SCIT101 - Stem Principles

Year

Credit points

Campus offering

Prerequisites

Teaching organisation

Unit rationale, description and aim

In order to achieve accreditation from the New South Wales Standards Education Authority and to fulfil the role of a as secondary teaching professionals in the Technologies discipline, students need to undertake discipline studies in technologies to acquire discipline-specific technologies subject content knowledge and skills. In this unit students will explore foundational Science, Technology, Engineering and Mathematics (STEM) concepts and principles. Laboratory experiments and activities will deepen students' understanding of STEM principles and allow them to investigate their utility in food, textile, material and product design technologies. Knowledge and skills in laboratory experimentation, report writing and safe use of materials and equipment will be developed. The aim of this unit is to help students develop knowledge and understanding of STEM concepts and principles which will be applied in subsequent units in the technologies sequence.

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

On successful completion of this unit, students should be able to:

LO1 - Identify and discuss STEM (Science, Technology, Engineering and Mathematics) concepts and principles (GA5, GA8) 

LO2 - Utilise scientific methods to investigate STEM principles relating to food, textile and industrial technologies and materials (GA4, GA5, GA6, GA10)

LO3 - Critically analyse experimental results and report findings in a laboratory report (GA4, GA5, GA6, GA8, GA9) 

Graduate attributes

GA4 - think critically and reflectively 

GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession 

GA6 - solve problems in a variety of settings taking local and international perspectives into account

GA8 - locate, organise, analyse, synthesise and evaluate information 

GA9 - demonstrate effective communication in oral and written English language and visual media 

GA10 - utilise information and communication and other relevant technologies effectively.

Content

Topics will include:

Methods and Practice 

• Safe use of materials and equipment 
• The scientific method 
• Laboratory report writing 

Materials 

• Structure 
• Function 
• Properties 
• Chemical bonds 
• Chemical reactions 
• Technological applications 
• Engineering principles and systems 

Mathematics 

• Measurement 
• Basic arithmetic and algebra 
• Perimeters, areas and volumes 
• Plane geometry 
• Linear and simultaneous equations 
• Trigonometry 

Learning and teaching strategy and rationale

A student-focused, problem-based learning approach is used in this unit. Students encounter concepts and principles of science, technology, engineering and mathematics (STEM) through lectures and tutorials. Concepts are discussed and understanding of them broadened through experiments and practical activities. STEM skills are introduced through a practice-oriented learning method. This involves the parallel development of procedural and conceptual skills required for design, development and evaluation of materials and methods in technologies. The unit aims to enable the development of conceptual, procedural and professional knowledge and skill which needed to investigate and solve problems in technologies contexts. 

Mode:Lectures, tutorials, laboratory workshops. 

Duration: Five hours per week for twelve weeks or equivalent.  

This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total across the semester. To achieve a passing standard in this unit, students will find it helpful to engage in the full range of learning activities and assessments used in this unit, as described in the learning and teaching strategy and the assessment strategy.  

Assessment strategy and rationale

The problem-based learning strategy employed in this unit is supported by the integration of progressive tasks completed at critical points of the students’ learning. Theoretical conceptual knowledge and practical skills-based knowledge are developed simultaneously in that acquisition and assimilation of knowledge develops during application of science, technology, engineering, and mathematics principles and skills in design practices. Initially students acquire knowledge in STEM principles in the lectures and tutorials and develop experimental and report writing skills through practical workshop classes. Tutorials and practical workshops provide opportunities for formative assessment which supports assimilation of knowledge of methods and skills in the practical setting. Summative assessment aims to assess students’ application of STEM knowledge, skills (conceptual, procedural) and competencies through mathematics tasks, laboratory reports and an examination. In this unit the method aims to assess students’ achievement of a synthesis between STEM theory and practice. Therefore, the main assessment method used are laboratory reports and an examination.  

Overview of assessments

A range of assessment procedures will be used to meet the unit objectives consistent with University assessment requirements. Such procedures may include examinations, tutorial exercises, tutorial quizzes, reports and practical lab experiments. Assessment tasks will address all learning outcomes as well as relevant graduate attributes. 

Representative texts and references

Alldis, B.K., & Kelly, V. (2012). Mathematics for technicians (7th ed.). North Ryde, NSW: McGraw-Hill Education. 

Aylward, G., & Findlay, T. (2013). SI chemical data (7th ed.). Milton, Qld: Jacaranda Wiley. 

Bootsma, K., Badger, D., & Hamper, S. (2013). New century maths: Advanced 9 for the Australian curriculum: NSW stages 5.2/5.3. South Melbourne, Vic: Cengage Learning. 

Croxford, S., & Stirling, E. (2017). Understanding the science of food: From molecules to mouthfeel. Crows Nest, NSW: Allen & Unwin. 

Kaldolph, S.J. (2017). Textiles (12th ed.). Boston, MA: Pearson. 

Knight, R. (2016). Physics for scientists and engineers: A strategic approach with modern physics (4th ed.). Upper Saddle River, NJ: Pearson. 

Smith, W.F., & Hashemi, J. (2018). Foundations of materials science and engineering (6th ed.). Boston, MA: McGraw-Hill. 

Timberlake, K. C., & Timberlake, W. (2017). Basic chemistry (5th ed.). Boston, MA: Pearson. 

Zumdahl, S.S., & DeCoste, D.J. (2019). Introductory chemistry: A foundation (9th ed.). Boston, MA: Cengage Learning. 

Websites 

CSIRO Manufacturing Science and Technology http://www.cmst.csiro.au/