Stemf - Unit of Work Rollercoaster

Integrated STEM Unit: Coasting along
Summary:
This STEM unit of work challenges students to design, produce and evaluate a rollercoaster and cart in an effort to understand motion and the conservation
of energy along with mathematical and engineering principles embedded in the design process. Throughout this project, students will develop an
understanding of the design and development process as well as scientific investigation processes to develop an engineered solution. Students will make
connections between displacement, velocity and acceleration and analyse real results from their rollercoaster design using accelerometers and 3D printed
carts of their own design. Students will record their journey through the design process and subsequent investigations to produce a report outlining their
use of mathematical problem-solving techniques, design development and use of technology.
Duration Stage/Year: Focus Subjects

10 weeks Stage 5 / Year 10 Mathematics / Science / Engineering
Design Brief/Driving Question/Limitations

Western Sydney is one step closer to getting its own theme park ‘World of Wonder’ and bids are out to design its signature rollercoaster that will be the
highlight of the park.
Students are to work in groups to design, investigate a new rollercoaster and cart and to build a working scale model of the rollercoaster. The rollercoaster
needs to fit within the limitations of the design brief and is to be constructed out of common household items such as bottles, cardboard and balsa wood
etc. The cart is to be produced using a 3D printer and designed to carry an accelerometer, recording device and batteries.
Students will then present their rollercoaster to a panel of judges in a competition for the best rollercoaster. Awards will be given to the fastest, safest,
most thrilling, best use of space, longest and the most aesthetically pleasing rollercoasters.
Design limitations
 The roller coaster is to fit with in a 1.2km x 0.6km rectangular area
 The rollercoaster is to be a 1:1000 scale model
 The cart must be designed to carry a accelerometer, recording device and batteries (all supplied)
 The rollercoaster must be constructed from household items, eg bottles, cardboard and balsa wood. A maximum of $20 budget can be used to buy
specific parts. (receipts or approximations of costs need to be provided)
Outcomes
Unit Outcomes
Science (Working Scientifically)
› SC5-5WS produces a plan to investigate identified questions, hypotheses or problems, individually and collaboratively
› SC5-6WS undertakes first-hand investigations to collect valid and reliable data and information, individually and collaboratively
› SC5-7WS processes, analyses and evaluates data from first-hand investigations and secondary sources to develop evidence-based arguments and
conclusions
› SC5-8WS applies scientific understanding and critical thinking skills to suggest possible solutions to identified problems
Science (Knowledge and Understanding)
› SC5-10PW applies models, theories and laws to explain situations involving energy, force and motion
› SC5-11PW explains how scientific understanding about energy conservation, transfers and transformations is applied in systems
Maths
› MA5.2-1WM selects appropriate notations and conventions to communicate mathematical ideas and solutions
› MA5.2-2WM interprets mathematical or real-life situations, systematically applying appropriate strategies to solve problems
› MA5.2-13MG applies trigonometry to solve problems, including problems involving bearings
› MA5.2-8NA solves linear and simple quadratic equations, linear inequalities and linear simultaneous equations, using analytical and graphical techniques
› MA5.2-16SP investigates relationships between two statistical variables, including their relationship over time
Industrial Technology - Engineering

› 5.1.1 identifies, assesses and manages the risks and OHS issues associated with the use of a range of materials, hand tools, machine tools and processes
› 5.1.2 applies OHS practices to hand tools, machine, tools, equipment and processes
› 5.2.1 applies design principles in the modification, development and production of projects
› 5.2.2 identifies, selects and competently uses a range of hand and machine tools, equipment and processes to produce quality practical projects
› 5.3.1 justifies the use of a range of relevant and associated materials
› 5.3.2 selects and uses appropriate materials for specific applications
› 5.4.1 selects, applies and interprets a range of suitable communication techniques in the development, planning, production and presentation of ideas
and projects
› 5.4.2 works cooperatively with others in the achievement of common goals
› 5.6.1 evaluates products in terms of functional, economic, aesthetic and environmental qualities and quality of construction
Lesson Breakdown, Syllabus content

