sample unit mathematics stage 5 - stem pathway: unit 6

NSW Education Standards Authority – Sample unit Mathematics Stage 5 - STEM Pathway: Unit 6 Theme Park of 15

Stage 5: Mathematics STEM Theme Park Unit 6 sample program

Overview Duration

In Theme Park students will recall, re-learn and develop the following essential skills:

independent and dependent variables

coordinate pairs and substitution of 𝑥values into an equation to obtain 𝑦values

a set of coordinate pairs can be joined with a smooth curve to show the graph of an equation

correct use of mathematical conventions for graphing

calculator use with numbers in index form

statistics as a useful justification in decision-making

In Theme Park students will develop the following essential STEM understandings:

technological and social advancements can be made in relative safety due to the mathematics of describing curves, growth and change.

from drug dosages to financial investments, launching satellites to servicing roller-coasters, predicting populations and their growing needs, researchers and developers refer to a set of trusted equations.

12 weeks

Outcomes

A student:

graphs simple non-linear relationships (MA5.1‑7NA)

solves financial problems involving compound interest (MA5.2‑4NA)

connects algebraic and graphical representations of simple non-linear relationships (MA5.2‑10NA)

interprets mathematical or real-life situations, systematically applying appropriate strategies to solve problems (MA5.2-2WM)


Language/Literacy STEM

During discussion, draw natural connections between the students’

informal descriptions and gestures to the mathematical language of

concepts, shapes and formulas.

This unit provides the opportunity to consider that a theme park is driven

by STEM – an almost perfect example of all its elements coming

together. From the science of G-forces to the engineering of railway

tracks and all the special effects that technology can fit in between, it is

mathematics that describes all of the design, the workings and the costs.


Content Teaching and Learning STEM Resources and Stimulus

construct dot plots

explain the importance of aligning

data points when constructing dot

plots (Communicating,

Reasoning)

Activity 1: ‘How would you spend your $30?’

Note: This activity assumes that students have had the introductory

class discussion described above in the ‘student engagement’.

The teacher issues $30 of imaginary money to each student.

The teacher displays the rides shown at this link – each costs

$10 per ride.

Each student chooses THREE rides on which to spend their

money.

Students create a dot plot collating selections and discuss what

this reveals about the popularity of each ride.

The teacher requests students to record 3 insights for the future

design of their own rollercoaster.

Link to learning:

The teacher consolidates prior student understanding of how to

represent and interpret data to inform decisions.

The teacher relates student understanding of data to the needs of

customers and the processes of design.

The discussion of a rating system can be directed by teachers to

include appropriate statistical vocabulary and further develop

student understanding of categorical and numerical data.

Mathematics/ hospitality

industries: Working with

Customers is a specified outcome.

Students are to identify customer

needs and expectations, including

those of customers with special

needs.

Challenge activity: “Access all

areas”.

Students consider those within their

own age-group with special needs

that might impede their ability to

access aspects of an amusement

park.

Search online for site maps of at

least four Australian

theme/amusement parks.

As a class, develop a rating system

and use it to rank the parks

according to how accessible they

are for young people with special

needs.

use digital technologies to graph simple circles, eg

𝑥2 + 𝑦2 = 1, 𝑥2 + 𝑦2 = 4

recognise and describe equations

Activity 2: ‘The Pirate Ship Circle’

Students read the resource: ‘The Pirate Ship and other circular

rides’: https://www.tes.com/teaching-resource/the-pirate-ship-

and-other-circlular-rides-11436040.

STEM/VET/agricultural industries:

Students search for images of

circlular irrigation systems and

hence realise that farmers make

https://www.tes.com/teaching-resource/how-would-you-spend-your-dollars-30-amusement-park-rides-11436043

https://www.tes.com/teaching-resource/the-pirate-ship-and-other-circlular-rides-11436040




that represent circles with centre the origin and radius 𝑟

sketch circles of the form 𝑥2 + 𝑦2 = 𝑟2 where 𝑟 is the radius

of the circle

recognise the graph of a circle that

has been translated ‘left or right’

and/or ‘up or down’

Students use a digital tool such as Desmos or GeoGebra to

graph circles with their centre at origin:

o 𝑥2 + 𝑦2 = 1

o 𝑥2 + 𝑦2 = 4

o 𝑥2 + 𝑦2 = 9

Students generalise to identify the equation of the circle: 𝑥2 +

𝑦2 = 𝑟2

Students discuss how the size of the circle changes when the

value of 𝑟 changes.

