STEM Stage 4 | Science, Technology Mandatory, Mathematics | Water Wise

Summary Duration
In this unit, students work through the design process in teams to address a design challenge involving water use – ‘How might we make 8 weeks
better use of Australia’s available water?’ Students conduct first-hand investigations and secondary research related to the water cycle and 2–3 hours a week
water as a solvent. They develop an understanding of the need for the collection, processing and re-use of water in both rural and urban
areas and the needs of an identified audience. Using this knowledge they design a system that collects and processes water for a human
need.

Teacher background information Resources overview

Knowledge and skills in Science, Technology and Mathematics are applied to solve a design challenge involving water use. Student teams  Stimulus material to raise awareness and knowledge of water usage
brainstorm ideas and develop a final design solution that they will present through drawings, models and a verbal presentation to the class.  Materials and equipment for first-hand investigations such as making a rain gauge, water
Assessment should be focused on the design process not just the quality of the final solution. Assessment criteria should include assessment filtration or water purification system
of documentation during the process and observations of skills including team-work and problem-solving.  Computers for research
 Possible materials or tools for model construction, eg recycled materials, CAD software,
sensors and switches, laser cutters, 3D printers

Key inquiry questions Vocabulary

 How do you address a design challenge through the design process?
 How can knowledge of the water cycle and the properties of water allow it to be collected and processed for our needs?
 How can knowledge and skills in science, technology and mathematics be applied to solving problems of water management?
 What methods can be used to communicate design solutions?
aqueous, calibration, capacity, criteria, cylinder, desalination, design process, distillation,
drought, evaporation, fair test, filtration, first-hand investigation, micro-organism, mixture,
mode, resource, scale, separation, solute, solution, solvent, sustainability, variable, water cycle,
water purification.

NSW Education Standards Authority

This unit was prepared by the NSW Education Standards Authority for and on behalf of the State of New South Wales which is protected by Crown copyright. 1
Outcomes
Science K–10
› SC4-6WS follows a sequence of instructions to safely undertake a range of investigation types, collaboratively and individually
› SC4-7WS processes and analyses data from a first-hand investigation and secondary sources to identify trends, patterns and relationships, and draw conclusions
› SC4-8WS selects and uses appropriate strategies, understanding and skills to produce creative and plausible solutions to identified problems
› SC4-9WS presents science ideas, findings and information to a given audience using appropriate scientific language, text types and representations
› SC4-13ES explains how advances in scientific understanding of processes that occur within and on the Earth, influence the choices people make about resource use and management
› SC4-15LW explains how new biological evidence changes people's understanding of the world
› SC4-17CW explains how scientific understanding of, and discoveries about, the properties of elements, compounds and mixtures relate to their uses in everyday life

Technology Mandatory
› 4.1.1 applies design processes that respond to needs and opportunities in each design project
› 4.1.2 describes factors influencing design in the areas of Built Environments, Products, and Information and Communications
› 4.2.1 generates and communicates creative design ideas and solutions
› 4.2.2 selects, analyses, presents and applies research and experimentation from a variety of sources
› 4.3.1 applies a broad range of contemporary and appropriate tools, materials and techniques with competence in the development of design projects
› 4.4.1 explains the impact of innovation and emerging technologies on society and the environment
› 4.5.1 applies management processes to successfully complete design projects
› 4.6.1 applies appropriate evaluation techniques throughout each design project
› 4.6.2 identifies and explains ethical, social, environmental and sustainability considerations related to design projects

Mathematics K–10
› MA4-2WM applies appropriate mathematical techniques to solve problems
› MA4-7NA operates with ratios and rates, and explores their graphical representation
› MA4-12MG calculates the perimeters of plane shapes and the circumferences of circles
› MA4-13MG uses formulas to calculate the areas of quadrilaterals and circles, and converts between units of area
› MA4-14MG uses formulas to calculate the volumes of prisms and cylinders, and converts between units of volume
› MA4-19SP collect, represent, analyse, interpret and evaluate data, assign and use probabilities, and make sound judgements