Teaching and learning Syllabus Content
Week 1:
Unit Introduction - Students are introduced to the project and
Design (5.2.1, 5.6.1)
given an outline of what is expected of the students throughout
a. design principles and processes
the project and what they will accomplish and have to submit.
c. alternative design solutions appropriate to engineered structures
Groups are formed and group contracts are developed.
d. past, present and future challenges in engineering structures, eg Empire State
Admin – Student contracts are to be posted on their blogs by the
Building, Sydney Opera House
end of the week.
Engineering - students to develop understanding of the design
Science
process through use of appropriate flow charts of the design
Physical world (SC5-10PW)
process. Examples of past, present and future rollercoasters are
PW2 The motion of objects can be described and predicted using the laws of physics.
used to demonstrate how the designs have changed as advances
(ACSSU229)
in materials have changed. Students to start using a scaffolded
b. explain qualitatively the relationship between distance, speed and time
process to help in the design of their rollercoaster.
Additional Content: describe the relationships between displacement, time, velocity
and acceleration, using the equations of motion
Science - Students are to look at the relationship between
Distance, Velocity, acceleration and time and how these are used
Mathematics
in rollercoasters and can be used to describe the motion of the
Right-Angles Triangles (Trigonometry) (MA5.2-1WM, MA5.2-2WM, MA2.5-13MG)
cart. The equations of motion are also introduced.
Apply trigonometry to solve right-angled triangle problems (ACMMG224)
Maths – Students are also shown how trigonometry is used in  use a calculator to find the values of the trigonometric ratios, given angles
measured in degrees and minutes
conjunction with the equations of motion to find velocities or
accelerations of the rollercoaster cart at angles.  use a calculator to find the size in degrees and minutes of an angle, given a
trigonometric ratio for the angle
 find the lengths of unknown sides in right-angled triangles where the given angle is
Skills – Students are to use a scaffold to create their group measured in degrees and minutes
contract.  find the size in degrees and minutes of unknown angles in right-angled triangles
*Students are given time each week to work on the project in a

group.
Week 2:
Materials (5.3.1, 5.3.2)
Engineering – Students to learn about different materials that are
a. the properties, structure and applications of materials including:
used in the design of rollercoasters. Students explore the
 hardness
properties of different materials and how they are used in
different sections of a rollercoasters structures. Students then  ductility
identify materials that can be used to perform the same task on  tensile and compressive strength
their model rollercoaster. This is linked to the design process and b. the elastic and plastic behaviour of materials the basic structure and advantages of
how selecting materials is an important step. composite materials used in engineered structures
Engineering Principles and Processes (5.2.2, 5.4.2)
Science – Continue with study of distance, velocity, acceleration a. fundamental quantities, derived quantities and their units:
and time also adding in relationship between force, mass and  force, mass, acceleration
acceleration and how acceleration is related to velocity. Also
students discuss why this is important in the design of a Science
rollercoaster. Physical world (SC5-10PW)
PW2.
Maths – Students are to continue learning how trigonometry is a. describe qualitatively the relationship between force, mass and acceleration
used in conjunction with the equations of motion to find velocities c. relate acceleration qualitatively to a change in speed and/or direction as a result of
or accelerations of the rollercoaster cart at angles. Practical a net force
examples are shown and students are presented with problem
that they will face during their rollercoaster project. Mathematics
Week 3:
Engineering – students are to develop their understanding of the
Workplace Communication Skills (refer to Outcomes 5.4.1)
design process and the communication of ideas through free hand
a. freehand drawing and sketching
drawings and sketching and other drawing types.
c. pictorial and orthogonal drawings
Science – expanding on knowledge of the relationship between
Science
force, mass and acceleration. Newton’s laws are discussed and
how they are applied to the cart on a rollercoaster is explored.
PW2
Students are to work on examples that relate to the rollercoaster
d. analyse qualitatively everyday situations involving motion in terms of Newton's laws
project. Science
Working Scientifically (SC5-9WS, SC5-6WS)
Skills – Students to start working on investigation skills and WS6 Students conduct investigations by:
communication skills that will be imbedded throughout the units a. individually and collaboratively using appropriate investigation methods, including
work. These skills will be explicitly and implicitly taught throughout fieldwork and laboratory experimentation, to collect reliable data (ACSIS165,
the remaining 8 weeks. ACSIS199)
Skills taught are how to conduct investigations and how to b. safely constructing, assembling and manipulating identified equipment
communicate scientifically. c. selecting and using appropriate equipment, including digital technologies, to
systematically and accurately collect and record data (ACSIS166, ACSIS200)
d. using appropriate units for measuring physical quantities
e. reporting data and information, evidence and findings, with accuracy and honesty
f. evaluating the effectiveness of the planned procedure, considering risk factors and
ethical issues, and suggesting improvements as appropriate
WS9 Students communicate by:

