ASSIGNMENT 1

Contemporary Teacher Leadership

JANUARY 1, 2017
JOSEF HEINRICH
18686265

0
Table of Contents

Abstract .................................................................................................................................................. 2
Part A Original Teaching documentation ........................................................................................... 4
Introduction ........................................................................................................................................ 4
Original Scope and Sequence .............................................................................................................. 5
Original Unit Outline ........................................................................................................................... 6

Part B Comparative Table ................................................................................................................. 14

Comparative Table ............................................................................................................................ 15

Part C Reconstructed Unit of Work................................................................................................... 19

Introduction ...................................................................................................................................... 19
Reconstructed Unit Outline .............................................................................................................. 20

Part D Professional Report ................................................................................................................ 36

Professional Report ........................................................................................................................... 37
References ........................................................................................................................................ 39

1
Abstract

This report details a range of pedagogical focused recommendations for an Industrial Technology
(Engineering) stage 5 (year 9) unit. This report redesigns a Water bottle rocket unit taught at
Ashcroft High School and makes a series of recommendations to create a compelling learning
experience for students at Epping Boys High School. Through the use of pedagogical practices,
scaffolding, and reflection students gain a better understanding of engineering concepts in an
engage environment while preparing them for the expectations of the year 10 course

2
PART A

3
Ashcroft High School

Located in Sydneys south west Ashcroft High School is a co-ed school with 500 students. Have a 61%
language background other than English and a large Indigenous student population. Of the students
within the school a large percentage of the students fall in the bottom 50% in terms of socio
economic status. Students at Ashcroft High School achieve on average band 6 on their Naplan
results. *

*statistics acquired from myschool.edu.au

Introduction

The original documentation for this unit was developed and constructed based on the needs of the
students at the time and further expanded throughout the teaching term to conform with the
constraints of time and school community

With no supplied scope and sequence or unit outline the following documentation has been
constructed and extrapolated based on knowledge of prior units and materials, student work, and
the professional practice supporting documentation.

4
Scope and Sequence for Stage 5 Industrial Technology (Engineering)
Industrial Technology Course Year 9
TERM 1
1 2 3 4 5 6 7 8 9 10
Topic: Engineering Materials
Overview: Students are introduced
to a range of engineering principles
relating to materials, and explore
the different material properties of
objects within the environment
Outcomes covered: 5.1.1, 5.1.2,
5.4.2, 5.3.1, 5.3.2, 5.5.1, 5.7.1, 5.7.2
Assessment: Technology Tasks,
Exam
TERM2
1 2 3 4 5 6 7 8 9 10
Topic: Engineering Drawing
Overview: Students learning to
interpret engineering drawings, and
explore the use of freehand drawing
and CAD to create drawings
following the engineering industry
conventions.
Outcomes covered: 5.4.1, 5.5.1,
5.2.1, 5.5.1, 5.6.1, 5.5.1, 5.7.2, 5.2.2,
5.4.2, 5.5.1
Assessment: Technology tasks
(CAD), Engineering drawing task
TERM 3
1 2 3 4 5 6 7 8 9 10
Topic: Structures
Overview: Students learn about a
range of different structures and
the elements which make up
structures, creating two different
types of structures, a bridge and a
tower.
Outcomes covered: 5.2.2, 5.4.2,
5.5.1, 5.2.2, 5.4.2, 5.5.1, 5.3.1, 5.2.1,
5.6.1
Assessment: Technology task
(bridge builder), physical product
development
TERM 4
1 2 3 4 5 6 7 8 9 10
Topic: Aeronautics
Overview: students investigate a
range of engineering principles
related to aeronautics and forces
which act on moving objects in
flight and apply these principles to
create their own water bottle
rockets to test their ideas and
develop their knowledge.
Outcomes covered: 5.1.1, 5.1.2,
5.4.2, 5.2.2, 5.5.1, 5.7.2, 5.4.1, 5.2.1
Assessment: Technology task,
Physical product development,
Design portfolio
5

Industrial Technology (Engineering)
Unit title: Aeronautics (Part 1) Water bottle rockets
Key Concepts/ Big Ideas
- Use of workshop tools and equipment to
create models and prototypes for testing
- Using equipment and tools to carry out
experiments
- Forces of moving structures
- Principles of aerodynamics
- The effects of forces which act on moving
structures
- Design principles and processes for
aerodynamics
Unit context within Scope and Sequence
This unit aims to apply prior knowledge about
materials, engineering standards and structural
design to allow students to creating a complex
moving vehicle (water bottle rocket). This unit also
act as a key unit in transitioning students into the
year 10 course, introducing a range of theoretical
concepts and themes. This unit prepares students for
the year 10 industrial technology (engineering)
course by requiring students to record their process
within a design portfolio for submission, a key factor
throughout the year 10 industrial technology
(engineering) course.
Literacy Targets Numeracy Targets
UNIT OUTLINE
Part 1 Water bottle rockets Number of Weeks: 6
The importance of this learning
- Students learn to use the workshop as a key part of the process in developing models
and prototypes for testing of engineering concepts.
- Student learning about the different forces which moving structures have such as their,
force, mass, acceleration and how these influence the object, and how they can influence
these forces when designing objects
- Students learn about aerodynamics and the different external forces which act on
moving structures and how these affect the motion and movement of the object and
how they can influence their forces when design objects
- Students learn about aerodynamic design principles and how to apply these concepts to
their design projects.
Targeted Syllabus Outcomes
5.1.1 Identifies, assesses and manages the risks and OHS issues associated with the use of a
range of materials, hand tools, machine tools and processes
5.1.2 Applies OHS practices to hand tools, machine tools, equipment and processes
5.2.1 Applies design principles in the modification, development and production of projects
5.2.2 Identifies, selects and competently uses a range of hand and machine tools, equipment
and processes to produce quality practical projects
5.4.1 Selects, applies and interprets a range of suitable communication techniques in the
development, planning, production and presentation of ideas and projects
5.4.2 works cooperatively with others in the achievement of common goals
5.5.1 applies and transfers acquired knowledge and skills to subsequent learning experiences in
a variety of contexts and projects
5.7.2 describes, analyses and evaluates the impact of technology on society, the environment
and cultural issues locally and globally
ICT Targets CCP/ GC Assessment
6
Ability to express Ability to accurately develop Use of digital word Sustainability In groups students create
engineering concepts and design prototypes processing software to Use of a range of recycled and test a range of water
ideas Ability to accurately record their design process materials for the bottle rocket designs.
Able to create a design measure and record design and create a design development of design Accompanying these tasks
portfolio detailing their details portfolio for submission prototypes and concepts. students are also asked to
design process and the Ability to calculate the present a design portfolio as
concepts involved in the different forces acting on a representation of their
creation of their water structures design process.
bottle rocket

