Assessment Task Sheet

Australian International Academy, Kellyville

Name: Dalia Agha year 10 Date: 28/8/21

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

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.

Video with voice over link:

https://drive.google.com/file/d/1xT_on-29gbF-wwpkJOoTHhFaTr0GRYhe/view?usp=sharing
The three types of motion are translational, rotational and oscillatory. Translation occurs when the car
moves 30 cm along the track using the electric circuit car controller. Another translational motion is the
ball sliding down the tube. When the car pushes the ball into the tube, the ball rolls down due to the car’s
energy and the ball’s potential energy. The ball’s potential energy changes into kinetic energy as a result
of gravity. It gains enough energy to tip the small book over and then the large book tips over due to the
impact and the excessive energy.
The large book is taped to the clothes wire which in turn pulls up a box, which pushes the wood plank
standing on the box. The bottle then oscillates up and down and fills the cup of water, making it ready for
me to drink. The motion of the bottled up and down is an oscillatory motion.
Newton’s first law of motion states that a body at rest remains at rest until a force is applied on it. In my
machine, all the components remain steady until the car is pushed and then all the components move in
a sequence. Newton’s second law is present in every bit of the machine. Every movement has an
acceleration and therefore a force is applied on it.
The third law is present in all the parts where a force is applied. It can be clearly noticed in the first part,
when the car hits the ball, it moves back a little bit due to the reaction by the ball to the applied force by
the moving car.

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: Track

1. For each athlete complete the following table: 200-meter men and women race.

Athlete Country Sporting Season Reaction Time Final time Speed

name of activity Personal Best
Origin Best (Seconds)
(Seconds)
(Seconds) (Second) m/s
Distance/tim
Andre Canad Athletics 19.62 19.62s 0.135 19.62 e
De Men’s
GRASS
a D/T
200m
E
Finals
200m/19.62
sec
= 10.19m/s

Kennet USA Athletics 19.68 19.68 0.165 Distance/tim

h Men’s
BEDNA
e
200m D/T
REK
Finals
200m/19.68
Final result 19.68 sec sec
= 10.16 m/s
Mujing
a Switzerl Athletics Distance/tim
KAMBU and women’s
NDJI
22.26 22.26 0.147 22.30 sec e
200m D/T
Finals
4th place in the world
200m/22.30
sec
= 8.97m/s

Athletics Distance/tim
THOMA
USA women’s 21.61 21.61 0.159 21.87 sec e
S
Gabrielle
200m D/T
Finals
12th place in the
world
200m/21.87
sec
= 9.14m/s

FRASE Jamaic Athletic Distance/tim

R- a s e
Australian International Academy, Kellyville Assessment Task Sheet
Adapted from: Understanding by Design, written by Grant Wiggins and Jay McTighe
PRYCE women’ 21.79 21.79 0.141 21.94 sec D/T
Shelly-
Ann s 200m 10 place in the
th

Finals world 200m/21.94

sec
= 9.12m/s

2. Evaluate the data you have collected to try and identify patterns in the athletes 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

Was there a relationship between reaction time and final time?

The relationship between reaction time and final time is that in some cases athletes perform
better when their reaction is faster. This happens because reaction time helps the athlete in
many areas during the competition. In fact, it helps the athlete focus on the race and better
plan their moves during the race. Reaction time also helps the athlete balance themselves,
gives them extra power and enhances their energy. This energy boost enables them to win
the race against other athletes and rank better than their opponents. Ultimately, they will
reach higher ranking in the world events such as the Olympic or the Commonwealth games.

The reaction time in the following bar chart is the independent variable and it is placed on the
horizontal line, the x-axis. On the other hand, the final time is the dependent variable shown on the
vertical line which is y-axis.

Affect Of Reaction On Final

23
Andre De GRASSE
22.5
22
Kenneth
21.5 BEDNAREK
21
Final Time (S)

20.5 Mujinga
KAMBUNDJI
20
19.5 THOMAS Gabrielle
19
18.5
18
0.135 0.165 0.147 0.159 0.141 FRASER-PRYCE Shelly-Ann
Reaction Time (S)

Australian International Academy, Kellyville Assessment Task Sheet

Adapted from: Understanding by Design, written by Grant Wiggins and Jay McTighe
The Athlete’s reaction time and percentage on the pie graph.

