Advice for teachers -
Systems Engineering

Developing a program

When developing a program, teachers outline the nature and sequence of teaching and learning necessary for students to demonstrate achievement of the set of outcomes for a unit. Areas of study broadly describe the learning context and the knowledge required for the demonstration of each outcome. Outcomes are introduced by summary statements and are followed by the key knowledge and key skills that relate to the outcomes.

In developing courses, teachers must be careful to include appropriate learning activities that enable students to develop the key knowledge and key skills identified in the outcome statements for each unit.

For Units 1 and 2, teachers must select assessment tasks from the list provided. A variety of tasks should be provided, with each task allowing students to demonstrate the key knowledge and skills outlined. It must be noted that certain tasks are more suited to demonstrating specific knowledge and skills. Tasks do not have to be lengthy or extensive for teachers to make a decision about student demonstration of achievement of an outcome.

In Units 3 and 4, assessment is more structured. For some outcomes, or aspects of an outcome, the assessment tasks are prescribed. The contribution that each outcome makes to the total score for School-assessed Coursework is also stipulated.

Unit 3, Outcome 1 and Unit 4, Outcome 1 are assessed by a School-assessed Task. The School-assessed Task will be assessed by teachers using criteria published by the Victorian Curriculum and Assessment Authority.

Embedding practical activities throughout the course should be a major factor in designing a program for Units 1–4, giving the students ample opportunity to develop their understanding of the concepts within the context of real world situations.

Systems projects

The following table contains broad-based themes and projects that could form part of the learning for VCE Systems Engineering. These could be flow-through projects where the mechanical device built for Unit 1 is updated and changed to accommodate sensing and control for the electrotechnological system in Unit 2. A student cannot be assessed on work that they have completed for another unit; therefore, only the work related to sensing and control for an electrotechnological system would be assessed in Unit 2. It is worthwhile exploring how the devices built in these units could be used in an everyday sense, or at least related back to common use. This provides inspiration for the students who also undertake Units 3 and 4.

Unit 1

Suggested themes	Suggested projects
Home	Strength multiplier, for example: can opener heavy object-lifting device model crane or weight-moving device Cooking or baking device, for example: mechanical whisk egg timer
Industrial	Assistance device, for example: crane Automation, for example: process, such as conveyor system with mechancial drive access, such as automatic door closer or opener, swing or lifing bridge
Entertainment	Pull-along toy using mechanical principles Steering mechanisms for use with building systems

Unit 2

Suggested themes	Suggested projects
Home	Safety device, for example: temperature sensing and warning detection device, such as for a door when it is open for too long general warning system for home, such as gas or smoke detection Assistance device, for example: electrically operated lifting device Cooking or baking device, for example: temperature controlled concept for a fan-force oven
Industrial	Assistance device, for example: automated sorter for colour, size or shape exoskeleton Automation, for example: process, such as diversion system for parcels or computer-controlled terrarium Automation, for example: access, such as automatic door, automatic locking system or computer-controlled animal house or feede
Social/ethical	Safety, for example: force detection system home security Comfort, for example: temperature or humidity control within home environment self-adjusting blinds Humanitarian-related projects beyond the warzone, for example: supply of power or water in area where it is interrupted or limited cooling system
Entertainment/fun/toys	Interactive board or controller Remote-controlled vehicles, with feedback or additional functionality Immersive technology, for example: force feedback device, such as controller Sound, for example: remote volume control light-sensitive deveice Leslie speaker including mechanical component

Units 3 and 4

Suggested themes	Suggested projects
Domestic/environment systems	Thermostatically controlled incubator Radio frequency identification security access and control Thermostatically controlled cooking system or BBQ machine Low-power wind generator Sun tracking systems for solar panels Solar powered devices, for example: battery chargers model vehicles lighting systems Assistance device, for example: Light sensor operated roller or venetian blind
Measurement	Weather station or monitoring system
Social - Health, medical, wellbeing safety	System to solve a safety problem Integrated systems products for people with special needs (e.g. elderly, disabled) Remote bomb or dangerous object disposal Security systems Remote bomb or dangerous object disposal
Social - Educational, games	Electrotechnological and mechanical games, for example: air hockey table pinball game bowling game skill tester Cricket or tennis ball bowling machine
Music/sound	Audio or amplification systems Musial instruments, for example: electric guitar guitar pedal
Transport	Remote control models, for example: cars planes tanks Low-powered ride-on vehicles Conveyer systems, for example: luggage food or drink vending machine lift-elevator
Robotics	Microcontroller projects Robots for industrial applications, for example: manufacturing process or sorting Robots for domestic applications, for example: vacuum cleaner Animatronics

Please note that some of these suggested devices would need further development with additional testing to satisfy the appropriate ANZ standard before a full-scale device could be produced. A proof-of-concept approach should be considered if the student wishes to construct them, especially if this is being undertaken for a project in Units 3 and 4.