and after the build. This information could be presented in a table.
• Develop a hazard identification and control plan using the hierarchy of control. Compare it against industry examples from WorkSafe or Engineers Australia. Present your plan as an infographic or short animation.
• Use the WorkSafe Hazard Identification document to identify potential hazards that could cause an incident in the workplace and outline associated control measures which may be used to help mitigate any risks.
• Write a position statement on the sustainability of a system, using life cycle analysis, embodied energy of components, and recyclability to assess its impact. Make recommendations by justifying component and design choices through the lens of real-world case studies that highlight sustainable or unsustainable practices. Ensure your statement clearly addresses the system’s environmental, social and economic impacts, and proposes practical ways to enhance its overall sustainability.
• Demonstrate the use of computer-aided design (CAD) software (such as SketchUp, FUSION or SolidWorks) to render designs.
• Explore a simple open-source project, such as a calculator or to-do list app, then make a small modification to the code. Document your change with a brief reflection on what you did and learned. As part of the activity, discuss with other students why it is important to use open-source code ethically, and emphasise the need to respect licenses, credit original creators, and follow usage guidelines to support a fair and collaborative coding community.
• Discuss the selection and design of appropriate diagnostic and testing procedures to evaluate system functionality, reliability and safety. Consider factors such as the type of system, components, testing environment and available tools. Decide on the most effective procedures for the preferred design option, including methods like prototype testing, simulations, stress tests and user trials to ensure the system meets all requirements and performs as intended.
• Discuss what is included in a work plan; for example, identifying subsystems, timeline, materials, tools, processes and equipment. Work in small groups to develop a work plan for a class-selected preferred option and share work.
• Create a digital model of a system using CAD software – e.g. Fusion 360, Onshape or SolidWorks – and simulate stress, motion or thermal behaviour. Compare simulated data to real-world test data to validate or revise design.
• Construct symbolic, schematic and physical representations of a control system. Convert between Veroboard layouts, circuit schematics and PCB designs using KiCad or EasyEDA. Annotate strengths and limitations of each form for communication, testing and fault diagnosis.
• Design a closed-loop control system that includes an H-bridge or motor driver IC (integrated circuit). Use an oscilloscope or serial monitor to visualise signal timing and feedback effects. Document how component choice affects responsiveness and efficiency.
• Build and program a feedback-controlled system using Arduino and sensors, for example, a PID (proportional, integral and derivative) ‒controlled temperature or motion system. Use real-time data collection tools, such as the serial plotter or Python’s matplotlib, to graph system performance with and without feedback.
• Participate in a fault diagnosis and repair challenge where students work in teams to identify faults in a system. Using test equipment and simulation tools (e.g. LTSpice or Tinkercad Circuits), teams should identify at least three faults and document the testing process along with the reasoning behind each repair.
• Create a short documentary-style video reflecting implementing the systems engineering process. Include footage of sketches, prototyping, testing, failures, modifications and final evaluation. Connect each activity to the systems engineering process using appropriate terminology.
• Participate in peer-to-peer workshops where students explain a system’s feedback loop to other class members. Provide annotated diagrams and symbolic representations. Take received feedback and use it to improve your explanation and clear up any misunderstandings.
• Use multimodal data collection to evaluate a system: log sensor feedback, run software diagnostics, conduct user testing, and use visualization tools, e.g. radar charts, to compare your findings. Present a report comparing predicted versus actual outcomes.
• Design and optimise a renewable energy system, such as a wind turbine or solar panel setup, by applying mechanical and electrical engineering principles.
• Assemble a multimodal record of evidence, using tools like Canva, Google Sites, or Notion, that includes an annotated design brief, planning documents, CAD models, annotated system diagrams, risk and compliance checklists, testing evidence, peer critiques, and a final evaluation. Clearly map links to activities within the systems engineering process.
• Explore advanced simulation tools, (e.g. MATLAB Simulink or LabVIEW) to digitally model a feedback system. Compare the simulation results with the physical implementation to identify discrepancies and improve design accuracy.
• Using CAD software such as Fusion 360 or SolidWorks, design and model a mechanical system that incorporates gears, pulleys or linkages, e.g. a robotic arm, gear train, or conveyor system.

