Don’t Spill It – Unit Description - STEM NSW€¦ · Web viewMaking the Robot drive Between the Lines and avoid objects using the ultrasonic sensor. 4.1 ... real world examples

Integrated STEM ProgramDon’t Spill It

©State of New South Wales, Department of Education 2016 Stage 4 Integrated STEM Project, The Ponds High School

Don’t Spill It – Unit Description

Teachers: TAS teachers (Optional – 1 Maths and 1 Science)

Class: 8P & 8O (8TEC1, 8TEC2, 8TEC3)

Semester: 1

Year: 8

UNIT DESCRIPTION: Students are to design, make and evaluate an automated system to safely and efficiently transport 'chemicals and fragile freight' from one location to another .

Unit length: 1 Semester

Alternate task: Simple robot project following instructions from EV3 teacher resources (Instead of designing a solution, the students build and use an existing solution / project).

Extension: Loading and / or unloading of chemical - automated

AREA OF STUDY Information and communicationsDESIGN SPECIALISATION SoftwareTECHNOLOGIES Control Technologies.DESIGN PROJECT Design, produce and evaluate a transport system to move a ‘toxic substance’ from one location to another without human intervention.

RESOURCES

BooksClassroom Activities for the Busy Teacher: EV3 by Damien Key. 2013 (some challenge book material is taken from this book)

Websitesweb2.theponds-h.schools.nsw.edu.au/moodleSurvey Monkey

OtherLEGO EV3 Robotics Kits and softwareDigital Cameras (or mobile phones) for stop motion animationComputer Lab (for EV3 software – licence restrictions for BYOD devices)Challenge Mats or large format printer to print challenge matsOptional - Equipment to make extended sensor cables (phone cable, RJ11 and crimpers)


Don’t Spill It – Unit Outcomes

FOCUS OUTCOMES

TAS outcomes4.1.1 - applies design processes that respond to needs and opportunities in each design project4.2.2 - selects, analyses, presents and applies research and experimentation from a variety of sources4.3.1 - applies a broad range of contemporary and appropriate tools, materials and techniques with competence in the development of design projects4.3.2 - demonstrates responsible and safe use of a range of tools, materials and techniques in each design project4.5.1 - applies management processes to successfully complete design projects4.5.2 - produces quality solutions that respond to identified needs and opportunities in each design project4.6.1 - applies appropriate evaluation techniques throughout each design Project

Science outcomesSC4-5WS - collaboratively and individually produces a plan to investigate questions and problemsSC4-8WS - selects and uses appropriate strategies, understanding and skills to produce creative and plausible solutions to identified problemsSC4-10PW - describes the action of unbalanced forces in everyday situationsSC4-11PW - discusses how scientific understanding and technological developments have contributed to finding solutions to problems involving energy transfers and transformations

Mathematics outcomesMA4-1WM - communicates and connects mathematical ideas using appropriate terminology, diagrams and symbolsMA4-2WM - applies appropriate mathematical techniques to solve problemsMA4-12MG - calculates the perimeters of plane shapes and the circumferences of circles

CONTRIBUTING OUTCOMES

TAS outcomes

Science outcomesSC4-4WS - identifies questions and problems that can be tested or researched and makes predictions based on scientific knowledgeSC4-9WS - presents science ideas, findings and information to a given audience using appropriate scientific language, text types and representationsSC4-17CW - explains how scientific understanding of, and discoveries about, the properties of elements, compounds and mixtures relate to their uses in everyday life

Mathematics outcomesMA4-7NA - operates with ratios and rates, and explores their graphical representation (percentage of budget etc….Pie graph etc.)MA4-11NA - creates and displays number patterns; graphs and analyses linear relationships; and performs transformations on the Cartesian planeMA4-3WM - recognises and explains mathematical relationships using reasoningMA4-15MG - performs calculations of time that involve mixed units, and interprets time zones


General Capabilities: (See Teaching and Learning Program to identify links to General Capabilities)