Athlete's Reaction Time

Andre De GRASSE

0.141, 19% 0.135, 18%

Kenneth BEDNAREK

Mujinga KAMBUNDJI
0.159, 21% 0.165, 22%
THOMAS Gabrielle

0.147, 20% FRASER-PRYCE Shelly-Ann

3. How does the knowledge of Newton’s laws help an athlete improve his/her performance in Olympics?
Hint: Clothes? Bending? Weight? Shoes? Maximum 200 words

The types of shoes, the body weight and clothing are all factors that affect the athletes’ performance in
the race. For instance, most athletes who compete in the races are known for not wearing Jewellery,
because something as simple as that can slow down their speed by milliseconds, a number as small as
that has a big effect on the athletes ranking due to air resistance. Another example is the type of
clothing which is worn by the athletes. It affects their performance. If an athlete wears lighter clothing,
including the type of material (lycra is the lightest) and the size of the garments, then the athlete’s
speed increases because clothes drag in the air. Light shoes like Nike runners are excellent for races
because they are light and don’t get a large pull of gravity. This effect relates to Newton’s law of motion,
F= ma, where F is the force, m is the total mass of athlete fully clothed, and a is the acceleration. The
weight of the person also affects their performance in the race the heavier the body the more energy is
required to accelerate.
Therefore, in order to improve the athlete’s performance, they need to improve the clothing, shoes and
jewellery.

Australian International Academy, Kellyville Assessment Task Sheet

Adapted from: Understanding by Design, written by Grant Wiggins and Jay McTighe
 Good materials to use Bad or not preferred materials

Australian International Academy, Kellyville Assessment Task Sheet

Adapted from: Understanding by Design, written by Grant Wiggins and Jay McTighe
Evidence to show that I have followed the design cycle.
When I build the machine ,I started from the bottle and made sure It was steady, then worked on
adjusting the clothes wire, adjusting the wooden platform, the large and small book on the platform.
Next adjusting the tube on the side of the table, placing the track on the table. Finally placing the ball
and the car on the track and connecting the controller. This took me 3 days of experiencing with the
different components of the Rube Goldberg machine.

Inquiring and analysing different types of Rube Goldberg

machines to use in my video in the holiday homework.

Inquiring
And
analysing

Australian International Academy, Kellyville Assessment Task Sheet

Adapted from: Understanding by Design, written by Grant Wiggins and Jay McTighe
 I developed ideas by finding the appropriate materials, sketching the process
and parts.

Developing
ideas

Testing the impact of the car, how far it should travel and how fast it should
be. For example moving the car, 30cm was just right because I tested it off
camera and the more, I moved the car the more impact was transferred on to
the ball, hence breaking the machine. The less impact the less energy
transferred into the ball thus the ball didn’t travel down the ramp.

Creating the solution

Australian International Academy, Kellyville Assessment Task Sheet

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

Research:
Skill demonstration: Yes/No Yes/No
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/No Yes/No
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

ATL skills comment:

What ATL skills did you use to complete this task?

For the assessment task I used Thinking skills in all aspects of the of the assessment task, for instance
while creating the machine, as there where many things to consider like where to place the ball, the car,
ramp, the table, the wire, the wooden plank and other aspects of the machine. I also used to thinking
skills while completing this part of the task as well as complete the holiday homework. I used
communication skills in the video aspect of the assessment task. Finally I used self-management skills to
create a plan to finish my assessment task for example allocating a time everyday leading up to the
assessment task submission, complete it to the best of my ability and not rushing it.

How can you improve in future? What were your strengths / weaknesses with regards to the requirements
for each of the ATL? Explain below.
I can improve in the future by adding more components to my machine and improve the overall appearance
of it. My strength where perseverance and testing the machine numerous times until I was satisfied with
the results. My weakness was compiling the table of the athlete’s performance because there was a lot of
data to add in the table. My strengths in the communication skills were creating the voice over for the
video and time it perfectly with the visual content. My weakness was forgetting what I wanted to say in the
video thus having to repeat it many times. My strength for self-management skills was creating a plan to
finish this aspect of the assessment task on time and my weakness was spending most of my time finishing
the table. Overall I really enjoyed this assessment task and recommend it to the next year 10 class next year
Inshallah.

Reflection
This assessment task and unit was really enjoyment, I learned a lot from it, for example Newtons laws, how
to construct a Rube Goldberg machine, how can we use the ATL skills in the unit and much more. But one
thing that I true enjoyed learning about is how athletic sports and science interconnect with each other in
many ways. For insistence how milli seconds count a lot. If a person in first place reaches the finish line at
10.12s, the person in last place could have reached the finish at 10.13s. Overall this unit was really
interesting, enjoyable and very helpful to understand the real word.