Syllabus Content Teaching, learning and assessment Student diversity

Science Week 1: Analysing the design challenge Extension
 Use the related Engineers without
Earth and Space
Borders challenge as additional or
ES4 Science understanding influences the development of practices in alternative stimulus –
Summary
areas of human activity such as industry, agriculture and marine and
This unit challenges students to research and analyse water collection and re-use systems. Students work in teams http://www.ewb.org.au/explore/
terrestrial resource management. (ACSHE121, ACSHE136)
to engineer a model of a system that makes use of a water source for a human need using the design process. In the initiatives/ewbchallenge/
Students: hfhewbchallenge/hfhwash
first week, students are introduced to the design challenge and the project criteria, and begin the design process,
a. identify that water is an important resource that cycles through the getting to know and appreciate the needs, problems and opportunities within this challenge. Emphasise the
environment (ACSSU222) importance of creativity and innovation and encourage students to take risks with solution design.

NSW Education Standards Authority

This unit was prepared by the NSW Education Standards Authority for and on behalf of the State of New South Wales which is protected by Crown copyright. 2
Syllabus Content Teaching, learning and assessment Student diversity
b. explain the water cycle in terms of the physical processes involved
c. demonstrate how scientific knowledge of the water cycle has Resources:
influenced the development of household, industrial and agricultural  Water cycle:
water management practices
- http://www.hunterwater.com.au/Resources/Documents/Fact-Sheets/Saving-Water/water_cycle_2009.pdf
d. research how Aboriginal and Torres Strait Islander peoples' - http://www.earthobservatory.nasa.gov/Features/Water/page2.php
knowledge is being used in decisions to care for country and place,
eg terrestrial and aquatic resource management - http://www.melbournewater.com.au/getinvolved/education/Pages/Urban-water-cycle.aspx
 Examples of water collection/processing innovations:
Technology Mandatory - TED Talk: How to make filthy water drinkable –
https://www.ted.com/talks/michael_pritchard_invents_a_water_filter
4.1.1 applies design processes that respond to needs and opportunities in
each design project - TED Talk: 4 ways to avoid a catastrophic drought –
https://www.ted.com/talks/david_sedlak_4_ways_we_can_avoid_a_catastrophic_drought
Students learn about:
- Water filtration system – http://www.clarity.kohler.com/
 design processes including
- Self-filling water bottle – http://inhabitat.com/solar-powered-fontus-pulls-water-from-the-air-while-you-ride-
– analysing needs, problems and opportunities your-bike/
– establishing criteria for success - Wind-powered atmospheric water condenser – http://www.treehugger.com/clean-technology/waterseer-can-
– researching produce-11-gallons-day-clean-drinking-water-air.html
– generating creative ideas - Grass walled house that collects rain water – http://www.ecofriend.com/elevate-shows-contemporary-
– communicating ideas designed-grass-walled-house-that-collects-rainwater.html
– experimenting and testing ideas  The NSW Government Building Sustainability Index (BASIX) guidelines –
– risk management https://www.basix.nsw.gov.au/basixcms/about-basix.html
– managing resources
– producing design solutions Project introduction
– evaluating ideas and solutions  Design Situation: Australia is the driest continent on the planet. Many rural areas can experience long periods of
drought (no rainfall) which greatly deplete stores of water in dams and tanks and lowers the water table. In built-
Students learn to:
up urban areas, water usage can be wasteful and in extended periods of low-rainfall, dam levels can reduce
 establish a design process that responds to an identified need and significantly, leading to imposed water restrictions.
opportunity
 Design Brief: Students work in teams (3–4) to develop a solution to the challenge: ‘How might we make better
 record design processes and decision-making in a design folio for each use of Australia’s available water?’
design project.
 Option: Present the challenge context as a series of images and other non-text stimuli and allow students the
 identify needs and opportunities that require solutions in the areas of opportunity to ‘guess’ the challenge.
study
 Students present a design solution by:
4.1.2 describes factors influencing design in the areas of Built
- producing a scale model of a proposed system (this could be a physical model or a CAD model)
Environments, Products, and Information and Communications
- compiling a documentation folio containing:
Students learn about
i) a statement of the design brief
 factors affecting design (see syllabus for list of factors)
ii) an analysis of the problem
4.5.1 applies management processes to successfully complete design
projects iii) an outline of the design criteria
Students learn about: iv) all relevant research information
 resource availability including time, money, materials, tools and v) initial design ideas and labelled sketches
techniques, human resources including skills and expertise, and other vi) final concept drawings (site plan, cross-sections, detail drawings, pictorial drawings, CAD
resources drawings)
vii) an evaluation of the final design solution
Mathematics - preparing a verbal presentation using, for example, video, a website or presentation software
 Students discuss the project and form STEM teams of similar interests relating to the project. Students allocate
Ratio and Rates
roles within the team. Option: Use a multiple intelligence test to help group students.
Recognise and solve problems involving simple ratios (ACMNA173)
Solve a range of problems involving ratios and rates, with and without the

