| A | B | C | D | E | F | G | |
|---|---|---|---|---|---|---|---|
1 | Bucky Basketball STEM Lab Unit | ||||||
2 | Learning Area | Year | Strand | Sub-strand | Identifier | Standard | Where and How the Standard is Reached |
3 | English | 8 | Literacy | Interacting with others | AC9E8LY02 | use interaction skills for identified purposes and situations, including when supporting or challenging the stated or implied meanings of spoken texts in presentations or discussion | Throughout the Unit, students collaborate with their groups to complete Lab activities, document and discuss Lab concepts, and make collaborative decisions in preparation for competition. Students also engage in a Debrief Conversation in which they reflect on and self-assess their progress towards learning targets throughout the Unit, and present their assessment to their teacher, with evidence from their engineering notebook. |
4 | English | 8 | Literacy | Word knowledge | AC9E8LY08 | apply learnt knowledge to spell accurately and to learn new words | Students document their learning in their engineering notebooks throughout the Unit, including documenting definitions and using new vocabulary in context of explanations about concepts and activities in each Lesson. |
5 | Mathematics | 8 | Statistics | -- | AC9M8ST01 | investigate techniques for data collection including census, sampling, experiment and observation, and explain the practicalities and implications of obtaining data through these techniques | In Lesson 2, students learn about the intake and catapult mechanisms on the CatapultBot, as well as how to drive it with the Controller. They then investigate how to optimise the robot for Bucky Basketball, collecting and documenting their data and observations about driver configurations, the number of rubber bands on the catapult, and robot positioning as they practice for the competition. |
6 | Science | 8 | Science understanding | Physical sciences | AC9S8U05 | classify different types of energy as kinetic or potential and investigate energy transfer and transformations in simple systems | In Lesson 2, students learn about the catapult mechanism on the CatapultBot and how the rubber bands store potential energy, that is converted to kinetic energy to launch the Buckyball. They then investigate how the number of rubber bands used affects the motion of the Buckyball. |
7 | Science | 8, 9, 10 | Science inquiry | Questioning and predicting | AC9S8I01 AC9S9I01 AC9S10I01 | develop investigable questions, reasoned predictions and hypotheses to explore scientific models, identify patterns and test relationships | In Lesson 2, students develop questions and make predictions about how to use the intake, adjust the catapult, and drive and position the CatapultBot to score baskets in Bucky Basketball. They test things like driver controls and number of rubber bands on the catapult to identify patterns and relationships between their control of the robot and the baskets scored. |
8 | Science | 8, 9, 10 | Science inquiry | Planning and conducting | AC9S8I02 AC9S9I02 AC9S10I02 | plan and conduct reproducible investigations to answer questions and test hypotheses, including identifying variables and assumptions and, as appropriate, recognising and managing risks, considering ethical issues and recognising key considerations regarding heritage sites and artefacts on Country/Place | In Lesson 2, students manipulate variables related to the catapult mechanism, driver configuration, and robot positioning as they practice and test their ability to intake a Buckyball and shoot it through the hoop. They record their data and conclusions, and control for things like driver skills, so that they can optimise their robot and strategy for the competition. |
9 | Science | 8, 9, 10 | Science inquiry | Processing, modelling and analysing | AC9S8I04 AC9S9I04 AC9S10I04 | select and construct appropriate representations, including tables, graphs, models and mathematical relationships, to organise and process data and information | Students document their learning and investigations in their engineering notebooks throughout the Unit, including creating tables, sketches, and written descriptions of their data from their practice trials in Lesson 2 and the Bucky Basketball Competition. They use these representations to help make data based decisions about robot and driver strategy for the competition, as well as in the Wrap Up Reflection and Debrief Conversation at the conclusion of the Unit. |
10 | Science | 8, 9, 10 | Science inquiry | Processing, modelling and analysing | AC9S8I05 AC9S9I05 AC9S10I05 | analyse data and information to describe patterns, trends and relationships and identify anomalies | Students analyse the data collected during their practice trials in Lesson 2 and the Bucky Basketball competition to identify the patterns and relationships between driver configuration, robot positioning, and catapult tension that will optimize their ability to score baskets in the Bucky Basketball Competition. |
11 | Science | 8 | Science inquiry | Evaluating | AC9S8I07 | construct evidence-based arguments to support conclusions or evaluate claims and consider any ethical issues and cultural protocols associated with using or citing secondary data or information | In their group work, as well as the Wrap Up Reflection and Debrief Conversation, students draw conclusions and support them with evidence from their engineering notebooks. Based on their documentation and practice trials with the CatapultBot, students make collaborative decisions about how to score the most points in the Bucky Basketball Competition. Students also use the evidence from their notebooks to support their self-assessments toward their learning targets with their teacher in the Wrap Up and Debrief Conversations. |
12 | Science | 8, 9, 10 | Science inquiry | Communicating | AC9S8I08 AC9S9I08 AC9S10I08 | write and create texts to communicate ideas, findings and arguments for specific purposes and audiences, including selection of appropriate language and text features, using digital tools as appropriate | Throughout the Unit, students collaborate with their groups to complete Lab activities, document and discuss Lab concepts, and make collaborative decisions in preparation for competition. Students also engage in a Debrief Conversation in which they reflect on and self-assess their progress towards learning targets throughout the Unit, and present their assessment to their teacher, with evidence from their engineering notebook. |
13 | Design and Technology | 8 | Knowledge and understanding | Technologies context: Engineering principles and systems | AC9TDE8K03 | analyse how force, motion and energy are used to manipulate and control engineered systems | In Lesson 2, students learn about the intake and catapult mechanisms on the CatapultBot, as well as how to drive it with the Controller. They investigate how things like the number of rubber bands on the catapult, the driver configuration, and the positioning and movement of the robot on the Field affect the motion of the Buckyball, and seek to optimize their robot and driver strategy to score the most points in the competition. |
14 | Design and Technology | 9 and 10 | Knowledge and understanding | Technologies context: Engineering principles and systems | AC9TDE10K03 | analyse and make judgements on how the characteristics and properties of materials are combined with force, motion and energy to control engineered systems | Through their testing and investigations in Lesson 2, students learn about how the rubber bands in the catapult mechanism affect the motion of the Buckyball when launched by the CatapultBot. They also learn about how to control the intake mechanism and the movement of the robot with the Controller. Students make judgments about how to optimize their score in the Bucky Basketball competition, as they determine the best combination of driver control, catapult tension, and robot positioning on the Field. |