7
UNIT TITLE
Week 1 Lesson 1 Lesson 2 Lesson 3
Key Outcome(s) 5.5.1 5.5.1 5.5.1
Key Concept(s) Aeronautics and the forces of Aeronautics and the forces of Forces specific to water bottle rockets
movement movement
Learning Experiences Students Watch the video Students Watch the video Students explore what bottle
Engineering connections Space Engineering connections Space rocket design, and the different
shuttle shuttle forces which specifically interact
Students use accompanying Students use accompanying with the design of water bottle
worksheet to answer questions worksheet to answer questions rockets
Teacher pauses video and Teacher pauses video and Teacher guides students
explores key engineering explores key engineering through the water bottle rocket
themes and engages students in themes and engages students in guide booklet
questioning questioning Teacher engages students in
question of engineering forces
and concepts
Students watch YouTube video
on the forces involved in
launching a water bottle rocket

8
UNIT TITLE
Week 2 Lesson 1 Lesson 2 Lesson 3
Key Outcome(s) 5.5.1, 5.4.1 5.1.2, 5.2.1, 5.4.2, 5.2.1, 5.2.2 5.1.2, 5.2.1, 5.4.2, 5.2.1, 5.2.2
Key Concept(s) Evaluating current designs Building Prototypes Building Prototypes

Learning Experiences Students explore different students work collaboratively to students work collaboratively to
aspects of water bottle rocket create a range of water bottle create a range of water bottle
design rocket designs rocket designs
Students draw different water students work collaboratively students work collaboratively
bottle rocket concepts using workshop equipment and using workshop equipment and
Student analyses and compare a tools safely tools safely
range of different water bottle
rockets
Students watch video on
different water bottle rockets
being tested
Students evaluate these designs
and make changes to their own
design

9
UNIT TITLE
Week 3 Lesson 1 Lesson 2 Lesson 3
Key Outcome(s) 5.1.2, 5.2.1, 5.4.2, 5.2.1, 5.2.2 5.4.2, 5.1.1 5.4.2, 5.1.1
Key Concept(s) Building prototypes Testing water bottle rockets Testing water bottle rockets
Measuring prototypes
Learning Experiences students work collaboratively to Students evaluate a range of Students evaluate a range of
create a range of water bottle water bottle rocket designs water bottle rocket designs
rocket designs Students test a range of water Students test a range of water
students work collaboratively bottle rocket designs bottle rocket designs
using workshop equipment and Students record and compare Students record and compare
tools safely their water bottle rocket designs their water bottle rocket designs
students measure and record Students discuss the different Students discuss the different
different aspects of their rocket impact design elements had on impact design elements had on
designs the performance of their water the performance of their water
bottle rockets bottle rockets

10
UNIT TITLE
Week 4 Lesson 1
Key Outcome(s) 5.4.1, 5.5.1
Key Concept(s) Review of water bottle rocket testing
Learning Experiences Students review the effects
design has on water bottle
rocket performance
Students explore the different
forces acting on water bottle
rockets in flight
Students calculate speed and
velocity of their water bottle
rockets using video evidence
Lesson 2
5.5.1, 5.7.2
Wind tunnel testing of water bottle
rockets
Students test the aerodynamics
of their water bottle rockets
using a wind tunnel
Students explore the effect their
different design elements have
on aerodynamics
Lesson 3
5.5.1, 5.7.2
Wind tunnel testing of water bottle
rockets
Students test the aerodynamics
of their water bottle rockets
using a wind tunnel
Students explore the effect their
different design elements have
on aerodynamics
Students concept new water
bottle rocket designs based on
information gained
11
UNIT TITLE
Week 5 Lesson 1
Key Outcome(s) 5.4.1, 5.5.1, 5.7.2
Key Concept(s) Design portfolio
Learning Experiences Students record their design
process using a design portfolio
Students collate their water
bottle rocket testing
information and compare their
results
Students write a report on the
different aspects their design
had on the performance of their
water bottle rocket
Students create a report on
possible improvements that
could be made to increase the
performance of their water
bottle rockets
Lesson 2
5.4.1, 5.5.1, 5.7.2
Design portfolio
Students record their design
process using a design portfolio
Students collate their water
bottle rocket testing
information and compare their
results
Students write a report on the
different aspects their design
had on the performance of their
water bottle rocket
Students create a report on
possible improvements that
could be made to increase the
performance of their water
bottle rockets
Lesson 3
5.4.1, 5.5.1, 5.7.2
Design portfolio
Students record their design
process using a design portfolio
Students collate their water
bottle rocket testing
information and compare their
results
Students write a report on the
different aspects their design
had on the performance of their
water bottle rocket
Students create a report on
possible improvements that
could be made to increase the
performance of their water
bottle rockets
12
UNIT TITLE
Week 6 Lesson 1 Lesson 2 Lesson 3
Key Outcome(s) 5.1.2, 5.2.1, 5.4.2, 5.5.1 5.1.2, 5.2.1, 5.4.2, 5.5.1 5.1.1, 5.5.1, 5.4.2
Key Concept(s) Build final product Build final product Test water bottle rockets

