how to use this book - bearly engineering · 2020. 4. 7. · how to use this book ’ young...

’How to use this Book ’Young Engineers - Projects is a companion to the picture book Young Engineers. As a resource for those who want to encourage young children to explore and enjoy engineering, it:

• Introduces engineering, the engineering design process and the characteristics of Young Engineers.• Explores a range of engineering disciplines through music, art, real-world examples and hands-on

projects:• Each discipline is identified by a unique symbol and covered in a double page spread.

• Symbols are also used to identify sections within each discipline; songs, engineering information and projects.

• Identifies links to Curricula (page 32).• Includes a QR code for downloading audio files of the songs (inside back cover).

Young Engineers - Projects is designed to:• Make engineering accessible. These projects are based on the use or reuse of common household items

and the use of common household tools where practicable.• Be used with adult supervision when projects are being undertaken. Safety is of primary importance

and because circumstances vary, risks should be considered prior to undertaking each project.• Be a starting point that provides inspiration for young engineers to create. To this end, the projects are

intended to:o Be illustrative rather than completely prescriptive. Where applicable, they should be adapted

based on available materials and child-led interest.o Lead to questions, further investigation and creation. Engineering is a broad profession and

there are many opportunities for adults to facilitate engineering-based experiences for children.

For more information and additional resources please visit www.bearlyengineering.com or www.earlychildmusic.com.au

To Cassie, Isla and Matilda - true young engineers - SLFor young engineers everywhere - Dream Big - AK

NNOOTTIICCEE OOFF DDEEVVEELLOOPPMMEENNTTYYoouunngg EEnnggiinneeeerrss -- PPrroojjeeccttssWritten by Andrew King and Sue LewinIllustrated by Benjamin Johnston

First published in Australia in 2019 by Bearly Engineering: www.bearlyengineering.com

For children aged 3 - 8 years

ISBN: 978-0-646-80951-9

Text copyright © 2019 Andrew King and Sue Lewin, illustrations copyright © 2019 Benjamin Johnston, diagrams copyright © 2019 Andrew King and music copyright © 2019 Sue Lewin and Andrew King. Photographs copyright © 2019 Andrew King and Sue Lewin except as noted.

This book is copyright. Apart from any fair dealing for the purposes ofprivate study, research, criticism or review, as permitted under the Copyright Act, no part may be reproduced by any process without written permission.

Unauthorised copying, hiring, lending, public performances and broadcasting of the music is prohibited.

The designs and instructions contained in this book are copyrighted and not for commercial reproduction without the permission of the publisher. To the fullest extent permitted by law, the author and publisher disclaim any liability, loss, damage or risk that may be claimed or incurred as a direct or indirect consequence of the use and/or attempted use of any of the contents of this book. Enquires should be addressed to the publisher. All rights reserved.

Designed by Andrew King.Printed and bound in Australia by Music Media, Brisbane.

is a registered trademark in Australia of the Institution of Engineers Australia trading as Engineers Australia

YYoouunngg EEnnggiinneeeerrss -- PPrroojjeeccttss TTAABBLLEE OOFF CCOONNTTEENNTTSSpage 1

Copyright © 2019 Andrew King, Sue Lewin & Benjamin Johnston www.bearlyengineering.com www.earlychildmusic.com.au

’ CONTENTS’ An Introduction to Engineering 2

If you can Dream it4

Yourbot - Design your own Robot

We’re Heading off to Space6

Balloon Rockets

Paper is Strong8

Paper Bridges

In my Go-cart10

Go-cart Go

Tractors12

Tractors with Attachments

Lemonade Machine14

Recipes that Please

Ships on the Ocean16

Float Your Boat

Going off Grid18

Whirling Windmills

Forming a Dam20

Dam Fine Idea

Trash and Treasure22

Recycled Rain Stick

Digging a Hole24

Can you Dig it?

Robotic Ted26

Robot Hand

Codes28

Creative Codes

We can Make all Sorts of Things30

Dream Big

Links to Curricula

32 Design in Engineering and the Arts

Music - Contributors

http://www.earlychildmusic.com.au/

http://www.bearlyengineering.com/

YYoouunngg EEnnggiinneeeerrss -- PPrroojjeeccttss IINNTTRROODDUUCCTTIIOONN TTOO EENNGGIINNEEEERRIINNGGpage 2


’ AN INTRODUCTION TO ENGINEERING’ From construction sites to spaceships, young children love engineering. And, like engineers, they enjoy creating and building their worlds. This natural link provides an ideal opportunity for them to explore engineering disciplines, concepts and practices.

