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Student Name:
SE13-17 U3/4
Units 3 & 4 – Systems Engineering Page 1.
© Copyright LAPtek Pty. Ltd. Systems Engineering 2013 - 2017
Student Learning Guide & Record
TASK PAGE TASK TITLE DATE
COMPLETED TEACHER’S SIGNATURE
Task 1 7 Explanation
Task 2 9 Description of energy
Task 3 11 The lever
Task 4 12 The inclined plane
Task 5 13 Screws
Task 6 14 Wheel and axle
Task 7 15 The pulley
Task 8 17 Belt drive and velocity ratio calculations
Task 9 17 Belt drive configurations
Task 10 18 Speed calculation
Task 11 20 Gears and gearing
Task 12 24 Physics of gears
Task 13 25 Velocity ratio table
Task 14 26 Types of motion
Task 15 28 Changing the direction of motion
Task 16 34 Moments
Task 17 35 Mechanical advantage
Task 18 35 Velocity ratio
Task 19 44 Summary questions
Task 20 49 Review questions – Laws of motion
Task 21 52 Friction
Task 22 57 Hydraulic systems
Task 23 61 Complete the following exercises to display your understanding of Pascal’s principle
Task 24 63 Determine mechanical advantage
Task 25 72 Simple system
Task 26 72 Extension questions – Simple systems
Task 27 73 Pneumatic ‘AND’ control
Task 28 73 Extension questions – AND control
Task 29 74 OR control
Task 30 74 Extension questions – OR control
Task 31 75 Speed control
Task 32 75 Extension questions – Speed control
Task 33 76 Double acting cylinder
Task 34 76 Extension questions – Speed control
Task 35 77 Five port valve
Task 36 77 Extension questions – Five port valve
Task 37 78 5/2 valve combination
Task 38 81 Determine the pull and thrust of a cylinder
Page 2. Units 3 & 4 – Systems Engineering
Systems Engineering 2013 - 2017 © Copyright LAPtek Pty. Ltd.
TASK PAGE TASK TITLE DATE
COMPLETED TEACHER’S SIGNATURE
Task 39 84 Types of forces acting on a structure
Task 40 87 Review questions
Task 41 93 Summarise electron theory and the structure of the atom
Task 42 97 Review questions on resistors
Task 43 98 Use a multimeter to determine resistor values
Task 44 100 Review questions – Light Dependent Resistors
Task 45 104 Capacitors – Review questions
Task 46 111 Review questions on semi-conductors
Task 47 115 Make your PCB (optional)
Task 48 115 Check all components (optional)
Task 49 117 Mount and solder components (optional)
Task 50 118 Test your circuit
Task 51 119 Record data sheets used and information gained
Task 52 123 Review questions and explanations for voltage, amperage and resistance
Task 53 128 Batteries
Task 54 130 Summarise photovoltaric cells
Task 55 131 Review questions – Buzzers and piezo transducers
Task 56 144 Types of switches
Task 57 145 Review questions – Analogue and digital signals
Task 58 146 Research data storage
Task 59 147 Identify component circuit symbols
Task 60 149 Explain the terms, volts, amps and ohms and their relationship to each other
Task 61 156 Ohms law and resistance calculations
Task 62 160 Calculate capacitance
Task 63 166 Review questions for power and energy
Task 64 168 Electrical energy conversion and efficiency
Task 65 173 Producing alternating current and sine wave form
Task 66 176 Producing direct current
Task 67 178 Solenoid and relays
Task 68 181 Transformers
Task 69 185 Demonstrate your understanding of rectifiers to your teacher
Task 70 187 Fixed and variable voltage controllers
Task 71 191 Draw the logic gates and their truth tables
Task 72 194 Identify uses for microcontrollers
Task 73 195 Draw a system block diagram of your selected integrated system
Task 74 197 Draw a flow chart of your selected integrated system
Units 3 & 4 – Systems Engineering Page 3.
