Assessment Task Sheet

Australian International Academy, Kellyville

Name: Rania. Date: 29th August 2021

Year Level: Year 10 Death Defying Designs Subject: Science
TITLE: STEM Project – Motion
DUE DATE: 29th August 2021

UNIT INFORMATION
KEY CONCEPT: Relationship
RELATED CONCEPTS: Movement and Patterns
GLOBAL CONTEXTS Orientation in time and space
STATEMENT OF INQUIRY:
Scientists have studied motion over a period of time to identify patterns and explain the
relationship between action and reaction.
Task Description: Olympic Fever 2021
This term your assessment task has been changed to align with the Tokyo Olympics that have been
happening.

Part 1: Inquiring and designing: (Criteria B)

Construct and record a video of a Rube Goldberg Machine in action. Please make a video to
demonstrate how Newton’s Laws of Motion helps in the working of the Rube Goldberg machine you
have made.
Please make sure you explain in detail all the 3 different types of motion taking place using correct
scientific vocabulary.
Demonstrate Self-management skills and research skills during this part of your assessment task.
Some of you may have already done this as part of your holiday homework.

Australian International Academy, Kellyville Assessment Task Sheet

Adapted from:
Understanding by Design, written by Grant Wiggins and Jay McTighe
Part 2: Knowing and Understanding: (Criteria A)
Choose 5 Olympic athletes of your choice from the following link:
https://olympics.com/tokyo-2020/en/sports/.
Alternatively, you can use this link to find the reports for the different events and choose based on that:
https://olympics.com/tokyo-2020/olympic-games/en/results/athletics/reports.htm

Answer the following questions based on your chosen athletes:

1. For each athlete complete the following table:

Olympic Men’s 200m (not in order of rank)

Athlete Country of Sporting Personal Season Reaction Final time Speed

name Origin activity Best Best Time
8th Place: Trinidad and Men’s 200 200 m: 19.97 200: 20.55 0.149 20.39 9.81
Jereem Tobago meter seconds seconds milliseconds seconds m/s
RICHARDS (Lexington, (2016 Port-
USA 2017)  of-Spain
Trinidad &
Tobago Ch.)

5th Place: Liberia Men’s 200 200 m: 19.95 200 m: 21.35 0.141 19.98 10.01
Joseph meter seconds seconds milliseconds seconds m/s
FANBULLEH (Lexington, (2016 St.
USA 2017)  Paul MSHSL
State Ch.)
6th Place: Canada Men’s 200 200 m: 19.96 200 m: 20.95 0.157 20.20 9.90
Aaron meter seconds seconds milliseconds seconds m/s
BROWN (Montverde (2018
2019) Edmonton
Canada.)
4th Place: United states Men’s 200 200 m: 19.89 200 m: 20.27 0.159 19.93 10.04
Erriyon of America meter seconds seconds milliseconds seconds m/s
KNIGHTON (WYB, (2019
WU20R Outdoor
2021) state finals.)

7th Place: Jamaica Men’s 200 200 m: 19.96 200 m: 19.97 0.148 20.21 9.90
Rasheed meter seconds seconds milliseconds seconds m/s
DWYER (Common (2015
- wealth Toronto pan
Games 2014) American
games, CIBC,
Toronto)
1st Place: United states Men’s 200 200 m: 19.68 200 m: 19.68 0.165 19.68 10.16
Kenneth of America meter seconds Seconds milliseconds seconds m/s
BEDNAREK (Olympics (2015
2021) Eugene
Oregon USA)
3rd Place: United states Men’s 200 200 m: 19.74 200 m: 19.98 0.151 19.74 10.13
Noah of America meter seconds seconds milliseconds seconds m/s
LYES (Olympics (2015
2021) Oregon USA)

Australian International Academy, Kellyville Assessment Task Sheet

Adapted from:
Understanding by Design, written by Grant Wiggins and Jay McTighe
 2. Evaluate the data you have collected to try and identify patterns in the athlete’s performance. For
example: Was there a relationship between personal best and seasonal best?
Was there a relationship between reaction time and final time? Hint: Use graphs to get better marks.
Maximum 150 words

From the data that has been

collected from 7 different Comparison between Personal and Seasonal Best
athletes, we can safely say that 22
21.5
one of the most key 21
components in athletics, 20.5
specifically running, is staying 20
consistent with your time. As 19.5
19
we can understand from the 18.5
graph, both seasonal and 18
personal best of all athletes 17.5
17
float between 18-21 seconds.
1 2 3 4 5 6 7
Although, despite this, one
Personal Best Seasonal Best
factor that has a huge impact on each
athlete’s performance, is their age. In the table above, every athlete’s age ranges from 18-27 years.
Now, with the data recorded, one pattern that we can identify is that the younger athletes have a much
better personal best score and have attained better time scores than the somewhat older athletes. For
example, in the Men’s 200m Kenneth Bednarek is 22 years old, and Noah Lyes is 24 years old. There is
not a drastic variation, in defiance of this, Bednarek came in 1 st place and Lyes came in 3rd place. Age can
have a severe influence on an athlete’s performance in a race. Another way we can prove that this is
right, is the fact that the athlete (Jereem Richards) that came last, is 27 years old. Jereem Richards is the
oldest athlete amongst the rest (recorded in the table). Now, if we analyse the table properly, we can
see that the age difference between the athlete who came first and the athlete who came last is 5 years
(younger athlete came first). Now, Richards personal best is 19.97 seconds but, Bednareks personal best
is 19.68 seconds. This very well depicts the relationship between an athlete’s age and its impact on said
athlete.