Australian International Academy, Kellyville Assessment Task Sheet

Adapted from: Understanding by Design, written by Grant Wiggins and Jay McTighe
Bibliography:
1. Olympics.com. 2021. Olympic Stadium TOKYO 2020 Men's 200m Athletics Final Results. [online] Available at:
<https://olympics.com/tokyo-2020/olympic-games/resOG2020-/pdf/OG2020-/ATH/OG2020-
_ATH_C73A_ATHM200M--------------FNL-000100--.pdf > [Accessed 28 August 2021].

2. Olympics.com. 2021. Olympic Stadium TOKYO 2020 Women's Final Results. [online] Available at:
<https://olympics.com/tokyo-2020/olympic-games/resOG2020-/pdf/OG2020-/ATH/OG2020-
_ATH_C51A_ATHW200M--------------FNL-000100--.pdf> [Accessed 28 August 2021].

3. worldathletics.org. 2021. André DE GRASSE | Profile | World Athletics. [online] Available at:
<https://worldathletics.org/athletes/canada/andre-de-grasse-14535607> [Accessed 28 August 2021].

4. Encyclopedia Britannica. 2021. Newton’s laws of motion | Definition, Examples, & History. [online] Available at:
<https://www.britannica.com/science/Newtons-laws-of-motion> [Accessed 28 August 2021].

5. Olympics.com. 2021. Athletics - Final Results. [online] Available at: <https://olympics.com/tokyo-

2020/olympic-games/en/results/athletics/result-women-s-200m-fnl-000100-.htm> [Accessed 28 August 2021].

6. HSC PDHPE. 2021. Reaction time. [online] Available at: <https://www.pdhpe.net/the-body-in-motion/what-is-

the-relationship-between-physical-fitness-training-and-movement-efficiency/skill-related-components-of-
physical-fitness/reaction-time/> [Accessed 28 August 2021].

7. The Sports Edu. 2021. Reaction Time In Sports | The Sports Edu. [online] Available at:
<https://thesportsedu.com/reaction-time-definition/> [Accessed 28 August 2021].

8. Educationperfect.com. 2021. First Newton’s law | Log in - EP. [online] Available at:
<https://www.educationperfect.com/app/#/Science/2632378/2131653/activity-starter> [Accessed 28 August
2021].

9. Educationperfect.com. 2021. Second Newton’s law | Log in - EP. [online] Available at:
<https://www.educationperfect.com/app/#/Science/2632378/2131654/game4> [Accessed 28 August 2021].

10. Educationperfect.com. 2021. Third Newton’s law | Log in - EP. [online] Available at:
<https://www.educationperfect.com/app/#/Science/2632378/2131663/activity-starter> [Accessed 28 August
2021].

11. Bretta Riches, http://runforefoot.com/minimalist-running-shoes-to-avoid/, 2021. Bad Shoes. [image]

Available at: <http://runforefoot.com/minimalist-running-shoes-to-avoid/> [Accessed 28 August 2021].

12. Incredible Women. Incredible Fashion. Every Day. Porter FASHION. 2021. THE 7 JEWELRY-INVESTMENT
PIECES EVERY WOMAN NEEDS. [online] Available at: <https://www.net-a-porter.com/en-us/porter/article-
4e92b94e52ad74f2/fashion/fashion-memo/jewelry-investment-pieces> [Accessed 28 August 2021].

Standards and Criteria for Success

You will be marked based on:

1. Both parts of Assessment completed
Australian International Academy, Kellyville Assessment Task Sheet
Adapted from: Understanding by Design, written by Grant Wiggins and Jay McTighe
 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

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.
Australian International Academy, Kellyville
Adapted from: 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.
Assessment Task Sheet

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
Criterion B: Inquiring and designing
Maximum: 8
Achievement Level descriptor
level
0 The student does not reach a standard identified by
any of the descriptors below.
1–2 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.
3–4 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
Australian International Academy, Kellyville
Adapted from: Understanding by Design, written by Grant Wiggins and Jay McTighe
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
Task Specific descriptor
The student did not construct the working
model of the Rube Goldberg Machine
The student is able to :
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
The student is able to:
i. Make a well planned design for the model
to be constructed
ii. Outline a safe method for its
construction.
Assessment Task Sheet
 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
Australian International Academy, Kellyville
Adapted from: Understanding by Design, written by Grant Wiggins and Jay McTighe
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
Assessment Task Sheet