STEM - Book 1: Years 4 & 5 by Teacher Superstore

Title: STEM: Book 1

Ready-Ed Publications

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ISBN: 978 192 561 113 7 2

Contents Teachers' Notes

Section 1: How Roller-Coasters Work Teachers' Notes 6-11 Parts Of A Roller-Coaster 12 Potential And Kinetic Energy 1 13 Potential And Kinetic Energy 2 14 Friction And Air Resistance 15 My Amusement Park Ride 1 16 My Amusement Park Ride 2 17 Gravity 1 18 Gravity 2 19 Roller-Coaster Designs 20 Energy And Forces 21 Loop-The-Loop 22 Push And Pull 23 First Law Of Motion 24

Section 3: Virtual Roller-Coasters And Coding Teachers' Notes 38-40 Program Writing 1 41 Program Writing 2 42 Coding: Binary Code And ASCII 1 43 Coding: Binary Code And ASCII 2 44 Coding Program 45 Coding Flowchart 46 Make A Virtual Roller-Coaster 47 Advertise Your Virtual Ride 1 48 Advertise Your Virtual Ride 2 49 Section 4: The History Of Amusement Parks Teachers' Notes 51 The History Of Amusement Parks 1 52 The History Of Amusement Parks 2 53 New Technologies In Amusement Parks 54 Making Illusions 55

Section 2: Design And Make Your Own Roller-Coaster Teachers' Notes 26-29 Design Your Own Ride 1 30 Design Your Own Ride 2 31 Design Your Own Ride 3 32 Design Your Own Ride 4 33 Make A Model Of Your Roller-Coaster 1 34 Make A Model Of Your Roller-Coaster 2 35 Step Right Up 36

Teachers’ Notes The Australian government’s initiative to foster STEM education in schools is aimed at ‘ensuring [that] Australia’s young adults are equipped with the necessary skills for the economy of the future’ (Australian Government, Department of Education and Training, December 2015). Programmes targeted by the STEM initiative include inquiry-based learning and teaching in mathematics education and the introduction of coding activities in ICT across all year levels of Australian schools (DET, 2015). This book provides classroom teachers with the means to approach both the targets of inquirybased mathematics learning and the introduction of coding, alongside science inquiry skills and content, use of engineering processes, and design and digital technologies. The activity sheets also emphasise literacy skills, given that the Australian curriculum defines literacy as one of the General Capabilities across all curriculum areas, noting that, ‘Success in any learning area depends on being able to use the significant, identifiable and distinctive literacy that is important for learning and representative of the content of that learning area’ (AC, v. 8.3, Literacy, Introduction). Section 1: How Roller-Coasters Work includes activities that enhance students’ knowledge in the physical sciences with inquiries that facilitate problem solving skills and the production of text, diagrams, and designs. Students predict, question, analyse and evaluate results to design experiments and test hypotheses concerning energy, gravity and friction. The activity sheets encourage collaborative work with partners or in small groups, facilitating deep learning and knowledge (ACARA, ‘The shape of the Australian curriculum’, May 2012). Photocopiable sheets provide guided progressive questions to develop skills in mathematical problem solving, digital technologies, and design capabilities, within an interdisciplinary approach that also incorporates Arts and English (known as STEAM). Students are asked to present their work in a variety of forms, using technology, literacy and numeracy skills, and art and design. Communication literacies are encouraged through reports, persuasive speech, video presentations and blogging or vlogging. Section 2: Design And Make Your Own Roller-Coaster focuses on group work in design technologies. Students are guided through the process of applying scientific, mathematical and technological skills to create a model of a roller-coaster. While this section furthers independent work in small groups, formative assessment tasks are provided to allow for peer and teacher evaluation throughout the learning project. A summative assessment task during the project has provision for self, peer and teacher feedback. Section 3: Virtual Roller-Coasters And Coding introduces students to programming and coding. Students make use of online technologies to design and advertise roller-coaster and amusement park rides. Activity sheets present an introduction to computer programming and ASCII. These inquiry-based activity pages introduce students to traditional, contemporary and emerging technologies (Australian Curriculum, Technologies, v 8.3). Section 4: The History Of Amusement Parks encourages students to use skills in English and in Technologies to understand the intersection of technologies and innovation in the past, in the present, and in the future. Students are asked to research, prepare and present a speech. In addition, students explore emerging technologies and create animations of their own, building skills in innovative and critical thinking and in design and digital technologies.

Section 1: How Roller-Coasters Work

teachers' notes

Parts Of A Roller-Coaster – Page 12 Suggested Extra Activity Students can find online examples of amusement park rides from across the world. They should select three to four images of rides they would like to have a go on. Students could prepare a PowerPoint presentation using these images. The PowerPoint might explain where the rides are located, how they think the rides move, and what the different parts of the rides are called. Students to share the presentation with a small group or the whole class.

Curriculum Focus English Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view (Year 5: ACELY1699) Science Communicate ideas, explanations and processes using scientific representations in a variety of ways, including multi-modal texts (Year 5: ACSIS093) • Elaboration: using labelled diagrams, including cross-sectional representations, to communicate ideas

Potential And Kinetic Energy 1 - Page 13 Suggested Answers 3. Potential energy: A rock on a cliff; a person sitting at the top of a slide; two batteries inside a torch or digital clock; the food we eat; the spring of a catapult. Kinetic energy: a moving aeroplane in the air; a car travelling down a hill; a skateboard going down a ramp; a ball travelling through the air or rolling on the ground. 4.a. The greatest potential energy would be at the top of the first and highest hill. b. Kinetic energy would be most available in the hills and down the slopes.

Curriculum Focus Science Forces can be exerted by one object on another through direct contact or from a distance (Year 4: ACSSU076) • Elaborations: Observing qualitatively how speed is affected by the size of a force; Exploring how non-contact forces are similar to contact forces in terms of objects pushing and pulling another object; Comparing and contrasting the effect of friction on different surfaces, such as tyres and shoes on a range of surfaces; Investigating the effect of forces on the behaviour of an object through actions such as throwing, dropping, bouncing and rolling Compare results with predictions, suggesting possible reasons for findings (Year 4: ACSIS216) • Elaborations: Discussing how well predictions matched results from an investigation and proposing reasons for findings; Comparing, in small groups, proposed reasons for findings and explaining their reasoning Maths Use simple scales, legends and directions to interpret information contained in basic maps (Year 4: ACMMG090) • Elaborations: Identifying the scale used on maps and describing the difference; Using directions to find features on a map

Potential And Kinetic Energy 2 - Page 14 Suggested Answers Which part of the process represents potential energy? Step 7 Which part of the process represents kinetic energy? Step 8

teachers' notes

Curriculum Focus Maths Construct suitable data displays, with and without the use of digital technologies, from given or collected data. Include tables, column graphs and picture graphs where one picture can represent many data values (Year 4: ACMSP096) • Elaborations: Exploring ways of presenting data and showing the results of investigations; Investigating data displays using many-to-one correspondence Science Forces can be exerted by one object on another through direct contact or from a distance (Year 4: ACSSU076) • Elaborations: Observing qualitatively how speed is affected by the size of a force; Comparing and contrasting the effect of friction on different surfaces; Investigating the effect of forces on the behaviour of an object With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment (Year 4: ACSIS065) • Elaborations: Exploring different ways to conduct investigations and connecting these to the types of questions asked with teacher guidance; Working in groups, with teacher guidance, to plan ways to investigate questions Consider the elements of fair tests and use formal measurements and digital technologies as appropriate, to make and record observations accurately (Year 4: ACSIS066) • Elaborations: Making and recording measurements using familiar formal units and appropriate abbreviations; Recognising the elements of a fair test and using these when planning the steps and processes of an investigation Compare results with predictions, suggesting possible reasons for findings (Year 4: ACSIS216) • Elaborations: Discussing how well predictions matched results from an investigation and proposing reasons for findings; Comparing, in small groups, proposed reasons for findings and explaining their reasoning

Friction And Air Resistance - Page 15 Suggested Answers 1. Rubbing hands together; pushing an object on the floor; using sandpaper; pushing a toy car or a pram or a trolley. 3. Can slow down the roller-coaster and reduce speed. 4. Diving into a pool; in an aeroplane; on a swing; on a slide; on a see-saw; jumping on a trampoline; doing a forward roll.

