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Advice for teachers -
Systems Engineering

Unit 2: Electrotechnological systems – Area of Study 1: Electrotechnological systems design

Outcome 1

Investigate, represent, describe and use basic electrotechnological and basic control engineering concepts, principles and components, and design and plan an electrotechnological system using the systems engineering process.

Examples of learning activities

  • Identify common components, circuit symbols and give appropriate values within an appropriate range. The ‘Circuit maker’ resource on the Department of Education’s FUSE website provides an interactive activity introducing logic gates and circuits.
  • Identify polarised and non-polarised components and their key characteristics.
  • Identify common circuit types and explain how the flow of electrons changes in different areas. Use the ‘Voltage and current’ resource on the Department of Education’s FUSE website to explain the water flow model of electric current and the effects of increasing voltage in a circuit.
  • Watch the ABC Education clip entitled ‘How electricity works’ to find out more out electricity.
  • Watch the experiment on the ABC Education clip entitled ‘Light up a light bulb’ to see how to create an electric circuit using a battery, some electrical wire and a light bulb.
  • Create electrical and control circuits using modelling software, such as Circuit Wizard, and solderless circuit board (breadboard) and PCB (printed circuit board) or prototyping.
  • Use a multimeter to show how current and voltage vary around a circuit and the relationship between resistance, current and voltage.
  • Use a multimeter to show the relationships in resistor networks.
  • Watch the ABC Education video clip entitled ‘Using mechatronics to build a robot fish’ and explore how the principles of mechanical, electronic and computer engineering are used. Discuss the importance of good design and testing in creating the robot.
  • Discuss the relationship between systems and subsystems for both open and closed loop control to understand the system block diagram approach used in mechanical systems design, including the correct inputs, processes and outputs.
  • Watch the ABC Education clip entitled ‘Design processes for building robots’ and then discuss tips to start designing a robot. Discuss the term ‘rapid prototyping’.
  • Develop a plan of an electrotechnological project and justify its production and components, materials, processes, tools and equipment used in the production.
  • Produce and evaluate circuit diagrams showing the correct wiring to enable the components to function correctly.
  • Use a breadboard or some form of prototyping software (such as Circuit Wizard) to create an automatically adjusting light switch.
  • Discuss how a light-dependent resistor (LDR) or photodiodes work and how they react to light by examining current car technology. Alternatively, refer to lighting effects in buildings, which respond to the environment they are in.
  • Discuss simple drive mechanisms that could be used on a variable resistor to control the amount of current flowing in the output (light producing) circuit. An example of a suitable board to use is an AXE092 with a L293D motor driver chip to provide a high current output.
  • Discuss how robots are impacting and enhancing lives today. Refer to the ABC Education digital resource entitled ‘Robots in the present’ to find out how robots are used in range of ways. These include robots used in animals and humans, ocean science, 3D printing and solar cars.
  • Example icon for advice for teachers
    Use a microcontroller chip to drive appropriate outputs dependent on input states and discuss feedback and control.
Example icon for advice for teachers 

Detailed example

Building and programming a microcontroller-based robot

Assist students in exploring different methods of input collection (such as detection of light or sound) to create an ‘intelligent’ robot that can perform either a set task or one of their own. Provide students with a design brief stating a specific task (such as ‘get the robot to follow a line to deliver a meal’) as a starting point for class discussion.

Using either a pre-made PCB such as the AXE18M2 board or Arduino-based system, ask students to add functionality to allow their robot to make an informed decision about the world around it. Students may select the following inputs to their systems: simple switches, infra-red sensors, ultrasonic sensors or audio.

Students can use a flowchart-based software package (such as Circuit Wizard, SystemsModeler) or blocks of code for Arduino to create their program. Alternatively, they can apply programming skills using a text-based editor such as Windows Notepad or programming software such as MS Visual Studio. Either approach to the programming of the microcontroller is valid as long as students use the same process to create their program.

Ask students to model the software, hardware and outcomes.

Students can then individually develop their own project; for example, a microcontroller-based greenhouse. Alternatively, students may approach a client to see if there are any areas they can move into; for example a self-directed wall-avoiding robot. Teachers may also ask students to use their mechanical system from Unit 1 to apply electrotechnological concepts, principles and components for Unit 2.

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