The Canobolas Rural Technology High School

The Canobolas Rural Technology High School

Year 7Student Textbook STEM

Unit 1-Clean the drink

Table of Contents

Lesson 1

Task 1-Welcome to STEM

Lesson 2-Mini STEM Activity

Task 2 – Water Tower storage work sheet

Lesson 3- The Importance of Water

Danny the Drips -River Murray Story

Task 3-Cause and Effect Activity

Task 4 –Water Worksheet

Water Quality, Lumens and Percentage Loss

Lesson 4- Design Brief Problem Solving

Context

Task 5-P R I M E

Task 6 Calculate- Water Quality, Lumens and Percentage Loss

Lesson 5- Soluble and Insoluble

Task 7-Practical Investigation into Solubility

Aim

Method

Materials

Results

Conclusion Cloze Passage

Lesson 6- Researching Background Information

Task 8-research solutions

Task 9-PMI Analysis

Lesson 7- Global Water cleaning ideas

Task 10-Y Chart to Complete

Lesson 8- Sketching planning Session

Task 11-Criteria for Project Success

Lesson 9- Scaled Drawings

Task 13-Sketchup

Extension Activity-

Below is a 2D model of a plastic drink bottle

Lesson 10- Designing Solutions

Task 14- -SWOT Analysis

Water Raft making Activity

Aim

Method

Materials

Results

Lesson 11- Making and Testing

Task 15-Drawing Scaled Drawings

Lesson 12 -14

Task 16-STEM Workshop Safety Test

Lesson 15 – Testing and collecting data

Task 17 – Photo of your finished product

Task 18 - Evaluation Sheet

Lesson 16 - Extension LEGO Data Loggers-light meter

Lesson 17 - Extension LEGO Data Loggers-light meter

Lesson 18 - Extension 3D Printing

STEM Key Words

Lesson 1

Task 1-Welcome to STEM

What is STEM at Canobolas about?

What happens in the Thinker Space?

Whathappens in the Maker Space?

What does STEM look like at Canobolas High?

………………………………………………Students thinking exploring and making.

Expectations of the STEM Centre-

1. I work co-operatively and collaboratively.
2. I am a safe worker and am safe around others.
3. I only use equipment I need, and return it after use.
4. I respect my workspace and leave it for others as I would like it left for me.
5. I allow others to share their ideas. There is no such thing as a bad idea.

Lesson 2-Mini STEM Activity

Task 2 –Water Tower storage work sheet

Did you know?

Gravity Water Pressure is; water that is flowing purely under the effect of gravity

What did you solve today?

What did you create?

Lesson 3- The Importance of Water

Why do we need water? Class Discussion on board.

Danny the Drips -River Murray Story

Source; Adapted from

The storybegins faraway in the upper parts ofthe catchment ofEasternAustralia.

Danny’sjourney begins in the mountains, where the rain and melting snowrun offthe mountains into a stream.Thisstream iscrystal clear and the water isclean and cold.AsDanny travels down this stream, many other streams and creeks joinup along the way until he reaches the Murray.

Asthe riverruns down the hills, Danny comes acrossa boat.Thisboat isoldand needs a service and is leaking boat oil directly into the river. “Oh dear,” thinks Danny, “The fishand birds aren’t going to like this.”

ADDTHEBOATOILPOLLUTANTTOTHEWATER.

AsDanny travels further downstream he comes acrosssomedead riverred gums, salt, and in the distance he can see a weir.

ADDTHESALTTOTHEWATER.

AsDanny continues his journey he suddenly gets sucked -SSSSLURRP - up into an irrigation pipe and gets pumped acrossthe countryside into an irrigation channel.

Ashe travels down the channel, he passes a paddock fullofcowsand sheep.

ADDTHEMANURETOTHEWATER

AsDanny waves goodbye to the friendly sheep he has just passed he sees a farmerriding a big shiny red tractor.AsDanny looksat the tractor,he notices the water becoming increasingly dirty. He realises there is lots of soil floatingon top.