Students explore the worksheet: ‘Exploring the equations of

circles’: https://www.tes.com/teaching-resource/exploring-the-

equations-of-circles-11436039 and discuss how each point on a

circle has a pair of 𝑥, 𝑦 coordinates that satisfy the equation

𝑥2 + 𝑦2 = 𝑟2

Using grid paper or workbooks, students sketch several graphs

of circles of the form 𝑥2 + 𝑦2 = 𝑟2

Differentiation:

Structured - Based on a diagram, students can identify and

describe a circle in terms of its centre and radius: centre moves

up, down, left or right; radius gets larger or smaller.

Extension - Students use digital graphing tools such as Desmos

or GeoGebra tos investigate circles of the form (𝑥 − ℎ)2 +

(𝑦 − 𝑘)2 = 𝑟^2

Extension - Students use the resource: ‘Interactive Equation of a

Circle’:

http://www.mathwarehouse.com/geometry/circle/interactive-

circle-equation.php

Extension - Given a diagram, students can describe its centre

regular use of the equations of

circles.

Stage 5 Science (Physical World)

students apply models, theories and

laws to explain situations involving

energy, force and motion.

https://www.tes.com/teaching-resource/exploring-the-equations-of-circles-11436039


http://www.mathwarehouse.com/geometry/circle/interactive-circle-equation.php




and radius in terms of (𝑥 − ℎ)2 + (𝑦 − 𝑘)2 = 𝑟2

and given an equation in this form , students can sketch the

circle.

Link to learning:

Students consider a real amusement ride that moves its passengers

around a perfect circle, in order to learn about circles in a given

context. Students answer questions about the size and location of

the circle, which can lead to understanding about transforming the

basic shape. Students discuss whether every seat is equally

‘thrilling’.

Differentiation:

Extension - Students discuss centripetal force and how it

produces sensations of ‘weightlessness’ at the top of the circle

and ‘heaviness’ at the bottom of the circle. Note that this goes

beyond the syllabus for Mathematics Stage 5 but it will be useful

for those studying Science Stage 6.

Guided practice:

School-based and online worksheets could be used as resources.

connect the shape of a non-linear

graph with the distinguishing

features of its equation

(Communicating, Reasoning)

identify parabolic shapes in the

environment (Reasoning)

graph parabolic relationships of

Activity 3: ‘Mr Squiggle’ designs a roller-coaster

View the video: ‘Mr Squiggle’:

https://www.youtube.com/watch?v=zJnf7Sfbi3E

In pairs, draw a ‘squiggle’ for your partner to turn into a picture.

The squiggle must only include complete or portions of

geometrical shapes.

Teacher gives a ‘squiggle’ to each student. Students are to

STEM/VET Students watch the

video: ‘Parabolas in the real-world’:

https://www.youtube.com/watch?v=l

bMir1UAO4I could be set as

homework viewing in preparation for

this set of learning (7mins).

Science & Technology/sport


https://www.youtube.com/watch?v=lbMir1UAO4I




the form 𝑦 = 𝑎𝑥2, 𝑦 = 𝑎𝑥2 + 𝑐

(such as 𝑦 = 𝑥2, 𝑦 = −𝑥2, 𝑦 =𝑥2 + 1, 𝑦 = −𝑥2 − 1), with and

without the use of digital

technologies

describe the effect on the graph of

𝑦 = 𝑥2 of multiplying 𝑥2 by

different numbers (including

negative numbers) or of adding

different numbers (including

negative numbers) to 𝑥2

(Communicating, Reasoning)

determine the equation of a parabola, given a graph of the parabola with the main features clearly indicated (Reasoning)

recognise the graph of a parabola

that has been translated ‘left and

right’

determine the 𝑥-coordinate of a point

on a parabola, given the y-coordinate

of the point

develop the squiggle into a roller-coaster according the rules on

‘Mr Squiggle roller coaster’: https://www.tes.com/teaching-

resource/-mr-squiggle-roller-coaster-printable-for-students-

11436034 (teacher may wish to consider: ‘Mr Squiggle roller

coaster – student work samples’: https://www.tes.com/teaching-

resource/-mr-squiggle-roller-coaster-student-work-samples-

11436038)

(Note to teachers: prepare multiple copies to allow students to try

different ideas and improve on their first attempt by comparing

with the ideas of others.)

Link to learning:

By considering a rollercoaster, students realise that straight lines

and circles may not be enough to design a good ride. Students

identify what type of line each of the construction lines were. They

then work in pairs to determine the equation of the circle

construction line.