Comparison between Age and Personal Best What we can perceive from the contents of
30
this graph is, the younger the age,
the better the score. As we analyse the
25 graph, we can see the lines going
20 opposite directions meaning, the
lower the age, the higher the score (in this case). This is all because athletes in
15 their prime ages (18-22 years) can
10 easily outdo athletes that have
crossed their prime ages.
5

0
1 2 3 4 5 6

Age Personal Best

3. How does the knowledge of Newton’s laws help an athlete improve his/her performance in
Olympics?

Australian International Academy, Kellyville Assessment Task Sheet

Adapted from:
Understanding by Design, written by Grant Wiggins and Jay McTighe
Hint: Clothes? Bending? Weight? Shoes?
Maximum 200 words

Biomechanics in sport incorporates an in-depth analysis of sport movements so as to minimise the

chance of injury and improve sports performance. Sport and exercise biomechanics encompass the
realm of science involved with the analysis of the mechanics of human movement. It refers to the
outline, detailed analysis and assessment of human movement throughout sport activities. Mechanics
could be a branch of physics that's concerned with the description of motion and movement manner
forces produce motion/movement. In different words, sport biomechanics is that the science of
explaining how and why the human body moves within the way that it does. In sport and exercise, that
definition is commonly extended to additionally contemplate the interaction between the athlete and
therefore their instrumentality and environment. Biomechanics is historically divided into the areas of
mechanics that could be a branch of mechanics that deals with the pure mathematics of the motion of
objects, such as displacement, velocity, and acceleration, while not taking under consideration the
forces that turn out the motion whereas mechanics is that the study of the relationships between the
force system functioning on a body and the changes it produces in body motion. In terms of this, there
are skeletal, muscular and medicine concerns we also get to consider when describing biomechanics.

If a runner improves their leg power through training while also maintaining a consistent body mass,
they may have an increased capacity to accelerate their legs and leg strength ensuing in stronger
velocity, speed and agility. Understanding the physics of movement and motion can have an effect on all
regions of sports, from assisting athletes work and play faster, to preventing injuries, trainings, and
developing aerodynamic gadgets, equipment and clothing. If a runner starts the race with double the
force, the rate at which they run, will accelerate. Runners cannot slow down, stop or reverse quick
enough because the force they are always generating when running is too much. Law of inertia and
reaction time are a rather useful example of how newtons laws of motion can help improve an athlete’s
performance. Law of inertia (first law of motion) states that object will stay at rest until pressured by an
external force. In this case, the athlete is the object, and the external force is their foot on the starting
block, and when the starting pistol fires, the athletes are supposed to push off the starting block with a
fundamental amount of force and this is called their reaction time. Reaction time is generally how much
time an athlete takes to react to the starting pistol and start the race.

In conclusion, because of all the reasons discussed, having knowledge of Newtons law and motion can
offer an incredibly useful upper hand when it comes to the basis of sports.

REFERENCES –

https://www.thestrengthandconditioningcoach.com/blog/the-laws-of-motion-and-the-roles-they-play-in-
strength-training

https://olympics.com/tokyo-2020/olympic-games/resOG2020

https://www.workouthealthy.com/blog-sports-performance

Australian International Academy, Kellyville Assessment Task Sheet

Adapted from:
Understanding by Design, written by Grant Wiggins and Jay McTighe
50-word reflection about the task-
- This task was very different from any prior science assessment that we have done. This assessment was
more of a research task but with 2 questions that we have to answer in depth. It was a rather enjoyable
task as-well as frustrating. Having to find out every athlete personal and seasonal best was very time
consuming, but it gave me a fundamental amount of additional knowledge.

Standards and Criteria for Success

You will be marked based on:

1. Both parts of Assessment completed
2. Clear scientific reasoning given using Scientific vocabulary
3. Evidence to show that you have followed the design cycle.
4. References
5. 50-word reflection submitted about the task.