a. selecting and using in presentations, for different purposes and contexts,
appropriate text types including discussions, explanations, expositions, procedures,
recounts or reports
b. selecting and constructing an appropriate table, type of diagram, table or graph
(histogram or sector, column or line graph) to present information and show
relationships clearly and succinctly using digital technologies as appropriate
c. using appropriate units for physical quantities and symbols to express relationships,
including mathematical ones
d. proposing ideas that demonstrate coherence and logical progression
e. presenting scientific ideas and information for a particular purpose, including
constructing evidence-based arguments and using appropriate scientific language,
conventions and representations for specific audiences (ACSIS174, ACSIS208)
Week 4:
Admin – Students are allowed to start constructing their
Engineering Principles and Processes (5.2.2, 5.4.2)
rollercoasters during class time provided they have completed the
b. forces that act on structures:
OHS requirements.
 wind loads, live loads, weight etc
Engineering – Students to examine and explore the purpose of c. the effects of forces on structures:
structures, focusing on the design of rollercoasters. Students to  reactions, induced stress, deflection and motion
learn about the columns, beams and braces used in rollercoaster d. the nature and purpose of structures:
design and why these structural members are used.  bridges, buildings, dams, chairs
e. elements that make up structures:
 beams, columns, braces
Science – students learn about Potential and kinetic energy, and OHS and Risk Management (5.1.1, 5.1.2)
how the law of conversation of energy can be applied to a a. the safe use and handling of hand, power and machine tools
rollercoaster. Students also learn how systems have inefficiencies b. the use of personal protective equipment in the workshop elementary first aid
that reduce the efficiency of the transformation of energy. Eg: procedures
friction and air resistance. Students learn to apply this to a Equipment, Tools and Machines (5.2.2, 5.4.2)
rollercoaster and why it is important to consider when designing a a. a range of equipment, tools and machines used in experiments, prototypes and
rollercoaster. products
Skills – Students to undertake an introduction into the safe use of Science

hand and power tools and workshop safety and what PPE in Physical world (SC5-10PW)
required. PW4 Energy conservation in a system can be explained by describing energy transfers
Students to continue to work on Communication and scientific and transformations. (ACSSU190)
investigation skills throughout lessons a. apply the law of conservation of energy to account for the total energy involved in
energy transfers and transformations
b. describe how, in energy transfers and transformations, a variety of processes can
occur so that usable energy is reduced and the system is not 100% efficient
Working Scientifically (SC5-9WS, SC5-6WS)
WS6 a. b. c. d. e. f.
WS9 a. b. c. d. e.
Week 5:
Engineering – Students are introduced to the basics of computer
aided design (CAD) software and how to use the software. This will
Workplace Communication Skills (5.4.1)
be used to allow them to design and produce drawing for their
d. a range of computer software applications
rollercoaster cart.
OHS and Risk Management – a, b (5.1.1, 5.1.2)
Equipment, Tools and Machines – a (5.2.2, 5.4.2)

