Creative STEM Design

Year Level

Year 10

Duration

60 minutes

Class Size

16 students

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Learning Objectives

Referencing the Australian Curriculum v9 for Technologies and Mathematics, Year 10:

• AC9M10SP03: Design, test, and refine solutions to spatial problems using algorithms and digital tools; communicate and justify solutions.
• AC9M10M05: Use mathematical modelling to solve practical problems involving proportion and scaling of objects; formulate and interpret solutions.
• AC9TDE10K01: Analyse how ethical, security, and sustainability factors influence design and technologies innovations.

The task focuses on digital fabrication technologies such as 3D printing and laser cutting aligned with computational thinking, problem-solving, and prototyping skills.

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Curriculum Alignment

• Technologies > Design and Technologies > Digital Technologies
  AC9M10SP03: Students will design and create scale models using 3D printing and laser cutting.
  AC9M10M05: They will apply proportional scaling and measurement when preparing their digital designs for fabrication.
  AC9TDE10K01: Students will consider sustainability and ethical design principles in their works.

• General Capabilities: Critical and creative thinking, ethical understanding, ICT capability.

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Resources Needed

• Computers with CAD software (e.g., Tinkercad or Fusion 360)
• Access to 3D printers and laser cutters
• Worksheets for design planning and evaluation
• Digital projector and screen for instruction and demonstration
• Safety equipment for operating laser cutters and 3D printers

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Lesson Outline

1. Introduction (10 minutes)

• Briefly explain the capabilities of 3D printers and laser cutters and their use in STEM fields.
• Introduce the project: Each student will design a small, personal keychain or name tag that incorporates geometric shapes and tessellations.
• Discuss the importance of scale and proportion in design (link to AC9M10M05).
• Highlight ethical and sustainable material use (link to AC9TDE10K01).

2. Design Phase – Individual Task (20 minutes)

• Students use CAD software to design their keychain or name tag. Instructions include:

  • Incorporate at least one tessellation pattern (repeating geometric shapes).
  • Use scaling principles to ensure the design fits within specified dimensions (e.g., max 6cm x 3cm).
  • Optional: Include student initials or a simple motif meaningful to the student.

• Provide worksheets to guide the design process:

  • Sketch initial design ideas
  • Calculate scale factors
  • Write a brief rationale explaining their design choices, addressing sustainability or ethical considerations.

3. Digital Fabrication Planning (10 minutes)

• Students prepare their design files for 3D printing or laser cutting.
• Discuss file formats, machine limitations, and safety considerations.
• Teacher demonstrates how to ‘slice’ files for 3D printing or set parameters for laser cutting.

4. Fabrication & Reflection Instructions (5 minutes)

• Explain the fabrication process will happen after the lesson (due to time constraints), or students may book time slots to print/cut their designs.
• Students reflect on their design and submit their worksheet with rationale at the end of the session.

5. Wrap-Up and Q&A (15 minutes)

• Students share their design ideas with the class verbally or via projected images.
• Class discussion on challenges, interesting solutions, and how digital tools assist in problem-solving.
• Teacher summarizes how the task meets curriculum objectives and connects to real-world design and manufacturing processes.

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Assessment

• Formative Assessment:

  • Observation during design phase of use of CAD tools and problem-solving.
  • Worksheet completion including scale calculations and rationale.
  • Participation in discussion and reflection.

• Summative Assessment: (Optional, can be submitted next lesson)

  • Final design file ready for printing/cutting.
  • Written or oral explanation of their design choices relating to spatial problem-solving and sustainability considerations.

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Safety Considerations

• Ensure students follow safety protocols when operating or observing 3D printers and laser cutters.
• Supervising adult must operate machinery.
• Students must wear protective equipment as required.

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This lesson plan provides an engaging, hands-on, individual task that leverages cutting-edge STEM tools while thoroughly aligned with the Australian Curriculum v9 Technologies learning objectives AC9M10SP03, AC9M10M05, and AC9TDE10K01. It encourages computational thinking, spatial reasoning, and ethical design reflection, perfectly suited to Year 10 students' capabilities and curriculum standards.