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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

Units 3 & 4 – Systems Engineering

Systems Engineering 2013 - 2017 © Copyright LAPtek Pty. Ltd.



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





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



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



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



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



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)



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



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



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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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.



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.



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



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: / /



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.

1. ........................................................................................................................................................

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2. ........................................................................................................................................................

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3. ........................................................................................................................................................

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4. ........................................................................................................................................................

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5. ........................................................................................................................................................

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6. ........................................................................................................................................................

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7. ........................................................................................................................................................

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Add to list as required:

Car, plane boat

Hexapod

Wind generator



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)



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.



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

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