Science – Students continue exploring the law of conversation of
energy where students experiment with converting potential Science
energy to kinetic energy using different sized hills to determine Physical world (SC5-10PW)
the kinetic and potential energy. PW4 – a. b
Skills – Students to continue to work on Communication and Working Scientifically (SC5-9WS, SC5-6WS)
scientific investigation skills throughout lessons. WS6 a. b. c. d. e. f.
WS9 a. b. c. d. e.
Week 6:
Engineering – Students continue to learn how to use CAD software
Workplace Communication Skills (5.4.1)
and start to design their cart.
b. reading and interpreting graphics
d. a range of computer software applications
Science – Students learn how to use the accelerometers and how
to determine velocity and displacement from the readings and
how the equation of motion can be used to determine velocity
from acceleration. Students learn how to apply numerical
Science
processes and concepts such as the equations of motion to results
from the accelerometers.
PW2 – c.
PW Additional Content: describe the relationships between displacement, time,
Maths – Students are to practice solving the equations of motion
velocity and acceleration, using the equations of motion
for a single variable when all other variables are known.
Science
Working Scientifically (SC5-9WS, SC5-6WS, SC5-7WS)
Skills – Students learn about collecting and presenting scientific
WS7.1 Students process data and information by:
data in tables, graphs etc for their scientific investigation.
a. selecting and using a variety of methods to organise data and information including
Students to continue to work on Communication and scientific
diagrams, tables, models, spreadsheets and databases
investigation skills throughout lessons.
b. selecting and extracting information from tables, flow diagrams, other texts, audio
visual resources and graphs, including histograms and column, sector or line graphs
c. accessing data and information by using a range of appropriate digital technologies
d. applying numerical procedures and mathematical concepts and using digital
technologies, where appropriate

WS6 a. b. c. d. e. f.
WS9 a. b. c. d. e.
Mathematics
Equations (MA5.2-1WM, MA5.2-2WM, MA5.2-8NA)
Substitute values into formulas to determine an unknown (ACMNA234)
 solve equations arising from substitution into formulas, eg given 𝑃 = 2𝑡 + 2𝑏 and
𝑃 = 20, 𝑡 = 6, solve for 𝑏
 substitute into formulas from other strands of the syllabus or from other
1
subjects to solve problems and interpret solutions, eg 𝐴 = 𝑥𝑦, 𝑣 = 𝑢 + 𝑎𝑡,
2
5
𝐶 = (𝐹 − 32), 𝑉 = 𝜋𝑟 2 ℎ (Problem Solving)
9
Week 7:
Engineering – Students continue to learn how to use CAD
Workplace Communication Skills – b (5.4.1)
software.
Science – Continue the lesson on using the accelerometers. This
lesson focuses of how the data can be processed and presented.
Science
This lesson focuses on analysing the data collected.
PW2 – c. and PW Additional Content
Maths - Student are to know the difference between single
Science
variable and bivariate data. Students are to explore Bivariate Data
and how it can be used to present information from the
WS6 a. b. c. d. e. f.
accelerometers, eg scatter plots and line graphs.
WS9 a. b. c. d. e.
WS7.2 Students analyse data and information by:
Skills – Students to continue to work on Communication and
b. describing relationships between variables (ACSIS169, ACSIS203)
scientific investigation skills throughout lessons.
d. using knowledge of scientific concepts to draw conclusions that are consistent with
evidence (ACSIS170, ACSIS204)
WS7.1 – a. b. c. d.
Mathematics
Bivariate Data Analysis (MA52-1WM, MA5.2-16SP)
Investigate and describe bivariate numerical data where the independent variable is
time (ACMSP252)
 distinguish bivariate data from single variable (univariate) data
 describe the difference between bivariate data and single variable data using an
appropriate example, eg bivariate data compares two variables, such as arm
span and height, while single variable data examines only one variable, such as
arm span (Communicating)
 investigate a matter of interest, representing the dependent numerical variable
against the independent variable, time, in an appropriate graphical form
 determine and explain why line graphs are the most appropriate method of
representing data collected over time (Reasoning)
 describe changes in the dependent variable over time, eg describe changes in
carbon pollution over time (Communicating)
 suggest reasons for changes in the dependent variable over time with reference
to relevant world or national events, eg describe the change in population of
Australia over time with respect to historical events (Reasoning)
 interpret data displays representing two or more dependent numerical variables
against time, eg compare the daily food intake of different countries over time
Use scatter plots to investigate and comment on relationships between two numerical
variables (ACMSP251)
 investigate a matter of interest involving two numerical variables and construct a
scatter plot, with or without the use of digital technologies, to determine and
comment on the relationship between them, eg height versus arm span, reaction
time versus hours of sleep
Week 8:
Admin – Designs for cart are due in order to have them 3D
Workplace Communication Skills – b, d (5.4.1)
printed.
Science – Students continue to experiment with the