Curriculum Focus Science Represent and communicate observations, ideas and findings using formal and informal representations (Year 4: ACSIS071) • Elaborations: Communicating with other students carrying out similar investigations to share experiences and improve investigation skills; Using simple explanations and arguments, reports or graphical representations to communicate ideas to other students With guidance, identify questions in familiar contexts that can be investigated scientifically and make predictions based on prior knowledge (Year 4: ACSIS064) • Elaborations: Considering familiar situations in order to think about possible areas for investigation reflecting on familiar situations to make predictions with teacher guidance; Choosing questions to investigate from a list of possibilities Maths Pose questions and collect categorical or numerical data by observation or survey (Year 5: ACMSP118) 7

teachers' notes

My Amusement Park Ride 1 - Page 16 Curriculum Focus English Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (Year 5: ACELY1704) • Elaboration: Using vocabulary, including technical vocabulary, appropriate to purpose and context Science Communicate ideas, explanations and processes using scientific representations in a variety of ways, including multi-modal texts (Year 5: ACSIS093) • Elaboration: Using labelled diagrams, including cross-sectional representations, to communicate ideas

My Amusement Park Ride 2 - Page 17 Curriculum Focus English Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (Year 5: ACELY1703) TECHNOLOGIES Plan, create and communicate ideas and information, including collaboratively online, applying agreed ethical, social and technical protocols (Year 5: ACTDIP022) • Elaborations: Using digital systems to create web-based information taking into consideration referencing conventions, for example creating a blog, website or online learning space for sharing ideas; Using a range of communication tools to share ideas and information, for example participating in collaborative online environments

Gravity 1 - Page 18 Suggested Answers 1. An elevator; an escalator; a ski lift; a flying fox; a Hills Hoist clothes line. 2. Going down a slide; jumping up and down; falling over; water running from a jug.

Gravity 2 - Page 19 Suggested Answers What did you notice? The marble can take any path until it reaches the same height it started from, if there is no friction. The marble begins to roll down because of the force of gravity. It stops when all the energy the gravity gave the marble is used up. The marble accelerates when the forces act on it in the direction of the motion. 8

teachers' notes

Curriculum Focus Science Forces can be exerted by one object on another through direct contact or from a distance (Year 4:ACSSU076) • Elaborations: Observing qualitatively how speed is affected by the size of a force; Comparing and contrasting the effect of friction on different surfaces; Investigating the effect of forces on the behaviour of an object With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment (Year 4: ACSIS065) • Elaborations: Exploring different ways to conduct investigations and connecting these to the types of questions asked with teacher guidance; Working in groups, with teacher guidance, to plan ways to investigate questions. Consider the elements of fair tests and use formal measurements and digital technologies as appropriate, to make and record observations accurately (Year 4: ACSIS066) • Elaborations: Making and recording measurements using familiar formal units and appropriate abbreviations; Recognising the elements of a fair test and using these when planning the steps and processes of an investigation Compare results with predictions, suggesting possible reasons for findings (Year 4: ACSIS216) • Elaborations: Discussing how well predictions matched results from an investigation and proposing reasons for findings; Comparing, in small groups, proposed reasons for findings and explaining their reasoning

Roller-Coaster Designs - Page 20 Curriculum Focus Technologies Investigate how forces and the properties of materials affect the behaviour of a product or system (Year 4: ACTDEK011) • Elaborations: Examining models to identify how forces and materials are used in the design of a toy; Identifying and exploring properties and construction relationships of an engineered product or system, for example a structure that floats; a bridge to carry a load Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques (Year 4: ACTDEP015) • Elaborations: Visualising and exploring innovative design ideas by producing thumbnail drawings, models and labelled drawings to explain features and modifications Science Forces can be exerted by one object on another through direct contact or from a distance (Year 4: ACSSU076) • Elaborations: Observing qualitatively how speed is affected by the size of a force; Comparing and contrasting the effect of friction on different surfaces; Investigating the effect of forces on the behaviour of an object

Energy And Forces - Page 21 Suggested Answers 2. Doing push ups, sit-ups, handstands or other calisthenics; playing a sport like tennis, badminton or cricket; carrying a bag; writing with a pencil; using cutlery.

teachers' notes

and contrasting the effect of friction on different surfaces; Investigating the effect of forces on the behaviour of an object Science involves making predictions and describing patterns and relationships (Year 4: ACSHE061) • Elaborations: Exploring ways in which scientists gather evidence for their ideas and develop explanations; Considering how scientific practices such as sorting, classification and estimation are used Maths Compare objects using familiar metric units (Year 4: ACMMG290) • Elaboration: Recognising that metric units are not the only units used throughout the world

Loop-The-Loop - Page 22 Suggested Answers 1. Inertia is the tendency of objects to stay in position or to not change place or movement. Objects either stay at rest or keep on rolling. Objects tend to resist a change in their motion. Examples of inertia are a ball rolling down a slope, the ball will keep on rolling unless something stops its movement. Another example is if you switch off the engine of a car on a hill, it will keep on rolling forward (not changing movement) unless you apply the handbrake.

Extra Activity Wooden roller-coasters Have tracks made out of wood; have less turns and loops and corkscrews due to the amount of wood used; sway less when moving so make it feel like a wild ride Metal roller-coasters Have tracks made of steel; are more sturdy or strong than wooden roller-coasters; can have more loops and corkscrews on the track; can go faster than wooden roller-coasters

Curriculum Focus Maths Construct displays, including column graphs, dot plots and tables, appropriate for data type, with and without the use of digital technologies (Year 5: ACMSP119) • Elaboration: Identifying the best methods of presenting data to illustrate the results of investigations and justifying the choice of representations Describe and interpret different data sets in context (Year 5: ACMSP120) • Elaboration: Using and comparing data representations for different data sets to help decision making Science Communicate ideas, explanations and processes using scientific representations in a variety of ways, including multi-modal texts (Year 5: ACSIS093) • Elaborations: Discussing how models represent scientific ideas and constructing physical models to demonstrate an aspect of scientific understanding; Using labelled diagrams, including crosssectional representations, to communicate ideas Scientific knowledge is used to solve problems and inform personal and community decisions (Year 5: ACSHE083) Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions (Year 5: ACSHE081)

Push And Pull - Page 23 Suggested Answers 2. The high points, low points and loop-the-loops of a roller-coaster use the cars' inertia and the First Law of Motion to create the motion of the falling coaster. 10

teachers' notes

Curriculum Focus Science Communicate ideas, explanations and processes using scientific representations in a variety of ways, including multi-modal texts (Year 5: ACSIS093) • Elaborations: Discussing how models represent scientific ideas and constructing physical models to demonstrate an aspect of scientific understanding; Using labelled diagrams, including cross-sectional representations, to communicate ideas Represent and communicate observations, ideas and findings using formal and informal representations (Year 4: ACSIS071) • Elaborations: Communicating with other students carrying out similar investigations to share experiences and improve investigation skills; Using simple explanations and arguments, reports or graphical representations to communicate ideas to other students Science involves making predictions and describing patterns and relationships (Year 4: ACSHE061) • Elaborations: Exploring ways in which scientists gather evidence for their ideas and develop explanations; Considering how scientific practices such as sorting, classification and estimation are used

First Law Of Motion - Page 24 Suggested Answers c. Friction. Roller-coasters use friction to slow down the ride. Brakes apply friction as roller-coasters reach the landing-pad at the end of the ride. d. Seat belts and safety bars prevent people from falling out of a roller-coaster car. They provide friction and restraint.