The teacher introduces the name ‘parabola’.

Students consider where they have seen a parabola shape existing

naturally and where they have seen things move in a parabolic

shape (eg basketball). Students watch the videos: ‘Parabolas in real

life’: https://www.youtube.com/watch?v=cXOcBADMp6o and

‘Quadratic Functions and Parabolas in the Real World’:

https://www.youtube.com/watch?v=He42k1xRpbQ

Students reflect on the equations for a straight line and a circle and

discuss in pairs what the equation for a parabola might include.

Consolidation for skill development:

careers/manufacturing

industries: A ball thrown into the air

will move in the shape of a

parabola. Players and coaches use

computer graphics and the

parabolic equations to perfect the

‘launch’ technique. Industrial

engineers use similar tools to keep

their companies in the race to be

market leaders in the production of

sporting equipment.

Activity: (ideally students are taken

outside for this activity, but it can be

conducted in the classroom with a

soft ball/bean bag or similar)

Using a large hoop or bin,

blindfolded students are coached by

sighted students to get a ball into a

‘goal’. Students will find that

instructions about height will be as

important as instructions about

direction. During the activity

teachers can point out to students

that they are describing key features

of parabolas.

In terms of rollercoaster design, the

ball is the cart and its flight path is

the track. In pairs, students pass a

http://syllabus.bostes.nsw.edu.au/glossary/mat/multiplication/?ajax

http://syllabus.bostes.nsw.edu.au/glossary/mat/multiplication/?ajax

https://www.tes.com/teaching-resource/-mr-squiggle-roller-coaster-printable-for-students-11436034



https://www.tes.com/teaching-resource/-mr-squiggle-roller-coaster-student-work-samples-11436038



https://www.youtube.com/watch?v=cXOcBADMp6o




Students explore an interactive parabola by tracking the 𝑥 and

𝑦coordinates along the curve to observe that the parabola is

made up of infinitely many of points.

Students use substitution to complete a table of values and then

use the values to plot various parabolas of the forms:

𝑦 = 𝑎𝑥2, 𝑦 = 𝑎𝑥2 + 𝑐. Students complete the worksheet:

‘Parabolas – Skill practice’: https://www.tes.com/teaching-

resource/parabolas-skill-practice-11436018

Using a digital graphing tool such as Desmos, students

investigate parabola transformations. Students complete the

worksheet: ‘Investigate parabola transformations’:

https://www.tes.com/teaching-resource/investigate-parabola-

transformations-11436023

Differentiation (language):

Structured - moves up or down, left or right, gets wider or

narrower.

Extension - translation.

The teacher presents other examples of parabolas that have been

translated left or right for observation and discussion.

Differentiation:

Extension - students use a digital tool such as Desmos to

investigate left and right translations of the parabola 𝑦 =

𝑎𝑥2. Students use the interactive resources: ‘Angry birds love

parabolas’: https://www.geogebra.org/m/F4GMYu83 and ‘The

transformations of the parabola – h’:

https://www.geogebra.org/m/PcDqkDw8

ball to model what they think is the

ideal steepness of a rollercoaster.

Teachers moving between pairs can

assist students with visualising the

model on a larger scale.

Engineering/construction

industries: Students consider - is

Sydney harbour bridge a parabola,

a semi-circle, neither?

Engineering/design industries:

While major engineering works

often use parabolic shapes, even

the simple water fountain can be

better designed when the engineer

considers the ‘shape’ of the water

flow. Students compare the pros

and cons of drinking fountains

where the water shoots straight up

and those that send the water in a

parabolic arc.

STEM challenge: For students:

Your theme park requires drinking

fountains. You are going to design

and test some models before

deciding what type you want to

instal.

Students work on the activity:

‘Water Fountain’:

http://www.mathwarehouse.com/quadratic/parabola/interactive-parabola.php

https://www.tes.com/teaching-resource/parabolas-skill-practice-11436018


https://www.tes.com/teaching-resource/investigate-parabola-transformations-11436023


https://www.geogebra.org/m/F4GMYu83




Consolidation of learning by experience:

The teacher explicitly teaches the equation of a parabola

Guided practice:

School-based and online worksheets could be used as

resources.