ADDTHEDIRTTOTHEWATER.

Danny continues on past the farmer and flowsdown the channel into a town. Danny is very excited; he’snever been to a town before. While he islooking about in wonder at all the buildings, he notices that his ride in the riverisbecoming quite bumpy as he squeezes past all the rubbish in the water.

ADDSOME RUBBISHTOTHEWATER.

As Danny passes the town he can see more fieldsin the distance, and with that he feels himself being sucked - SSSSSLURP - up into another pipe, and isspun around and around and around until he is very dizzy and gets spat out onto a field.

Danny realises he is being used to water the fields.He becomes very worried about how he is going to get back to the river,when he sees a strange mist coming overhim. It’sfertiliser being sprayed on to the fields.

Danny isgetting veryscared, he feels all sticky and yucky. He looksup at the sky wondering what to do,when a dark cloud comes overand big dropsofrain begin to fall.The morerain that falls, the further Danny is washed over the fields,until finallyhe feels himself go PLOP! back into the river.

ADDTHEFERTILISERTOTHEWATER.

NowDanny isback in the main river,and he comes acrossa factory.He can see big chimneys with steam blowing out the top.The riverstarts to turn a funny red colourand Danny realises that the factory isreleasing chemicals into the water

ADDTHECHEMICALSTOTHEWATER

AsDanny continues down the riverhe can see apple trees growingalongside the river.These apples are big and red and juicy.The farmerhas been working veryhard to keep the insects away fromthem, using pesticides.

ADDTHEPESTICIDESTOTHEWATER

AsDanny leaves the big red juicy apples behind he feels the current in the water start to get stronger,and he ispulled towards a weir.Danny issucked through the weir and dropsout the other side, feeling veryshaken and unsteady.

STIRTHEWATERMIXTURE

AsDanny continues his journey he passes a building site where there isa cement truck and lotsof cars. He looksaround, veryinterested in what they are building, until he realises the water has become verysludgy and oily.

ADDTHEGRAVELAND OILMIXTOTHEWATER

AsDanny bobsalong down the riverhe can see a wetland. He realises that this isthe irrigation channel that he was in beforemeeting the river,although the people have been verygoodin making it a wetland forall the birdsand animals.There isa lot ofstuff, grass,leaves, and detergent coming out through the channel.

ADDTHEGRASS CLIPPINGS, LEAVESAND DETERGENTTOTHEWATER

As Danny passes the outflowhe realises he is at the mouth of the river, and he can see the sea. Danny isveryexcited and as he isswept out to sea, he comes acrossa marina with lotsofboats. Some ofthem are verynew and shiny, but there are somethat have not been used fora longtime, and they are leaking boat oilinto the water.

ADDSOME MOREBOATOILTOTHEWATER

AsDanny looksout to sea, a big wave comes in and he gets washed overto the other side ofriver mouth. Here the water isveryyucky. He looksup to see a big pipe, with rubbish and sewage flowingout of it.

ADDSOME MORERUBBISHANDTHESEWAGETOTHEWATER.

AsDanny looksback at the mouth behind him, he sees the verydirty water that iscoming out of it, and he becomes verysad to know that the people are not looking after the river.

THEEND

Task 3-Cause and Effect Activity

Hint: A Cause is WHY something happens. An effect is WHAT happens.

Task 4 –Water Worksheet

Why is Water Important?
Identify Common water pollutants
What pollutants are aproblem?
How can we measure the claritywater?

Water Quality, Lumens and Percentage Loss

Why does dirty water let less light through?
Did you know?
Lumens (denoted by lm) are a measure of the total amount of visible light (to the human eye) from a lamp or light source.
The higher the lumen rating the “brighter” the lamp will appear, The data logger measures lumens

Lesson 4- Design Brief Problem Solving

Context

Congratulations! You have just been employed by a company called Country Clear WaterIncorporated to come up with a cheap way to make dirty water clearer!