© Copyright LAPtek Pty. Ltd. Systems Engineering 2013 - 2017
TASK PAGE TASK TITLE DATE
COMPLETED TEACHER’S SIGNATURE
Task 75 199 Record factors that influence your design
Task 76 200 Complete fish bone diagram
Task 77 201 Additional factors to consider
Task 78 202 Decide on a mechanical, electromechanical controlled system to plan, design and produce
Task 79 203 Carry out research
Task 80 207 List of materials, components and subsystems
Task 81 208 Evaluation criteria
Task 82 209 Perform basic calculations
Task 83 210 Use measuring and/or test equipment
Task 84 213 Carry out the measuring and testing
Task 85 215 Concept drawings
Task 86 222 Draw preferred design option
Task 87 223 Orthographic drawing of preferred design option
Task 88 224 Make a scale model of your preferred design option
Task 89 225 Justification of preferred option
Task 90 225 Produce a production plan
Task 91 230 Identify tools, equipment and machines
Task 92 231 Identify range of processes required
Task 93 232 Make your mechanical, electromechanical controlled integrated system
Task 94 235 Investigate clean energy technologies
Task 95 238 Self evaluation of your practice sac
Task 96 242 Group work – OH&S and risk assessment
Task 97 243 Carry out risk assessment
Task 98 248 Identify range of production processes for Unit 4
Task 99 249 Identify tools, equipment and machines
Task 100 251 Performance characteristics
Task 101 256 Investigate Australian Standards related to your product
Task 102 257 Investigate and list data sheets and technical information related to your product
Task 103 258 Maintain a weekly record of the processes used and decisions made during the production of your system
Task 104 276 Prepare your folio for Units 3 and 4 Outcome 1, for presentation
Task 105 276 Evaluate your mechanical, electromechanical system
Task 106 282 Investigate new and emerging technologies
Task 107 285 Self evaluation of your practice SAC
Page 4. Units 3 & 4 – Systems Engineering
Systems Engineering 2013 - 2017 © Copyright LAPtek Pty. Ltd.
SYSTEMS ENGINEERING
PLANNING
To achieve your full potential, planning your year’s work is of the utmost importance. Thorough planning of your work and adhering to your commencement and completion dates will distribute the workload throughout the year. The following is a generic plan which could be of assistance. You can put in the dates that best suit your project.
1. Identify and document your selected integrated controlled system 2. Understand the factors that influence the design, planning, production and use of your system.
3. Identify and document your initial ideas for your system and write your design brief 4. Research feasibility and/or alternatives for your system 5. Re-evaluate your decisions 6. Further explore design options and investigate design folio ideas for presentation 7. Research the feasibility and alternatives of components and processes that you will use in your
system 8. Design and make a mock-up model of your selected system 9. Re-evaluate your decisions, make changes and modify where necessary, document changes made
10. Plan and document production sequence and timeline 11. Develop a components and materials list for your system 12. Re-evaluate your decisions, make changes and modify where necessary, document changes made
13. Commence building and fabricate your system, re-evaluate your decisions, make changes and
modifications where necessary, document the progress made 14. Plan, build and fabricate your integrated controlled system re-evaluate your decisions, make
changes and modifications and tests where necessary, document the progress made 15. Continue to plan, build and fabricate your integrated controlled system. Continually referring back
to the Systems Engineering Process ensuring that all stages of the process are completed. Continue to re-evaluate, modify and document your progress.
16. Completion of folio plans, evaluation, diagnostic testing and your controlled integrated system 17. Presentation of folio and product.
Can take less than one week Will take more than one week Can be done at home
NOTE FOR TEACHERS
It is important that teachers become fully conversant with the "Study Design for Systems Engineering". This workbook will need extra material and content added by you to meet the specific needs of the students. Encourage your students to add extra pages to this workbook if the space provided is not big enough for what they want to write or draw, or if you want to add extra content specific to their product. For verification purposes, it is important that you keep a record of all materials that you delivered to the students. This publication is not an alternative to the Study Design. It is designed to be used as an aid to teaching the subject.