‘WHAT IS ENGINEERING? ‘

‘Scientists investigate that which already is; Engineers create that which has never been.’ (Albert Einstein).

An engineer is a person who designs, builds, or maintains engines, machines, or structures. In many ways we are all engineers, we all like to create and build. However, to be a professional engineer requires an appropriate qualification and ongoing professional development to ensure appropriate standards are met, particularly for health, safety, the environment and quality.

In creating ‘that which has never been’ engineers follow a design process and use their ingenuity, knowledge and skills to ensure suitable outcomes. They do this across a broad range of disciplines and sub-disciplines. Consequently, when introducing engineering to young children we think it is important to consider:

1. The Early Engineering Design Process2. The characteristics of young engineers3. The engineering disciplines

‘THE EARLY ENGINEERING DESIGN PROCESS ‘

The Early Engineering Design Process (EEDP), our version of the engineering design process, was created to guide young children through four key steps.

By the time children are three years old, they are ready to practice early engineering skills, incorporating the arts.They can Dream (1), Draw (2), and Develop (3) a creation, whether it be a collage from recycled boxes, pipe constructions in the sand pit or a real-life challenge like creating a home for a pet or a toy. Importantly they can Decide(4) whether they are happy with their creation (Done) or whether it needs further work (return to Dream).

This process can be used for a whole project or for parts within a project. It can be used by individuals or groups working together. And, it can be reapplied as projects develop over time.

Links between the EEDP and curricula are shown on page 32.



YYoouunngg EEnnggiinneeeerrss -- PPrroojjeeccttss IINNTTRROODDUUCCTTIIOONN TTOO EENNGGIINNEEEERRIINNGGpage 3


‘the CHARACTERISTICS OF YOUNG ENGINEERs ‘

From an early age, children are curious about their world, they want to explore, learn and create. This is an opportune time to introduce play experiences that facilitate and encourage the characteristics of young engineers.

We have listed seven characteristics:• The first three are about

children’s approaches towards making things.

• The next is about children’s resilience and the importance of failure in design.

• The last three are about children working together; they are about community and sharing including sustainability.

Links between these characteristics and curricula are shown on page 32.

‘THE ENGINEERING DISCIPLINES ‘

Engineers work on a wide variety of projects in areas ranging from space exploration to food production. Consequently, engineering is divided into a range of disciplines and sub-disciplines in which engineers can work and develop expertise. This book introduces twelve of these disciplines as shown in the table below.

SSyymmbbooll DDiisscciipplliinnee SSyymmbbooll DDiisscciipplliinnee SSyymmbbooll DDiisscciipplliinnee

Aerospace Engineering Chemical Engineering Environmental Engineering

Structural Engineering Marine Engineering Mining Engineering

Mechanical Engineering

Electrical Engineering Biomedical Engineering

Agricultural Engineering Civil Engineering

Information, Telecommunications & Electronics Engineering



YYoouunngg EEnnggiinneeeerrss -- PPrroojjeeccttss PPrroojjeecctt 0011:: YYOOUURRBBOOTT -- DDEESSIIGGNN YYOOUURR OOWWNN RROOBBOOTT The Early Engineering Design Processpage 4


’ IF YOU CAN DREAM IT’ If you can dream it you can draw it,If you design it you can make it,A robot or a cake it’s all the same.

You’ve got a lot of work to do,You’re sure that a robot would help you.You find some spare parts in the shed,And soon you’ve made a robot’s head.

Chorus

You want to build a cross-river bridge,You've many ideas but you can't decide which.A solid foundation is your first concern,Your bridge will be tall, and it must stand firm.

Chorus

An idea grows inside your brain,You want to develop a very fast train.You draw a draft on a paper sheet,Then share the design once it’s complete.

Chorus

You want to bake a delicious cake,You’ve no idea what type to make.Your mum helps you write a recipe,And find the ingredients you’ll need.