Learning Experiences
Students use the information
gained from previous testing to
create a second-generation
water bottle rocket to test their
hypothesis and ideas
Students use the information
gained from previous testing to
create a second-generation
water bottle rocket to test their
hypothesis and ideas
Students test their rocket and
compare the results to their first
test

13
PART B

14

Areas within the unit of concern
The unit uses a range of
teacher focused learning to
engage students in the
fundamental theoretical based
of the unit. This extensive use
of teacher focused learning is
not only disengaging for
students but also does not
reflect the intention of the
Industrial Technology
(Engineering) course. This
course damands to develop
students skills, reflectivity and
autonomy
Students theoretical
knowledge is not appropriately
scaffolded throughout the
unit, students have difficulty
understanding how these
theoretical concepts are
applied and influence their
design projects. The
theoretical scaffold gives
inadequate time for students
to gain a firm understanding of
concepts, resulting in little
confidence to take create and
design risks to further their
learning.
The design portfolio is
perceived as daunting and
large task for students. The
positioning of the activity
directly after an extended
period of practical forces a
large disconnect and causes
disengagement within
students. The size and
multitude and poorly
Comparative table of changes
Suggested unit alterations
A range of pedagogigal
practices which focus on
student centred learning are
imbedded throughout the unit.
Students develop their
theoretical understanding of
engineering concepts through,
collaboration, problem based
learning, and project based
learning activites. These
methods allow students to
more effectivly reflect on their
own understanding and
knowledge, and become
directors of their own learning.
These activities place the
teacher as a facilitator of
learning and encourages
students autonomy within the
classroom.
Students undertake a game
based learning activity. Using
the digital simulation software
Kerbal space program,
students further develop their
understanding of engineering
concepts and the features
affecting their design. This
deeply engaging experience
allows students to further
their understanding of
engineering concepts and how
they influence their design
projects, while the simulated
environment allows students
to feel more confident when
taking creative risks to further
their learning
The design portfolio has been
separated into parts and place
throughout the unit to allow
students to more confidently
complete smaller chunks of
work. The design portfolio has
been used throughout as an
important place for student
reflection and continual record
keeping of their learning
Research supporting alterations
The use of student centred
learning activities allows
students to gain an intrinsic
and deeper understanding of
knowledge, and retain their
learning for longs (Clarke &
Pittaway, 2014). Using this
student-centred approach
allows students to develop
more skills throughout their
learning through their own
experiences (Woolfolk, 2012).
The use of student centred
learning increase student
motivation to undertake and
complete tasks (Cruickshank et
al., 2005)
Through game based learning
pedagogy students can more
effectively engage with the
learning (Pivec, 2004), develop
skills (Groff et al., 2012), and
allow them to confidently take
create risks to benefit their
learning (Groff et al., 2012)
Breaking down tasks into
smaller components decreases
the perceived difficulty of
work Printrich & Schrauben
(1992). Scaffolding tasks allows
students to maintain
engagement and complete
tasks to a higher standard of
quality (McDevitt et al., 2012).
15
scaffolded nature of the task
results in a low standard of
work and behavioural issues
The wind tunnel exercise
forms an important part in
students continued
exploration and development
of engineering principles. the
placement of this activity after
water rocket testing results in
a range of difficulties such as;
inappropriate reflection on the
aerodynamics of their projects
due to being influenced by the
testing results; and the low
durability of students
prototypes resulting in
numerous rockets being
unable to be tested accurately.
Students low ability in literacy
resulted in a range of difficulty
in achieving higher order
thinking literacy tasks.
students had a range of
difficulty expressing ideas and
arguments on the different
design principles surrounding
their design and engineering
principles
Students are not given
appropriate time to be able to
analyse and reflect on their
findings from testing their
prototypes before moving on
to the creation of their final
product, resulting in a range of
students unsure of what their
design direction is.
Due to the asymmetry of the
groups and the range of
different learning levels some
students can quickly complete
the given work, and become a
distraction for their peers
development
The wind tunnel activity is
further scaffolded through the
exploration of real world
examples. This wind tunnel
exercise has also been moved
forwards before the testing of
their prototype rockets to
allow students to reflect more
appropriately on their designs
and record the needed
information.
Students are scaffolded using a
P.E.E.L scaffold allowing
students to achieve high order
thinking, and argue a range of
design decisions and justify
their design ideas to a high
standard.
An extra lesson is used to
allow students to further
reflect on their water bottle
rocket tests, and clearly
explore the design aspects
which were successes and
failures.
Students are also given time to
discuss collaboratively and
concept generate to have a
better understanding on their
design direction for their final
rocket design
A range of activities have been
differentiation options to
increase the learning
challenge, allowing high
achieving students to stay
engaged with the test and
continue their learning
the sequence of learning tasks
is an important aspect in
developing and solidifying
student knowledge (Duschl et
al., 2011)
The use of P.E.E.L scaffold
improves the quality of
student learning and allows
students complete literary
tasks to a high standard
(Hammond, 2001)
Allowing time to reflect of
learning is an important in
allowing students to turn their
experiences from problem
based learning into learning
and knowledge (Boud et al.,
2013)
Differentiation give
opportunities for students to
take ownership of their own
learning and further develop
their skills and understanding
(Hmelo-Silver, 2004)
16
without becoming a
distraction for their peers