SYSTEMS ENGINEERING PROCESS
Page 6. Units 3 & 4 – Systems Engineering
Systems Engineering 2013 - 2017 © Copyright LAPtek Pty. Ltd.
UNIT 3 INTEGRATED SYSTEMS ENGINEERING AND ENERGY
OUTCOME 1 – CONTROLLED INTEGRATED SYSTEMS ENGINEERING DESIGN (SAT)
In this unit you will use engineering principles to explain how integrated systems work (Pages 6 –
196). You will use this knowledge to plan an operational integrated mechanical,
electromechanically controlled system. You will use the Systems Engineering Process to
commence work on the design, planning, and construction of a substantial controlled integrated
system of your choosing (Pages 197 – 232).
To achieve Outcome 1 you must draw on knowledge and related skills outlined in area of study 1
(VCE Study Design – Systems Engineering, Pages 24-27). Your teacher can provide this
information.
ASSESSMENT– OUTCOME 1
Ability to investigate, analyse and use advanced integrated mechanical-electromechanical and
control system concepts, principles and components using the Systems Engineering Process to
design, plan and commence construction of an integrated controlled system.
NOTE: Your teacher will add extra where he/she considers it appropriate. The extra work
should relate to your integrated system.
Commencing your draft and your folio early, provides you with the best
opportunity to work to your full potential
ENERGY
Anything which is able to do work is said to possess energy, and therefore energy is the capacity
to perform work.
All energy originally comes from the sun.
Work and energy are, both measured in the same units, namely, joules.
The world we live in provides energy in many different forms, of which the most important has
been chemical energy. The utilization of the latent chemical energy in coal, oil and gas, released in
the form of heat to drive steam turbines and internal-combustion engines, has been a major factor in
the development of modern civilization.
Many of the material comforts which we enjoy today come from the use of electric energy.
Wind generators which convert the energy of wind
into mechanical energy then into electric energy are
used as a renewable energy source Australians are
encouraged to put solar arrays onto the roofs of their
houses to help to increase the use of green energy.
In some parts of the world where the sun shines
uninterruptedly for long periods, large concave
mirrors have been set up to collect energy directly
from the sun by focusing its rays onto special boilers
which provide power for running small generators.
Australia will be using this technology in the near
future, to build a solar power plant near Mildura.
Solar energy is converted to electrical energy
Page 24. Units 3 & 4 – Systems Engineering
Systems Engineering 2013 - 2017 © Copyright LAPtek Pty. Ltd.
TASK 12: PHYSICS OF GEARS
1. What is the velocity of gear ratio for a simple gear train when the pinion has 6 teeth and the
wheel has 33 teeth.
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2. Calculate the gear ratio for the compound gear train below.
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SPEED AND TORQUE
In a gear combination such as the
one shown on the right, the speed of
wheel (B) decreases while the
torque increases.
This is called gear reduction, and
the ratio between the numbers of
teeth on the gears that are used for
the reduction is called the reduction
ratio.
Output speed decreases but torque increases
Page 58. Units 3 & 4 – Systems Engineering
Systems Engineering 2013 - 2017 © Copyright LAPtek Pty. Ltd.
PASCAL’S LAW
Pascal’s law states:
When a force is applied to a confined body of fluid, the
resultant pressure is transmitted equally and undiminished in
all directions.
In hydraulics, Pascal’s law applies to liquids that are confined and are not moving.
KINETIC ENERGY (CONFINED LIQUID)
Consider the picture on the right. When a
force is put on piston 1, the pressure is
uniformly transmitted throughout the entire
system. This pressure is applied to the walls
of the cylinders and tubes. This is true,
however, only so long as pistons 2 and 3 do
not move. If they do move, the result is a
difference in pressure. Liquid then flows
from cylinder 1 to cylinder 2, Pascal’s law
does not apply. But when pistons 2 and 3
stop moving, the liquid stops flowing, the
pressure equalizes, and Pascal’s law again
applies.