Learning Across the curriculum used in this document are from the Board of Studies Teaching and Educational Standards (BOSTES) NSW http://syllabus.bostes.nsw.edu.au/mathematics/mathematics-k10/learning-across-the-curriculum/

The cross-curriculum priorities: Aboriginal and Torres Strait Islander histories and cultures Asia and Australia's engagement with Asia Sustainability

The general capabilities: Critical and creative thinking Ethical understanding Information and communication technology capability Intercultural understanding Literacy Numeracy Personal and social capability

Other learning across the curriculum areas: Work and enterprise

The outcomes used in this document are from the Board of Studies Teaching and Educational Standards (BOSTES) NSW. http://www.boardofstudies.nsw.edu.au/syllabus_sc/


http://www.boardofstudies.nsw.edu.au/syllabus_sc/

http://syllabus.bostes.nsw.edu.au/mathematics/mathematics-k10/learning-across-the-curriculum/

Scope and Sequence – Overview

Term 1

Week

Activity TAS Science Mathematics Calendar Items

1 Introduction of STEM / Recap SDD – Short week

2 Using Lego EV3 - Robotics 4.3.2 Building modelsProgramming Models

MA4-1WM & 3WM Maths in programming (Operators / logic etc.)

3 Creating Stop Motion Animation and Building the Riley Rover – RoboticsActivity – Intro to Robotics and Components of a Robot (Sensors)

4.1.1, 4.2.2, 4.3.1, 4.6.1 Experimenting with sensors and controlling motors

SC4-5WS & 8WS Application of the Scientific Method as it relates to experimenting and testing

School Photos

4 Video Capture / Editing – Continuation of Stop Motion Animation

4.1.1 Reviewing how to make a movie using Lego Movie App and Adobe Premiere

5 Project Launch / Research 4.2.2 Researching existing methods of transport of chemicals within controlled environments

SC4-6WS & 17CW Chemicals & Safety

Swimming Carnival

6 Research Assessment Part A Due 4.5.1 Form teams and creation of investigation into Robotic Vehicles

MA4-15MG calculates and describes the duration of presentation

Zone Swimming

7 Research – existing solutions 4.1.1, 4.6.1 Additional research to create additional criteria. Research into the forces to be overcome and how this applies to the design solution

SC4-9WS uses scientific language, text types and representations in the presentation of research and existing ideas

Year 7 Camp (Staff Out)

8 Presenting Assessment Part A 4.1.1, 4.6.1 Development of


Week

Activity TAS Science Mathematics Calendar Items

idea9 Challenge Mat 1

Making the Robot MoveMeasuring the Circumference of the WheelPower vs Time

Challenge Mat 2Making the Robot drive Between the LinesTurning the VehicleAngles and DegreesPower Vs Time

Challenge Mat 3Making the Robot drive Between the Lines and avoid objects using the ultrasonic sensor

4.1.1, 4.2.2, 4.3.1, 4.5.1 Final solution designed, including identification of forces and budgeting

4.6.1 Development of idea (sketching and evaluation)

4.2.2 Documentation of proposed solution


MA4-12MG - calculates the perimeters of plane shapes and the circumferences of circles

MA4-1WM - communicates and connects mathematical ideas using appropriate terminology, diagrams and symbols

MA4-2WM - applies appropriate mathematical techniques to solve problems

Cross Country

1011


Term 2Week Activity TAS Science Mathematics Calendar Items

1 Challenge Mat 4Follow the Lines and Avoid Traffic

4.5.2, 4.6.1 Construction of solution – testing components as they are developed.4.1.1, 4.6.1 Development of idea (sketching and evaluation).



2 Challenge Mat 5Follow the Line, avoid detours and carry a cylinder

4.5.2, 4.6.1 Construction of solution – testing components as they are developed.4.1.1, 4.6.1 Development of idea (sketching and evaluation).



3 Assessment Part B & C Due – Challenge Mat Activities & Documentation and Video Diary Presentations

Issue Don’t Spill It Challenge

4.3.1, 4.5.2, 4.6.1 Construction of solution – testing components as they are developed. Testing against identified forces.