Let’s design a solution!....

Task 5-P R I M E

Adesign processis a structured way of creating a solution to a problem.PRIMEis an example of one such process.On your worksheet, write an explanation of what happens in each of the five PRIME steps. Use your current project as an example if needed.

P
Problem / Problem: This is the situation you are faced with at the start of your design process, this needs to be solved through design.
R
Research / Research: What is needed to research in order to gain knowledge of your new problem.
I
Ideas / Idea's: Your own ideas you have come up with to do with your design, these ideas should sprout from your research.
M
Make / Manufacture/Make: The stage in which you make and manufacture your design, this will take a while.
E
Evaluate / Evaluate: This is were you reflect on your work and evaluate what you have created and see what you have done right and wrong, you also must discuss whether it solved your problem.

Task 6Calculate- Water Quality, Lumens and Percentage Loss

Test the Tap water first with the data logger write your answer in the Test 1 box and get two other answers from the Teacher.

Tap water Test 1 / Tap water Test 2 / Tap water Test 3 / Tap water Average
(A)

Did you know?

We work out the average by adding the three tests together and dividing them by how many tests there are ie by 3. [You can use a calculator]

What is the average reading recorded for Tap water clarity in Lumens?

Test the Sample water next, take one reading with the data logger and two from the Teacher find the average of your results.

Sample water Test 1 / Sample water Test 2 / Sample water Test 3 / Sample water Average
(B)

What is the average reading recorded for the Sample water clarity?

Find out what the difference is (C) by taking the average Sample water result (B) away from the average Tap water result (A)

Minus equals

A percentage (% )is found by putting (C) over (A) and multiplying by 100

Did you know ?
Turbidity is the measure of relative clarity of a liquid. It is an optical characteristic of water and is an expression of the amount of light that is scattered by material in the water when a light is shined through the water sample.

Lesson 5- Soluble and Insoluble

When a substance mixes with water and it forms asolution, the substance issoluble. This means that it is able to join with the water particles.

When a substance mixes with water and does not form a solution and only forms a mixture, the substance is insoluble. This means that the particles of the substance are not able to join with the water particles.

A substance may be insoluble in water, but soluble in another solvent

Task 7-Practical Investigation into Solubility

Aim______

Method

Step1- Each group should collect materials as per the materials list below
Step 2- Using the marker pen, label each cup with the name of the substance
Step 3 –Add 25 ml of water in each of your cups
Step 4- Add the substances to the water, one in each cup matching the labels on the cup.
Step 5- using a spoon, stir the substances in the cups
Step6- record your result in the table below with a tick in the correct column, for each substance.

Materials

• 6 x See through plastic cups
• 6 x spoons
• 1 serve of each; Salt, jelly crystals, sand, flour, sugar, coffee
• Water
• a permanent marker and labels

Results

Sample / Soluble / Insoluble
Example- Marbles /
Example- Cordial /
Salt / Complete this table
Jelly Crystals / on your worksheet.
Sand
Coffee
Sugar
Flour

Conclusion Cloze Passage

[Underlined words to be removed]

We set out to test the solubility of different samples using water as a solvent, the objective was to prove that some samples where soluble and some were insoluble. The results showed that the samples of salt and flour, jelly crystals, coffee and sugar dissolved, whilst the sand did not dissolve.

Cross out the wordsas you use them on your worksheet.

Solubility, soluble, solvent, dissolved, insoluble

Lesson 6- Researching Background Information

Task 8-research solutions

Research one way that dirty water can be cleaned.
What is one way you found that water can be cleaned? ______
Write the title of the website
www/______
Write the website where you found this information
www/______
Author of the Website ______
Date produced/update______
What is a different idea that someone else in your class has found?