Curriculum Focus Maths Construct suitable data displays, with and without the use of digital technologies, from given or collected data. Include tables, column graphs and picture graphs where one picture can represent many data values (Year 4: ACMSP096) • Elaborations: Exploring ways of presenting data and showing the results of investigations; Investigating data displays using many-to-one correspondence Science Forces can be exerted by one object on another through direct contact or from a distance (Year 4: ACSSU076) • Elaborations: Observing qualitatively how speed is affected by the size of a force; Comparing and contrasting the effect of friction on different surfaces; Investigating the effect of forces on the behaviour of an object With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment (Year 4: ACSIS065) • Elaborations: Exploring different ways to conduct investigations and connecting these to the types of questions asked with teacher guidance; Working in groups, with teacher guidance, to plan ways to investigate questions Consider the elements of fair tests and use formal measurements and digital technologies as 8 teachers' notes appropriate, to make and record observations accurately (Year 4: ACSIS066) Elaborations: Making and recording measurements using familiar formal units and appropriate abbreviations; Recognising the elements of a fair test and using these when planning the steps and processes of an investigation Compare results with predictions, suggesting possible reasons for findings (Year 4: ACSIS216) • Elaborations: Discussing how well predictions matched results from an investigation and proposing reasons for findings; Comparing, in small groups, proposed reasons for findings and explaining their reasoning

Parts Of A Roller-Coaster

activity

Have you ever been to an amusement park? Maybe you have been to Movie World; Wet and Wild; Sea World; the Royal Agricultural Show or to a local fair or fete. At amusement parks there are usually a lot of rides that members of the public can pay to go on. These rides might include: a Ferris wheel, merrygo-round, carousel or roller-coaster. 1. Write in the space below what rides you have been on. If you havenâ&#x20AC;&#x2122;t been on any, write down rides that you have seen or know.

2. Study the picture of the roller-coaster below. A roller-coaster is a popular amusement park ride. You may have been on one! Have a go at labelling this roller-coaster using the words provided. Use a pencil and ruler to do this. Draw arrows to show the direction in which you think the ride moves. --cars --track --starting point --end point

--highest point --lowest point --ramp --downward slope

--upward slope --riders --fastest part of the ride

--slowest part of the ride --brakes

3. Pair-up. Compare and discuss your labelled diagrams. Use an eraser to make any changes. 12

Potential And Kinetic Energy 1

activity

Have you ever thought about how amusement park rides actually move? Or do you just climb aboard and enjoy the ride? Letâ&#x20AC;&#x2122;s consider movement in a bit more detail. 1. Read the information about potential and kinetic energy. Potential energy is stored energy, like the energy in the elastic when you pull back on an elastic band. Kinetic energy is moving energy, like the energy that moves the band forward when you let go of the elastic. 2. In pairs use an elastic band to demonstrate potential and kinetic energy. 3. Can you think of any other everyday objects that you can use to demonstrate these two different energy types? Brainstorm your ideas in groups and jot down your thoughts below. kinetic energy

potential energy

4. Mark and label the roller-coaster diagram below: a. where you think the greatest amount of potential energy would be; b. where you think this potential energy would be converted into kinetic energy. Remember to use a ruler and a pencil to do this.

5. Pair-up. Compare and discuss your labelled diagrams. Use an eraser to make any changes.

Potential And Kinetic Energy 2

Experiment

Today’s experiment looks at energy in roller-coaster cars. Work in small groups. Each group will need: one or two styrofoam trays (like the meat trays used by butchers) one or two balloons masking tape tape measure felt pen

a compass to draw a circle, or something circular to trace around scissors split pins one or two flexible straws ruler

Steps 1. On the styrofoam tray draw one rectangle ‘body’ for your car, and on the same tray or another tray draw four ‘wheels’ for your car. Use a compass or something circular to draw these wheels. 2. Cut out the parts of your car. 3. Blow up your balloon to half capacity. Now let out all the air. This stretches your balloon. 4. Sticky tape the mouth of your balloon to the short end (mouthpiece) of the flexible straw. 5. Tape the balloon and straw to the middle of the rectangular body of your car. 6. Use the paper fasteners to attach the wheels to your car. 7. Blow air into the straw to inflate or blow up your balloon. Pinch the end of the straw to hold in your air. 8. Let go of the end of the straw. The air in the balloon should move the car forward as the air is released and the balloon deflates. Test Once you are satisfied that your car works, do four trials. Each time, measure how far your car travels. Trial Number 1 2 3 4

Distance Travelled (cm)

Questions Compare your results with other groups in your class. Which part of the process represents potential energy?_____________________ Which part of the process represents kinetic energy?_______________________ 14

Friction And Air Resistance

activity

Friction and air resistance also play a factor in a moving roller-coaster. Friction is created when two things rub against one another. Air resistance is a type of friction. It can also be called ‘drag’.

1. In pairs think about how you could create friction using everyday available objects. Describe your idea below. _________________________________________________________________ _________________________________________________________________ 2. Now collect the items and create friction. Fill in the table. Items collected

Did it work?

What happened?

3. On a roller-coaster, friction is created when the wheels rub against the track. Friction uses up some of a roller-coaster’s potential energy. How would this affect the movement of a roller-coaster? _________________________________________________________________ _________________________________________________________________ 4. Air resistance takes away more of a roller-coaster’s energy too. Air resistance is a force acting in the opposite direction of a moving object. When have you experienced air resistance (other than being on a roller-coaster)? Give at least two examples. Share your examples in small groups, then with the class. 1._ ______________________________________________________________ 2._ ______________________________________________________________

My Amusement Park Ride 1 A roller-coaster is just one type of ride that can be found at an amusement park. Do you think that all rides use potential and kinetic energy and have similar parts?

activity

Potential Energy

1. Complete the paragraph below with your ideas about what an amusement park is. An amusement park is sometimes called a theme park. One example of an amusement park or theme park is __________________ . Amusement parks are places with attractions and rides such as __________________ and __________________. Amusement parks usually contain a selection of different types of rides. They also include __________________ and __________________ for the enjoyment of customers and to allow families to buy food, souvenirs and photographs of their visit. 2. Draw a ride (other than a roller-coaster) that you have been on, seen or know of below. Use arrows to show the direction in which the ride moves. Label the different parts of the ride. You might like to use the labels from the Word List below as well as your own.

Word List

cars/carriages seats seat belts/fasteners trains wheels twists turns track 16

starting point end point highest point lowest point ramp downward slope upward slope riders

brakes fastest part slowest part potential energy kinetic energy slow fast change of level

My Amusement Park Ride 2

activity

There are usually many rides to choose to go on at any one amusement park. Some people find rides too fast or too slow. Sometimes there is a height or age limit for certain rides. 1. Share with your partner, your labelled picture of an amusement park ride that you drew on the previous page. Look at your friendâ&#x20AC;&#x2122;s picture to compare. Complete the sentence stubs. Our rides are the same because:_ _____________________________________ _________________________________________________________________ Our rides are different because:_______________________________________ _________________________________________________________________ 2. Write about the ride that you have drawn in more detail. a. The name of the ride I enjoyed was_ ________________________________ b. It could fit approximately ________ people on at any one time. c. There was ________ height limit. There was ________ age limit of _______. d. At the beginning, the ride moved slow/fast, then it (what happened next)

______________________________________________________________

e. The ride was on the ground/high in the sky/changed levels or

______________________________________________________________

f. How did you feel on the ride? Describe your experience â&#x20AC;&#x201C; were you scared, nervous, etc.? How did your body feel?

______________________________________________________________

g. Would you go on that ride again? Why or why not?

______________________________________________________________

h. Would you change anything about the design of the ride? What?

______________________________________________________________

Extra Activity Create a Prezi about your ride. Share the Prezi in your small group, with your class, or on the class blog. 17

Gravity 1

activity

If you look at roller-coaster cars in detail, they are connected a bit like a train. Each car is like a separate train carriage. However, unlike trains which have engines to make them move along a track, roller-coaster cars do not have engines to make them move. How do roller-coaster cars get up the first hill without an engine? Usually a chain lift pulls the cars to the top of the first hill like a pulley system. This can take a while, especially if the first hill is particularly steep. 1. With a friend, brainstorm what else would use a chain or mechanical lift winch. Could you make something in class to demonstrate this? Note down your ideas below.

2. Gravity is a force which pulls us down. In space there is no gravity which is why astronauts float and wear special suits to keep them grounded. When a roller-coaster car gets to the top of a hill the force of gravity makes it hurtle downwards and accelerate. Give other examples of the force of gravity working.

