Systems Engineering Implementation Briefing VCE Systems Engineering Units 1–4 Accreditation period 2013–2017 Implementation Workshops 2012
Goals for the workshop Introduce the new VCE Systems Engineering Study Design (2013–2017) Highlight the differences between new study design and the current study design Review draft assessment criteria for the School- assessed Task and extract of the draft Assessment Handbook Provide implementation ideas and opportunity for discussion/questions
The Review Process Review occurred during 2011 Panel comprised teachers from Independent, Catholic and Victorian Government schools, tertiary educators, and two engineers Terms of reference guided the review Consultation draft made available for stakeholder feedback All feedback considered by review committee
Contents Teachers should thoroughly familiarise themselves with the study design including: Introduction (page 6) Structure (page 7) Safety (page 8) Assessment and reporting (pages 10–11) Cross study specification (page 12) Units 1–4 (pages 13–34) Advice for teachers (pages 35–64) Glossary (pages 43–47)
General changes Cross study specification – applies to all units Change of structure, there are no specified research outcomes in Units 1 and 2; Systems Engineering Process is applied across outcomes New unit and Area of study titles and changes in content in the areas of study Greater clarity in the key knowledge and key skills Elaboration of some content including lists of formula and types of components
Scope of the study (page 6) Design, creation, operation and evaluation of systems Meeting intended goals of systems design through alternatives, concepts, trial-and-error, trade-offs, and testing, verifying, evaluating Applications of the field of systems engineering in manufacturing, transportation, robotics, energy management Consideration of sustainability of systems Use of project management for efficiency and systems optimisation
Rationale (page 6) Rationale of the study makes explicit: Innovative systems thinking and problem solving through the use of the Systems Engineering Process Engaging practically and purposefully to gain understanding and appreciation of systems Project management including designing, planning, fabricating, testing and evaluating Providing pathways to study and work in related fields
Aims (page 7) Eight aims in the study design include Understanding of the Systems Engineering process and influencing factors Concepts and skills in design, construction, fault finding, diagnosis, performance analysis, maintenance, modification and control Knowledge and application of mechanical and electrical/electronic and control systems
Aims continued (page 7) Understand how technologies solve challenges and transform lives Develop knowledge of new developments and innovations Develop problem solving and project management skills and safe use of tools, equipment, materials and processes, including risk assessment Awareness of quality and standards, systems reliability, safety and fitness for intended purpose
Cross study specification: Systems Engineering Process (page 12)
Systems Engineering Process and factors that influence design, planning, production and use Function Safety Costs User needs and requirements Materials Components Environment of use Minimisation of waste and energy use
Systems Engineering process mapped to outcomes in each unit Unit 1 Outcome 1 Unit 2 Outcome 1 Unit 3 Outcome 1 Unit 1 Outcome 2 Unit 2 Outcome 2 Unit 4 Outcome 1
Activity – fish bone diagram or grid Electric bike power generator steel tubing, plates and bar, sheet metal, wood, bicycle, sealed acid battery, paint, rubber, light bulbs, ultracapacitor, power inverter, 24 volt DC magnetic motor, rheostat resistor, switches, holders, 8 gauge wire, battery clamps, alternator pulley, belt, cable ties, multimeter, clear plastic, cigarette lighter socket “I built an electric bike power generator to produce an integrated system that converts mechanical energy from human effort into electrical energy. The operator can therefore gain a good supply of electrical energy and benefit from exercising at the same time”. Refer to the speaker notes for instructions. Copy and paste the following link into your browser for the activity print-out/support material. Seven Ablahad, Penola Catholic College, 2012 Top Designs Exhibition
Structure of the study design Four units: Units 1–4 now have two areas of study; Systems Engineering Process is embedded in each unit. Unit 1: Introduction to mechanical systems Area of Study 1 – Fundamentals of mechanical system design Area of Study 2 – Producing and evaluating mechanical systems Unit 2: Introduction to electrotechnology systems Area of Study 1 – Fundamentals of electrotechnology system design Area of Study 2 – Producing and evaluating electrotechnology systems
