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Advice for teachers -
Systems Engineering

Unit 1: Mechanical systems – Area of Study 1: Mechanical system design

Outcome 1

Describe and apply basic engineering concepts and principles, and use components to design and plan a mechanical system using the systems engineering process.

Examples of learning activities

  • Model the mechanisms used in a bicycle using simulation software that has a physics engine, such as 'Wolfram SystemModeler'.
  • Construct buttons and dials that allow a user to investigate the effects of gear changes and other adjustments. Refer to the Department of Education and Training’s FUSE resource 'Wild ride: In top gear' to test how cog size affects speed and energy efficiency.
  • Watch the Department of Education and Training FUSE video clip entitled 'Science of cycling – drives and gears' to find out how gears help cyclists ride up a steep slope
  • Explore relationships between mass, force, distance and work by interacting with the ABC Education resource entitled 'Pulleys'.
  • Watch the Department of Education and Training FUSE video clip 'Friction’ and discuss how the surface of different materials determines their slipperiness.. Discuss the roles that heat and friction play in snow skiing and why they are essential to the movement of skis across snow.
  • Refer to the diagrams found on the 'Gears and pulleys' resource  on the Department of Education and Training’s FUSE website to find out about different types of pulleys, such as worm, bevel, rack and pinion.
  • Design physical experiments (such as using real pulleys, retort stands, weights and rulers) to investigate effort and distance and create a formula for mechanical advantage, and to verify calculations for mechanical advantage, velocity ratio, and moments about a point. Explain any losses in experimental mechanism that account for any variation between measured values and predicted values.
  • Use computer-aided design (CAD) software (such as SketchUp) to draft designs for parts of a mechanical system. If possible, 3D print these parts and then refer back to testing, modelling and design brief to evaluate them for effectiveness.
  • Analyse an existing mechanical system (such as a bicycle, car or tractor) and produce a multimedia presentation using text, images and video that tracks motion transformations throughout its operation.
  • Use a Gantt chart to map the stages of a production plan in a sequence of steps or operations. There are many free Gantt chart templates available online; for example, GanttProject and TeamGantt.
  • Design and assemble a full-scale, working prototype of a linkage system (including changing motion types); evaluate its effectiveness and recommend modifications, using elements of the systems engineering process.
  • Using a design brief, develop and apply evaluation criteria that have both qualitative and quantitative elements.
  • Provide a template to formulate a design brief that addresses the problem/need/opportunity/ situation and discuss how to develop meaningful evaluation criteria from the brief that include both qualitative and quantitative aspects.
  • Example icon for advice for teachers
    In teams, develop a design brief for the creation of a mechanical system and identify evaluation criteria for the problem/need/opportunity/situation. Conduct research and document three different design options using annotated drawings. Using a table (docx - 72.31kb), evaluate each proposed design option and determine which option best meets the design brief. Produce a work plan detailing the production of the option for the preferred mechanical system.
  • Identify the mechanical aspect of a common tool (such as a tin opener, nut cracker or brace and bit) and measure its mechanical performance quantitatively.
  • Develop a materials list for a project and use online sources to find three prices for each component. Determine the time of supply for each supplier and comment on how timeline constraints may affect selection of components and price choices.

  • Watch the ABC Education video entitled 'The role of a mechanical engineer' and discuss the:

    • importance of the mechanical engineer on the robotics team
    • selection of one material over another to build the robot
    • reason pneumatic wheels were selected over other types of wheels

    This discussion can be further enhanced by viewing the ABC Education clip entitled 'How to design and build a robot in six weeks!' and identifying factors that influence the team in their design and building processes.

  • Discuss the skills required for a mechanical engineer to work effectively in a team by watching the ABC Education clip entitled 'Working as a mechanical engineer'.
Example icon for advice for teachers 

Detailed example

Designing a mechanical system

Using a template (docx - 72.31kb) students develop a design brief and produce evaluation criteria that are meaningful and address qualitative and quantitative aspects. Students specify suitable subsystems and components to meet the brief, and then develop sketches and annotated working drawings that provide three possible solutions to the problem/need/opportunity/situation identified in the design brief. Students select and justify the preferred option.

Students can then develop a list of components and materials as well as a sequence of production processes, including designing and documenting appropriate test procedures, and using test equipment available in their school. Students are asked to test each subsystem identified from the preferred option separately for function and reliable operation. When documenting all decisions and outcomes, students need to refer to the systems engineering process at all times.