Kinetic energy (Confined liquid)
KINETIC ENERGY (UNCONFINED LIQUID)
As liquid flows through a tube, the pressure
decreases if the length of the tube is
increased. In the picture on the right,
assume that the level in the two tubes is the
same when there is no flow. As soon as the
selector valve is opened, the liquid moves.
The level of the liquid in the tube farthest
from the reservoir decreases more than the
fluid level of the tube nearest the reservoir.
Kinetic energy (Unconfined liquid)
RELATIONSHIP OF FORCE, AREA, AND PRESSURE
The terms “force”, “area”, and “pressure” have a definite mathematical relationship.
The relationship of the factors may be expressed as follows: force equals the area in mm2, cm2 or
m2 times the pressure in newtons. Stated another way.
Where:
P = pressure
F = force
A = area (m2)
Units 3 & 4 – Systems Engineering Page 61.
© Copyright LAPtek Pty. Ltd. Systems Engineering 2013 - 2017
TASK 23: COMPLETE THE FOLLOWING EXERCISES TO DISPLAY YOUR
UNDERSTANDING OF PASCAL’S PRINCIPLE
1. State Pascal’s principle.
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Fluid pressure is the same in all directions
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2. The pressure in the cylinder is 2000Pa.
Calculate the forces that act on the out
stroke and the in stroke for the cylinder on
the right.
Out stroke In stroke
F = PA on the full area of the piston F = P(A-a) on the rod side
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MECHANICAL ADVANTAGE (MA)
One of the most important tools that you as the designer can use, is mechanical advantage.
Mechanical advantage lets you accurately determine the size of actuating cylinders and pistons and
the distance the pistons must move to operate a mechanism.
Vehicle hoist
The vehicle hoist on the right has a
mechanical advantage of both power
input and distance output.
The small input force on the small
piston A results in a greater output
force on the large piston B so there
is a mechanical advantage.
The input force is called the effort
and the output force is called the
load.
The pressure at small piston A is
equal to the pressure at large piston
B (Pascal's principle).
Mechanical advantage
Units 3 & 4 – Systems Engineering Page 67.
© Copyright LAPtek Pty. Ltd. Systems Engineering 2013 - 2017
INTRODUCING PNEUMATICS OPERATION
Compressed air stored in the reservoir is used to operate a basic pneumatic system such as that
shown below.
SINGLE-ACTING CYLINDER WITH THREE-PORT VALVE
The pneumatic system on the right consists of
a push button valve and a cylinder connected
by piping. When the button is pressed
compressed air is supplied to the cylinder, the
piston rod extends (called the outstroke).
When the button is released the valve closes
stopping the air flow to the cylinder. The
internal spring returns the piston rod to its
original position (the instroke).
Valves control the flow of compressed air
through the system. Valves make up the
process stage of the system. To make it easy to
draw pneumatic components there are
international symbols to represent them.
3/2 valve and actuating cylinder in normally closed position (at rest)
Basic pneumatic system
PNEUMATIC APPLICATION EXAMPLES
Pneumatic shifting system
Pneumatic crimping tool
Page 74. Units 3 & 4 – Systems Engineering
Systems Engineering 2013 - 2017 © Copyright LAPtek Pty. Ltd.
TASK 29: ‘OR’ CONTROL
The new component used is called a ‘Shuttle Valve’ A shuttle valve allows flow from either input
to the output.
Complete the pneumatic symbols and truth table for the OR Control system below in the at rest
position.
When you study the system you should find that if valve ‘A’ OR ‘B’ is on, the cylinder will then
operate.
This is known as an OR control.
OR control
Truth table for OR control
TASK 30: EXTENSION QUESTIONS – OR CONTROL
1. Can you think of a use for an OR control?
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2. The system above used push buttons, can you think of any other actuators that could have
been used?