NSW Education Standards Authority

This unit was prepared by the NSW Education Standards Authority for and on behalf of the State of New South Wales which is protected by Crown copyright. 3
Syllabus Content Teaching, learning and assessment Student diversity
use of digital technologies (ACMNA188) Analysing
Teacher:
 uses stimulus material to raise awareness and knowledge of water usage and to initiate class discussion of the
issues, for example http://www.australianwaterrecycling.com.au/factsheets.html
 outlines water restriction rules, see: http://www.sydneywater.com.au/SW/water-the-environment/what-we-re-
doing/water-restrictions/index.htm
 outlines the NSW Government Building Sustainability Index (BASIX) guidelines and explains requirements for
development applications for new dwellings and additions
Students:
 explore each step in the water cycle and compare it to the urban water cycle.
 look at a case study on current collection and processing of water for use by humans and participate in a
discussion of the information and issues – think, pair share.
- http://www.ruaf.org/sites/default/files/UAmagazine%2019%20H7.pdf
 look at innovations in water collection and processing. Analyse the function of these innovations (can the idea be
adapted for larger-scale and/or different settings?)
 explore the role of Aboriginal and Torres Strait Islander peoples’ knowledge of water resource management in
certain areas:
- https://www.nailsma.org.au/water-resource-management-0.html
- http://savanna.org.au/nailsma/projects/indigenous_engagement_in_water_resource_management.html
- http://www.environment.gov.au/system/files/resources/f85a8fd2-b7dd-437c-a9c1-43ce2810c397/files/nawfa-
capturing-indigenous-knowledge.pdf

Science Week 2: Observing and defining Support

 Guide students to create a model
Working Scientifically
of an existing system with
WS6 Students conduct investigations by: modifications and/or
Summary
a. collaboratively and individually conducting a range of investigation improvements.
Students work through the next design processes. During the ‘observing’ process, students conduct first-hand
types, including fieldwork and experiments, ensuring safety and  Provide example sketches for
investigations and secondary research of their own water needs and use, and existing systems related to water
ethical guidelines are followed (ACSIS125, ACSIS140) students to copy/use as a guide
collection and processing. In the ‘defining’ process, they summarise their findings to develop and communicate a
b. assembling and using appropriate equipment and resources to point of view about the challenge and an issue they would like to address. when designing their own
perform the investigation, including safety equipment sketches.
Possible areas students may identify as their focus may include rainwater collection and reuse, or sourcing and
c. selecting equipment to collect data with accuracy appropriate to the processing water for drinking.
task (ACSIS126, ACSIS141)
d. following the planned procedure, including in fair tests, measuring
Resources
and controlling variables (ACSIS126, ACSIS141)
 First hand investigations:
e. recording observations and measurements accurately, using
appropriate units for physical quantities - Observe micro-organisms in water – http://www.sciencekids.co.nz/experiments/microscopiccreatures.html
f. performing specific roles safely and responsibly when working - Grow bacteria from water samples – http://www.madaboutscience.com.au/store/index.php?
collaboratively to complete a task within the timeline main_page=page&id=43
g. assessing the method used and identifying improvements to the  Your Home Australia’s guide to environmentally sustainable homes – http://www.yourhome.gov.au/water
method (ACSIS131, ACSIS146)  Water audit activity – http://www.coolaustralia.org/activity/aussi-water-use-audit-secondary/
WS7.1 Students process data and information by:  BOM rainfall data – http://www.bom.gov.au/climate/cdo/about/cdo-rainfall-feature.shtml
a. summarising data from students' own investigations and secondary  SixMaps online mapping website – https://maps.six.nsw.gov.au/
sources (ACSIS130, ACSIS145)  Rainwater treatment guide – http://www.health.nsw.gov.au/environment/water/Documents/Rainwater-
b. using a range of representations to organise data, including graphs, Treatment-Guide.pdf
keys, models, diagrams, tables and spreadsheets
c. extracting information from diagrams, flowcharts, tables, databases, Design criteria

