Engineering Rocket Car - Year 8 Technology Mandatory

**[Progression of Learning]{.smallcaps}** ------------------------------------------------- --------------------------- ------------------------------------------------------- **[Subject: Technology Mandatory]{.smallcaps}** **[Year: 8]{.smallcaps}** **[Unit Title: From 0-100 in 3 Seconds]{....

**[Progression of Learning]{.smallcaps}** ------------------------------------------------- --------------------------- ------------------------------------------------------- **[Subject: Technology Mandatory]{.smallcaps}** **[Year: 8]{.smallcaps}** **[Unit Title: From 0-100 in 3 Seconds]{.smallcaps}** ------------------------------------------------- --------------------------- ------------------------------------------------------- **STEP 1: What are the outcomes to be covered in this unit?** **Outcomes:** - TE4-1DP Designs, communicates and evaluates innovative ideas and creative solutions to authentic problems or opportunities - TE4-3DP Selects and safely applies a broad range of tools, materials and processes in the production of quality projects - TE4-8EN Explains how force, motion and energy are used in engineering systems - TE4-10TS Explains how people in technology related professions contribute to society now and in to the future **STEP 2: What do students need to know? (syllabus: content)** **What do students need to be able to do? (syllabus: skills)** **Identifying and defining:** - Investigate needs or opportunities for designing an engineered system and investigate and select from a range of materials, components, tools, equipment and processes - Develop criteria to evaluate design ideas, processes and solutions, the functionality, aesthetics and a range of constraints, eg accessibility, cultural, economic, resources, safety, social, sustainability, technical **Researching and planning:** - Investigate how force, motion and/or energy are utilised when designing engineered systems **Producing and implementing:** - Produce products or systems that apply engineering principles **Testing and evaluating:** - Develop and apply testing procedures to evaluate an engineering system - Assess the solution against the predetermined criteria **STEP 3: Main ideas/concepts for the unit** **Identifying and defining:** - What is engineering and the role of engineers professionally - The Rocket Car design challenge, including materials, methods of construction and physical constraints - Success criteria for the Rocket Car regarding functionality and aesthetics **Researching and planning:** - Basics of rocket propulsion - Force, motion, energy, simple machines involved with a Rocket Car - Boyle's law of ideal gases, including performing calculations **Producing and implementing:** - Produce a functional model car powered by a CO2 canister. **Testing and evaluating:** - Testing procedure (drag race) - Evaluate the Rocket Car based on the criteria of functionality and aesthetics. **STEP 4 - Progression of Learning** +-----------------------+-----------------------+-----------------------+ | **SURFACE** | **DEEP** | **TRANSFER** | +-----------------------+-----------------------+-----------------------+ | Single or multiple | Connecting multiple | Apply basic and | | ideas | ideas | complex understanding | | | | and skills to | | (not connected) | | different contexts | +-----------------------+-----------------------+-----------------------+ | **Verbs: Define | **Verbs: Critique | **Verbs: Reflect | | Identify Label Recall | Analyse Infer | Research Collaborate | | Remember Describe | Compare/Contrast** | Design Conduct | | Summarise Give | | Justify Formulate | | examples** | **Cite evidence Make | Generalise Produce | | | connections Show | and present Evaluate | | **Use models Recite | cause and effect Draw | Hypothesise** | | Recognise Measure | conclusions Organise | | | List Classify** | Interpret Explain | **Reorganise into new | | | Synthesise Argue | structures** | | **Solve one-step or | Assess Deconstruct | | | multiple | Predict Solve non | **Apply knowledge to | | tasks/problems | routine problems** | new situations** | | Estimate Outline** | | | +-----------------------+-----------------------+-----------------------+ +-----------------------+-----------------------+-----------------------+ | - Define | - Analyse the | - Produce and | | "engineering" | impact of | present a fact | | | engineers on | file on one field | | - Give examples of | society and the | of engineering | | a range of | environment | | | engineering | | - Design and | | professions, and | | construct a | | the roles they | | Rocket Car that | | play in the world | | will be | | | | successful in a | | - Solve | | drag race against | | mathematical | | an opponent | | problems related | | | | to Boyle's Law | | | +-----------------------+-----------------------+-----------------------+ +-----------------------------------------------------------------------+ | **Assessment Outcomes** | +-----------------------------------------------------------------------+ | AO-1 Knows and understands design and technology concepts related to | | the design, engineering and production of a model car that runs on | | rocket propulsion | | | | AO-2 Demonstrates competence in processes and skills in the design | | and production of a rocket car. | | | | AO-3 Demonstrates risk-management practices when selecting and safely | | using technologies. | +-----------------------------------------------------------------------+ +-------------+-------------+-------------+-------------+-------------+ | **Syllabus* | **Content | **Teaching | **Assessmen | **Assessmen | | * | from | and | t** | t/** | | | Syllabus** | Learning** | | | | **Outcomes* | | | **Outcome** | **Feedback* | | * | | | | * | +-------------+-------------+-------------+-------------+-------------+ | Selects and | Demonstrate | **Learning | **AO-3** | **Completed | | safely | safe, | Intention:* | | OnGuard | | applies a | independent | * | | safety | | broad range | and | | | tests** | | of tools, | collaborati | - 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Roc | | | | | | ket | | | | | | Car | | | | | | mod | | | | | | els | | | | | | fro | | | | | | m | | | | | | pre | | | | | | vious | | | | | | stu | | | | | | dents, | | | | | | exp | | | | | | laining | | | | | | fea | | | | | | tures | | | | | | of | | | | | | the | | | | | | car | | | | | | s | | | | | | | | | | | | c. A | | | | | | dem | | | | | | o | | | | | | rac | | | | | | e | | | | | | usi | | | | | | ng | | | | | | the | | | | | | rac | | | | | | e | | | | | | tra | | | | | | ck, | | | | | | x2 | | | | | | Roc | | | | | | ket | | | | | | car | | | | | | s | | | | | | and | | | | | | CO2 | | | | | | can | | | | | | isters. | | | | | | | | | | | | iii | | | | | |. Teacher | | | | | | | | | | | | selects | | | | | | | | | | | | two | | | | | | | | | | | | visually | | | | | | | | | | | | different | | | | | | | | | | | | cars | | | | | | | | | | | | for | | | | | | | | | | | | the | | | | | | | | | | | | race | | | | | | | | | | | | (eg | | | | | | | | | | | | one | | | | | | | | | | | | slim, | | | | | | | | | | | | one | | | | | | | | | | | | bulky) | | | | | | | | | | | | iv. | | | | | | Students | | | | | | | | | | | | can | | | | | | | | | | | | hypothesis | | | | | | e | | | | | | | | | | | | on | | | | | | | | | | | | which | | | | | | | | | | | | car | | | | | | | | | | | | will | | | | | | | | | | | | win | | | | | | | | | | | | the | | | | | | | | | | | | race, | | | | | | | | | | | | based | | | | | | | | | | | | on | | | | | | | | | | | | physical | | | | | | | | | | | | characteri | | | | | | stics. | | | +-------------+-------------+-------------+-------------+-------------+ | Explains | Investigate | **Learning | **AO-1** | **Written | | how people | the role of | Intention:* | | notes in | | in | an | * | | students' | | technology | engineering | | | exercise | | related | professiona | - **Defin | | books** | | professions | l | e | | | | contribute | and their | who an | | **Fact File | | to society | impact on | enginee | | on a | | now and in | the | r | | selected | | to the | environment | is** | | area of | | future | and society | | | engineering | | | | - **The | |.