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Page 142. Units 3 & 4 – Systems Engineering
Systems Engineering 2013 - 2017 © Copyright LAPtek Pty. Ltd.
DIP (Dual Inline Package). A DIP switch is a miniature
switch used mostly in digital circuit. This switch may be
either a toggle or slide type and is usually a single pole,
single throw (SPST) switch. DIP switches are either on or
off.
DIP switch
Reed switch. A reed switch consists of two or three
contacts (which look like metal reeds) encased in a sealed
glass tube or plastic case. A two reed switch type has
normally open (NO) contacts which close when operated,
and the three-reed type has a pair of normally open (NO)
and a pair of normally closed (NC) contacts. When the
switch is operated, both these pairs change to the opposite
state.
Two reed type switch
Three reed type reed switch
Two reed type reed switches
HOW DOES A REED SWITCH WORK?
Reed switches are actuated by the field
from an external permanent magnet or
electromagnet nearby. This field causes
the reeds to become magnetic, the ends
are attracted and the contacts either open
or close. Removal of the magnetic field
allows the springy reeds to restore the
contacts to their original position.
Two reed switch open
Two reed switch closed
Normally open reed switch
A normally open (NO) reed switch is switched off (the two contacts are normally apart), unless an
external magnetic field is nearby. As the permanent magnet or electromagnet is bought up to the
NO reed switch, it magnetizes the contacts in opposite ways so they attract and spring together and
a current flows through them.
Take the magnet away and the contacts—made from fairly stiff and springy metal—spring apart
again.
Reed switches like this are called normally open (NO), and they switch on when you bring a magnet
up to them.
Page 184. Units 3 & 4 – Systems Engineering
Systems Engineering 2013 - 2017 © Copyright LAPtek Pty. Ltd.
The Bridge Rectifier ttub.com
When four diodes are connected as shown on the right, the circuit is called a Bridge Rectifier. The
input to the circuit is applied to the diagonally opposite corners of the network, and the output is
taken from the remaining two corners.
One complete cycle of operation will be explained to help you understand how this circuit works.
Let us assume the transformer is working properly and there is a positive potential at point A and a
negative potential at point B. We know that electrons flow from negative to positive, so let’s follow
the flow of electrons from point B, through the rectifier, load, rectifier, point A and back to point B.
Then one half cycle later when there is a positive potential at point B and a negative potential at
point A.
Bridge rectifier
The positive potential at point A will forward bias diode D3 and reverse bias D4. The negative
potential at point B will forward bias D1 and reverse bias D2. At this time D1 and D3 are forward
biased and will allow current flow to pass through them; D2 and D4 are reverse biased and will
block current flow. The path for current flow is from point B through D1, up through RL, through
D3, through the secondary of the transformer back to point B. This path is indicated by the solid
arrows. Waveforms (1) and (2) can be observed across D1 and D3.
One-half cycle later the polarity across the secondary of the transformer reverses, forward biasing
D4 and D2 and reverse biasing D1 and D3. Current flow will now be from point A through D4, up
through RL, through D2, through the secondary of T1, and back to point A. This path is indicated
by the broken arrows. Waveforms (3) and (4) can be observed across D2 and D4. You should have
noted that the current flow through RL is always in the same direction. In flowing through RL this
current develops a voltage corresponding to that shown in waveform (5). Since current flows
through the load (RL) during both half cycles of the applied voltage, this bridge rectifier is a full-
wave rectifier.
One advantage of a bridge rectifier over a conventional full-wave rectifier is that with a given
transformer the bridge rectifier produces a voltage output that is nearly twice that of the
conventional full-wave circuit.
Units 3 & 4 – Systems Engineering Page 185.
© Copyright LAPtek Pty. Ltd. Systems Engineering 2013 - 2017
Full Wave Bridge Rectifier with Filtering
The bridge connection is probably the most widely used arrangement.
Four diodes are used in a full wave bridge rectifier.