• Use software such as Circuit Wizard (educational demo available for free) or Visual Spice by Quasar Electronics to model electrical and electronic systems and predict their outcomes.

   

Detailed example: Engineering sustainable energy systems 

Students investigate mechanical and electrotechnological engineering concepts related to wind turbines. They are tasked with optimising a wind turbine design by applying core principles from both mechanical and electrotechnological systems.

• Mechanical engineering concepts:
  • Newton’s laws and applied forces
  • torque and rotational dynamics
  • energy conversion and mechanical efficiency.
• Electrotechnological engineering concepts:
  • electrical power, voltage, current, and resistance (Ohm’s Law)
  • efficiency of power generation in renewable energy systems
  • control system optimisation to maximise energy output.

Students explore how these concepts interconnect within a wind turbine system and consider ethical design considerations. They use engineering formulas to analyse and justify their decisions when selecting and refining their preferred design.

• Mechanical calculations:
  • Analyse forces acting on parts of the system using F = ma
  • Determine energy efficiency using η = (energy output/energy input) × 100%.
• Electrotechnological calculations:
  • Apply Ohm’s Law: V=IR to optimise electrical circuit parameters
  • Calculate electrical power using P=VI and efficiency ratios
  • Model system energy loss through resistance calculations.

Students complete a written report explaining their final wind turbine design, supported by data and calculations, such as analysing blade efficiency using torque and force equations, optimising electrical output with Ohm’s Law and power formulas, and reflecting on ethical considerations like sustainability and material choice.

Unit 3 Area of Study 2: Clean energy technologies

Outcome 2: Discuss the advantages and disadvantages of renewable and non-renewable energy sources, and analyse and critique technologies used to harness, generate and store renewable and non-renewable energy.