** | | TE4-10TS | | broad | | | | | | range | | | | | | of | | | | | | enginee | | | | | | ring | | | | | | fields* | | | | | | * | | | | | | | | | | | | - **The | | | | | | roles | | | | | | of | | | | | | people | | | | | | in | | | | | | technol | | | | | | ogy | | | | | | related | | | | | | profess | | | | | | ions** | | | | | | | | | | | | - **The | | | | | | impact | | | | | | of | | | | | | enginee | | | | | | rs | | | | | | on the | | | | | | environ | | | | | | ment | | | | | | and | | | | | | society | | | | | | ** | | | | | | | | | | | | 1. Teacher | | | | | | -led | | | | | | discuss | | | | | | ion: | | | | | | "What | | | | | | is | | | | | | enginee | | | | | | ring? | | | | | | What | | | | | | does an | | | | | | enginee | | | | | | r | | | | | | do?" | | | | | | | | | | | | 2. Teacher | | | | | | introdu | | | | | | ces | | | | | | student | | | | | | s | | | | | | to | | | | | | *Engine | | | | | | ers | | | | | | Austral | | | | | | ia | | | | | | (EA)* - | | | | | | a | | | | | | profess | | | | | | ional | | | | | | accredi | | | | | | ting | | | | | | body | | | | | | for | | | | | | enginee | | | | | | rs. | | | | | | | | | | | | 3. Teacher | | | | | | introdu | | | | | | ces | | | | | | definit | | | | | | ion | | | | | | provide | | | | | | d | | | | | | by EA: | | | | | | [[https | | | | | | ://www.engi | | | | | | neersaustra | | | | | | lia.org.au/ | | | | | | about-engin | | | | | | eering]{.un | | | | | | derline}](h | | | | | | ttps://www. | | | | | | engineersau | | | | | | stralia.org | | | | | |.au/about-e | | | | | | ngineering) | | | | | | | | | | | | 4. Reading | | | | | | : | | | | | | What is | | | | | | the | | | | | | role of | | | | | | an | | | | | | enginee | | | | | | r? | | | | | | (on | | | | | | Canvas) | | | | | | | | | | | | 5. Student | | | | | | s | | | | | | write | | | | | | down 6 | | | | | | roles | | | | | | of | | | | | | enginee | | | | | | rs | | | | | | in | | | | | | their | | | | | | exercis | | | | | | e | | | | | | books. | | | | | | | | | | | | 6. Student | | | | | | s | | | | | | select | | | | | | an area | | | | | | of | | | | | | enginee | | | | | | ring | | | | | | that | | | | | | interes | | | | | | ts | | | | | | them | | | | | | and | | | | | | create | | | | | | a Fact | | | | | | File | | | | | | that | | | | | | outline | | | | | | s | | | | | | the | | | | | | area of | | | | | | enginee | | | | | | ring | | | | | | and the | | | | | | knowled | | | | | | ge | | | | | | and | | | | | | skills | | | | | | require | | | | | | d | | | | | | for | | | | | | their | | | | | | special | | | | | | isation. | | | | | | These | | | | | | are | | | | | | present | | | | | | ed | | | | | | and | | | | | | shared | | | | | | with | | | | | | the | | | | | | class | | | | | | as a | | | | | | short | | | | | | speech. | | | +-------------+-------------+-------------+-------------+-------------+ | Explains | Investigate | **Learning | **AO-1** | **Informal | | how force, | how force, | Intention:* | | assessment | | motion and | motion | * | | based on | | energy are | and/or | | | class | | used in | energy are | - **Gain | | discussions | | engineered | utilised | knowled | |.** | | systems | when | ge | | | | TE4-8EN | designing | of | | **Completio | | | engineered | energy, | | n | | | systems, | forces, | | of | | | for | and | | information | | | example: | motion* | | tables in | | | (ACTDEK031) | * | | exercise | | | | | | book** | | | -- | - **Ident | | | | | electronic | ify | | | | | circuits | a range | | | | | | of | | | | | -- | forces, | | | | | mechanisms | provide | | | | | involving | example | | | | | simple | s** | | | | | machines | | | | | | | - **Under | | | | | -- built | stand | | | | | environment | how | | | | | s | rocket | | | | | | propuls | | | | | | ion | | | | | | works** | | | | | | | | | | | | 1. Watch | | | | | | video | | | | | | "Rocket | | | | | | Propuls | | | | | | ion | | | | | | Basics" | | | | | | in | | | | | | Canvas. | | | | | | (11:39) | | | | | |. | | | | | | | | | | | | 2. Student | | | | | | s | | | | | | take | | | | | | notes | | | | | | in | | | | | | their | | | | | | exercis | | | | | | e | | | | | | books | | | | | | of | | | | | | importa | | | | | | nt | | | | | | and | | | | | | relevan | | | | | | t | | | | | | informa | | | | | | tion | | | | | | from | | | | | | the | | | | | | video. | | | | | | | | | | | | 3. Read | | | | | | "Forces | | | | | | in | | | | | | Enginee | | | | | | red | | | | | | Systems | | | | | | ". | | | | | | | | | | | | 4. Copy | | | | | | definit | | | | | | ion | | | | | | of | | | | | | "Engine | | | | | | ered | | | | | | Systems | | | | | | " | | | | | | and | | | | | | "Forces | | | | | | " | | | | | | in | | | | | | exercis | | | | | | e | | | | | | book. | | | | | | | | | | | | 5. Disting | | | | | | uish | | | | | | the | | | | | | differe | | | | | | nce | | | | | | between | | | | | | "contac | | | | | | t" | | | | | | and | | | | | | "non-co | | | | | | ntact" | | | | | | forces. | | | | | | Discuss | | | | | | as a | | | | | | class | | | | | | and | | | | | | copy | | | | | | the | | | | | | table | | | | | | in | | | | | | exercis | | | | | | e | | | | | | books. | | | | | | | | | | | | 6. Read | | | | | | "Types | | | | | | of | | | | | | Forces" | | | | | |. | | | | | | | | | | | | 7. Teacher | | | | | | -led | | | | | | discuss | | | | | | ion | | | | | | of each | | | | | | type | | | | | | with | | | | | | example | | | | | | s. | | | | | | | | | | | | 8. Student | | | | | | s | | | | | | constru | | | | | | ct | | | | | | a table | | | | | | in | | | | | | their | | | | | | exercis | | | | | | e | | | | | | books, | | | | | | with | | | | | | four (4 | | | | | | ) | | | | | | columns | | | | | | "Name | | | | | | of | | | | | | Force, | | | | | | Definit | | | | | | ion, | | | | | | Example | | | | | | , | | | | | | Diagram | | | | | | ". | | | | | | | | | | | | 9. Read | | | | | | "Type | | | | | | of | | | | | | Energy" | | | | | |. | | | | | | | | | | | | 10. Teacher | | | | | | -led | | | | | | discuss | | | | | | ion | | | | | | of each | | | | | | type | | | | | | with | | | | | | example | | | | | | s. | | | | | | | | | | | | 11. Student | | | | | | s | | | | | | constru | | | | | | ct | | | | | | a table | | | | | | in | | | | | | their | | | | | | exercis | | | | | | e | | | | | | books, | | | | | | with | | | | | | four (4 | | | | | | ) | | | | | | columns | | | | | | : | | | | | | "Name | | | | | | of | | | | | | Energy. | | | | | | Definit | | | | | | ion, | | | | | | Example | | | | | | , | | | | | | Diagram | | | | | | ". | | | | | | | | | | | | 12. Read | | | | | | "Types | | | | | | of | | | | | | Motion" | | | | | |. | | | | | | | | | | | | 13. Teacher | | | | | | -led | | | | | | discuss | | | | | | ion | | | | | | of each | | | | | | type | | | | | | with | | | | | | example | | | | | | s. | | | | | | | | | | | | 14. Student | | | | | | s | | | | | | constru | | | | | | ct | | | | | | a table | | | | | | in | | | | | | their | | | | | | exercis | | | | | | e | | | | | | books, | | | | | | with | | | | | | four (4 | | | | | | ) | | | | | | columns | | | | | | : | | | | | | "Name | | | | | | of | | | | | | Motion, | | | | | | Definit | | | | | | ion, | | | | | | Example | | | | | | , | | | | | | Diagram | | | | | | ". | | | | | | | | | | | | 15. Read | | | | | | "Types | | | | | | of | | | | | | Machine | | | | | | s". | | | | | | | | | | | | 16. Teacher | | | | | | -led | | | | | | discuss | | | | | | ion | | | | | | of each | | | | | | types | | | | | | with | | | | | | example | | | | | | s. | | | | | | | | | | | | 17. Student | | | | | | s | | | | | | constru | | | | | | ct | | | | | | a table | | | | | | in | | | | | | their | | | | | | exercis | | | | | | e | | | | | | books, | | | | | | with | | | | | | four (4 | | | | | | ) | | | | | | columns | | | | | | : | | | | | | "Name | | | | | | of | | | | | | Machine | | | | | | , | | | | | | Definit | | | | | | ion, | | | | | | Example | | | | | |. | | | | | | Diagram | | | | | | ". | | | +-------------+-------------+-------------+-------------+-------------+ | Explains | Investigate | **Learning | **AO-1** | **Knowledge | | how force, | how force, | Intention:* | | of | | motion and | motion | * | | definition | | energy are | and/or | | | of Boyle's | | used in | energy are | - **Under | | Law and an | | engineered | utilised | stand | | example.** | | systems | when | "Boyle' | | | | TE4-8EN | designing | s | | **Independe | | | engineered | Law" | | ntly | | | systems, | and its | | and | | | for | relatio | | correctly | | | example: | nship | | applies the | | | (ACTDEK031) | to the | | formula for | | | | Rocket | | Boyle's Law | | | -- | Car** | | to a range | | | electronic | | | of | | | circuits | 1. 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