Power diode
Full wave bridge rectifier with filtering
TASK 69: DEMONSTRATE YOUR UNDERSTANDING OF RECTIFIERS TO YOUR
TEACHER
Use the above diagram and the two diagrams below to demonstrate your understanding of rectifiers.
Half wave rectification
Full wave rectification
Page 202. Units 3 & 4 – Systems Engineering
Systems Engineering 2013 - 2017 © Copyright LAPtek Pty. Ltd.
THE ENGINEERING PROCESS
The Engineering Design Process (page 12 of Systems Engineering Study Design) is a Circular
Process – it encourages changes and improvements. Throughout the designing and planning stages
you should always refer back to the Systems Engineering Process. Continually referring back to the
process provides you with the best opportunity to reevaluate and modify your integrated mechanical
electromechanical controlled integrated system.
MODEL SELECTION
Now it is time for you to select appropriate components and mechanical electromechanical systems
that will form the basis of your integrated mechanical electromechanical controlled integrated
system. Your system should be of sufficient complexity for you to demonstrate your innovative and
creative skills, as well as comprehensive project management skills.
Select an integrated mechanical electromechanical controlled integrated system that you would like
to design, plan and commence to manufacture. Selecting your own mechanical, electro-mechanical
system is best because it helps you to maintain interest and enthusiasm in the outcomes. The
integrated system that you commenced in Unit 3 is completed and evaluated in Unit 4.
DESIGN BRIEF
Design, plan, record and commence production of a selected mechanical, electro-mechanical system
that will display your abilities to manage the production of an integrated system using the Systems
Engineering Process.
CONSTRAINTS:
The product or model that you make must show some innovation and creativity.
You must make a mock up model of your design.
The drawings must be computer generated.
Your considerations must be annotated in the idea sketches and refine chosen option stages.
You must produce a folio of your work.
You must not include any part of this workbook in your folio. (no cut and pasting)
CONSIDERATIONS:
Considerations are the things you need to think about before you choose them. For example, what
material will you use, acrylic, pine, plywood, aluminium, steel? What joining technique will you
use, glue, screw, nail, weld, solder? Etc.
Design constraints allow you, as the designer to reduce design and planning times. Adhering to the
design constraints ensure higher quality outcomes.
TASK 78: DECIDE ON A MECHANICAL, ELECTROMECHANICAL CONTROLLED
SYSTEM TO PLAN, DESIGN AND PRODUCE
Decide on a functional mechanical, electromechanical controlled integrated system to plan, design
and produce. Discuss your selected system with your teacher before you proceed any further.
Selected mechanical, electromechanical controlled integrated system:
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Date to be completed: / /
Units 3 & 4 – Systems Engineering Page 203.
© Copyright LAPtek Pty. Ltd. Systems Engineering 2013 - 2017
RESEARCH
TASK 79: CARRY OUT RESEARCH
Carry-out research on your selected mechanical, electromechanical controlled integrated system.
Collect a variety of images (minimum 15) from books, magazines, photos, photocopy pages, library
and the internet and paste them onto the research pages 203 – 205. Write annotations next to the
image to explain why you collected the image and how it meets the design brief.
REMEMBER: Keep a copy of the images and their references for your folio.
Write below a list of the resources and their references that you gained information and images from.
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Add to list as required:
Car, plane boat
Hexapod
Wind generator
Units 3 & 4 – Systems Engineering Page 233.
© Copyright LAPtek Pty. Ltd. Systems Engineering 2013 - 2017
UNIT 3 INTEGRATED SYSTEMS ENGINEERING AND ENERGY
OUTCOME 2 – CLEAN ENERGY TECHNOLOGIES (SAC)
In this area of study you gain an understanding of energy sources and the application of technologies
to convert energy sources into power for engineered systems.
The outcome focuses on your ability to evaluate renewable and non-renewable energy sources and
your ability to analyse and evaluate the technology used to harness, generate and store non-
renewable and renewable energy sources.