17
PART C

18
Epping Boys High School

Located in Sydneys north west Epping Boys High School is an all-boys secondary school with 1000
students. 57% of the school has a language background other than English, with most students
falling in the top 50% of socio economic status. Students at Epping Boys High School achieve on
average band 8 on their Naplan results.*

*statistics acquired from myschool.edu.au

Introduction

The following is a redesigned unit outline for Industrial Technology stage 5 (year 9) course. This unit
has been designed using an understanding by design framework to provide students with an
engaging and meaningful learning experience that prepares them for the challenges of year 10. A
range of student focuses pedagogy has been incorporated throughout the unit to create a learning
environment focuses around student discover and development of knowledge, with scaffolding
playing a key role in facilitating student learning activities. The quintessential aim of this unit
redesign is to allow the teacher to become the facilitator to student learning and to develop student
autonomy.

19

Industrial Technology (Engineering)
Unit title:
Aeronautics (Part 1) Water bottle rockets
Key Concepts/ Big Ideas
- Design process portfolio
- Use of workshop tools and equipment to
create models and prototypes for testing
- Using digital simulation software to test
ideas and concepts
- Using equipment and tools to carry out
experiments
- Forces of moving structures
- Principles of aerodynamics
- The effects of forces which act on moving
structures
- Design principles and processes for
aerodynamics
Unit context within Scope and Sequence
This unit builds on students prior knowledge and
learning about materials, engineering principles and
standards to allow students to explore and learn
about complex moving structures (water bottle
rockets).
Students undertake a range of collaborative project
based activities and game based learning activities
as a form of enquiry based learning.
UNIT OUTLINE
Part 1 Water bottle rockets Number of Weeks: 6
3 x 75 minute lessons per week
The importance of this learning
- Students learn about different aerodynamic and engineering concepts using digital
simulation software, allowing them to test ideas without the risk of failure
- Students learn about using a digital portfolio to record their design process and reflect on
their learning
- Students learn to use the workshop as a key part of the process in developing models and
prototypes for testing of engineering concepts.
- Student learning about the different forces which moving structures have such as their,
force, mass, acceleration and how these influence the object, and how they can influence
these forces when designing objects
- Students learn about aerodynamics and the different external forces which act on moving
structures and how these affect the motion and movement of the object and how they can
influence their forces when design objects
- Students learn about aerodynamic design principles and how to apply these concepts to
their design projects.
Targeted Syllabus Outcomes
5.1.1 Identifies, assesses and manages the risks and OHS issues associated with the use of a
range of materials, hand tools, machine tools and processes
5.1.2 Applies OHS practices to hand tools, machine tools, equipment and processes
5.2.1 Applies design principles in the modification, development and production of projects
5.2.2 Identifies, selects and competently uses a range of hand and machine tools, equipment and
processes to produce quality practical projects
5.4.1 Selects, applies and interprets a range of suitable communication techniques in the
development, planning, production and presentation of ideas and projects
20
This unit acts as preparation and transition for the 5.4.2 works cooperatively with others in the achievement of common goals
year 10 course, incorporating a range of theoretical 5.5.1 applies and transfers acquired knowledge and skills to subsequent learning experiences in a
concepts, knowledge and tasks such as the design variety of contexts and projects
portfolio which becomes integral part of the year 5.7.2 describes, analyses and evaluates the impact of technology on society, the environment
10 course. and cultural issues locally and globally
Literacy Targets Numeracy Targets ICT Targets CCP/ GC Assessment
Use of engineering Ability to accurately develop Use of digital word Sustainability Students collaborate to
terminology, correctly able design prototypes processing software to Use of a range of recycled create water bottle rocket
to identify and label a range Ability to accurately record their design process materials for the design to test and
of engineering forces and measure and record design and create a design development of design understand engineering
structural elements details portfolio for submission prototypes and concepts. concepts
Able to create a design Ability to calculate the Use of digital simulation Students create a detail
portfolio detailing their different forces acting on software to perform a design portfolio as a record
design process and the structures and objects variety of digital tasks of their process and learning
concepts involved in the throughout the unit
creation of their water
bottle rocket