4 Don’t Spill It Challenge - Develop PlansAnd design a 3D Printed Object to carry with the Robot

4.5.2 Put all tested components together.


Measurements of designing 3D Printed Container

Zone X-Country

5 Don’t Spill It Challenge - Final Solution 4.5.2 Put all tested components together.

SC4-10PW (11PW Contributing) Documenting the forces within their control system

6 Assessment Part D – Don’t Spill It Due 4.5.2 Finalising folio, video and other presentation items.Finalising operation of control system

SC4-10PW (11PW Contributing) Investigating the forces within their control system

iSTEM Conference presentation

7 Project presentation and marking 4.2.2, 4.6.1 Presentation of the final solution

SC4-9WS including appropriate scientific language in the final presentation of their project

Zone Athletics

8 Project presentation and marking 4.2.2, 4.6.1 Presentation of the final solution

9 Project Presentation – School and community – Celebration of learning STEM WEEK Preparation

4.2.2, 4.6.1 Presentation of the final solution to parents, primary schools and wider community

SC4-9WS including appropriate scientific language in the final presentation of their project

10 Final Project Evaluation (Staff and students) Project evaluation (online) Project evaluation (online)


Week OutcomeStudents learn about- Students learn to (Technology)

Content (Science/Mathematics)Integrated learning

experiencesEvidence of learning / assessment strategies

Register

Evaluation

1

Short week – 2 days with interruptions

Re-introduction of STEM – what is it and how does it fit into school and beyond.Semester overview.Introduction to the course online site (Moodle)

2 4.3.1

4.3.2

MA4-1WM

MA4-3WM

Data types, formats and information as inputs of design and productionComponent categories for hardware, including input devices, processors and output devices responsible behaviour in working environmentsWork Health and Safety practicesthe safe and responsible use of materials, tools and techniques in each design project

Identify and select appropriate data for use in a design projectRecognise, connect and use input and output devices to construct systems including sensors, switches, wiring, lights and motors for a design projectuse tools, materials and techniques in a responsible and safe manner in each design project.

Students are introduced to Lego robotics.Build kits using instructions and animate with stop motion animation.Software may include Lego Movie App, Google

Functional robot built and working

3 4.1.1, 4.2.2, 4.3.1, 4.6.1

SC4-5WS

SC4-8WS

design processes including analysing needs, problems and opportunities researching generating creative ideas communicating ideas experimenting and testing ideasexperimentation and testing of design ideasdeveloping criteria for success as a tool for assessing design development and productionrobots and other mechatronic devices, sensors, actuators such as motors, switches, lightsprogrammable logic controllers (PLCs) and associated hardwareprogram design compiling programsconnecting interdependent devicesmodelling and prototyping systemstesting systems in the working environmentindustrial production methods

apply a design process when developing quality solutions for each design project

record design processes and decision making in a design folio for each design project.

apply the results of experimentation to designing and making when developing each design project

apply criteria for success in decision making during the development of each design project

select and use appropriate program development techniques and structures for an identified need

Students to modify designs and experiment with the use of additional / different sensors and their application to robotics.

Add sensor to robot design

Modify program to include sensor and additional functionality

-----------------------------------------

Revision of the Scientific method

How to write up an experiment

Scientific method in a TAS context

Writing experiments for TAS

Original robot modified with additional / alternative sensors attached.

----------------------------------------------Completed experiment written up using scientific method.





Register

Evaluationidentifying the purpose of an investigationproposing the type of information and data that needs to be collected in a range of investigation types, including first-hand and secondary sourcescollaboratively and individually planning a range of investigation types, including fieldwork, experiments, surveys and research

connect interdependent devices for the purposes of a design solution

troubleshoot problems with systems

test function of solutions for a design project

Specific experiment as related to the exploration of alternative sensors

4 4.1.1

MA4-15MG

design processes including analysing needs, problems and opportunities researching generating creative ideas communicating ideas experimenting and testing ideas managing resources producing design solutions evaluating ideas and solutions --------------------------------------------------solve a variety of problems involving duration, including where times are expressed in 12-hour and 24-hour notation, that require the use of mixed units (years, months, days, hours and/or minutes)


record design processes and decision making in a design folio for each design project

Revision of how to create a video using Adobe Premiere (or similar software depending on BYOD device).