Examples of learning activities

• Investigate the energy usage of a household device, e.g. fridge, heat pump or gaming PC (personal computer), using a cradle-to-cradle analysis. Analyse each stage, including raw material extraction, manufacturing, transport, usage, and how the product or its components can be reused, repurposed, or fully recycled at the end of its life. Use a sustainability resource or glossary to explore the cradle-to-cradle analysis. Summarise your understanding in an annotated diagram or visual poster that shows key differences between cradle-to-cradle and cradle-to-grave approaches and how it applies to an integrated controlled system e.g. a hybrid car.
• Evaluate the life cycle of a complex system, such as an electric vehicle or smart grid battery, using cradle-to-cradle analysis. Identify which components function as biological or technical nutrients and propose improvements to enhance system sustainability.
• Analyse a smart home energy system, e.g. Tesla Powerwall with rooftop solar, to explore how energy is harnessed, stored, and distributed. Model the system using a flow diagram and identify potential efficiency gains based on real-world data.
• Prepare a short presentation on the environmental, social and economic impacts of different energy sources used in Australia and worldwide. Include at least one renewable and one non-renewable source and reference recent data.
• Research one renewable energy technology, e.g. geothermal, biomass or tidal, and describe how it has evolved, how it works, and what the future holds for its development. Present as a short video or blog post.
• Investigate a variety of renewable energy sources such as biomass, geothermal, hydro, solar, tidal, wave and wind energy. Work in groups to analyse the scientific principles, benefits and challenges of one source each, then share your information as a class. Taking on the role of energy consultants, advise a city on which renewable energy sources to prioritise based on geographic and economic factors [See detailed example below].
• Work collaboratively to design an A4 infographic on a chosen renewable energy source. Use digital tools to clearly present how the energy is harnessed, stored and converted, with comparisons to traditional non-renewable energy sources.
• Conduct an audit of energy generation systems in use in your local area or school, e.g. solar panels on rooftops. Gather quantitative data and create a report for a fictional user(client) with tailored system recommendations.
• Survey members of your household or school community about their energy use and attitudes toward renewable energy. Collect and analyse data, then suggest realistic strategies to improve energy efficiency.
• Watch a short video on energy-efficient design and evaluate how architectural choices—such as insulation and window placement—affect energy use. You could include snippets from ABC’s Grand Designs Australia. Then, design your own energy-smart room or home using these principles.
• Investigate the Three Gorges Dam, a hydroelectric dam on China’s Yangtze River, as a case study of large-scale hydroelectric power. Create a table summarising its advantages, disadvantages, and potential risks if a similar project were proposed in Australia.
• Build a mini website or interactive diagram to demonstrate understanding of a renewable energy system such as a hydroelectric scheme. Highlight energy transformations and identify key subsystems and components.
• Analyse a media article on renewable energy and construct a mind map of the major claims, arguments for and against, and your own reflections.
• In small groups, investigate three different renewable energy sources, e.g. wind, solar, and geothermal. Present findings using a collaborative mind map or virtual gallery walk.
• Investigate five major types of renewable energy. Each group creates a summary explaining how one of the technologies works and its pros and cons.
• After viewing a case study on geothermal energy, discuss economic and environmental trade-offs. Create a SWOT (strengths, weaknesses, opportunities, threats) analysis that evaluates whether geothermal is viable in Australia’s energy future.
• Investigate the benefits and challenges of different battery technologies by comparing mechanical systems, e.g. flywheels with chemical systems or lithium-ion batteries. Present your findings in a report or short podcast.
• Investigate the design and components of an electric car. Draw and label the system, indicating where energy is stored, transformed and used. Highlight energy losses and possible efficiency upgrades.
• Compare electric and solar-powered cars using a table or Venn diagram. Consider efficiency, cost, environmental impact and infrastructure needs.
• Watch a short video or read a case study on wave energy and outline how it is harnessed. Create a diagram showing how this energy is converted to electrical energy and identify subsystems that could be improved for higher efficiency.
• Use the Snowy Hydro 2.0 website to investigate the ‘Snowy Hydro 2.0 pumped hydro expansion’ and discuss the issues plaguing its construction. Outline the environmental challenges faced by engineers to overcome these issues and discuss the implications this has had on the systems design.
• Analyse the science, benefits, drawbacks and environmental impact of non-renewable energy sources. As a class, debate their role in future energy production and discuss the ethical impacts of continuing down the path of relying on non-renewable energy sources.
• Work in groups to explore solar and wind power technologies and create an A3 infographic which compares these methods of harnessing energy with non-renewable sources. Use PowerPoint or Canva to present your findings.
• Investigate how coal, oil and natural gas power most of the world’s electricity production and discuss their scientific principles, environmental consequences, and future viability.
• Prepare a presentation, in groups, taking on the role of energy consultants advising a city on which renewable energy sources are to be prioritised based on specific geographic and economic factors.
• Explore and analyse technologies used in renewable energy systems, focusing on generation, storage and transmission, through hands-on research and simulations.
• Discuss and evaluate the impact of the cradle-to-cradle approach on renewable energy systems. Determine the extent to which this approach can be implemented in the design and manufacture of various types of renewable technologies, and the advantages it offers for global sustainability.
• Discuss the concept of the cradle-to-cradle approach using information from ‘What is cradle to cradle manufacturing?’ on the Green Living Ideas website. Use text and images to demonstrate an understanding of the concept.
• Prepare a short presentation on the health and environmental impacts of renewable and non-renewable energy sources currently used in Australia and globally. The following resources could be used:
  • Doctors for the Environment’s ‘Doctors for the Environment’ fact sheets
  • The Australian Institute’s ‘Solar energy in Australia: Health and environmental costs and benefits’ report
• Create a website, using Wix or another free site, to demonstrate an understanding of a form of renewable energy generation technology, as well as an understanding of different subsystems and systems involved in the process. For example, the website could be an interactive image of a hydroelectric scheme with the key areas on the image identified to demonstrate an understanding of the technology, as well as the subsystems and systems involved.
• Work in small groups to identify the issues related to three different types of renewable energy and present findings to the class as a mind map. Information can be found on the Australian Government GeoScience website.
• Watch the ABC Education video clip entitled ‘Developing Geothermal Energy in Australia’ and discuss the following:
  • What are some of the social, economic and environmental factors that impact the development of renewable energy technology?
  • What are trade-offs between the benefits of geothermal energy and cost and supply issues?
• Discuss the article ‘Collecting and storing energy from wind turbines’ from AzoCleanTech website.
   