accelerometers and recording data from their rollercoaster. Science
Maths – Mathematical principles covered previously in the unit PW2 – c. and PW Additional Content
are used to produce the rollercoaster model, analysis data from
the accelerometer and to help produce results for the report. Working Scientifically (SC5-9WS, SC5-6WS, SC5-7WS)
WS6 a. b. c. d. e. f.
Skills – Students to continue to work on Communication and WS9 a. b. c. d. e.
scientific investigation skills throughout lessons. WS7.1 – a. b. c. d.
Mathematics
Week 9:
Science – Students continue to experiment with the
accelerometers and recording data from their rollercoaster.
Maths – Mathematical principles covered previously in the unit
Science
the accelerometer and to help produce results for the report.
Skills – Students to continue to work on Communication and
scientific investigation skills throughout lessons.
WS6 a. b. c. d. e. f.
Students are to use all the skills learned throughout the unit.
WS9 a. b. c. d. e.
WS7.1 – a. b. c. d.
Mathematics
Week 10:
Admin – Students reports are due at the end of the week
This week is used to allow students time to finish their projects
and reports.
Also the rollercoaster evaluation and competition is planned for
Science
this week.
Maths – Mathematical principles covered previously in the unit
the accelerometer and to help produce results for the report.
WS6 a. b. c. d. e. f.
WS9 a. b. c. d. e.
Students to continue to work on Communication and scientific
WS7.1 – a. b. c. d.
investigation skills throughout lessons.
Mathematics
Assessment overview
Assessment Assessment Task overview
Summative task (group) – Design building and evaluate a Students are to design, build and test a model rollercoaster and cart. Using accelerometers
rollercoaster. to collect data of the track.
Summative Task (group) – Investigation report outlining Students are to produce an investigation/report about their rollercoaster. Describing the
results of their investigation of their roller coaster including design of the rollercoaster, what materials were used and why, the results from the
a short presentation of their design. accelerometers and what can be determined from the results and how the rollercoaster can
be improved.
Formative Task (Individual) – Learning and group blog During the unit students are to individually produce a learning blog each week. In this blog
students are to write what they learned during the week and what tasks they have
completed for the group. Include group contract in this.
Unit Evaluation
In order to effectively evaluate this unit an action research approach will be implemented to determine improvements that can be made to the unit of
work. The first step in the action research approach is a reconnaissance phase. This is where the participants of the research are found and a shared
concern in identified. In this case, the participants will be students participating in the unit of work as well as other teachers that can observe and analyse
the unit to provide constructive criticism of the planned unit. The shared concern can be broken down into a few key questions:
1. How effective was the unit at helping students meet the required outcomes in the different streams of science, maths and engineering?
2. Was the content achievable for the students?
3. How well was the content presented to the student (teacher evaluation)?
4. How could the unit be improved for future students?
These questions will be used to evaluate the unit of work so that each year it can be improved for future students.
In order to conduct a thorough review of the unit of work, different forms of evaluation will be conducted before, during and after the unit has been
presented to students. Initially a critical review of the unit plan and lesson plans will be conducted with other experienced teachers before the unit is
presented to students. This is done to refine the unit and to predict any issues that might arise during the term and to have additional ideas incorporated
into the unit plan. The results from this evaluation will be incorporated into the unit before it is presented to the students.
During the unit there will be two types of assessment conducted on how well the unit is being presented and to also gauge how engaged the students are
with the task. The first is continual and consists of informal questions asked during conversations with students. The questions will be focused on how well
the students understand the concepts being presented and if they feel that they are lacking knowledge needed for the task. By conducting this form of
assessment and allowing feedback to be continually given allows the unit to be modified slightly as the term progresses to ensure students are not left
behind. The second form of assessment is to assess the unit against the Quality Teaching Framework and is to be conducted by both the teacher and
another independent teacher. This will again allow for continual feedback of how well the unit is being presented and how engaged the students are. This
form of assessment is important for the unit as it allows for professional self-reflection of the teacher and a way to improve student learning throughout
the term (Department of education and training, 2003).
At the end of the term data needs to be collected that can help answer the key questions of the action research. This will be done by having students
engage in a critiquing exercise, such as ‘critical friends’ where participants present two statements one starting with “I like…..” and the second starting with
“I wonder….”. In order to conduct this type of exercise in a way that students will feel comfortable about giving negative feedback, the critiquing exercise
will be conducted by another teacher or even a responsible student. By having another person conducting this exercise it will remove any perceived
penalties that the students might have about speaking openly about a teacher’s work, thus giving a more accurate assessment of the unit (Kemmis,
McTaggart, & Nixon, 2013). Another reason this approach is beneficial to the action research is that it could highlight intended and unintended effects of
the unit that questionnaires struggle to capture.
However a questionnaire will still be conducted as it will allow for the initial question to be properly addressed and answered. The unit evaluation will ask
questions about the course giving an answer of 1 to 5, 1 being poor and 5 being excellent. Students will also be given the chance to comment on each
question if they want to. The questions that would be asked are:
1. Was the content achievable for the students?