21
UNIT TITLE
Week 1 Lesson 1
Key Outcome(s) 5.5.1
Key Concept(s) Introduction to unit
The basics of aeronautics
Design portfolio
Learning Experiences Introduce students to the unit,
with the question how do
rockets work?
Show students YouTube video
on the different forces affecting
rocket flight
Students brainstorm and discuss
a range of design aspects
important to rocket flight
including, fuel, weight, fins,
nose, drag.
Students are introduced to the
design portfolio digital template
Students start the digital
template by creating a title page
and collage of different
aeronautical objects, such as
rockets and planes.
Lesson 2
5.5.1
Aeronautics in action
Balloon rocket activity
Remind students to record their
process within their digital
design portfolio by taking
pictures and recording their
data
Introduce students to balloon
rocket activity using PowerPoint
slides and going through the
process
Give students balloon rocket
activity sheet detailing the
activity
Students work collaboratively
Students explore aeronautical
principles through making and
testing balloon rockets
Students explore different
principles of forces acting on
moving objects
Lesson 3
5.5.1
Aeronautics in action
Balloon rocket activity
Differentiation option (gifted
and talented)
Remind students to record their
process within their digital
design portfolio by taking
pictures and recording their
data
Recap what students
accomplished last lesson the in
the construction of their rockets
and what they discovered when
building using a range of
materials
Students work collaboratively
Students continue balloon
rocket activity
Students who accomplish the
tasks quickly are given a range
of challenge options e.g.
needing to carry a weight on
their balloon
Students test their balloon
rockets recording the data in
22

Evidence of Learning Students answering questions
Digital design portfolio
Resources PowerPoint presentation
introduction to aeronautical
engineering (building rockets)
Video Basics of rockets 101
how rockets fly
Digital design portfolio template
Tittle page and collage section
Digital design portfolio
Students working collaboratively
with their peers
Students project work (balloon
rockets)
PowerPoint presentation
Balloon rockets
Digital design portfolio template
Balloon rocket section for
recording process and data
Balloon rocket activity sheets
detailing the process of the
activity
Balloon rocket activity materials
balloons, straws, cardboard,
string, glue
their design portfolio
Students are engaged in
reflection on their balloon
rocket design through the
question what would you want
to try differently and what
aspects of the design worked
well
Digital design portfolio
Students working collaboratively
with their peers
Students project work (balloon
rockets)
Photographic evidence
(students digital record of their
work)
PowerPoint presentation
Balloon rockets
Digital design portfolio template
Balloon rocket section for
recording process and data
Balloon rocket activity sheets
detailing the process of the
activity
23
24
UNIT TITLE
Week 2 Lesson 1
Key Outcome(s) 5.5.1, 5.2.1, 5.7.2
Key Concept(s) Simulating rocket design and launch
Designing and testing rockets
digitally
Learning Experiences Connect the learning of last
lesson of physical to digital
simulation
Introduce Kerbal space program
game based learning activity
Students explore Kerbal space
program and the different
aspects in simulating
aeronautical objects
Teacher presents a range of
game and design challenges for
students to complete in game
e.g. highest rocket launch,
heaviest payload launch
Students test a range of ideas
within a risk-free simulation
environment
Lesson 2
5.5.1, 5.4.1, 5.7.2
Simulating rocket design and launch
Designing and testing rocket
digitally
Design portfolio
Differentiation option (gifted
and talented)
Students continue to explore
Kerbal space program and the
different aspects in simulating
aeronautical objects
Teacher continues to present a
range of game and design
challenges for students to
complete in game
Students who accomplish the
tasks quickly are given a range
of advanced challenges to work
through at their own pace
Students record their attempts
within their design portfolio
template
Students reflect on the different
aspects on design through
questioning such as why did
some designs work better than
Lesson 3
5.1.1, 5.4.2
Water bottle rockets prototypes
Introduction to building water
bottle rockets
Workshop tools, materials and
equipment introduction
Students are taken to the
workshop and introduced to the
range of tools that are available
to them
Safety aspects are reviewed and
covered for each part of the
workshop
Teacher engages students in a
range of safety related scenario
questions e.g. what do you
need to be wearing to use this
machine
Available materials are reviewed
Remind students that they can
bring their own recycled
materials for use in their
projects
Demonstrate the safety factors
and use of hot glue guns for
25
 others joining materials
Students work collaboratively
Working in groups students
create a range of different water
bottle rockets to test their
design ideas
Students document their work
and building process by taking
photos of their process

Evidence of Learning Student engagement with the
game
Student completion of game
challenges
Student engagement with the
game
Student completion of game
challenges
Digital design portfolio
Student engagement with safety
questioning
Students work collaboratively
Students project work (water
bottle rocket prototypes)
Photographic evidence
(students digital record of their
work)

Resources Kerbal space program software
Computer lab for student use
Range of student game
challenges and achievements
Kerbal space program software Workshop space
Computer lab for student use Safety equipment
Digital design portfolio Kerbal Range of construction materials
space program completed Hot glue guns
challenges section

UNIT TITLE
Week 3 Lesson 1 Lesson 2 Lesson 3
Key Outcome(s) 5.2.1, 5.2.2, 5.4.2 5.2.1, 5.4.1, 5.4.2 5.5.1, 5.7.1
Key Concept(s) Water bottle rockets prototypes Water bottle rockets prototypes Wind tunnel testing