Structure of the study design Units 3 and 4 Unit 3: Integrated systems engineering and energy Area of study 1 – Controlled and integrated systems engineering design Area of study 2 – Clean energy technologies Unit 4: Systems control and new and emerging technologies Area of study 1 – Producing, testing and evaluating integrated technological systems Area of study 2 – New and emerging technologies
Advice for teachers This section includes advice on: employability skills (pages 35–37) developing a course (page 37) explanation on the Cross study specification and factors influencing design, planning production and use of a system (pages 38–40) risk management (page 40) suggested systems themes and projects for each unit (page 41)
Advice for teachers (continued) explaining specific terms used throughout the study design (glossary, pages 43–47 ) equipment requirements for the study (page 47) unit by unit learning activities for each outcome (pages 48–67): note these are not assessment tasks sample Units 3 and 4 delivery schedule (week by week) to assist teachers in their planning (pages 60–62) sample assessment program (pages 63–64)
Purpose of the key knowledge and key skills
Unit 1 Introduction to mechanical systems
Unit 1: Area of Study 1 – Fundamentals of mechanical system design (pages 13–17) Outcome 1 Describe and use basic engineering concepts, principles and components, and using selected relevant aspects of the Systems Engineering Process, design and plan a mechanical or an electro-mechanical system.
Unit 1: Area of Study 2 – Producing and evaluating mechanical systems (pages 15–16) Outcome 2 Make, test and evaluate a mechanical or an electro-mechanical system using selected relevant aspects of the Systems Engineering Process.
Unit 2 Introduction to electrotechnology systems
Unit 2: Area of Study 1 – Fundamentals of electrotechnology system design (page 18) Outcome 1 Investigate, represent, describe and use basic electrotechnology and basic control engineering concepts, principles and components, and using selected relevant aspects of the Systems Engineering Process, design and plan an electrotechnology system.
Unit 2: Area of Study 2 – Producing and evaluating electrotechnology systems (page 20) Outcome 2 Make, test and evaluate an electrotechnology system, using selected relevant aspects of the Systems Engineering Process.
Unit 3 Integrated systems engineering and energy
Unit 3: Area of Study 1 – Controlled and integrated systems engineering design (page 23) Outcome 1 Investigate, analyse and use advanced mechanical-electrotechnology integrated and control 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.
Unit 3:Area of Study 2 – Clean energy technologies (page 27) Outcome 2 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.
Unit 4 Systems control and new and emerging technologies
Unit 4: Area of Study 1 – Producing, testing and evaluating integrated technological systems (pages 30–31) Outcome 1 Produce, test and diagnose an advanced mechanical-electrotechnology integrated and controlled system using selected relevant aspects of the Systems Engineering Process, and manage, document and evaluate the system and processes.
Unit 4: Area of Study 2 – New and emerging technologies (pages 31–32) Outcome 2 Describe and evaluate a range of new or emerging technologies, and analyse the likely impacts of a selected innovation.
Units 1 and 2 assessment Some changes have been made to the assessment task types for Units 1 and 2. Assessment tasks are selected from: documentation of the Systems Engineering Process which may be done as a multimedia presentation, folio, brochure, poster, or report production work (Outcome 2) practical demonstrations test (possibly for Outcome 1) oral presentation
Units 3 and 4 assessment UnitOutcomeSchool- assessed coursework School- assessed task Examination % Marked out of % Marked out of 50 % of study score20%50%30%
Systems Engineering Assessment Handbook The parts of the Systems Engineering Assessment Handbook are: – Introduction – Assessment – Assessment advice and further resources – Sample approaches to School-assessed Coursework Using the assessment handbook – designing the tasks, using performance descriptors and assessment criteria
Resources Resources list will be updated annually. Suggestions for additional resources can be provided to the VCAA Curriculum Manager for Systems Engineering.
School assessment School-assessed task criteria and performance descriptors are published annually in the VCAA Bulletin each February Teachers must ensure that authentication records for both School-assessed Tasks and Coursework are completed. Teachers also need to complete the Teacher Additional Comment sheet for the School- assessed Task.
Presenters: Bruce Eager Steve Penna With thanks: Robyn Douglass