Detailed example: Renewable energy – Powering the future

Students work in small groups to investigate a variety of renewable energy sources, including biomass, geothermal, hydro, solar, tidal, wave and wind energy. Each group analyses the scientific principles, benefits and challenges of their assigned energy type. Taking on the role of energy consultants, students then share their findings with the class and collaboratively advise a city on which renewable energy sources to prioritise based on geographic and economic factors.

Groups begin by researching one of the following renewable energy types:

• biomass energy – organic materials, combustion, biofuels
• geothermal energy – Earth’s heat, steam turbines, geothermal plants
• hydropower – dams, river flow, kinetic-to-electric conversion
• solar energy – photovoltaic cells, solar farms, efficiency
• tidal energy – ocean tides, underwater turbines, predictability
• wave energy – motion-based power, coastal applications
• wind energy – turbines, wind farms, global trends

Using their research, students create a fact sheet outlining the key characteristics of their chosen energy type. Each group then shares their fact sheet with the rest of the class. After reviewing all sources, students compare the energy types based on:

• efficiency and output (energy generated per unit)
• environmental impact (carbon footprint, land use)
• cost and feasibility (installation, maintenance)

Next, get the groups to analyse data using tables and graphs to explore:

• renewable energy usage worldwide
• cost per kWh of different technologies
• energy generation potential in different regions

Based on their findings, students present a data-driven recommendation on which renewable energy sources would be most suitable for a selected location. Teachers may allow students to choose their own location or provide a list. Using this analysis, students outline which energy source would be most effective for that location and develop a transition plan for moving away from fossil fuels. Finally, they write a policy recommendation for the city’s sustainable energy plan, outlining the benefits of investing in renewable energy and proposing incentives to support clean energy adoption.

Unit 4 Area of Study 1: Producing and evaluating integrated and controlled systems

Outcome 1: Evaluate and critique their production, test and diagnose processes and justify a mechanical and electrotechnological integrated and controlled system that considers ethical design using the systems engineering process, and manage, document and evaluate the system and the process, as well as their use of it.

