The Engineering Studies ATAR course provides opportunities for students to investigate, research and present information, design and make products and undertake project development. These opportunities allow students to apply engineering processes, understand underpinning scientific and mathematical principles, develop engineering technology skills and explore the interrelationships between engineering and society.
The Engineering Studies ATAR course is designed to facilitate achievement of the following outcomes:
Investigating
The starting point for the engineering design process is creating, interpreting and responding to a design brief. Existing engineered products, materials, components and sources of energy are researched to develop greater understanding of what a solution might include.
Devising
Annotated sketches and drawings of design ideas are used to generate concepts that are analysed and compared to the requirements of the design brief. The preferred concept is identified and used for the production phase.
Producing
The production phase commences with the specifications of the chosen design being confirmed and documented. Pictorial and orthographic drawings are produced that contain sufficient information for manufacture of the product to be undertaken. Depending on the specialist area being studied, there may also be other forms of drawing or graphics necessary to explain the final solution. Materials and parts lists are derived from the drawings and production techniques identified. The construction and testing of the product – a prototype or working model – is undertaken by following safe and appropriate work practices and by following a timeline.
Evaluating
Evaluation occurs throughout the engineering design process to assess the viability, appropriateness and performance of existing solutions, materials, components, energy systems, design ideas, construction methods and the final prototype or working model.
Identifying and understanding the characteristics of common materials used in engineering is a necessary requirement for the selection and use of materials that contribute to the safe and reliable operation of engineered products.
Applying mathematical concepts is a fundamental requirement for the Engineering Studies ATAR course. This entails extracting data from drawings, charts, diagrams and tables; determining perimeters, surface area, volume, density and mass of engineered products; simple energy and efficiency calculations; and using unfamiliar formulae to solve problems.
Mechanisms
Identifying and understanding the characteristics of common simple machines and mechanisms, including the mechanics of motion, drive systems, formulas and calculations, and quantities used to measure variables associated with inputs and outputs of mechanical systems.
Effects on society, the environment and industry
The effects of engineering on society, the environment and industry are vital considerations in engineering. Two major concepts are studied. These are: forms, sources and uses of energy; and the nature of obsolescence and its different forms.
The content in this section is specialised knowledge that applies to students who are undertaking the study of mechatronics. It is divided into two content areas:
Mechatronics is a multidisciplinary field that refers to the skill sets needed in contemporary, advanced automated technology industries. At the intersection of mechanics, electronics, and computing, mechatronics specialists create simpler, smarter systems. Mechatronics is an essential foundation for the growing trends in robotics and automation in many fields such as manufacturing, minerals processing, mining, pollution control, renewable power generation and waste processing.
The subject content is based around the characteristics and use of microcontrollers and how they are interfaced into real world applications
An understanding of scientific, mathematical and technical concepts contained in the two content areas coupled with the engineering core content and design process provides students with the opportunity to design, make, analyse, test and evaluate mechatronic devices.
Given guidelines and a context, students use an engineering design process to develop and respond to a design brief that has a problem, need or opportunity as its focus. Design ideas are developed through research of similar products and associated components and materials leading to annotated sketches and concept drawings. Students then select and analyse the most suitable concept for production as a prototype or working model. They finalise their chosen design by documenting its specifications in the form of orthographic drawings, specialist diagrams, and lists of materials and components, including the costing of these items. By following a given timeline, students begin to undertake the production of their product, including formative testing and evaluation.
Through the study of core and specialist area theory, students develop their understanding of the scientific, mathematical and technical concepts that explain how engineered products function.
They also study the effects on society, the environment and business of obtaining and using different forms of renewable and non-renewable energy.
Students apply the engineering design process to improve their knowledge, understandings and skills necessary to complete the production of their major project and to test and evaluate the resulting product.
Core and specialist area theory continues to be studied to further develop their understanding of the scientific, mathematical and technical concepts necessary to predict and explain the behaviour of engineered products.
Students also consider and analyse different forms of obsolescence in the context of engineered products. Furthermore, they develop and demonstrate an understanding of the effects on society, the environment and business that occur due to obsolescence.
In this unit, students develop their understanding of core and specialist area theory. They also study the impacts of obtaining and using the different forms of renewable and non-renewable energy on society, business and the environment.
Students use the engineering design process beginning with the development of a comprehensive design brief that has a focus on a problem, need or opportunity. They synthesise responses to the brief by engaging in a range of activities that include: detailed research of similar existing engineered products; construction materials and components; sketching, drawing and notating concepts; analysing and justifying the choice of the most promising of these for production as a prototype or working model. Students refine their understanding and skills of the engineering design process, undertaking tasks to produce, test and evaluate the product.
In this unit, students consider and analyse the stages within the life cycle of engineering products. Students develop and demonstrate an understanding of the impacts on society, business and the environment that occur during the life cycle of engineered products.
Students continue to refine their understanding and skills of the engineering design process, undertaking tasks to produce, test and evaluate the product. Core and specialist area theory continues to be studied to forge greater understanding of the scientific, mathematical and technical concepts that explain how engineered products function.