NSW Education Standards Authority

This unit was prepared by the NSW Education Standards Authority for and on behalf of the State of New South Wales which is protected by Crown copyright. 4
Syllabus Content
other texts, multimedia resources and graphs including histograms
and column, sector and line graphs
d. accessing information from a range of sources, including using
digital technologies
e. applying simple numerical procedures, eg calculating means when
processing data and information, as appropriate
WS9 Students communicate by:
e. constructing and using the appropriate type of graph (histogram,
column, sector or line graph) to express relationships clearly and
succinctly, employing digital technologies as appropriate
Living World
LW5 Science and technology contribute to finding solutions to conserving
and managing sustainable ecosystems.
Students:
c. describe examples of beneficial and harmful effects that micro-
organisms can have on living things and the environment
Chemical World
CW3 Mixtures, including solutions, contain a combination of pure
substances that can be separated using a range of techniques. (ACSSU113)
Students:
a. describe the importance of water as a solvent in daily life, industries
and the environment
b. describe aqueous mixtures in terms of solute, solvent and solution
c. relate a range of techniques used to separate the components of some
common mixtures to the physical principles involved in each process,
including filtration, decantation, evaporation, crystallisation,
chromatography and distillation
d. investigate the application of a physical separation technique used in
everyday situations or industrial processes, eg water filtering, sorting
waste materials, extracting pigments or oils from plants, separating
blood products or cleaning up oil spills
e. research how people in different occupations use understanding and
skills from across the disciplines of Science in carrying out
separation techniques.
Mathematics
Statistics and Probability
Investigate techniques for collecting data, including census, sampling and
observation (ACMSP284)
Explore the practicalities and implications of obtaining data through
sampling using a variety of investigative processes (ACMSP206)
Construct and compare a range of data displays, including stem-and-leaf
plots and dot plots (ACMSP170)
NSW Education Standards Authority
This unit was prepared by the NSW Education Standards Authority for and on behalf of the State of New South Wales which is protected by Crown copyright.
Teaching, learning and assessment Student diversity
 Students establish criteria for success, considering the factors affecting design, such as:
- function – the solution should make better use of a water source (eg more efficient collection of water or water
not currently accessed)
- environmental – the solution’s production and use should have a limited negative impact on the environment
(eg use of recycled materials and renewable resources)
- cost – the solution should be affordable to the identified audience and compete with existing products
- physical and material properties – the solution should be constructed in a way that ensures it will function and
last in its intended environment, under normal use
- safety – the solution should include features that ensure the safety of its users (eg labelling, use of materials
that meet government safety regulations).
Research
STEM team research can be carried out in a number of forms including:
 A water usage audit of the school or the students’ homes (see Resources) with analysis of the information by
tabulating and graphing data and making comparisons.
 First-hand investigations to re-create existing systems of water collection or processing, such as:
- creating a rain gauge and observing rainfall over a period of time
- water filtration
- water purification using evaporation and condensation (eg desalination).
 Investigation into potential water sources and opportunities for collection and processing, for example:
- predict rainwater collection potential by analysing rainfall data of the local area (see Resources) and
calculating surface area of suitable collection locations (eg roofs of buildings) using online maps (see
Resources)
- analysing samples of water from a local area to identify contaminants, such as micro-organisms (see
Resources).
 Participate in a problem-solving activity involving water volume and storage, for example creating a container
that holds the greatest amount of water using a set type and amount of resources (eg overhead projector sheet
and tape).
 Students summarise their findings and discussions from their research and compose a statement presenting their