26
 Building water bottle rocket
prototypes
Differentiation option (gifted
and talented)
Learning Experiences Students work collaboratively
Recap the different elements of
aeronautical design elements
and processes, giving hits
towards different design
elements
Teacher moves around the
classroom and encourages
students to create a prototype
which is out there and tests
weird parts and encourage
student risk taking
Students who accomplish the
tasks quickly are given the
option to test advance building
techniques e.g. multi bottle
rockets, parachute
Working in groups students
create a range of different water
bottle rockets to test their
design ideas
Students document their work
and construction process by
Building water bottle rocket
prototypes
Measuring the design features
of the water bottle rocket
prototype
Students work collaboratively
Working in groups students
create a range of different water
bottle rockets to test their
design ideas
Students use a range of
measuring devices to record a
range of information about their
water bottle rocket design
Students document their work
and construction process by
taking photos of their process
Aerodynamic shapes and drag
Testing the aerodynamics of the
water bottle rocket prototypes
Introduce students to
aerodynamic forms and shapes
PowerPoint on the different
aspects of drag and what effect
drag
examine different objects that
make use of drag e.g. F1 cars
and their spoilers to create
downforce
question students on the
different ways design could be
changes to affect drag in
different ways
introduction to wind tunnels
and their purpose
students start testing some of
their prototypes in the wind
tunnel
students record their wind
tunnel results using video
27
 taking photos of their process
Evidence of Learning Students work collaboratively
Students project work (water
bottle rocket prototypes)
Photographic evidence
(students digital record of their
work)
Resources Workshop space
Safety equipment
Range of construction materials
Hot glue guns
Students work collaboratively
Students project work (water
bottle rocket prototypes)
Students collect data on their
water bottle rocket design
prototype
Photographic evidence
(students digital record of their
work)
Workshop space
Safety equipment
Range of construction materials
Hot glue guns
Range of measuring devices
(scale, ruler, centre of gravity)
Students work collaboratively
Students engage in questioning
Students record video evidence
of their wind tunnel results
Workshop space
PowerPoint what is drag, how
can it be used
PowerPoint introduction to
wind tunnels
Wind tunnel and appropriate
materials
Student water rocket prototypes
Video camera to record wind
tunnel results
28
UNIT TITLE
Week 4 Lesson 1
Key Outcome(s) 5.5.1, 5.7.2
Key Concept(s) Wind tunnel testing
Testing the aerodynamics of the
water bottle rocket prototypes
Students record their results in
their design portfolio
Learning Experiences Recap on the different aspects
of drag students discovered in
the last lesson
Question students and create a
group discussion on the
observations made last lesson
and what it could mean for their
rocket launches and results
Students continue to test their
prototypes in the wind tunnel
students continue to record
their wind tunnel results using
video
students collect their recorded
data and complete the
appropriate section in their
digital design portfolio
Lesson 2 Lesson 3
5.4.1, 5.5.1 5.4.1, 5.5.1
Design justification Design reflection
Writing meaningful extended Compare design choices made
response arguing your cause and make hypothesis
using P.E.E.L scaffold Design portfolio
Justify different design aspects
of student prototypes
Introduce P.E.E.L SCAFFOLD Students are presented with three
template example water bottle rocket designs
Group discussion about using Using a SWOT Analysis template
students analyse the three example
the P.E.E.L SCAFFOLD template
rocket designs strengths / weaknesses
using the question what do you / opportunities / threats
believe in e.g. Homework sucks Class discussion on students findings
PowerPoint on P.E.E.L Students work on their design portfolio
SCAFFOLD completing any missing work
Continue group discussion by
questioning students about why
they believe in what they do
following the template for
P.E.E.L SCAFFOLD
Students complete the P.E.E.L
SCAFFOLD exercise using the
template to argue their case
PowerPoint on using P.E.E.L
SCAFFOLD to justify their own
designs
29