Examples of learning activities

• Review the relevant Australian and international standards for a system. Create a compliance checklist and evaluate the system against it. Reflect on how adherence to these standards enhances system reliability, safety and ethical responsibility.
• Create a table which outlines Australian and international engineering standards, analysing specifications, data sheets and technical manuals to understand their role in ensuring safety, efficiency and regulatory compliance.
• Investigate the role of open-source platforms, e.g. Arduino, Raspberry Pi, GitHub repositories, in advancing systems engineering. Present a case study showing how collaboration through open-source code has contributed to innovation and consider how credit is fairly distributed in these environments.
• Act as developers in an open-source engineering project, tasked with creating a smart automation system using publicly available frameworks. Working in groups, navigate collaboration, license agreements, and proper attribution practices.
• Participate in a practical exercise to create a basic, closed-loop control system using a microcontroller and sensor, e.g. temperature control, automated light or fan system. Diagnose and document how feedback improves performance and stability.
• Prepare a technical report comparing two production processes used to construct the same subsystem, e.g. soldered PCB versus breadboard prototype. Discuss risk management, time efficiency and quality control.
• Develop a video tutorial or visual guide on applying the hierarchy of controls in the school’s workshop. Use a specific task, such as using a bench drill or operating a soldering station, as a case study to show how each stage of risk management was applied, from planning to execution.
• Analyse the impact of substituting a key subsystem or component within a system. Use performance data, cost considerations and user safety to justify or reject the substitution. Present your findings in a short report.
• Explore processes and tools used to measure, test and diagnose faults in systems, sub-systems, and components by conducting hands-on tests to identify the faults. Compile a report which outlines a fault, describing the testing method used to diagnose it and outlines the solution used to rectify it. [See detailed example below]
• Use digital tools such as multimeters, oscilloscopes or simulation software, e.g. Tinkercad Circuits, LTspice, to test and diagnose faults in a system. Record your diagnosis, suggest repairs, and explain your process.
• Conduct preventative maintenance on a system. Document procedures such as lubrication, tightening of connections, software updates and fault checks. Reflect on how this aligns with real-world engineering maintenance practices.
• Create a fault-finding flowchart for your current project. Include possible symptoms, tests to perform and likely causes. Test the flowchart with a deliberately damaged system and adjust it as needed.
• Develop and apply evaluation criteria to assess system performance, e.g. efficiency, reliability, energy use. Include both quantitative data and qualitative observations.
• Design and carry out an evaluation of a system using specific criteria, such as accuracy, responsiveness, reliability, safety and ease of use. Present results in a visual format, e.g. bar chart or radar diagram, alongside a written justification.
• Redraw a circuit using a different representation: convert a schematic into PCB layout, or a Veroboard plan into a circuit diagram. Reflect on the strengths and limitations of each format in terms of communication and troubleshooting. You may use a PMI (plus, minus and interesting points) strategy to undertake this reflection.
• In pairs, evaluate the feedback and control subsystems. Identify strengths and areas for improvement. Use this feedback to develop a plan for refinement and explain how design choices reflect systems engineering thinking.
• Write a justification explaining how a system design considers ethical, including sustainable, practices. Include reflection on materials, energy consumption, potential misuse, and user safety.
• Conduct an evaluation of a system by reviewing its design brief, planning decisions, production changes, and testing results. Relevant information may be found on the company’s website. Identify areas for improvement and propose modifications to enhance efficiency and outcomes in future builds.
• Using an appropriate computer-aided design (CAD) software tool such as Fusion 360, SolidWorks, or other alternatives, model specific mechanical systems related to a system and analyse its functionality.
• Create an interactive instructional resource such as an AI-generated video which outlines the methods and tools used in a specific testing procedure associated with the fault diagnosis of either a mechanical or electrical system.
• Verify the functionality of a thermistor by developing a test that measures its change in resistance after being placed in a container of hot water as it cools. Students graph the results and compare them with the thermistor’s datasheet.
• Verify the functionality of a light dependent resistor (LDR) by measuring its resistance after varying the amount of light it is exposed to. Using a light sensor, ask students to record the amount of lumens the LDR is exposed to and the corresponding resistance values, comparing the results to the datasheet of the LDR.
• Confirm the resistive properties of a flex sensor by developing a test that measures its change in resistance as it is bent around a series of cylinders of different diameters. Graph the results and compare them with the information outlined in the flex sensors data sheet.
• Determine the operational characteristics of a DC motor by applying it to a series different load applications and recording the current drawn during each. Record the data obtained and compare it with that outlined in the relevant data sheet of the motor used in the test.
• Create an electronic record of the production and implementation activities from the systems engineering process. Include production and diagnostic tasks undertaken using images, video, simulation software and datalogging. A range of digital tools could be used to create the electronic record, including PowerPoint, Photo Story, videos, blogs (such as Global2) or wikis (such as Wikispaces, MediaWiki, DokuWiki or WikkaWiki).
• Design and conduct a functional and diagnostic test to quantify system performance. For example, test the operation of an automated cooling fan that increases its rotation speed from 30 to 60 rpm when specific changes in both ambient temperature and humidity are detected. The test should independently measure temperature and humidity to verify when each condition is met. Record the fan speed before and after the environmental changes and ensure that the fan only changes speed when both the temperature and humidity thresholds have been reached. This confirms that the system responds accurately to the combined input conditions and helps evaluate its reliability and performance.
• Adjust the inputs, process and feedback connected to a system outlining the effects these adjustments have on the outputs. Document and record the observations made using a combination of text, images and graphs.
• Investigate the safe handling, usage, and maintenance of components, materials, and tools in compliance with OHS regulations, applying proper risk assessment procedures.
• Discuss the term ‘triple bottom line’ as a measure of sustainability that incorporates economic, social, and environmental performance. Assess a sub-system using these three sustainability measures, and also conduct a cradle-to-cradle analysis of the same sub-system. Make an overall judgment about its sustainability based on your findings. Information could be presented in a mind map using Inspiration or Bubbl.us.