Gravity 2

experiment

A famous scientist, Galileo Galilei (1564-1642), found that objects fall at the same speed. The objects fall because of the influence of gravity. The downward fall is called deceleration. Galileo discovered the law of free fall by dropping different sized balls from the top of the leaning tower of Pisa, in Italy. Roller-coasters use gravity to make the cars ‘free fall’ down each hill and slope. You are going to copy Galileo’s experiment by making a simple model of a roller-coaster. You will need: a simple flexible track - consider a Hot Wheels plastic track or use a foam tube (foam insulation), cut in half several marbles

books or blocks to help support the foam track tape to hold foam tube in place

Steps 1. Look at the different 'tracks' below. Take turns creating the 'tracks' using your foam tube or Hot Wheels plastic track. 2. Experiment placing marbles at different starting points on each 'track'. 3. Note where your marble free falls, where it needs help to travel and where it stops. Think about why.

slopes

loops

small dips and hills

banked turns

What did you notice? The marble can take a __ __ path until it reaches the s__ __ __ height it st__ __ __ed from, if there was no fr__ __ __ __ __n. The marble begins to r__ __l d__ __n because of the force of g__ __ __ __ __ __. It stops when all the energy the g__ __ __ __ __ __ gave the m__ __ __ __e is u__ __d up. The marble acc__ __ __ __ __ __tes when the f__ __ __ __ __ act on it in the Extra Activity There are examples of free fall experiments and use of free fall in roller-coasters on YouTube. Search YouTube, find a video to share with the class or on your class blog. 19

Roller-Coaster Designs

activity

If you look at a range of roller-coasters around the world, you will notice that the first hill is usually the steepest and towards the end of the ride, the hills get less steep. 1. Search online for pictures of roller-coasters. Print some off and spread out on your desk. Do all of them have the steepest hill first and become flatter towards the end? Paste or draw some below.

2. Remember that energy makes a roller-coaster move. The amount of energy that the roller-coaster cars have to complete the journey around the track depends on the potential energy they build up at the beginning on the first hill. The steeper the first hill, the faster the roller-coaster. Below, show this relationship with two scaled sketches of different roller-coasters. Fast

Faster

Energy And Forces

activity

As roller-coaster cars travel on their journey along the track, they lose energy. This means that they should be slowing towards the end of the ride. Friction, air resistance and loop-the-loops are forces which will decrease the carsâ&#x20AC;&#x2122; energy. Unlike a train which is manned by a driver who can brake, the brakes on a roller-coaster need to be automatic. On some roller-coasters a friction brake will be attached to the track and slow the cars as they slide over it. Other roller-coasters have eddy current brakes which use magnets to generate a braking force as the cars travel past. 1. Draw a diagram to show how roller-coaster cars lose energy because of forces as they travel along the track. Use a pencil and ruler.

Forces are measured by comparing them to the force of gravity (g). Sitting in your chair right now, you are currently feeling a force of about 1g. A force that is twice as big as the force of gravity is 2g. On a roller-coaster you are likely to feel forces of approximately 2 to 3g. A jet fighter pilot feels a force of about 9g. 2. Can you think other examples? Jot them down in the space provided.

Loop-The-Loop

activity

Part of the design of many rollercoasters include a loop-the-loop. This means that the roller-coaster cars invert (travel upside down). Special types of wheels (that run both above and below the tracks) prevent the cars from coming off the track when inverted. 1. As well as wheels, forces keep riders in their seats when the roller-coaster cars move around the track. When you move around a bend on a roller-coaster, you feel pushed against the outside of the car. This force is a centripetal force and helps keep you in your seat. Inertia is the force that keeps you in your seat as you travel through a loop-the-loop. Do some research to try to explain inertia in more detail. You could sketch and/or write to explain.

Extra Activity Find out some differences between wooden and steel roller-coasters. Record your findings in the t-chart below.

Wooden Roller-coasters

Steel Roller-coasters

Push And Pull

activity

Force uses both push and pull. A roller-coaster car can be pushed or pulled to help it move. As it is winched up the first hill it is pulled. As it goes down the hill, it is pushed. 1. Label push and pull forces on the diagram below. Use a ruler and a pencil.

2. The First Law of Motion says that an object in motion tends to stay in motion. This is especially true of a roller-coaster because roller-coaster cars are not powered by engines. Explain how exactly a roller-coaster proves the First Law of Motion. You can write or sketch.

First Law Of Motion

experiment

Todayâ&#x20AC;&#x2122;s experiment tests the First Law of Motion: that objects in motion will usually stay in motion. You will need: a small cart (like a matchbox or Hot Wheels cart or truck) two or three different sized marbles something to use as a ramp - you could use a toy car ramp or a ramp made from cardboard or the flat side of an egg carton somewhere to rest your ramp - a desk, a box, a stack of books or blocks an extra book or block to use as a barrier Steps 1. Prop up your ramp against your stand (desk, box, stack of books or blocks). 2. Place your extra book or block at the end of the ramp. 3. Place the cart at the top of the ramp. Put one marble in the cart. 4. Let go (release) of the cart. Observe what happens to the marble when the cart hits the book or block barrier at the end of the ramp. 5. Now repeat the experiment with different sized marbles. What do you notice? 6. Next, repeat the experiment, with a different sized marble, using a higher stand for your ramp. Is there any difference in the result? Test a. Describe what happened to the marble when the cart hit the barrier.

_________________________________________________________________

b. Did a different sized marble or a different ramp height make a difference? Explain.

_________________________________________________________________

c. What might have slowed down the movement of the cart and marble?

_________________________________________________________________

d. What might have stopped the marble from falling out of the cart? 24

_________________________________________________________________

Section 2: Design And Make Your Own Roller-Coaster

teachers' notes

Design Your Own Ride 1 - Page 30 Suggested Answers 1. a) The top of the hill has the highest potential energy so the roller-coaster can go faster down the other side of the hill, using kinetic energy. 1. b) When the roller-coaster climbs hills it has friction but when it goes down hills, it uses its stored energy to work with gravity. The top of the hill has the most stored energy, the bottom of the hill has used gravity and kinetic energy to move fast. 2. accelerate: to move more quickly decelerate: to reduce speed or slow down gravity: the natural force that causes things to fall towards THE EARTH force: the strength or energy of physical movement or action potential energy: the energy stored in an object kinetic energy: moving energy or the energy of a moving object speed: the pace at which something moves friction: the resistance when two or more objects meet or connect

Curriculum Focus Technologies Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques (Year 4: ACTDEP015) Investigate how forces and the properties of materials affect the behaviour of a product or system (Year 4: ACTDEK011) • Elaborations: Conducting investigations to understand the characteristics and properties of materials and forces that may affect the behaviour and performance of a product or system; Deconstructing a product or system to identify how motion and forces affect behaviour; Identifying and exploring properties and construction relationships of an engineered product or system, for example a structure that floats; a bridge to carry a load; Experimenting with available local materials, tools and equipment to solve problems requiring forces Science Forces can be exerted by one object on another through direct contact or from a distance (Year 4: ACSSU076) • Elaborations: Observing qualitatively how speed is affected by the size of a force; Comparing and contrasting the effect of friction on different surfaces; Investigating the effect of forces on the behaviour of an object

Design Your Own Ride 2 & 3 - Pages 31 and 32 Curriculum Focus Technologies Recognise the role of people in design and technologies occupations and explore factors, including sustainability that impact on the design of products, services and environments to meet community needs (Year 4: ACTDEK010) • Elaboration: Investigating materials, components, tools and equipment, including by using digital technologies, to discover their characteristics and properties Investigate how forces and the properties of materials affect the behaviour of a product or system (Year 4: ACTDEK011) • Elaborations: Conducting investigations to understand the characteristics and properties of materials and forces that may affect the behaviour and performance of a product or system; Deconstructing a product or system to identify how motion and forces affect behaviour; Identifying and exploring properties and construction relationships of an engineered product or system, for example a structure that floats, a bridge to carry a load; Experimenting with available local materials, tools and equipment to solve problems requiring forces

teachers' notes

Critique needs or opportunities for designing and explore and test a variety of materials, components, tools and equipment and the techniques needed to produce designed solutions (Year 4: ACTDEP014) • Elaborations: Critiquing and selecting appropriate joining techniques for materials to produce working models; Exploring and testing a range of materials under different conditions for suitability including sustainability considerations and identifying appropriate tools, equipment and techniques Select and use materials, components, tools, equipment and techniques and use safe work practices to make designed solutions (Year 4: ACTDEP016) • Elaborations: Using appropriate technologies terms to confidently describe and share with others procedures and techniques for making, for example cutting and joining materials; Exploring ways of joining, connecting and assembling components that ensure success, and the impact digital technologies have had on these processes; using tools and equipment accurately when measuring, marking and cutting; and explaining the importance of accuracy when designing and making; Demonstrating safe, responsible and cooperative work practices when making designed solutions Plan a sequence of production steps when making designed solutions individually and collaboratively (Year 4: ACTDEP018) • Elaborations: Determining planning processes as a class, for example recording a procedure or creating time plans, managing time and resource allocation throughout production, for example materials, tools, equipment and people; Sequencing steps to collaboratively produce a designed solution

Design Your Own Ride 4 - Page 33 Suggested Extra Activity Students use a creative design app on an iPad to create their design, and share it with animation. Some suggested apps are: Creative Kids or Animation Express.