Create a short video explaining the type and function of the robot built in week 2 & 3------------------------------------------Calculate the number of frames in a video segment based on video frame rate.Create a time line for video (planning / storyboard). Calculate number of frames for still image insertion.

Student videos created with accompanying storyboard with time calculations.

5 4.2.2

SC4-6WS

SC4-17CW

research methods needs analysis surveys and interviews searching techniques including use of the Internet--------------------------------------------------collaboratively and individually conducting a range of investigation types, including fieldwork and experiments

use effective research methods to identify needs and opportunities and locate information relevant to the development of each design project

identify solutions to other similar needs and opportunities

use the internet when

Students create teamsUse online resources to guide research into the problem and possible solutions------------------------------------------What constitutes a hazardous substance – real world examples and transportation considerationsIdentify possible tests and

Clear evidence that students understand project requirements through appropriate research which is presented in a clear and logic al manner.Evaluation of research and its application to their projects.





Register

Evaluationfollowing the planned procedure, including in fair tests, measuring and controlling variablesrecording observations and measurements accurately

researching experiments that could be used to assist in development of design proposal

6 4.5.1

MA4-6NA

resource availability including time money materials, tools and techniques human resources including skills and expertise other resourcesmanagement techniques including action, time and budget planning--------------------------------------------------Investigate and calculate the Goods and Services Tax (GST), with and without the use of digital technologiescalculate GST and GST-inclusive prices for goods purchased in Australia, given the pre-GST priceinterpret GST information contained on receipts

identify resource availability and apply realistic limitations to each design project

develop and apply action, time and budget plans in design projects

Students develop and upload project proposals Time plane Finance plan

------------------------------------------Students develop a finance plan or budget

Calculate percentages of budget to different resources and stages

Calculate the GST for goods purchased.

Uploaded proposals with finance plan.

7 4.1.1, 4.6.1

SC4-9WS

design processes including analysing needs, problems and opportunities researching generating creative ideas communicating ideas experimenting and testing ideas managing resources producing design solutions evaluating ideas and solutionsdeveloping criteria for success as a tool for assessing design development and productionongoing evaluation of design ideas and decisionsfinal evaluation considering design process used




use criteria for success to reflect on the design process used and the solutions

Students build on proposal Updated proposals / projects uploaded





Register

Evaluation design solutions reflection on learning--------------------------------------------------presenting ideas, findings and solutions to problems using scientific language and representations using digital technologies as appropriateusing appropriate text types in presentations, including a discussion, explanation, exposition, procedure and recountusing a recognised method to acknowledge sources of data and information

evaluate prior to, during and at completion of each design solution

8 4.1.1, 4.6.1

MA4-6NA

design processes including analysing needs, problems and opportunities researching generating creative ideas communicating ideas experimenting and testing ideas managing resources producing design solutions evaluating ideas and solutionsdeveloping criteria for success as a tool for assessing design development and productionongoing evaluation of design ideas and decisionsfinal evaluation considering design process used design solutions reflection on learning--------------------------------------------------investigate and calculate the Goods and Services Tax (GST), with and without the use of digital technologiescalculate GST and GST-inclusive prices for goods purchased in




use criteria for success to reflect on the design process used and the solutions

evaluate prior to, during and at completion of each design solution

Design ideas being sketched and evaluated

Design ideas drawn and or written explanations including evaluation of design ideas.Graphical representations of financial modelling including the calculation of GST.