point of view of the challenge, including its importance and one area that they see value in addressing.
5
Syllabus Content Teaching, learning and assessment Student diversity
Technology Mandatory Week 3: Water-wise ideas
4.2.1 generates and communicates creative design ideas and solutions
Students apply:
 methods used to generate creative design ideas Summary
 use of design folio to record and reflect on design ideas and decisions Students are encouraged to brainstorm many potential solutions. All students are encouraged to participate and all
ideas are respected and recorded, no matter how ‘unsuitable they may seem. As a team, students consider each idea
 communication methods
and carry out further research to determine their potential and feasibility. A suitable idea is selected to make an
 communication methods suitable for specific audiences initial model and test the idea. Extension
 using ICTs to plan, develop and document design projects  Students apply animation to their
4.2.2 selects, analyses, presents and applies research and experimentation models to demonstrate/simulate
Resources
from a variety of sources the process.
 Brainstorming resources, eg A3 paper, sticky notes, whiteboard and markers
 experimentation and testing of design ideas  Students incorporate an
 Grid paper and measuring tools automated control system to their
 relationship of experimentation to success criteria
 Optional: Computer and CAD software design, adding sensors, switches
 research methods and motors to their physical
4.4.1 explains the impact of innovation and emerging technologies on model to illustrate its operation.
Idea generation
society and the environment For example a simple moisture-
 STEM teams brainstorm ideas around the challenge ‘How might we make better use of Australia’s available
 innovation and emerging technologies relating to tools, materials, sensing circuit and control device
water?’ All ideas should be encouraged. Creativity and risk-taking should be encouraged. Their ideas could be a
techniques or products in each area of study (such as Arduino or Raspberry Pi)
product, system or environment.
4.3.1 applies a broad range of contemporary and appropriate tools, to activate an irrigation pump
 Students compile a list of areas for further research based on the brainstorm and carry out the research, connected to a rainwater tank.
materials and techniques with competence in the development of design
documenting key information in their folios.
projects  Students use laser cutters, 3D
 Students select an idea to model. Risk-taking is encouraged as students can return to this process to select printers or CNC routers, if
another idea to model if this idea ‘fails’. available, to produce elements for
Mathematics
their models.
Ratio and Rates Idea experimentation
Recognise and solve problems involving simple ratios (ACMNA173)  Teacher leads activities on producing a range of drawings that will communicate their design solutions, for
Solve a range of problems involving ratios and rates, with and without the example:
use of digital technologies (ACMNA188) - site/floor plans
Length - cross-sectional and cutaway drawings
Find perimeters of parallelograms, trapeziums, rhombuses and kites - pictorial drawings
(ACMMG196) - orthogonal and isometric drawings
- scientific diagrams
Area
- exploded and detail drawings
Choose appropriate units of measurement for area and convert from one
unit to another (ACMMG195) - 2D and 3D CAD drawings using appropriate software.
Establish the formulae for areas of rectangles, triangles and parallelograms  Students produce a sketch of their idea. The sketch should include labelling of key features and calculations, for
and use these in problem-solving (ACMMG159) example:
Investigate the relationship between features of circles, such as the area - shapes, surface areas, volumes
and the radius; use formulae to solve problems involving area - materials/resources
(ACMMG197) - system functioning (input > process > output)
Volume - positional information (eg location on a map)
Students: - scales/keys
Choose appropriate units of measurement for volume and convert from  Students present the model to their peers and the teacher, and gain feedback for improvements to the idea or
one unit to another (ACMMG195) representation of the idea.
Calculate the volumes of cylinders and solve related problems
(ACMMG217)

NSW Education Standards Authority

This unit was prepared by the NSW Education Standards Authority for and on behalf of the State of New South Wales which is protected by Crown copyright. 6
Syllabus Content Teaching, learning and assessment Student diversity