Curriculum Focus Science Decide variables to be changed and measured in fair tests, and observe measure and record data with accuracy using digital technologies as appropriate (Year 5: ACSIS087) • Elaborations: Discussing in groups how investigations can be made as fair as possible, using tools to accurately measure objects and events in investigation and exploring which tools provide the most accurate measurements; Using familiar units such as grams, seconds and meters and developing the use of standard multipliers such as kilometres and millimetres; Recording data in tables and diagrams or electronically as digital images and spreadsheets Reflect on and suggest improvements to scientific investigations (Year 5: ACSIS091) • Elaboration: Working collaboratively to identify where methods could be improved, including where testing was not fair and practices could be improved Technologies Critique needs or opportunities for designing and explore and test a variety of materials, components, tools and equipment and the techniques needed to produce designed solutions (Year 4: ACTDEP014) • Elaboration: Critiquing and selecting appropriate joining techniques for materials to produce working models; Exploring and testing a range of materials under different conditions for suitability including sustainability considerations and identifying appropriate tools, equipment and techniques Plan a sequence of production steps when making designed solutions individually and collaboratively (Year 4: ACTDEP018) • Elaborations: Determining planning processes as a class, for example recording a procedure or creating time plans, managing time and resource allocation throughout production, for example materials, tools, equipment and people; Sequencing steps to collaboratively produce a designed solution 27

teachers' notes

Maths Use simple scales, legends and directions to interpret information (Year 4: ACMMG090) • Elaborations: Identifying the scale used on maps of cities and rural areas in Australia and a city in Indonesia and describing the difference, using directions to find features on a map

Make A Model Of Your Roller Coaster 1 - Page 34 Suggested Extra Activity Research the building of the Sydney Harbour Bridge. Prepare a poster or infograph on the building of the bridge and the work of engineers. Research the building of the amusement park Luna Park in Sydney, one of the most well-known and oldest amusement parks in Australia. Prepare a PowerPoint or Prezi presentation on the construction of Luna Park and the work of engineers.

Curriculum Focus Science Compare results with predictions, suggesting possible reasons for findings (Year 4: ACSIS216) • Elaborations: Discussing how well predictions matched results from an investigation and proposing reasons for findings; Comparing, in small groups, proposed reasons for findings and explaining their reasoning Reflect on investigations, including whether a test was fair or not (Year 4: ACSIS069) • Elaborations: Reflecting on investigations, identifying what went well, what was difficult or didn't work so well, and how well the investigation helped answer the question; Discussing which aspects of the investigation helped improve fairness, and any aspects that weren't fair Represent and communicate observations, ideas and findings using formal and informal representations (Year 4: ACSIS071) • Elaborations: Communicating with other students carrying out similar investigations to share experiences and improve investigation skills; Using simple explanations and arguments, reports or graphical representations to communicate ideas to other students Technologies Investigate how forces and the properties of materials affect the behaviour of a product or system (Year 4: ACTDEK011) • Elaborations: Examining models to identify how forces and materials are used in the design of a toy; Exploring through play how movement can be initiated by combining materials and using forces, for example releasing a wound rubber band to propel a model boat; Conducting investigations to understand the characteristics and properties of materials and forces that may affect the behaviour and performance of a product or system, for example woomera design; Deconstructing a product or system to identify how motion and forces affect behaviour, for example in a puppet such as a Japanese bunraku puppet or a model windmill with moving sails; Identifying and exploring properties and construction relationships of an engineered product or system, for example a structure that floats; a bridge to carry a load Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment (Year 4: ACTDEP017) • Elaborations: negotiating criteria for success with class or group members, evaluating, revising and selecting design ideas, based on criteria for success and including consideration of ethics, social values and sustainability, evaluating the functional and aesthetic qualities of a designed solution, reflecting on the sustainability implications of selected designed solutions, comparing the amount of waste that would be produced from different design and development options and the potential for recycling waste, reflecting on designed solutions to critique and assess suitability, sustainability and enterprise opportunities and determine how well they meet success criteria

teachers' notes

Make a Model of Your Roller-Coaster 2 - P35 Curriculum Focus Maths Convert between units of time (Year 4: ACMMG085) • Elaboration: Identifying and using the correct operation for converting units of time Solve simple time problems (Year 4: ACMMG086) • Elaboration: Calculating the time required to travel between two locations Use efficient mental and written strategies and apply appropriate digital technologies to solve problems (Year 5: ACMNA291) • Elaboration: Using calculators to check the reasonableness of answers Science Decide variables to be changed and measured in fair tests, and observe measure and record data with accuracy using digital technologies as appropriate (Year 5: ACSIS087) • Elaborations: Discussing in groups how investigations can be made as fair as possible, using tools to accurately measure objects and events in investigation and exploring which tools provide the most accurate measurements, using familiar units such as grams, seconds and meters and developing the use of standard multipliers such as kilometres and millimetres; Recording data in tables and diagrams or electronically as digital images and spreadsheets Compare data with predictions and use as evidence in developing explanations (Year5: ACSIS218) • Elaboration: Sharing ideas as to whether observations match predictions, and discussing possible reasons for predictions being incorrect

Step Right Up - Page 36 Curriculum Focus English Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (Year 5: ACELY1698)

Design Your Own Ride 1

activity

Your group is going to design a roller-coaster. Later, you will make a model of your groupâ&#x20AC;&#x2122;s design. 1. When designing your roller-coaster, think about the physics' principles you have covered so far. a. Remember: The top of your first hill must be the highest point on the roller coaster. Why? _________________________________________________________________ _________________________________________________________________ b. Your cars will move fastest at the bottom of hills and the slowest at the tops of hills. Why? _________________________________________________________________ _________________________________________________________________ 2. Complete this physics' glossary by writing a definition for each term. Use an online dictionary or encyclopaedia to help you. accelerate: decelerate: gravity: force: potential energy: kinetic energy: speed: friction: Extra Activity Make an infograph or infochart explaining and illustrating some of the terms above. Share these with the class or share on a class blog. Use a free online tool such as Piktochart, Vengage or Google Chart Developer (or something similar) to create your information graphic. 30

Design Your Own Ride 2

activity

Engineers use a design process when putting together a new design or solving a problem. The design process provides a structured way to approach a design or problem. Read the six basic steps of a design process. i. Brainstorm many different types of designs. ii. Select one design from the brainstorm activity. iii. Explain your design, using words, diagrams, models and computer simulations. iv. Build and test your design. v. Review your design. Redesign and rebuild based on what you have learned. Your challenge is to design and then build a roller-coaster model using the six basic steps listed above. You will do this in small groups. First, do some research to find out the listed features of a roller-coaster below. You might like to include them in your design. Feature

What is it?

Think I'll include ď ?ď ?

hammerhead turn: heartline roll: double dip and double up: dive loop: camelback: horseshoe: pretzel knot: raven turn: sidewinder: top hat:

Design Your Own Ride 3

activity

Follow the steps to continue with your design. Steps 1. First, each member of your group should brainstorm ideas of possible designs. Your designs must be physically possible. Do this on the back of this sheet. 2. Select one of the designs from your brainstorm. Draw and label your design sketch below. (Note: each member draws their own design.)

3. Share your designs within your group. Vote on which design you will construct with your group. Remember the earlier experiments that you conducted. Have the group design approved by your teacher. Our approved design is: ________________________________________________ 32

Design Your Own Ride 4

activity

Design Specification Sheet Now that you have decided on a design, as a group, complete the details below. Group Members: _________________________________________________________________

Name of roller-coaster ride:______________________________________________ Sketch of the roller-coaster design - include labels for parts and arrows to represent direction and motion.