Detailed example: System diagnostics and fault analysis in engineering

Ask students to explore methods and tools used to measure, test, and diagnose faults in systems, sub-systems, and components, applying engineering troubleshooting techniques to identify and resolve any issues.

Guide students to investigate key engineering diagnostic measurement and testing tools, such as: multimeters, oscilloscopes, vibration sensors, infrared thermal cameras or any other types of testing and measuring tools available. Outline their application in system diagnostic processes. 

Students investigate fault identification and testing methods by identifying common system faults and their causes. They look at a variety of testing techniques used to determine and rectify any issues.

Fault identification and testing methods

• Common system faults and their causes
• electrical faults (short circuits, voltage drops)
• mechanical failures (bearing wear, misalignment)
• software errors (faulty sensor data, incorrect programming logic)

Testing techniques

• continuity testing for circuit integrity
• load testing for mechanical systems
• debugging

Students then conduct a hands-on test using measurement tools to identify faults within a system through a simulated fault scenario in order to practise troubleshooting techniques and processes.

Simulated fault scenario (Teacher to decide on system to diagnose)

• Students receive a faulty system setup, e.g: a miswired circuit, misaligned mechanical assembly or non-operational software
• They then apply step-by-step troubleshooting techniques to identify and diagnose the issue
• Finally, recommend corrective measures based on their test results to resolve the issue.

A troubleshooting report is then completed individually by the students which explains the fault and the testing method used to diagnose it and clearly outlines the solution provided to rectify it.

To conclude, students are tasked with reflecting on the following discussion questions to help aid in understanding:

• How do engineers ensure accuracy in fault detection?
• Why is preventative testing important before system failure?
• How can testing tools improve efficiency and reliability in system maintenance? 

Unit 4 Area of Study 2: New and emergent technologies

Outcome 2: Evaluate a range of new and emerging systems engineering technologies and analyse and critique likely impacts of these selected technologies.