Evidence of Learning Students work collaboratively
Students engage in questioning
Students record video evidence
of their wind tunnel results
Digital design portfolio
Resources Workshop space
PowerPoint what is drag, how
can it be used
PowerPoint introduction to
wind tunnels
Wind tunnel and appropriate
materials
Student water rocket prototypes
Video camera to record wind
tunnel results
UNIT TITLE
Link the use of P.E.E.L SCAFFOLD
and how students now use that
framework to both argue and
justify the design decisions of
their water bottle rocket
prototypes
Students use the digital portfolio
template to justify their design
decisions
Students engage in questioning Students engage in class
Students complete P.E.E.L discussion
SCAFFOLD task Students complete SWOT
Digital design portfolio analysis task
Digital design portfolio
P.E.E.L SCAFFOLD worksheets Three example water bottle
PowerPoint What is P.E.E.L rockets
SCAFFOLD SWOT analysis worksheets
PowerPoint Justifying your Digital design portfolio
design
Digital design portfolio template
design justification section
30
Week 5 Lesson 1
Key Outcome(s) 5.1.1, 5.4.2
Key Concept(s) Rocket testing
Introduction to water bottle
rocket testing
Safety
Recording information
Learning Experiences Introduce students to the
testing procedures for the water
bottle rockets
PowerPoint on the different
aspects of data recording
(launch height, amount of water
used, PSI)
Class discussion and
demonstration on the different
aspects of testing safety
Have groups work together to
assign different roles, students
will delegate changing of roles
throughout the activity
Students gather their water
rocket prototypes and move to
the outdoor testing area (oval)
Working in teams students
fuel their water bottle rockets
and test their designs under
different circumstances
Lesson 2
5.1.1, 5.4.2
Rocket testing
Testing water bottle rockets
Recording information
Recap on the rocket launches of
last less lesson and what
students discovered
Continue to finish the rocket
launches still needed
class discussion on the three
example rockets using a range
of student questioning such as
which of the three rockets is
going to be the most stable
during flight?
Students make predictions on
the performance of these three
rockets
Testing of the three examples
Class discussion on the results of
the three rocket launches, were
the results to students
expectations, why / why not
Class discussion on how these
example rockets compared to
Lesson 3
5.2.1, 5.4.1, 5.4.2,
Reflect and improve
Reflection
Design process
Propose improvements
Students develop a proposal for
their perfect rocket
Students reflect on their water
rocket test
Using video evidence students
calculate the velocity and speed
of their tests and compare their
results
Class discussion around what
were the most effective traits
when designing the rockets
Collaboratively using the design
portfolio template students
concept and design a second
generation rocket
Students detail the different
aspects of their design and
justify these choices using the
P.E.E.L SCAFFOLD format taught
in prior lessons
31
 Students use video and photos
to record different aspects of
their testing
Using the worksheet students
record a range of launch
information (fuel level, PSI)
Group discussion on the results
of the different water bottle
rocket launches and the role
design played on their results.
Group discussion on what the
possible results for each launch
will be based on their design
and launch parameters as
students begin to understand
the effect different aspects have
on the launch of their rockets
Evidence of Learning Students engaged in class
discussion
Students working collaboratively
Students recording their testing
data
Video and photographic
evidence of their water rocket
launched
Resources Water bottle rocket launch
system and materials (water,
funnel, measuring cup, air
their own rockets, possible
discussion points include, build
quality, build materials, design
aspects, size.
Class discussion on how their
out there prototype went, was
it successful? How did it
compare to their other rockets,
what did it do well?
Students engaged in class Students engaged in class
discussion discussion
Students working collaboratively Students working collaboratively
Students recording their testing Revised water rocket design
data concept
Video and photographic Design portfolio
evidence of their water rocket
launched
Water bottle rocket launch Digital design portfolio template
system and materials (water, design concept section
funnel, measuring cup, air Digital design portfolio template
32
 pump) pump) water bottle rocket results and
Video camera Video camera calculations
Students water bottle rockets Students water bottle rockets
Three example water bottle
rockets

33
UNIT TITLE
Week 6 Lesson 1
Key Outcome(s) 5.1.2, 5.2.2, 5.4.2
Key Concept(s) Final water bottle rockets
Building final water bottle
rockets
Differentiation option (gifted
and talented)
Learning Experiences Recap of safety in the workshop
Students asked a range of safety
based questions
Students work collaboratively
Working in groups used create
their final water bottle rocket
design
students document their work
and construction process by
taking photographic evidence
Students who accomplish the
tasks quickly are given the
option to test advance building
techniques e.g. multi bottle
rockets, parachute
Evidence of Learning Students work collaboratively
Students project work (final
water bottle rockets)
Photographic evidence
Lesson 2
5.1.2, 5.2.2, 5.4.2
Final water bottle rockets
Building final water bottle
rockets
Measuring final water bottle
rocket
Students work collaboratively
Working in groups students finish
creating their final water bottle rocket
designs
students document their work and
construction process by taking
photographic evidence
Students work collaboratively
Students project work (final
water bottle rockets)
Students collect data on their
Lesson 3
5.4.2
Rocket testing
Testing water bottle rockets
Recording information
Students make predictions on
the performance of each others
rockets
Class discussion on these
predictions and their reasons
why, students need to justify
their prediction with evidence
Launch students final test
rockets
Class discussion on the results of
their rocket launches, what are
the results, were their
predictions correct why / why
not
Students engaged in class
discussion
Students working collaboratively
Students recording their testing
34
 (students digital record of their final water bottle rocket design data
work Photographic evidence Video and photographic
(students digital record of their evidence of their water rocket
work launched

Resources Workshop space Workshop space Water bottle rocket launch

Safety equipment Safety equipment
Range of construction materials Range of construction materials
Hot glue guns Hot glue guns
Range of measuring devices
(scale, ruler, centre of gravity)
system and materials (water,
funnel, measuring cup, air
pump)
Video camera
Students water bottle rockets

35
PART D

36
Introduction

Through the evaluation and testing of the Industrial Technology (engineering) Water bottle rocket a
range of concerns have been identified. This report provides evidence for the redesign and
modification of a range of key areas within the unit to improve a range of student learning outcomes
and more effectively prepare students for the year 10 engineering course.

By using an understanding by design framework, the redesigned unit engages students through a
range of problem based learning, engaging student centred pedagogies, scaffolding, and immersive
learning sequence to allow students to explore concepts of aeronautical and engineering principles.
the goal of this unit is to not only develop students academic ability but to develop student
autonomy, understanding of design practice, and creative risk taking, and create students who are
about able to creatively problem solve.

Problem based learning (PBL)

The use of teacher centred learning for the teaching of theoretical knowledge offer a disengaging
learning experience and results in a superficial understanding of engineering concepts. The resulting
outcome is students inability to further their learning and apply engineering concepts in their design
projects. By implementing a PBL approach students learning and understanding of concepts and how
they can be applied becomes the focus of the lessons. Student exploration of engineering knowledge
and understanding come to the forefront of the lesson and students can develop their knowledge
through application (Woolfolk, 2012). With the highly project based nature of Industrial Technology
Engineering the embedding of PBL is a key aspect of both adhering to the goals of the syllabus
(Industrial Technology years 7-10 Syllabus, 2003) but also to the development of a range of core
student skills such as, autonomy, self-management, reflexivity and problem solving (Clarke &
Pittaway, 2014).