Steps 1. Place a red number 1 next to a point on your roller-coaster where the cars will accelerate. 2. Place a green number 2 next to a point on your roller-coaster where the cars will decelerate. 3. Place a blue number 3 next to a point on the roller-coaster where the cars will have the greatest potential energy. 4. Place a yellow number 4 next to the point on the roller-coaster where the cars will have the greatest kinetic energy. Have this stage of your design checked by your teacher. Signed: _______________ 33

Make A Model Of Your Roller-Coaster 1

experiment

You have learned about the physics of roller-coasters. You have designed a rollercoaster in your small group with clear specifications. Now it is time to make a model of your roller-coaster! What will you use to make your roller-coaster? Here are some ideas: Design Specification Sheet (P33) blocks foam/plastic/cardboard tubing

cardboard

marbles

matchboxes for cars

paper or plastic cup

books to rest the tubing on

roll of masking tape

matchsticks

Steps 1. When engineers design structures and roller-coasters, they work within set limits or boundaries. These are called constraints. Some constraints include money considerations or availability of materials. The constraint for your project is your Design Specification Sheet (P33). 2. Use your Design Specification Sheet and start to construct a model of your roller-coaster. Now answer these questions about the process of constructing your rollercoaster. Questions 1. What changes did you make to your design/materials used as you built your model? Why did you make these changes? ____________________________________________________________________ ____________________________________________________________________ 2. How well did your group work together on this project? How could your group improve? ____________________________________________________________________ ____________________________________________________________________

Make A Model Of Your Roller-Coaster 2

experiment

Engineers create small models to help them test and change (modify) their designs. For example, the engineers who designed the Sydney Harbour Bridge in the 1920s used a new suspension bridge design. They checked their calculations and designs that were all done without computers, by performing tests or trials on a model. The tests showed that the bridge was soundâ&#x20AC;&#x201D;and the Harbour Bridge, which was built in 1932 still stands today. After any experiment you should test the success of your steps. Test how well your model roller-coaster works by observing the "cars" travel along the track. Complete the three trials below and note down your observations. You will need a stopwatch. TRIAL ONE It took the marble ____ seconds to reach the end of the track. It became stuck at _________. It needed an extra push at _________ . I also observed ____________________________________________. TRIAL TWO It took the marble ____ seconds to reach the end of the track. It became stuck at _________. It needed an extra push at _________ . I also observed ____________________________________________. TRIAL THREE It took the marble ____ seconds to reach the end of the track. It became stuck at _________. It needed an extra push at _________ . I also observed ____________________________________________.

Questions

Why do you think you needed to do three trials? ___________________________________________________________________ Did your "cars" fall off the track at any point? ____________________________________________________________________ ____________________________________________________________________ What can you do to fix this? ____________________________________________________________________ ____________________________________________________________________ Extra Activity Present your roller-coaster model to the class.

Step Right Up

activity

In your small groups, you will create an ad for your roller-coaster model to encourage people to come and test out your ride. Use one of the apps below to do this: Publisher

Paint

Prezi

Picollage

Excel

Word

Powerpoint

Animoto

Designpad

1. Plan the images and text for your ad. Use the space below to brainstorm.

2. Now create your ad using your choice of technology. 3. Present the ad to the class. Talk about its features. 4. Ask the other groups for feedback . Group

Feedback

Extra Activity Upload your ad to the school or class online gallery or blog. Ask other classes for feedback -- which ride would they like to try? Why? Which ad â&#x20AC;&#x2DC;soldâ&#x20AC;&#x2122; the ride to them? Why? 36

Section 3: Virtual Roller-Coasters And Coding

teachers' notes

Program Writing 1 – Page 41 Suggested Extra Activity Students should try to draw a more complicated maze, adding a diagonal line or a curve. They may have to use different words and symbols for their instructions, e.g. Move across 3 squares until you hit a wall.

Curriculum Focus Technologies Define simple problems, and describe and follow a sequence of steps and decisions (algorithms) needed to solve them (Year 4: ACTDIP010) • Elaborations: Describing, using drawings, pictures and text, the sequence of steps and decisions in a solution, for example to show the order of events in a game and the decisions that a player must make; Experimenting with different ways of describing a set of instructions, for example writing two versions of the same simple set of instructions for a programmable robotic device; Explaining to others how to follow technical instructions Explain how student solutions and existing information systems meet common personal, school or community needs (Year 4: ACTDIP012) • Elaborations: Investigating how information systems are used in communities and explaining what needs are being met; Testing the adequacy of student solutions Plan, create and communicate ideas and information independently and with others (Year 4: ACTDIP013)

Program Writing 2 – Page 42 Suggested Extra Activity Swap programs with another group. Can your group follow another group's program without crashing? Can the other group follow your program without crashing?

Coding: Binary Code and ASCII 1 & 2– Pages 43-44 Extra Activity Choose different coloured beads - one colour to represent 0, another colour to represent 1, a different colour for the delimiter. Try coding your surname or the name of your favourite sports team.

Curriculum Focus Technologies Define simple problems, and describe and follow a sequence of steps and decisions (algorithms) 38

teachers' notes

needed to solve them (Year 4: ACTDIP010) • Elaborations: Describing, using drawings, pictures and text, the sequence of steps and decisions in a solution, for example to show the order of events in a game and the decisions that a player must make; Experimenting with different ways of describing a set of instructions, for example writing two versions of the same simple set of instructions for a programmable robotic device; Explaining to others how to follow technical instructions Explain how student solutions and existing information systems meet common personal, school or community needs (Year 4: ACTDIP012) • Elaborations: Investigating how information systems are used in communities and explaining what needs are being met; Testing the adequacy of student solutions Plan, create and communicate ideas and information independently and with others (Year 4: ACTDIP013)

Coding Program – Page 45 Curriculum Focus Technologies Define simple problems, and describe and follow a sequence of steps and decisions (algorithms) needed to solve them (Year 4: ACTDIP010) • Elaborations: Describing, using drawings, pictures and text, the sequence of steps and decisions in a solution, for example to show the order of events in a game and the decisions that a player must make; Experimenting with different ways of describing a set of instructions, for example writing two versions of the same simple set of instructions for a programmable robotic device; Explaining to others how to follow technical instructions Explain how student solutions and existing information systems meet common personal, school or community needs (Year 4: ACTDIP012) • Elaborations: Investigating how information systems are used in communities and explaining what needs are being met; Testing the adequacy of student solutions Plan, create and communicate ideas and information independently and with others (Year 4: ACTDIP013)

Coding Flowchart - Page 46 Curriculum focus Maths Describe and interpret different data sets in context (Year 5: ACMSP120) • Elaboration: Using and comparing data representations for different data sets to help decision making Technologies Plan a sequence of production steps when making designed solutions individually and collaboratively (Year 4: ACTDEP018) • Elaborations: Determining planning processes as a class, for example recording a procedure or creating time plans, managing time and resource allocation throughout production, for example materials, tools, equipment and people; Identifying the steps in a mass production process, sequencing steps to collaboratively produce a designed solution

Make A Virtual Roller-Coaster - P47 Suggested Extra Activity Use your keywords to write a poem about your roller-coaster following the structure below. First line - one or two words - a naming word and/or an action word. Second line - four or five words - describe the action, give details. Third line - write a line that tells of your senses - what would you touch or feel or see on your virtual 39

teachers' notes

roller-coaster. Fourth line - what sounds would hear on your virtual roller-coaster ride or what music would you play on the ride? Use words to tell. Fifth line - Read over your poem so far. What image or picture does it give? Write a line that tells that. Example of a poem: Thrust and push It propels us forward Fear in our stomachs, our eyes, our screams, Screeching around the loops This is the force of the roller-coaster.

