In this course, students take a deep dive into Mary Shelley’s 1831 edition of Frankenstein. The main character Victor Frankenstein can be viewed as a brilliant interdisciplinary engineer, using his knowledge of physics, mathematics, philosophy, biochemistry and anatomy to create his ‘monster’. The novel exposes an important ethical theme that WE MUST care for and be responsible for the creations that we engineer. Students are given the opportunity derive deep and meaningful connections between this theme and their role of becoming creators in an engineering field of their choice (Mechanical, Electrical, Civil, Architectural, Med/Bio/Chemical, Software/Computer, or Aeronautical Engineering). Students stitch their own engineering creations together in the Ideation Studio, and apply relevant maths along the way. The course culminates with a study of the history surrounding WW2 where we play off the theme of how society engineered the monster of Hitler, the monster of war in general, and even some monstrous technologies. We must be responsible for the ‘monsters’ that we create…
The Engineering a Monster curriculum has been developed with discipline threads being woven together in a flexible way. There are key concepts, objectives and requirements that all students are expected to meet.
Students will develop a coherent knowledge of the language and stylistic features that authors used in Mary Shelley’s Frankenstein, 2 short stories and a film set in the context of WW2. They will also identify various ideas, perspectives and universally applicable themes throughout the texts, and apply these themes to modern-day situations. They will know the requirements of writing and speaking in a fluent and sophisticated fashion, along with the importance of providing evidence-based justifications for their own ideas.
Students will learn about and work within the engineering design process. They will identify needs, problems, challenges, and opportunities, whereby innovative solutions can be engineered. They will design and construct testable models and prototypes. They will construct appropriate tables for the collection of data, including headings and units to effectively represent data.
Students will learn about measurement, geometry, vectors, trigonometry, rates of change, and even differential calculus if they are inclined. These topics in mathematics can be used to model almost any real-life situation, with special links made to individual student engineering projects. Students will use estimation to help gauge the reasonableness of solutions to problems and interpret data to create meaning. They will learn that mathematical reasoning can be applied in different ways to solve problems and create new information.
History – Students will know why and how WWII started and ended. They will examine the social and individual impacts of war on people (in particular Italians, Polish, Germans, Jews.) They will know that ethics are an accumulation of values and principles that address questions of what is good or bad in human affairs. Students will understand that a study of historical issues is essential for avoiding similar issues in the future.
All Year 10 and Year 11 students work towards the objectives outlined in this course as part of the 2-year ASMS Central Study Curriculum. The Learning Intentions are designed to allow students to be successful in a wide range of pathways beyond school and successful as 21st century citizens. Students may discover that their passions align with a variety of engineering career options.
The Engineering a Monster Central Study is assessed under both the Year 10 ACARA and Stage 1 SACE frameworks. Year 10s meet the nationally agreed key performance measures for English, History, Science and Maths. Stage 1 students earn credits toward Scientific Studies, English, and Mathematics.