Register

EvaluationAustralia, given the pre-GST priceinterpret GST information contained on receipts

9 4.1.1, 4.2.2, 4.5.1

SC4-9WS

presenting ideas, findings and solutions to problems using scientific language and representations using digital technologies as appropriateusing appropriate text types in presentations, including a discussion, explanation, exposition, procedure and recount using a recognised method to acknowledge sources of data and information




identify solutions to other similar needs and opportunities

use the internet when researchingidentify resource availability and apply realistic limitations to each design project

develop and apply action, time and budget plans in design projects

Student finalise their design and prepare for their preliminary project presentation / walkthrough.

Presentation material for project proposals developed which includes appropriate language (contextual), evaluation and presentation methods

10 4.2.2

MA4-7NA

sketch informal graphs to model familiar events


identify solutions to other similar needs and opportunitiesuse the internet when

Student presentation of project – peer walkthrough with post-it peer evaluation on displays





Register

Evaluationresearching

11 4.5.2, 4.6.1

SC4-5WS

SC4-8WS

identifying the purpose of an investigationproposing the type of information and data that needs to be collected in a range of investigation types, including first-hand and secondary sourcescollaboratively and individually planning a range of investigation types, including fieldwork, experiments, surveys and research

identify suitable materials, tools and techniques for each design project

practice and refine skills needed for design projectsapply a design process that responds to needs and opportunities for each design project

produce solutions reflecting quality standards appropriate to each design projectapply criteria for success in decision making during the development of each design projectuse criteria for success to reflect on the design process used and the solutionsevaluate prior to, during and at completion of each design solution

Students realise their design and test the solutions, modifying where necessary.

Physical development of the solutions.Evidence of testing and evaluation and the application of testing to the design solution. Testing is done is a structured scientific manner with appropriate documentation.

12 4.3.2, 4.5.2, 4.6.1

MA4-6NA

specific tools relating to control technologiesthe function, selection and correct use of a range of contemporary tools includingsimple programming languagessimple programs that meet identified needsconstruction toolssimple testing tools including multimeter

investigate and calculate the Goods and Services Tax (GST), with and without the use of digital technologiescalculate GST and GST-inclusive

select and correctly use tools appropriate for the construction, maintenance and management of systems for a design project

identify suitable materials, tools and techniques for each design projectpractice and refine skills needed for design projectsapply a design process that responds to needs and opportunities for each design projectproduce solutions reflecting

Students realise their design and test the solutions, modifying where necessary.

Physical development of the solutions.Evidence of testing and evaluation and the application of testing to the design solution. Testing is done is a structured scientific manner with appropriate documentation.Budgets are reviewed.Actual vs planned finances, graphed for comparison – GST of both are calculated.





Register

Evaluationprices for goods purchased in Australia, given the pre-GST priceinterpret GST information contained on receipts

quality standards appropriate to each design projectapply criteria for success in decision making during the development of each design projectuse criteria for success to reflect on the design process used and the solutionsevaluate prior to, during and at completion of each design solution

13 4.5.2, 4.6.1

SC4-10PW

SC4-11PW

identify changes that take place when particular forces are actingpredict the effect of unbalanced forces acting in everyday situationsanalyse some everyday common situations where friction operates to oppose motion and produce heatinvestigate factors that influence the size and effect of frictional forces

identify suitable materials, tools and techniques for each design projectpractice and refine skills needed for design projectsapply a design process that responds to needs and opportunities for each design projectproduce solutions reflecting quality standards appropriate to each design projectapply criteria for success in decision making during the development of each design projectuse criteria for success to reflect on the design process used and the solutionsevaluate prior to, during and at completion of each design solution

Students realise their design and test the solutions, modifying where necessary

Physical development of the solutions.Evidence of testing and evaluation and the application of testing to the design solution. Testing is done is a structured scientific manner with appropriate documentation.Documented analysis of the types of forces within their solution.