Curriculum Focus Technologies Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques (Year 4: ACTDEP015) • Elaborations: Generating a range of design ideas for intended products, services, environments; Identifying the properties of materials needed for the designed solution, visualising and exploring innovative design ideas by producing thumbnail drawings, models and labelled drawings to explain features and modifications; Planning, sharing and documenting creative ideas and processes using digital tools Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment (Year 4: ACTDEP017) • Elaborations: Negotiating criteria for success with class or group members; Evaluating, revising and selecting design ideas, based on criteria for success and including consideration of ethics, social values and sustainability; Evaluating the functional and aesthetic qualities of a designed solution; Reflecting on designed solutions to critique and assess suitability, sustainability and enterprise opportunities and determine how well they meet success criteria

Advertise Your Virtual Ride 1 & 2 - Pages 48-49 Curriculum Focus English Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (Year 5: ACELY1701) Re-read and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (Year 4: ACELY1695) • Elaboration: Revising written texts: editing for grammatical and spelling accuracy and clarity of the text, to improve the connection between ideas and the overall flow of the piece

Program Writing 1

activity

Designing amusement park rides and roller-coasters uses physics, engineering and mathematics. As technology has improved, many rides use computer controls to add new movements. Computer technology has helped rides to move faster, and has made it easier to add adjustments to the speed of rides mid-ride. Letâ&#x20AC;&#x2122;s take a look at how you can use coding to plan the route of a ride.

Coding Coding is a language that computers use. We can learn to think in symbols to understand coding. A computer program is a list full of instructions (called commands) that tell a computer what to do. Every time you use a computer for example, press a key on a keyboard - there are commands that direct the computer to perform a task - for example, display the letter M on your laptop screen when you hit the M key on your keyboard. Computers are good at following commands. But what happens when the person who programs the computer makes a mistake - leaves out a step in the list? The computer crashes and the programmer has to find the mistake (called bugs) and remove it (called debugging). You are going to write a program on graph paper to understand coding. You will need: graph paper

ruler

pencil

eraser

Steps 1. Using your ruler draw a simple maze on your graph paper. Look at the example right. Use only horizontal lines or vertical lines for now (for your next try you can maybe add a diagonal line or curve! ).

Start

Example Help the baby turtle find his mother.

2. Mark a START and FINISH point on your maze. 3. Pretend you are moving through your maze. Write instructions (a program) on how to go from the START to the FINISH of your maze, e.g. Move up one square, move left two squares OR you can use â&#x20AC;&#x2030;2 arrows as well as words â&#x20AC;&#x2030;1 square; squares.

finish

Program Writing 2

activity

Now you have tried writing a program for a maze, your small group will write a program for the path of a roller-coaster. You will repeat the activity from the previous page but this time: you will work in a small group; the diagram on the graph paper will follow the path of a roller-coaster. You will need: graph paper

ruler

pencil

eraser

Steps 1. Using your ruler if needed, draw the path of a roller coaster on the graph paper.

Start

2. Copy your roller-coaster plan onto the grid of the paper. See the example to help you. 3. Mark a START and FINISH point. 4. Write instructions (a program) on how to go from the START to the FINISH, e.g. Move in a diagonal line up to the 4th square. Move across 4 squares. Move diagonally across 3 squares and down 14 squares. You can use arrows as well as words. Instead of saying move up 4 squares write: 4. Or instead of saying go forward 1 square 1. At the end write: Stop. write:

Finish

5. Try to follow the instructions (program) to move along the path of your roller-coaster. Did you crash? 6. Did you have any bugs? Rub out any mistakes and re-do this part of the program. This is called re-writing your program. 7. When you have finished debugging the program, retry the path. Questions i. Did you crash?

_ ______________________________________________________________

ii. Did you have any bugs? 42

_ ______________________________________________________________

Coding: Binary Code And ASCII 1

activity

Now you have tried writing a program for a roller-coaster, letâ&#x20AC;&#x2122;s look a little more at coding.

Encoding Scheme Inside computer technology, what do we see? NUMBERS. EVERYTHING IS CODED IN NUMBERS. Mostly, these are BINARY (base 2) numbers. People decide together that different collections of these binary numbers have one meaning. For example, in the diagram the letter A is represented by 1000001. This is called an ENCODING SCHEME and the encoding in the diagram is ASCII. Look at the example of the word DOG below, it has been encoded in the ASCII alphabet. e.g. 1000100 1001111 1000111 You are going to program using ASCII. Follow the steps below and on the following page. Steps 1. Write your name vertically on a plain piece of paper, like the example (LYN) below. Draw seven beads next to each letter in your name (see example below). EXAMPLE

L Y N your turn!

Coding: Binary Code And ASCII 2

activity

Continue following the steps below to create your name in ASCII. Steps 2. On page 43 shade the beads to write your first name in ASCII. Black represents a 1 and white represents a 0. Look at the example below. EXAMPLE

L Y N 3. You are going to create an ASCII name necklace like the one below using your name in ASCII on page 43. Look at the example below based on the name LYN. EXAMPLE

4. Each black circle requires a black bead. Each white circle requires a white bead. How many beads do you need to represent your first name in ASCII? I need _____ black beads.

I need _____ white beads.

You will need: your name in ASCII black beads white beads one set of beads in another colour string or wool, approximately 60 cm long

5. Tie a knot at one end of your piece of string or wool. 6. Now thread the beads for the first letter of your name on the string or wool using the black and white beads and page 43 as a reference. 7. After you have finished encoding the first letter of your name on the wool or string, add a bead of another colour (not white or black). This puts a space between each letter and separates them. This is called a DELIMITER. 8. Continue threading until you have coded your whole first name. 9. Tie the two ends of the string together. You have created a beaded encoding of your name in ASCII - you can hang this in the classroom or at home or wear it as a necklace. 10. Draw your necklace below.

Coding Program

activity

Coding is in many of the things you use - the cash register at the checkout, the ATM machine where people deposit and withdraw money, and, of course, in video games and some roller-coasters. Coding involves three basic activities: Take some information or data (input) and do something with that input, for example, keep adding a number, or make a doorbell ring when someone pushes a button, or make a scary face pop up in the middle of your rollercoaster ride! Do a set of tasks in a correct order (sequence) to make something happen or to make a more complicated object or event. Repeat a sequence of tasks or activities until the end result (objective) is met.

Create a computer program to make a sandwich.

Remember, the instructions have to be detailed - a computer wonâ&#x20AC;&#x2122;t know if you have missed a step and it will fail to complete the task and crash. What type of sandwich are you making?_ _________________________________

Steps _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________

Extra Activity Share your program in a small group. Can they follow it? Do they think that you have left something out? If you have, fix up any errors and debug your program. 45

Coding Flowchart

activity

Now, write your program in the form of a flow chart. A flow chart is a diagram which graphically represents the sequence of your program. Add to the flowchart if you need to using a pencil.

In Small Groups 1. Create a flowchart for your sequence using Smart Art or Shapes in Word on the computer. Experiment with the shapes and lines to create your flowchart. 2. Use a free online tool to create a flowchart of your sequence - some examples are: draw.io, smartdraw, lucid. 46

Make A Virtual Roller-Coaster

internetactivity activity

Engineers can use computer design programs (CAD) to make a model of their structures and use tests online to prove their designs. With a partner, or in your small groups, design a roller-coaster online using iPads or laptops. There are several free websites that help you to design and test a roller-coaster online. Two popular sites are: Annenburg Learner: Design A Roller-coaster 4www.learner.org/interactives/parkphysics/coaster/ Discovery Kids: Build Your Own Roller-coaster 4http://discoverykids.com/games/build-a-coaster/ Questions 1. Make a list of keywords that you could use to describe your virtual roller-coaster and inform others of its specifications. Add your keywords to the list below. weightless

force

thrust

motion

loops

fear

suspended

excitement

2. Write a paragraph describing how your virtual roller-coaster works. Use your keywords from above.

__________________________________________________________________

3. Write a paragraph describing how you think it would feel to ride your virtual roller-coaster. Use your keywords from above.

__________________________________________________________________

__________________________________________________________________ 47

Advertise Your Virtual Ride 1

activity

Now that you have designed a virtual roller-coaster ride, you need to advertise the ride. Follow the steps below to plan your ad. 1. Brainstorm! Think about: What would make people want to go on your ride? How much would it cost to go on your ride? The super Loop

Biggest Loops in the world

Dare to be thrilled

An advertisement tells people about a product. It stresses the good things about a product, to make people interested in it. 2. Look online at an ad for an amusement or theme park. Some names are Luna Park, Movieworld, Dreamworld. Ads usually use images and text. Print some examples off. 3. Look at the examples that you have printed off. Some ads use a Z form. This considers the way our eyes move across a page and the advertiser places details where we are most likely to focus. An image which adopts the Z form would have the most important information where?