Task 9-PMI Analysis

This cognitive organiser is a way of organising your analysis ofexisting thingswhen researching beforewe make our initial design ideas. Often we use it to compare things we have found. The table is set up in four columns:

1. The example thatyou will analyse.

1. The Positive (Plus) things you liked about the example.

1. The Minus (Negative) things you didn’t like.

1. The elements of the example you couldincludein your design ideas.

1. Sometimes we add a fifth column to Rank the examples we found, from best to worst.

Below is a PMI used to analyse some popular logos seen around today. The first example has been completed (and you may not agree with it!). Complete the remainder of the PMI for the given logos as part of the research for your logo task.

Example / Plus / Minus / Include / Rank

Lesson 7- Global Water cleaning ideas

Task 10-Y Chart to Complete

Create a poster in pairs

Using the reference material supplied by your teacher, and a blank poster choose one reference material to read through and create an A4 poster.
Include the following-

• A ruled border
• A Title [that includes your countries name]
• Your name
• You may have whatever combination of pictures, comics and writing to create a poster.
• You may share a resource with a friend, create on line or with textas and pencils. Pairs will both get a colour copy to insert in your portfolio.
• Websites you can use to create free posters–
• [ need to log-in]

Lesson 8- Sketching planning Session

Task 11-Criteria for Project Success

A criteria for success is used by designers as a set of goals that can be used to determine how well the solution solves the problem of the design brief. A good criteria for success considers the function and aesthesis of the solution. Use the scaffold below to determine your criteria for success.

# / Criteria: Function / Aesthetics(circle one)

Task 12-Idea generation

So we have investigatedsome different type of filters and type of PET plastic bottles. Time togenerate some ideas for a water cleaner that could be made from a reused plastic bottle. Rank your ideas from best to worst.

Idea 1:Rank: / Idea 2:Rank:
Idea 3:Rank: / Idea 4:Rank:
The initial design that is the most successful (I like the best is):
Because:

Lesson 9- Scaled Drawings

A drawing that shows a real object that has larger and smaller versions with accurate sizes reduced or enlarged by a certain amount is called the scale.
The scale is shown as the length in the drawing, then a colon (":"), then the matching length on the real thing.
Example: the 2D drawing below has a 2:1 ratio .

Task 13-Sketchup

Look at projects already drawn in Sketch up and look at the object from the top, side, front and back views to know what 2D is and what different views look like.

Extension Activity-

Create a 3D CAD drawing of a basic PET bottle on Sketch up. Use the rotation of views to demonstrate that 2D shapes exist within 3D shapes.
3D print the shapes.

Below is a 2D model of a plastic drink bottle

FRONT VIEW
TOP VIEW
SCALE 1: 2

Lesson 10- Designing Solutions

Task 14- -SWOT Analysis

The initial design that is the least successful (I like the least) is:
Because:

Time to develop one of your initial ideas into a final design. This drawing will be the plan for what you will make for your water cleaner. Remember to use thescale of 1:2. Use annotations to label the parts of your water cleaner.

Water Raft making Activity

Aim:To design a raft that will hold the most weight.

Method

Step1- Each group should collect materials as per the materials list below
Step 2- As a group decide on a design that you think will hold the most weight
Step 3 –In a designated body of water, test your raft , adding weights one at a time until it sinks
Step 4- Count how much weight your raft was able to hold before it started sinking.
Step 5- Can you refold/design your raft to hold more weight?

Materials

• Pre cut aluminium foil
• washers

Results

How much weight in total did your raft hold?Your teacher will collate the data on the board

Lesson 11- Making and Testing

Task 15-Drawing Scaled Drawings

Students draw a scaled diagram of the final design including materials to be used
Scale 1:2

Lesson 12 -14

Task 16-STEM Workshop Safety Test

Activity 1: True or false

Read the guidelines then circlethe correct true or false answer to the follow statements.

1. A sharp chisel is safer to use than a blunt chisel. T F

2. Hold your work firmly in your hand when using a chisel. T F

3. Off-cuts of materials need to be piled up neatly on your bench