14 4.5.2

MA4-7NA

sketch informal graphs to model familiar events

identify suitable materials, tools and techniques for each design projectpractice and refine skills needed for design projectsapply a design process that responds to needs and opportunities for each design

Final solution constructed Physical development of the solution which reflects the ongoing evaluation of the solution development.Using the data from week 13, students graph the forces within their solution (could be in the form of force vs time)





Register

Evaluationprojectproduce solutions reflecting quality standards appropriate to each design project

15 4.5.2

SC4-10PW

SC4-11PW

identify changes that take place when particular forces are actingpredict the effect of unbalanced forces acting in everyday situationsanalyse some everyday common situations where friction operates to oppose motion and produce heatinvestigate factors that influence the size and effect of frictional forces

identify suitable materials, tools and techniques for each design projectpractice and refine skills needed for design projectsapply a design process that responds to needs and opportunities for each design projectproduce solutions reflecting quality standards appropriate to each design project

Final solution constructed Physical development of the solution which reflects the ongoing evaluation of the solution development.Students continue to analyse their solutions with respect to forces within their designs. Particular focus on friction and its effects on their solution.Analysis of forces documented.

16 4.5.2

MA4-6NA

MA4-7NA

MA4-11NA

investigate and calculate the Goods and Services Tax (GST), with and without the use of digital technologiescalculate GST and GST-inclusive prices for goods purchased in Australia, given the pre-GST priceinterpret GST information contained on receipts sketch informal graphs to model familiar events

identify suitable materials, tools and techniques for each design projectpractice and refine skills needed for design projectsapply a design process that responds to needs and opportunities for each design projectproduce solutions reflecting quality standards appropriate to each design project

Preparation for the final presentation of the solution. Final testing.

Students finalising their solutions. Student finalising documentation of their designs ready for presentation.Students finalising video presentations.

17 4.2.2, 4.6.1

SC4-9WS

presenting ideas, findings and solutions to problems using scientific language and representations using digital technologies as appropriateusing appropriate text types in presentations, including a discussion, explanation, exposition, procedure and recount using a recognised method to acknowledge sources of data and information

use effective research methods to identify needs and opportunities and locate information relevant to the development of each design projectidentify solutions to other similar needs and opportunitiesuse the internet when researchingapply criteria for success in decision making during the development of each design project

Project presentation and marking.

Formal evaluation of projects.Teacher markingPeer marking





Register

Evaluationuse criteria for success to reflect on the design process used and the solutionsevaluate prior to, during and at completion of each design solution

18 4.2.2, 4.6.1

MA4-1WM

construct a directed number sentence to represent a real-life situation

use effective research methods to identify needs and opportunities and locate information relevant to the development of each design projectidentify solutions to other similar needs and opportunitiesuse the internet when researchingapply criteria for success in decision making during the development of each design projectuse criteria for success to reflect on the design process used and the solutionsevaluate prior to, during and at completion of each design solution

Project presentation and marking.

Formal evaluation of projects.Teacher markingPeer marking

19 4.2.2, 4.6.1

SC4-9WS

presenting ideas, findings and solutions to problems using scientific language and representations using digital technologies as appropriateusing appropriate text types in presentations, including a discussion, explanation, exposition, procedure and recountusing a recognised method to acknowledge sources of data and information

use effective research methods to identify needs and opportunities and locate information relevant to the development of each design projectidentify solutions to other similar needs and opportunitiesuse the internet when researchingapply criteria for success in decision making during the development of each design projectuse criteria for success to reflect on the design process used and

Project presentation – projects presented to the community with a celebration of learning afternoon / evening.

Students present their projects as per weeks 17 & 18 without evaluation. Project presentation to the wider school community.STEM Week Presentation during Week 10 with F1 FormulaCommunity ‘Exit Notes’ evaluation of the project.





Register

Evaluationthe solutionsevaluate prior to, during and at completion of each design solution

20 Project evaluation Project evaluation (online) Online evaluation of the project. Positives and negatives highlighted with recommendations for modifications established.


Documents

Don’t Spill It – Unit Description - STEM NSW€¦ · Web viewMaking the Robot drive Between the Lines and avoid objects using the ultrasonic sensor. 4.1 ... real world examples