Systems Engineering implementation PowerPoint
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VCE Systems Engineering 2013 - 2017 Implementation Briefings, May and June, 2012
Transcript of Systems Engineering implementation PowerPoint
VCE Systems Engineering 2013 - 2017Implementation Briefings, May and June, 2012
© Victorian Curriculum and Assessment Authority 2007
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Systems Engineering Implementation Briefing
VCE Systems EngineeringUnits 1–4Accreditation 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 1Unit 2 Outcome 1Unit 3 Outcome 1
Unit 1 Outcome 2Unit 2 Outcome 2Unit 4 Outcome 1
Activity – fish bone diagram or grid
Electric bike power generatorsteel 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 thatconverts mechanical energy from human effort into electrical energy.The operator can therefore gain a good supply of electrical energy and benefitfrom 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.http://www.vcaa.vic.edu.au/Documents/vce/technology/Systems_engineering_activities.doc
Seven Ablahad, Penola Catholic College, 2012 Top Designs Exhibition
Structure of the study designFour 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)
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: Area of Study 1 – Fundamentals of electrotechnology system design (page 18)
Outcome 1Investigate, 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: Area of Study 1 – Controlled and integrated systems engineering design (page 23)
Outcome 1Investigate, 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 2Discuss 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 4Systems control and
new and emerging technologies
Unit 4: Area of Study 1 – Producing, testing and evaluating integrated technological systems (pages 30–
31)Outcome 1Produce, 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
Unit Outcome School-assessed coursework
School-assessed task
Examination
3 1
3 2 10%Marked out of
50
4 1
4 2 10%Marked out of
50
% of study score 20% 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 CourseworkUsing 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 EagerSteve Penna
With thanks:Robyn Douglass
Contact Details
Victorian Curriculum and Assessment Authority(VCAA)
Lorraine Tran, Curriculum Manager, Technologies
[email protected]: (03) 9651 4407
www.vcaa.vic.edu.au