Technology Mandatory Weeks 4–6: Model production

Model-making Technologies
Extension
Materials
Summary  Students explore the use of laser
 characteristics and properties of model-making materials (see syllabus
Students create a second model of their solution, showing additional functionality and other modifications based on cutters, 3D printers or CNC
for suggested materials)
feedback on the first model. An iterative approach of model development, reflection and feedback then modification routers in the production of their
Tools is encouraged. model.
 specific tools related to model-making technologies
 the function and correct use of a range of contemporary tools used for Resources
measuring, marking out, cutting, construction and finishing
 Model-making materials, eg recycled materials, paper/card, foamboard, polymers, textiles, adhesives and joining
Techniques materials
 techniques (see syllabus for suggested techniques)  Model-making tools, eg CAD software and 3D printer
Graphics Technologies
Materials/Resources Production
 the range, suitability and use of materials, resources and data types Students:
according to industry standards eg AS1100  produce (scale) models of their design solution using a range of materials (including recycled) and tools (eg
 the features of common graphic data types CAD software, sensors and switches, laser cutters, 3D printers if applicable)
Tools  regularly seek feedback on models from peers and teacher, reflecting on the challenge criteria
 specific tools relating to graphics technologies Teacher:
 the function, selection and correct use of a range of contemporary tools  guides students in the production of their physical or CAD models
used for  guides students in the use of a range of tools and processes
– marking out and measuring  facilitates peer feedback sessions
– construction
– CAD and 3D modelling
Techniques
 simple drafting including multi-view drawing
 CAD/paint/draw software
 rendering to enhance communication

Science Weeks 7 & 8: Finalising and presenting

Working Scientifically
WS9 Students communicate by:
Summary
a. presenting ideas, findings and solutions to problems using scientific
Students finalise their project folios, reflecting on the criteria and produce a presentation of their system and the
language and representations using digital technologies as
process they underwent to develop the idea. Students model their project using presentation technologies, such as a
appropriate (ACSIS133, ACSIS148)
short video.
b. using appropriate text types in presentations, including a discussion,
explanation, exposition, procedure and recount
Resources
c. using a recognised method to acknowledge sources of data and
information  Computers with suitable presentation or video-editing software
d. constructing and using a range of representations to honestly, clearly
and/or succinctly present data and information including diagrams, Evaluation and presentation
keys, models, tables, drawings, images, flowcharts, spreadsheets and Students:

NSW Education Standards Authority

This unit was prepared by the NSW Education Standards Authority for and on behalf of the State of New South Wales which is protected by Crown copyright. 7
Syllabus Content Teaching, learning and assessment Student diversity
databases  produce a presentation of their project for the class in a prescribed or chosen form, eg video, website, multimedia
Technology Mandatory presentation.
4.6.1 applies appropriate evaluation techniques throughout each design  finalise their folios including all areas as detailed in the task brief.
project  present to the class.
 developing criteria for success as a tool for assessing design  submit final model of project solution and documentation folio for assessment.
development and production Teacher:
 ongoing evaluation of design ideas and decisions  guides students in the production of their verbal presentation using appropriate software applications as
 final evaluation considering: design process used, design solutions and available.
reflection on learning  assesses students’ teamwork, folios, verbal presentations and final product representation.
4.6.2 identifies and explains ethical, social, environmental and
sustainability considerations related to design projects
 ethical and responsible design
 environmental and sustainability considerations

Assessment overview
 Assessment for this unit of work should follow the school’s policies and procedures for task components and weightings.
 Teachers should conduct both informal and formal assessment of the students on their engagement, participation and final project submission.
 Refer to the unit overview document for assessment for learning ideas for each outcome.

Evaluation
Questions to guide reflection:
 To what level did students achieve the learning outcomes?
 How effective were the activities in helping students to understand key concepts and achieve the learning outcomes?
 How did the teaching strategies and activities facilitate student engagement?
 How could the unit be improved to enhance student engagement and learning?

NSW Education Standards Authority

This unit was prepared by the NSW Education Standards Authority for and on behalf of the State of New South Wales which is protected by Crown copyright. 8