‘Parabolas – skill practice’: https://www.tes.com/teaching-

resource/parabolas-skill-practice-11436018

http://tryengineering.org/lesson-

plans/water-fountain, which is a

fully-described teacher resource

with student worksheets (three to

four lessons).

sketch, compare and describe, with and without the use of digital technologies, the key features of simple exponential curves, eg sketch and describe similarities and differences of the graphs of

y = 2x, y = −2x, y = 2−x, y = −2−x, y = 2x + 1, y = 2x − 1

recognise the graph of an exponential that has been translated ‘left or right’ and/or ‘up or down’

Activity 4: The exponential climb

Discussion: So far you have straight lines, circular paths and

parabolic curves to use in your designs. Is there a type of curve that

is quite common in roller-coasters but not included in this list?

Students watch the video: ‘The Tower of Terror II’:

https://www.youtube.com/watch?v=vsDnBIn1ouk&feature=youtu.be

Students ‘sketch’ in the air the shape they think this roller- coaster

must be. (Note to teachers: it might be argued that this roller-coaster

is something other than exponential in shape. However, for the

purposes of this STEM-VET Pathway it is a sufficient and useful

real-world approximation for students.)

Students discuss: ‘Could the lower half of this example offer a useful

design element for the beginning and/or end of your roller-coaster?’


The teacher explicitly teaches:

the name, shape and basic equation of exponentials

how to enter an exponential equation into a digital graphing tool

including the use of ^ where index notation is not allowed for ‘to

Science/human services

industries/primary

industries/financial industries:

While the emphasis of this unit is on

the physical shape of an

exponential curve so that students

can develop their design, many real-

world applications of exponential

equations are concerned with

counting population or investment

growth.

Do farmers still worry about rabbit

populations? What do students

know about the Australian rabbit

plague of the early 1900s?

Online resources demonstrate the

exponential growth of populations,

for example:

‘Exponential growth in the real



http://tryengineering.org/lesson-plans/water-fountain




http://www.mathwarehouse.com/exponential-growth/exponential-models-in-real-world.php



the power of’.

Development:

1. Students explore variations of the basic equation and changes to

the basic curve using a digital graphing tool. (Use a similar

methodology as for parabolas.)

2. The teacher formalises student observations with diagrams,

equations and explanations for each of 𝑦 = 2𝑥 , 𝑦 = −2𝑥, 𝑦 =

2−𝑥, 𝑦 = −2−𝑥,

𝑦 = 2𝑥 + 1, 𝑦 = 2𝑥 − 1

3. students investigate – ‘Why do the graphs behave this way?’

a. Calculator exercise (Note to teachers: this will revise

scientific notation as calculators will present answers in this

form.)

Students create a table of values that includes

𝑥 = −10, −5, −1, 0, 1, 5, 10.

Students plot points and join with a smooth curve.

b. Students discuss the point at 𝑥 = 0. Were any students

expecting (0, 0)? If so, they are interpreting the index as

multiplication.

c. Students discuss: ‘What do you think 𝑦 will equal when

𝑥 = 20? When 𝑥 = −20?’

d. Students discuss: ‘Will the graph ever go below the 𝑥axis?’

The teacher defines ‘horizontal asymptote’ and demonstrate

the convention for showing these on a graph.

Guided practice: School-based and online worksheets could be

used as resources.

world’:

http://www.mathwarehouse.com/

exponential-growth/exponential-

models-in-real-world.php

‘Going Viral’:

https://www.tes.com/teaching-

resource/going-viral-11344185

which considers a case of

exponential growth that students

encounter in their social media all

the time.

What about people in the human

services industries? Health care

requires ongoing data about human

populations so that effective

planning can be done. Diseases can

also spread with an exponential

pattern.

Students discuss: ‘Do any students

now realise they are likely to

encounter an exponential graph or

calculation in their future careers?’





https://www.tes.com/teaching-resource/going-viral-11344185




Differentiation:

Structured:

o Students recognise and name exponential curves

o Students use digital technologies to generate curves from

exponential equations

Extension :

o Students recognise and name exponential curves and

give quantitative descriptions of translations

o Students give the equation of curves with one and two

transformations

o Students sketch the curves of exponential equations

without the aid of digital technologies including those with

two transformations

The video: ‘Super Base (WSHS Math Rap Song):

https://www.youtube.com/watch?v=QIZTruxt2rQ&feature=youtu.be

is a fun way to remind students of some things they have previously

studied about bases.

use a spreadsheet to graph the value of an investment of a particular amount at various compound interest rates over time (Problem Solving)

use graphs of the value of an investment earning compound interest over time to determine the number of time periods required to obtain a particular

Activity 6: Financial graphs

Investigation: ‘What does it cost to build a waterslide?’