____________________________________________________________________

4. Some images use light and colour to make the product look attractive. Look at one of the images that you have printed off. Complete the statement.

The image uses_______________________________________________________

by__________________________________________________________________

This makes the rides look fun because_ ___________________________________

5. Look at the text in the examples that you have printed off. What information is given? What does it describe?

____________________________________________________________________

6. Do your example ads make you want to try the ride, or try the theme park?

The ad does/does not make me want to visit the theme park because:

____________________________________________________________________

Advertise Your Virtual Ride 2

activity

To advertise your virtual model roller-coaster, make notes below. 1. What images will you include? _________________________________________________________________ _________________________________________________________________ 2. What information? _________________________________________________________________ _________________________________________________________________ 3. How can you make it appealing? _________________________________________________________________ _________________________________________________________________ 4. Sketch a rough draft below.

Now complete your final ad design on a spare piece of paper. Use printed images, coloured pencils, textas, scrapbook cards - any materials in the classroom to make your ad successful. Extra Activity Have a class competition for the best ad - present your ad to the class, and class members can vote for the ad that is most appealing.

Section 4: The History Of Amusement Parks

teachers' notes

The History of Amusement Park Rides 1 & 2 –Page 52-53 Curriculum focus English Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (Year 4: ACELY1689) • Elaboration: Reporting on a topic in an organised manner, providing relevant facts and descriptive detail to enhance audience understanding, and beginning to refer to reliable sources to support claims Understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships (Year 5: ACELA1501) • Elaboration: Recognising the effect of words, symbols, gestures and body language on the way communications are received by others

New Technologies in Amusement Parks - Page 54 Curriculum focus Technologies Develop project plans that include consideration of resources when making designed solutions individually and collaboratively (Year 5: ACTDEP028) • Elaboration: Outlining the planning and production steps needed to produce a product, service or environment using digital technologies, reflecting on planned steps to see if improvements can be made Plan, create and communicate ideas and information independently and with others, applying agreed ethical and social protocols (Year 4: ACTDIP013) • Elaboration: Using a range of online tools to share information and being aware that information may be received at different times, for example adding entries to a class blog, participating in a web conference or online chat with an author, or participating in a forum on a specific topic; Organising and creating different types of information for sharing and collaborating online, for example planning the sequence and appearance of an animation, and sharing it online with students from another school; Managing a project that involves students working together to publish online, for example identifying how group members can help each other to avoid delays in finishing the project

Making Illusions - P55 Curriculum focus Technologies Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques (Year 4: ACTDEP015) • Elaborations: Exploring ways of joining, connecting and assembling components that ensure success, generating a range of design ideas for intended products, services, environments; Identifying the properties of materials needed for the designed solution; Visualising and exploring innovative design ideas by producing thumbnail drawings, models and labelled drawings to explain features and modifications; Planning, sharing and documenting creative ideas and processes using digital tools such as a class blog or collaborative document

The History Of Amusement Parks 1

activity

Have you ever thought about the first amusement ride or the first theme park? Who do you think invented the first ride? Where was the first theme park located? TT Read the historical facts about amusement parks and rides below. Highlight three facts that you think are the most interesting.

Fact 1

Fact 2

Fact 3

Amusement parks were first built in Europe during the Middle Ages. They were mainly fairy and pleasure gardens. People would attend for fun, recreation and to do some shopping.

The first modern amusement park opened in Chicago, U.S.A. in 1894 by Paul Boynton. It was called “Paul Boynton’s Water Chutes”.

The oldest amusement park is in Bakken, Denmark. It opened in 1583 but did not have rides like modern amusement parks, only entertainment.

Fact 4

Fact 5

Fact 6

Today, the United States of America is home to more amusement and theme parks than any other country in the world.

Theme and amusement parks are multi-billion dollar industries across the world.

Today, amusement and theme parks work hard to create faster and more exciting rides in order to get more people to visit the parks each year.

Fact 7

Fact 8

Fact 9

The Ferris wheel was first designed by George Washington Gale Ferris Junior. The wheel is named after Mr. Ferris, although it is sometimes called the ‘Chicago Wheel’.

The Ferris wheel was first constructed at the World Fair in Chicago, U.S.A. in 1893.

The first Ferris wheel was 80.4 metres high and was the highest attraction at the 1893 World Fair.

Fact 10

Fact 11

Fact 12

The London Eye is a Ferris wheel located in London, U.K. and was built in 2000. It is 135 metres high.

The London Eye is also known as the Coca Cola London Eye and the Millennium Wheel.

Fact 13

Fact 14

Fact 15

TT Conduct some online research to add four facts of your own to the fact file above. 52

The History Of Amusement Parks 2

activity

Your local amusement park probably has lots of history. Maybe it has changed over the years and developed dramatically to accommodate more people and introduce more ‘state-of-the-art’ rides. Or possibly the park is new! Whatever its story, there is lots to find out about amusement parks and rides all over the globe. TT Use the fact file on the previous page to help you to write a three minute speech on the history of amusement parks or rides. You might want to focus on one amusement park or one particular type of ride. Plan your speech below under the headings. This will help you with the structure of your speech. Focus/title of speech: 1. Write an introduction: will you use a rhetorical question or a fun fact to begin? _________________________________________________________________ _________________________________________________________________ 2. Now describe your facts: one topic per paragraph – how many paragraphs will you include? _________________________________________________________________ _________________________________________________________________ 3. Finally, write your conclusion: write a summary of your main points and include an interesting point, a question or your opinion. _________________________________________________________________ _________________________________________________________________

Extra Activity Make a video of yourself and your partner performing your speeches. Remember to use facial expressions, gestures and even props such as models and photographs or illustrations to make your speech more interesting.

New Technologies In Amusement Parks

activity

The history of amusement parks shows that new attractions are developed over time, especially as new technologies have developed. Think of the difference between a Ferris wheel and a ride that involves virtual reality. Two new fields in amusement park rides are virtual reality and audience interactivity. Virtual reality Virtual reality involves creating an entire digital display that seems and feels real to the people using the technology. The manufacturer must provide the headset that delivers the effects. Once the headset is placed around your eyes, you will feel as if you are in an entirely different environment. You may have already played some games that involve virtual reality, at tourist rides (like the virtual ride at Centrepoint Tower in Sydney or at Imax), shopping centre displays or at technology stores. Audience interactivity Audience interactivity means that the people using the ride can become more involved in the ride, using hand and body actions to interact with ride features. This is a little like the games you may have played on the Nintendo game Wii Sport. Audience interactivity can also make a ride more personal â&#x20AC;&#x201C; the characters can know your name and other information based on your digital profile. Disneyland already uses some of this technology. TT How could you add one or both of these new technologies to a roller-coaster ride? 1. In small groups or with your partner, brainstorm some ways you can add virtual reality or audience interactivity or both to a roller-coaster ride. Write or draw your ideas below.

2. With your partner or group, select one idea from your brainstorm. Use a free animation tool to create an animation that demonstrates your idea. Share the animation with your teacher and class for feedback. Perhaps the animations can be uploaded to the school or class blog or website. Examples of free animation tools for children are: Pivot Stigfigure, Stykz, ABCYA Animator, Kerpoof Studio. 54

Making Illusions

activity

The history of amusement parks has been filled with the idea of illusions. Illusions are something that look different to what they are. Illusions often make something that is not real seem to be real. Travelling amusement parks in the past often had magicians showing magic tricks – these magic tricks are illusions. Modern amusement parks often have ‘spooky rides’ that give the illusion of ghost popping out or touching you. Have you ever been on a haunted house or ghost train ride? Many modern rides that use illusion use videos with film and sound to create the illusion. TT Can you plan a spooky ride, using illusion? With your partner or small group, draw or list three illusions you could create on a spooky ride.

TT How could you demonstrate these spooky effects on a video? You will need to think of actors or puppets, colours, a script if there are any words or lines, props such as toys or fake slime, music. Write out your plans below. Actors or puppets: Colour themes: Script: Sounds: Music: Props:

TT What order will the illusions appear in your video? First: Next: Last:.

TT After you have rehearsed your video of spooky illusions, use iMovie or Animoto or another video editing tool to film and edit your video. You may use school or classroom tablets or iPads. Share the videos with the class or with other classes. Vote for the best overall video or for the video with the best music or best props or best effects. 55