Game based learning

The current unit clearly lacks learning to further explore and solidify students understanding of
engineering principles before moving onto the creation of design prototypes. Research has shown
that the pedagogy of game based learning is an effective way to engage student in a range of both
academic learning (Pivec, 2004) and skill acquisition (Groff et al.,2012). The use of Kerbal space
program allow students to explore engineering concepts experienced problem based learning
activities in a risk-free simulation environment. This digital engagement presents a challenging and
engaging experience (Groff et al., 2012) where students can further develop their understanding of
engineering and aeronautical understanding while relating their experiences to real world
applications. The use of game based learning is a key experience within the unit, as it challenges
students understanding while placing them as the leaders of their learning experience, and moves
the teacher to a role of support, a key aspect in the development of student autonomy (Clarke &
Pittaway, 2014).

Scaffolding

The current unit presents a range of learning and academic requirements which has been shown to
be out of the capabilities of many students due to a combination of inappropriate and lack of
scaffolding, and the sheer size of tasks presented to students. To overcome this fundamental
problem within the unit a range of implementations have been made relating to student scaffolding
to create an engaging and fluid experience that challenges student learning. To aid students in the
creation of a high-quality design portfolio, students are given a digital portfolio template to record

37
their experiences and learning, this digital portfolio has been separated into a range of smaller
activities to provide a form of consistent reflection and different stages of unit a fundamental part of
the design process (Hammond, 2001). A range of students have difficulty completing literary tasks
arguing, exploring and justifying their design choices and design ideas, to allow students to complete
these tasks to a high standard the P.E.E.L (Point / Evidence / Explain / Link) scaffold has been used as
a key supporting document. This scaffold allows students to clearly construct arguments related to
their design decisions (Cruickshank et al., 2005), and forms as framework in allowing students to
reflect on their learning (Boud et al., 2013). By integrating P.E.E.L within the unit it further develops
students literary skills and improves students learning outcomes and provides a support for
students entrance into the year 10 course.

Learning sequence

And effective learning sequence is a key part of effective teaching (Cruickshank et al., 2005) through
experience the current clear problems with learning sequences inhibiting student learning and
creating a disconnect in the project based nature of the unit. To be an effective learning experience
this unit should follow a sequence of; development of theoretical knowledge, reflection, exploration
of theoretical, reflection, application of knowledge and learning, reflection, and summation of
student learning. Reflection is a key part of both design (Industrial Technology years 7-10 Syllabus,
2003) and learning (Boud et al., 2013) the proposed unit adds a range of reflective tasks at key
points throughout the unit to further develop and solidify student understanding of engineering
concepts. Activates such as the wind tunnel activity have been moved towards the front of the unit
to better connect the learning to improve student learning outcomes (Duschl et al., 2011), and
remove the lack of aerodynamical understanding students experience when first building their
design prototypes.

Differentiation

Throughout the original unit there is a severe lack of content differentiation resulting in a range of
student behavioural problems, and opportunity to modify student learning to better cater for
students who outcompete their peers academically. Throughout the unit at key learning activities
options to extend the learning have been integrated to allow students to continue their learning
through undertaking more challenging experience. This differentiation of material not only increase
the learning rate of these students but collectively increase and quality of learning the whole class
experiences (Hmelo-Silver, 2004)

Conclusion

By using this redesigned unit students will be provided with an overall better learning experience,
and allow students to confidently transition to the more theoretical intensive nature of the
subsequent year 10 course. The units focus on skill based development will allow students to not
only perform better in the Industrial Technology course but allow students to carry their knowledge
across disciplines as lifelong learning.

38
References

Boud, D., Keogh, R., & Walker, D. (Eds.). (2013). Reflection: Turning experience into learning.
Routledge.
Clarke, M., & Pittaway, S. (2014). Marshs becoming a teacher.

Cruickshank, D. R., Jenkins, D. B., & Metcalf, K. K. (2005). The act of teaching. McGraw-Hill
Companies.

Duschl, R., Maeng, S., & Sezen, A. (2011). Learning progressions and teaching sequences: A review
and analysis. Studies in Science Education, 47(2), 123-182.

Groff, J., Howells, C., & Cranmer, S. (2012). Console game-based pedagogy: A study of primary and
secondary classroom learning through console video games. International Journal of Game-Based
Learning (IJGBL), 2(2), 35-54.

Hammond, J. (2001). Scaffolding: Teaching and Learning in Language and Literacy Education. Primary
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Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn?. Educational
psychology review, 16(3), 235-266.

Industrial Technology years 7-10 Syllabus. (2003). Sydney. Retrieved from

http://www.boardofstudies.nsw.edu.au/syllabus_sc/pdf_doc/indust_tech_710_syllabus.pdf

McDevitt, T. M., Ormrod, J. E., Cupit, G., Chandler, M., & Aloa, V. (2012). Child development and
education. Pearson Higher Education AU.

Pintrich, P. R., & Schrauben, B. (1992). Students motivational beliefs and their cognitive engagement
in classroom academic tasks. Student perceptions in the classroom, 7, 149-183.

Pivec, M. (Ed.). (2004). Guidelines for game-based learning. Pabst Science Publishers.

Woolfolk, A. (2012). Educational psychology (12th ed.). Boston, MA: Pearson, Allyn & Bacon

39