For students:

Now that you have completed your roller-coaster and it’s drawing

crowds from far and wide, you want to build an awesome

waterslide in your theme park

Consider the cost of building a theme park waterslide and then

discover the impact of interest on the actual cost if the money

must be borrowed

Technology/financial services:

Students need to know the sources

of information commonly used in

financial services to compile

information about financial

operations including data and

statistics involving compound

interest tables and loan calculators.




total amount (Problem Solving)

predict the shape of a graph showing the total value of an investment earning simple interest when its equation is 𝐴 = 𝑃 + 𝐼 and 𝐼 = 𝑃𝑅𝑇, hence, 𝐴 = 𝑃 + 𝑃𝑅𝑇

use digital technologies to compare interest earned for a particular investment when the interest is calculated as compound interest and as simple interest by graphing both on the same axis

compare the shape of a graph showing the value of an investment earning compound interest over time to that of the basic exponential curve

use digital technologies to compare investments for different compounding periods by graphing both on the same set of axes

Students complete the activity: ‘Theme Park Waterslide Loan

Spreadsheet’: https://www.tes.com/teaching-resource/theme-park-

waterslide-loan-spreadsheet-11435984

Link to learning:

Throughout this unit curves have mostly been considered as

physical structures. As interest calculations also form curves, they

provide a good opportunity to ensure that students do not lock into

thinking graphs of equations are only concerned with the physical

world.

Additional learning opportunity:

By using a spreadsheet to generate ongoing interest calculations

and hence plot account balances against time, the understanding of

curves as lines joining points created by calculations is reinforced.

Students could be given opportunity to practice their spreadsheet

skills.


Scenario: The students need a loan to cover the cost of building the

new waterslide in their theme park. Students use the pre-made

spreadsheet and included instructions to compare two different loan

offers – one simple interest and the other compound interest.

(Share with students and have each make their own copy to edit.)

Students also consider the type of graph produced and experiment

with values to see changes to the graph.

Differentiation:

Structured - Students use the spreadsheet worksheet with

https://www.tes.com/teaching-resource/theme-park-waterslide-loan-spreadsheet-11435984




graphs already set up to respond to tables of values and fit

trendlines.

Extension - Students design and create the spreadsheet

themselves and/or create their own graph using the data.

Guided practice:

Students complete the worksheet: ‘Interest rate curves’:

https://www.tes.com/teaching-resource/interest-rate-curves-

11436013

use the formula to find compound

interest: 𝐴 = 𝑃(1 + 𝑅)𝑛 where 𝐴 is the total amount, 𝑃 is the

principal, 𝑅 is the interest rate per compounding period as a

decimal, and 𝑛 is the number of compounding periods

compare the total amounts obtained for a particular investment when the interest is calculated as compound interest and as simple interest, eg compare the total amount

obtained when $10,000 is invested at an interest rate of 6% per annum compounded monthly for 5 years, with the total amount obtained when the interest is calculated as simple interest (Problem Solving)

calculate and compare

Explicit teaching of the compound interest formula including revision

of the simple interest formula.

Differentiation:

Structured - interest compounds annually

o calculate 𝐴 given 𝑃, 𝑅 and 𝑛

o calculate interest earned from 𝐴 and 𝑃

o emphasis on substituting information into the equation

Extension - include

o calculate and compare investments for different

compounding periods

Apply to roller-coaster project: Is it a good investment?

Students search online to discover the typical cost of building a

modern theme park roller-coaster.

Students calculate and compare investing that amount of money

in a compound interest account for five years. (Conditions of

investment including compounding periods to correspond to

differentiated teaching.)

STEM/VET

Does all research have to result in

profit?

Do all developments have to make

a profit?

Does all work have to result in

earning an income?

Cross-KLA opportunity for

discussion and further engagement

with these questions in Commerce,

Science, English and other subjects.

https://www.tes.com/teaching-resource/interest-rate-curves-11436013




investments for different compounding periods, eg calculate and compare the value of an investment of $3000 at an

interest rate of 6% per annum after 5 years when the interest is compounded annually, as opposed to the interest being compounded monthly (Problem Solving)

Students discuss: ‘Can a roller-coaster earn this amount of

money in the same period?’

Students research customer capacity for a modern theme park

roller-coaster.

Students calculate anticipated earnings and compare to total

cost of the investment.

Students discuss: ‘If a roller-coaster makes a loss, why would

anybody build one?’