To complete this outcome you should draw on knowledge and related skills outlined in Area of
Study 2. (VCE Study Design – Systems Engineering, Pages 27 – 29). Your teacher can provide this
information
Form of Non-renewable energy sources
Fossil fuels Current dependence on this of energy form for industry and society.
Form of Renewable energy sources
Wind Hydro
Solar Geothermal
Tidal Biomass
Wave
Fossil fuel (non-renewable)
Wind energy (renewable)
Tidal energy (renewable)
Geothermal energy (renewable)
Page 280. Units 3 & 4 – Systems Engineering
Systems Engineering 2013 - 2017 © Copyright LAPtek Pty. Ltd.
FOLIO CHECKLIST
Use the following checklist as a guide only. Your teacher will be your best source for what is to be
included in your folio. As a guide, your folio should include:
1. A variety of presentation methods for your design ideas and options, e.g. sketches,
drawings (2D, 3D, isometric), pictures, computer generated working drawings, mockup
model.
2. Identification of the research material that you used to develop your design options that
includes, reason for the research, resource used, qualifications of the person that you
spoke to and the information that you discovered.
3. An in-depth written justification of why you chose the option you did.
4. A broad range of criteria for evaluating your model against the design plan.
5. The detailed sequence of steps that you used to plan your production
6. A full list of the materials and components that you used for your production.
7. An identification and understanding of relevant Australian Standards that you used in
the production.
8. A comprehensive list of materials and components.
9. A broad list of all tools, equipment and machines that includes; how/where it will be
used and all safety precautions related to the tool, equipment and machine.
10. Identification and a thorough explanation of the processes that you used throughout the
production.
11 A record of the proposed diagnostic tests that you planned to carry out on your
production.
12. Complete and detailed risk assessments sheets that were carried out during the
production process.
13. Detailed description of the diagnostic tests carried out during the production process that
includes identification of the test equipment, the purpose of the test, the procedural steps
used to carry out the test, reference to the technical information used for the tests and any
errors.
14. An analysis of the diagnostic tests carried out during the production sequence that
includes; accurate quantified test data, identification and use of appropriate technical
information and a thorough explanation of the actual results.
15. An evaluation of the design and production activities that includes; a detailed review of
the efficiency of the work plan that you used to make your production, the efficiency of
the log book and recorded modifications, a detailed discussion of the difficulties that you
encountered throughout the production process and how you overcome the problems,
convincing judgments about the suitability of your product and the extent to which it
matches your plan, in reference to your previously established criteria for evaluating that
your production is a success and a detailed explanation of how you could have improved
your system.
16. A weekly journal including photographs showing all stages of design and production.
Units 3 & 4 – Systems Engineering Page 281.
© Copyright LAPtek Pty. Ltd. Systems Engineering 2013 - 2017
UNIT 4 SYSTEMS CONTROL AND NEW AND EMERGING TECHNOLOGIES
OUTCOME 2 – NEW AND EMERGING TECHNOLOGIES (SAC)
In this area of study you focus on new or emerging systems engineering technologies and processes
that have been developed within the past eight years or that are in the developmental stages and may
not yet be commercially available. The component/s, system or innovation must not be the same as
that studied in Unit 3, Area of Study 2.
On completion of this unit you should be able to describe and evaluate a range of new or emerging
technologies, and analyse the likely impact of a selected innovation.
To complete this outcome you should draw on knowledge and related skills outlined in Area of
Study 2. (VCE Study Design – Systems Engineering, Pages 31 – 33). Your teacher can provide this
information
The new and emerging technologies may be exhibited in, or intended for use in
Defense operations
Aerospace
Health
Sports, and enhancement of human physical capabilities
Security and intelligence gathering
Robotics and automation
Metrology
Transportation
Education
Or a combination of these.
You will find many areas for investigation on the internet. Just type in ‘new and emerging
technologies’ in the web search and go from there.
Webinar: Emerging vehicle-to-vehicle technology