Examples of learning activities

• Research a new and emerging technology such as a system, product or material that has transformed how sustainability is approached in engineering. Investigate the underlying science, the intended benefits, and any unintended consequences. Examples may include quantum computing advancing data processing, artificial intelligence optimising resource use, nanotechnology creating more efficient materials, blockchain improving supply chain transparency, autonomous vehicles enhancing transportation efficiency, and advanced robotics increasing automation with precision. Present the analysis as a decision matrix evaluating its economic, environmental and other ethical impacts.
• Explore how AI is being integrated into systems engineering. Choose an example such as predictive maintenance, autonomous navigation, or industrial automation. Use a case study to show how this integration enhances system performance and efficiency.
• Compare different manufacturing techniques – e.g. injection moulding, computer numerical control (CNC) machining, 3D printing, laser cutting – for the same component. Evaluate the techniques in terms of environmental footprint, cost, and speed of prototyping. Present the findings in an infographic.
• Investigate systems designed to harvest energy from unconventional sources, such as piezoelectric floors or thermoelectric generators. Develop a concept sketch for a product or subsystem that incorporates one of these technologies and justify your choice.
• Investigate new and emerging developments in systems engineering products and components, explaining how they work and their real-world applications in industries such as automation, renewable energy, robotics, and smart infrastructure. Present your findings using a graphic organiser such as a mind map, flowchart or infographic. Technologies like digital twins, AI, IoT, additive manufacturing and blockchain could be included in your investigation.
• Compare the advantages and disadvantages of mechanical and chemical batteries by researching key factors such as energy storage methods, efficiency, lifespan, environmental impact and practical applications. Present your findings in a graphic organiser such as a Venn diagram or comparison table.
• Research and critique a current engineering innovation driven by biomimicry, e.g. Velcro, sharkskin-like surfaces for planes, or robotic limbs based on octopus tentacles. Evaluate the innovation against sustainability metrics and present a cradle-to-cradle analysis.
• Examine the convergence of technologies in smart homes or wearable devices. Identify the mechanical and electrotechnological systems involved, and assess the social, environmental and other ethical implications of these technologies becoming mainstream.
• Design a testing procedure for a prototype subsystem that includes both mechanical and electronic elements. Include a hypothesis, testing method, data collection strategy (using digital tools where appropriate), and a plan for evaluating reliability and repeatability.
• Document an assembly process using 3D CAD software, e.g. Fusion 360, Onshape or SolidWorks. Add animations and annotations that show critical steps, safety considerations, and tools used. Submit this as part of a digital portfolio.
• Conduct a sustainability audit of a system by assessing its energy sources, materials, potential waste, and long-term impacts. Use the triple-bottom-line approach (economic, social, and environmental factors) to make recommendations for improvement.
• Research how embedded sensors and IoT (Internet of Things) devices are being used in agriculture, healthcare or transport. Present a technical report outlining how these innovations are changing the design process in systems engineering and what challenges they introduce.
• Investigate systems designed for circular economy principles, e.g. modular phones, closed-loop water systems. Map the system’s lifecycle and identify design decisions that enable reuse, repair or recycling. Present the information using a systems diagram and explanatory notes.
• Choose a recent innovation, e.g. vertical wind turbines, solid-state batteries or biodegradable electronics. Conduct a SWOT (strengths, weaknesses, opportunities, threats) analysis and present findings in a multimedia presentation that includes visuals and concise data points.
• Document the evaluation and testing processes of a system, including video or annotated screenshots of simulations or physical tests, reflections on system reliability and performance, and justifications for any design changes.
• Participate in a design critique and present a subsystem or component for feedback. Use the critique to revise the design, and write a reflective piece outlining what you would change and why based on systems engineering principles.
• Research and explain the drivers shaping new technologies including scientific discoveries, new materials, technology convergence and manufacturing innovations. Prepare a presentation which outlines a key driver of new and emerging technologies and analyse and critique its impacts in engineering industries [See detailed example below].
• Watch the YouTube clip '20 Emerging technologies that will change our world’ and develop a factsheet which outlines the benefits and potential implications each technology has on the future of our society.
• Explore new and emerging systems engineering processes that enhance economic and environmental sustainability, efficiency, and risk management in industries such as manufacturing, energy, automation and infrastructure. Discuss how these industries are benefiting from these advancements, and speculate on how such developments could shape future design solutions and engineering practices.
• Visit a manufacturer of new and emerging technologies or a research institution. Use video and/or images and notes from the visit to prepare a short documentary film about new or emerging systems engineering technologies.
• Listen to the ABC Listen Podcast ‘Shining a light on solar’ which discusses the idea of nanophotonics being used in solar panel construction. Outline the implications for the industry, particularly in terms of energy efficiency. Speculate on how this technology could evolve and what impact it might have on future solar energy systems and sustainability goals.
• Research a new and emerging technology that has been inspired through biomimicry or biomimetics. Use a multimedia platform to present the system from the point of view of its history, its present use and future use, and include a cradle-to-cradle analysis.
• Watch the ABC Education video clip entitled 'The future of capturing solar energy’ and conduct a PMI (pluses, minuses, interesting points) about the potential applications of solar energy.
   

Detailed example: Understanding the drivers of emerging technologies

Ask students to work in teams, with each team assigned one of the key drivers behind the development of new and emerging technologies to investigate:

• scientific discoveries, e.g. breakthroughs in AI, quantum computing, nanotechnology
• new materials, e.g. graphene, biodegradable plastics, superconductors
• technology convergence, e.g. intersections of AI, IoT, biotechnology
• manufacturing innovations, e.g. additive manufacturing, automation, smart factories

Each team will research their assigned driver, exploring its role and impact on technological advancement. Students will then prepare a presentation explaining their driver and analysing and critiquing its impact in engineering industries.

Lastly, students should reflect on the following questions:

• How do scientific discoveries shape future engineering?
• What industries will benefit most from material and manufacturing advancements?
• How should society manage the risks of rapid technological change?

Share findings as a class.