Guided practice:

School-based and online worksheets could be used as resources.

connect the shape of a non-linear graph with the distinguishing features of its equation (Communicating, Reasoning)

identify parabolic shapes in the environment (Reasoning)

Extension STEM Activity: “Firework display on opening night”

For students: Your theme park is about to open. You are planning a

major event to celebrate this, including a firework display.

Students research how fireworks are launched.

Students do the activity: ‘Water rocket launch’:

http://tryengineering.org/lesson-plans/water-rocket-launch, which

may take up to four lessons

Differentiation:

Structured - focus on construction and observation of the rocket

launch

Extension - students study the associated explanatory notes

which include information about the Physics of a rocket launch

Science &

Technology/entertainment

industries: The parabolic pathways

of fireworks are calculated to ensure

audience safety and a spectacular

performance.

http://tryengineering.org/lesson-plans/water-rocket-launch


Assessment strategies

Activity: Design and pitch your design of a roller-coaster

Topic test: Short answer and multiple-choice test based on Content

Student self-evaluation: Students rate their own development through this unit – their understanding and skills, their application to learning and

working mathematically. Students discuss these with one another and then with teacher 'For Learning' in order to identify their readiness to move

on to the next topic and personal learning objectives they might set themselves for the next topic.

Resources overview

URLs of linked resources:

Teaching and Learning URLs of linked resources

‘The Pirate Ship and other circular rides’: https://www.tes.com/teaching-resource/the-pirate-ship-and-other-circlular-rides-11436040

‘Exploring the equations of circles’: https://www.tes.com/teaching-resource/exploring-the-equations-of-circles-11436039

‘Interactive Equation of a Circle’: http://www.mathwarehouse.com/geometry/circle/interactive-circle-equation.php

Video: ‘Mr Squiggle’: https://www.youtube.com/watch?v=zJnf7Sfbi3E

‘Mr Squiggle roller coaster’: https://www.tes.com/teaching-resource/-mr-squiggle-roller-coaster-printable-for-students-11436034

‘Mr Squiggle roller coaster – student work samples’: https://www.tes.com/teaching-resource/-mr-squiggle-roller-coaster-student-work-samples-

11436038

‘Parabolas in real life’: https://www.youtube.com/watch?v=cXOcBADMp6o

‘Quadratic Functions and Parabolas in the Real World’: https://www.youtube.com/watch?v=He42k1xRpbQ

‘Parabolas – Skill practice’: https://www.tes.com/teaching-resource/parabolas-skill-practice-11436018

‘Investigate parabola transformations’: https://www.tes.com/teaching-resource/investigate-parabola-transformations-11436023

‘Angry birds love parabolas’: https://www.geogebra.org/m/F4GMYu83

‘The transformations of the parabola – h’: https://www.geogebra.org/m/PcDqkDw8

‘The Tower of Terror II’: https://www.youtube.com/watch?v=vsDnBIn1ouk&feature=youtu.be

‘Super Base (WSHS Math Rap Song): https://www.youtube.com/watch?v=QIZTruxt2rQ&feature=youtu.be

‘Theme Park Waterslide Loan Spreadsheet’: https://www.tes.com/teaching-resource/theme-park-waterslide-loan-spreadsheet-11435984








https://www.youtube.com/watch?v=cXOcBADMp6o




https://www.geogebra.org/m/F4GMYu83






Resources overview

‘Interest rate curves’: https://www.tes.com/teaching-resource/interest-rate-curves-11436013

‘Water rocket launch’: http://tryengineering.org/lesson-plans/water-rocket-launch

‘STEM Resources and Stimulus URLs of linked resources

‘Parabolas in the real-world’: https://www.youtube.com/watch?v=lbMir1UAO4I

‘Water Fountain’: http://tryengineering.org/lesson-plans/water-fountain

‘Exponential growth in the real world’: http://www.mathwarehouse.com/exponential-growth/exponential-models-in-real-world.php

‘Going Viral’: https://www.tes.com/teaching-resource/going-viral-11344185

Sites showing careers that use maths:

Plus Magazine – career interviews: https://plus.maths.org/content/Career

Get the Math: http://www.thirteen.org/get-the-math/

Teacher Evaluation of Unit


http://tryengineering.org/lesson-plans/water-rocket-launch






https://plus.maths.org/content/Career

https://plus.maths.org/content/Career

http://www.thirteen.org/get-the-math/

http://www.thirteen.org/get-the-math/

sample unit mathematics stage 5 - stem pathway: unit 6

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