a. How well did you understand the following concepts after completing this unit of work?
i. The relationship between displacement, velocity, acceleration and time?
ii. The concept of conservation of energy?
iii. Design principles?
iv. Properties of materials and how they are used in construction?
v. Equations and Trigonometry and how they are used in engineering?
vi. Data analysis?
b. Overall did the unit deepen your knowledge of:
i. How science, engineering, maths and technology are melded together?

ii. The real world use of knowledge learnt at school?
c. Was there any part of the unit that you felt was unachievable?
d. Was the project engaging?
i. Rollercoaster project
ii. Coursework
iii. assessments
e. Were there enough instructions for you to complete the tasks?
i. Rollercoaster project
ii. Coursework
iii. assessments
2. How could the unit be improved for future students?
a. What did you like about the unit?
b. What do you think could be improved?
Finally the most important question on whether students meet the outcomes needs to be addressed. This will be done using a couple different approaches.
First, the reports submitted will be assessed for and marked against outcomes of the unit. Second a pre and post-test will be conducted, the purpose of this
test is to determine if students have gained a deeper understanding of the content. To achieve this, the test will focus on what background knowledge the
students had at the beginning and then how that knowledge has changed throughout the unit. This will be achieved by giving the same test twice. The
questions that would be asked are:
 What is your understanding of:

a. The relationship between displacement, velocity, acceleration and time?
b. The concept of conservation of energy?
c. What is the design process?
d. What is an investigation?
e. Asking students math questions on trigonometry, equations and data analysis.
All the data that is collected will be used to improve the unit plan for future students. This will be done by analysing the results of the questionnaire, critical
friends exercise and the pre and post-tests to find ways of delivering content in way that student will find engaging.
References
Board of Studies NSW. (2003a). Industrial Technology Years 7-10 Syllabus.
Retrieved from http://educationstandards.nsw.edu.au/wps/wcm/connect/8166eb0f-b318-4ed5-9fe7-
066f64506f06/indust_tech_710_syllabus.pdf?MOD=AJPERES&CVID=
Board of Studies NSW. (2012a). NSW Syllabus for the Australian Curriculum: Mathamatics K-10 Syllabus.
Retrieved from http://syllabus.nesa.nsw.edu.au/assets/mathematicsk10/downloads/mathematicsk10_full.pdf
Board of Studies NSW. (2012b). NSW Syllabus for the Australian Curriculum: Science K-10 Syllabus.
Retrieved from http://syllabus.nesa.nsw.edu.au/assets/sciencek10/downloads/sciencek10_full.pdf
Department of education and training. (2003). Quality teaching in NSW Public Schools.
Retrieved from http://www.darcymoore.net/wp-content/uploads/2012/02/qt_EPSColor.pdf
Kemmis, S., McTaggart, R., & Nixon, R. (2013). The action research planner: Doing critical participatory action research.
Springer Science & Business Media.

Stemf - Unit of Work Rollercoaster

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Integrated STEM Unit: Coasting along

Duration Stage/Year: Focus Subjects

Design Brief/Driving Question/Limitations

Industrial Technology - Engineering

Lesson Breakdown, Syllabus content

*Students are given time each week to work on the project in a

WS9 Students communicate by:

Skills – Students to undertake an introduction into the safe use of Science

Equipment, Tools and Machines – a (5.2.2, 5.4.2)

technologies, where appropriate

Science – Students continue to experiment with the

Equations (MA5.2-1WM, MA5.2-2WM, MA5.2-8NA)

1. Was the content achievable for the students?

i. How science, engineering, maths and technology are melded together?

 What is your understanding of:

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