Sample work STEM Stage 5: Tiny house

Description of activity

This project requires students to research and develop a design for a Tiny House and produce a range of presentation drawings with the option to also construct a 3D model of their design.

There is scope for innovative and flexible design solutions using a range of alternative materials and sustainable technologies. This project allows for creative design solutions as well as developing skills in architectural presentation drawing, scientific enquiry and mathematical application.

Context

This unit is an example of the integration of Science, Graphics Technology, Industrial Technology Engineering, and Mathematics. The unit of work has a theme and focus which draws syllabus content and skills from all four courses. The relevant syllabus outcomes and content from each area are provided so that explicit teaching can be applied throughout the unit.

Students should be able to use mathematical calculations to assist with their design development, scientific concepts to address the environmental requirements and apply AS1100 drawing standards (Part 301 – architectural drawings) to realise the final design and presentation of their Tiny House. An option would be to construct a scale model of the design to assist with communicating their Tiny House concept. Students will follow a process of research, investigation, design development, calculations, drawing production, documentation and evaluation.

Tiny Houses provide small-footprint, low-cost, accessible housing for a variety of purposes both permanent and temporary.

Outcomes

Activities in this unit are drawn from the following outcomes.

Science 7–10

A student:

• SC5-7WS processes, analyses and evaluates data from first-hand investigations and secondary sources to develop evidence-based arguments and conclusions
• SC5-11PW explains how scientific understanding about energy conservation, transfers and transformations is applied in systems
• SC5-13ES explains how scientific knowledge about global patterns of geological activity and interactions involving global systems can be used to inform decisions related to contemporary issues.

Graphics Technology: Option module – Architectural drawing

A student:

• 5.1.1 communicates ideas graphically using freehand sketching and accurate drafting techniques
• 5.2.1 designs and produces a range of graphical presentations
• 5.3.1 identifies, interprets, selects and applies graphics conventions, standards and procedures in graphical communications
• 5.3.2 manages the development of graphical presentations to meet project briefs and specifications
• 5.4.1 manipulates and produces images using computer-based drafting and presentation technologies
• 5.6.1 demonstrates the application of graphics to a range of industrial, commercial and personal settings
• 5.6.2 evaluates the impact of graphics on society, industry and the environment.

Industrial Technology – Engineering

A student:

• 5.5.1 applies and transfers acquired knowledge and skills to subsequent learning experiences in a variety of contexts and projects
• 5.7.1 describes, analyses and uses a range of current, new and emerging technologies and their various applications
• 5.7.2 describes, analyses and evaluates the impact of technology on society, the environment and cultural issues locally and globally.

Mathematics 7–10

A student:

• MA5.1-1WM uses appropriate terminology, diagrams and symbols in mathematical contexts
• MA5.1-6NA determines the midpoint, gradient and length of an interval, and graphs linear relationships
• MA5.1-8MG calculates the areas of composite shapes, and the surface areas of rectangular and triangular prisms
• MA5.1-11MG describes and applies the properties of similar figures and scale drawings
• MA5.1-12SP uses statistical displays to compare sets of data, and evaluates statistical claims made in the media.

Criteria for assessing learning

Students produce a variety of work samples as they participate in STEM investigation, and design and development activities. These should be evaluated to determine students’ level of achievement and understanding.

Student understanding may also be assessed through the analysis of contributions to class discussions, team work and demonstrations of thinking skills, recorded using observational checklists or anecdotal records. Refer to the unit overview document (PDF 233.51KB) for assessment for learning ideas for each outcome.

• Evidence of work STEM Stage 5: Integrated – Tiny House (PDF 2.89MB)

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