NESA Outcomes:
 applies models, theories and laws to explain situations involving energy, force and motion SC5-
10PW
 explains how scientific understanding about energy conservation, transfers and transformations
is applied in systems SC5-11PW

Australian International Academy, Kellyville Assessment Task Sheet

Adapted from:
Understanding by Design, written by Grant Wiggins and Jay McTighe
Criterion A: Knowing and understanding
Maximum: 8
Achievement level Level descriptor
0 The student does not reach a standard
identified by any of the descriptors below.
1–2 The student is able to:
i. state scientific knowledge
ii. apply scientific knowledge and
understanding to suggest solutions to
problems set in familiar situations
iii. interpret information to make
judgments.
3–4 The student is able to:
i. outline scientific knowledge
ii. apply scientific knowledge and
understanding to solve problems set in
familiar situations
iii. interpret information to make
scientifically supported judgments.
5–6 The student is able to:
i. describe scientific knowledge
ii. apply scientific knowledge and
understanding to solve problems set in
familiar situations and suggest solutions to
problems set in unfamiliar situations
iii. analyse information to make
scientifically supported judgments.
7–8 The student is able to:
i. explain scientific knowledge
ii. apply scientific knowledge and
understanding to solve problems set in
familiar and unfamiliar situations
iii. analyse and evaluate information to
make scientifically supported judgments.
TEACHER ASSESSMENT
Australian International Academy, Kellyville
Understanding by Design, written by Grant Wiggins and Jay McTighe
Task Specific Descriptor
The student did not attempt Part B of the
assessment task Tokyo Olympics
The student is able to:
i. state scientific knowledge in the form of speed
calculations for the data table.
ii. apply scientific knowledge and understanding
to suggest a method of improvements of
athlete’s performance in Olympic Games.
iii. interpret information collected from the data
table to make judgments and identify
patterns in athletes performance.
The student is able to:
i. outline scientific knowledge in the form of
speed calculations for the data table.
ii. apply scientific knowledge and understanding
to suggest 2 methods of improvements of
athlete’s performance in Olympic Games.
iii. interpret information collected from the data
table to make judgments and identify
patterns in athletes performance with
scientific backing.
The student is able to:
i. describe scientific knowledge in the form of
speed calculations for the data table.
ii. apply scientific knowledge and understanding
to suggest 3 methods of improvements of
athlete’s performance in Olympic Games.
iii. analyse information collected from the data
table to make judgments and identify
patterns in athletes performance.
The student is able to:
i. explain scientific knowledge in the form of
speed calculations for the data table.
ii. apply scientific knowledge and understanding
to suggest 3 methods of improvements of
athlete’s performance in Olympic Games
based on scientific data.
iii. analyse and evaluate information collected
from the data table to make judgments and
identify patterns in athletes performance.
STUDENT ASSESSMENT
Assessment Task Sheet
Adapted from:
Criterion B: Inquiring and designing

Maximum: 8
Achievement Level descriptor Task Specific descriptor
level
0 The student does not reach a standard identified by The student did not construct the working
any of the descriptors below. model of the Rube Goldberg Machine

1–2 The student is able to: The student is able to :

i. state a problem or question to be tested by a
scientific investigation
ii. outline a testable hypothesis
iii. outline the variables
iv. design a method, with limited success.
i. Make a design for the model to be
constructed
ii. Outline a method for its construction with
limited success
iii. State how Newton’s law applies to the
model with limited success

3–4 The student is able to: The student is able to:

i. outline a problem or question to be tested by a
scientific investigation
ii. formulate a testable hypothesis using scientific
reasoning
iii. outline how to manipulate the variables, and
outline how relevant data will be collected
iv. design a safe method in which he or she selects
materials and equipment.
5–6 The student is able to:
i. describe a problem or question to be tested by a
scientific investigation
ii. formulate and explain a testable hypothesis using
scientific reasoning
iii. describe how to manipulate the variables, and
describe how sufficient, relevant data will be
collected
iv. design a complete and safe method in which he or
she selects appropriate materials and equipment.
7–8 The student is able to:
i. explain a problem or question to be tested by a
scientific investigation
ii. formulate and explain a testable hypothesis using
correct scientific reasoning
iii. explain how to manipulate the variables, iv. design
a logical, complete and safe method in which he or
she selects appropriate materials and equipment.
TEACHER ASSESSMENT
i. Make a well planned design for the model
to be constructed
ii. Outline a safe method for its
construction.
iii. Outlines how Newton’s law applies to the
model
The student is able to :
i. Make a well planned design for the object
to be constructed after considerable
research.
ii. Outline a complete and safe method for
its construction
iii. Describes how Newton’s law applies to
the model
The student is able to:
i. Make a well planned design for the object
to be constructed after considerable
research and has justified the chosen
design.
ii. Outline a logical, complete and safe
method for its construction using
appropriate materials and equipment
iii. Explains how Newton’s law applies to the
model in a detailed and logical manner.
STUDENT ASSESSMENT

Australian International Academy, Kellyville Assessment Task Sheet

Adapted from:
Understanding by Design, written by Grant Wiggins and Jay McTighe
Research:
Skill demonstration: Yes/N Yes/No
o
Find and use appropriate sources Yes
Understand and implement intellectual property rights Yes
Create references and citations and construct a bibliography according to Yes
recognized conventions

Self-management Skills:
Skill demonstration: Yes/N Yes/No
o
Set goals that are challenging and realistic Yes
Plan short- and long-term assignments and meet deadlines Yes
Demonstrate persistence and perseverance Yes
Practice strategies to reduce stress and anxiety Yes

Australian International Academy, Kellyville Assessment Task Sheet

Adapted from:
Understanding by Design, written by Grant Wiggins and Jay McTighe