VCE Systems Engineering involves the human-centred and purposeful design, production, operation, evaluation and iteration of integrated systems that mediate and control many aspects of human experience. Integral to VCE Systems Engineering is the identification and quantification of system goals using project management skills, the generation of system designs using agile design principles, justified design trade-offs, and the selection and implementation of the most appropriate design. Students test and verify that the system is well-built and integrated. They evaluate how well the completed system meets the intended goals and reflect on the systems engineering process to create an engineered solution.
This study can be applied to a diverse range of engineering fields such as manufacturing, transportation, automation, control technologies, mechatronics, software development and programming, robotics, pneumatics, hydraulics, and energy management. VCE Systems Engineering considers the interactions of complex systems with people, society and ecosystems. The rate and scale of human impact on global ecologies and environments demand that systems design and engineering take a holistic approach by considering the overall sustainability of any system throughout its life cycle.
Using the systems engineering process, the key engineering goals include employing a project management approach to maximise system efficiency and optimise system performance through critical, creative and speculative thinking. Fast prototyping, engineering and manufacturing concepts, and systems thinking are also integral to this study.
This study enables students to:
This unit explores the evolution of engineering in electrotechnology, allowing students to examine either its historical development or the cultural influences that shaped it. Students will investigate electrotechnological engineering and explore fundamental engineering principles to understand the concepts and components essential for designing and producing electrotechnological systems with sustainable design concepts. While the unit covers fundamental physics and theoretical underpinnings, its primary focus is on creating operational systems through a systems engineering process that incorporates sustainable design concepts.
Students are introduced to electrotechnological engineering concepts and principles such as feedback systems, sensors, circuit diagrams, microcontrollers and programming. Students actively engage in hands-on creation of operational systems using the systems engineering process, with a specific emphasis on electrotechnological systems, which may also incorporate mechanical components. This process not only fosters technical expertise but also develops project management skills, as students learn to plan, organise resources, and carry out projects within specified timelines. They also investigate energy usage and conversion. Through this experiential learning approach, students develop essential skills in problem-solving, design thinking, and collaboration and teamwork.
Students explore developments in mechanical systems engineering, incorporating the histories, cultures and perspectives of Aboriginal and Torres Strait Islander peoples. They also examine fundamental mechanical engineering principles, concepts and components, as they relate to systems that include the six simple machines (lever, inclined plane, pulley, screw, wedge, and wheel and axle). Students analyse the components and materials essential for operational, controlled mechanical systems. By applying the systems engineering process, students create mechanical systems that reflect inclusive design principles.
Students are introduced to mechanical engineering principles, including mechanical subsystems and devices, their motions, and fundamental physics and applied mathematical calculations. These concepts enable students to explain the physical characteristics of these systems.
Students address inclusive design problems, which support communities and improve people’s lives, by creating operational systems using the systems engineering process. Inclusive design concepts emphasise creating systems that consider the diverse needs of all people. While this unit covers fundamental mechanical engineering systems, the emphasis is on understanding how to create operational mechanical systems, with the potential inclusion of some electrotechnological components. Since all systems require energy to function, students will also research and quantify how these systems use or convert supplied energy.
In this unit, students study engineering principles to explain the physical properties and functionality of integrated and controlled systems. They design and plan an operational, mechanical and electrotechnological integrated and controlled system that considers ethical design. Students also learn about the technologies used to harness energy sources to power engineered systems.
Students commence work on a project to create an integrated and controlled system that considers ethical design, using the systems engineering process. This project emphasises innovation, design, production, testing and evaluation. Students manage the project, considering factors that will influence the creation and use of their system. Their understanding of fundamental physics and applied mathematics underpins the systems engineering process, providing a comprehensive understanding of mechanical and electrotechnological systems and their functions.
Students learn about energy sources and types that enable engineered technological systems to function. They compare the use and impacts of renewable and non-renewable energy sources. Students develop an understanding of systems designed to capture and store renewable energy, and explore technological developments aimed at improving the sustainability of non-renewable energy sources.
In this unit, students complete the creation of mechanical and electrotechnological integrated and controlled systems that consider ethical design. They researched, designed, planned and began production of these systems in Unit 3.
Students investigate new and emerging technologies, consider reasons for their development and speculate on their potential future impacts.
Students continue to use the systems engineering process to produce their mechanical and electrotechnological integrated and controlled system that considers ethical design.
Students develop their understanding of the open-source model in the development of integrated and controlled systems and attribute and document its use in their designs. They document the use of project and risk management methods throughout the creation of the system. They use a range of materials, tools and components. Students test, diagnose and analyse the performance of the system, and evaluate the system as well as their use of the systems engineering process.
Students broaden their understanding of emerging developments and innovations by investigating and analysing the processes, components and products in a range of engineered systems, including their impacts.