Chorus (x2)

‘THE ENGINEERING DESIGN PROCESs‘Do you like to dream? If so, you are well on your way to becoming an engineer. There are many different types of engineering projects ranging from providing electricity to building skyscrapers or from creating robots to exploring space. These projects all have one thing in common, they all start with a dream and follow the engineering design process.

‘ROBOTs‘ Robots are one example of things that engineers design. They are machines that can do repetitive or difficult tasks to make our lives safer, easier and more enjoyable. Examples include working on assembly lines in factories to vacuuming our homes. Robots can also play games like chess or sports like football. People have dreamed about mechanical help for ages, the word robot was first used about 100 years ago. However, it is only recent technology advances that have enabled us to build robots. Some robots are designed to look like humans, and they are becoming increasingly lifelike.

Would you like a robotic friend? EEnnggiibbeeaarr ddeessiiggnniinngg hhiiss BBeeaarrbboott



YYoouunngg EEnnggiinneeeerrss -- PPrroojjeeccttss PPrroojjeecctt 0011:: YYOOUURRBBOOTT -- DDEESSIIGGNN YYOOUURR OOWWNN RROOBBOOTT The Early Engineering Design Processpage 5


’ YOURBOT - DESIGN YOUR OWN ROBOT’

BBoohhddii’’ss rroobboott -- sskkeettcchh BBoohhddii’’ss rroobboott -- mmooddeell IIssllaa mmaakkiinngg aa ggiinnggeerrbbrreeaadd rroobboott

'PROJECT ' As a young engineer you would like to create your own robot.

'PREPARATION ‘ You will need pencils and paper to draw your robot and a cardboard base, or something similar, to create a collage of your robot on. You will also need glue or sticky tape and objects to stick to the base. Relatively flat things such as coloured paper, cellophane, alfoil, container lids, bottle tops, buttons, straws, craft sticks and pipe cleaners work well.

'PROCEDURE ' Follow the Early Engineering Design Process:1. Dream about your robot:

o What would you like your robot to do? What is its name?2. Draw your robot:

o What attachments does it need? How do these help it to do what you want it to do?o How big is it? Draw a picture of it next to you to show its size.

3. Develop your robot:o Make a collage of your robot from the materials you have collected.

4. Decide whether your robot is complete:o Are you happy with your robot? If so, enjoy it.o Would you like to make any improvements? If so, make some changes; keep dreaming, drawing and

developing until you are happy with your robot.

'PROGRESSIONS 'A. Try making robots in different ways e.g. baking, creating a 3d-robot or a robot costume:

o Make gingerbread robots (recipe on page 15) and decorate them with icing sugar and sweets.o To make a 3D-robot or a robot costume start with a cardboard box instead of a flat base sheet.

B. Create a rhyme about your robot (perhaps ask an adult for help with writing if you need it).

'POINTERS ' Many recycled materials can be used to make robot models. Old electronic equipment can add some extra reality; from computer keys to LED lights and circuit boards. There is no need to make a whole robot, perhaps focus on a specific part or parts (e.g. the face, hands or a special attachment like rockets). See page 27for a simple robot hand design.EExxaammppllee rrhhyymmeess::I made a robot that cleans my room,I flick a switch and its feet become brooms.It dusts with its hands and wipes with its head,My room gets cleaned while I read in bed.

I have a robot that makes ice-cream,Hundreds of flavours, whatever I dream.With sauces and toppings, sprinkles and dips,My favourite is baked beans with fried egg and chips.

TTrryy tthheessee rrhhyymmee ssttaarrtteerrss::I made a robot that …I …And it …

I have a robot that …

CCaassssiiee ddeeccoorraattiinngg hheerr rroobboott hheeaadd



YYoouunngg EEnnggiinneeeerrss -- PPrroojjeeccttss PPrroojjeecctt 0022:: BBAALLLLOOOONN RROOCCKKEETTSS Aerospace Engineeringpage 6


’ WE’RE HEADING OFF TO SPACE’ Check the fuel pump, check the dials,Parachute in place.Food and water for the trip, we’re heading off to space.

Count-down to lift off very soon,There’s no time to waste.I wonder what we’ll see out there, we’re heading off to space.Five, four, three, two, one, Blast Off!Increase the speed, accelerate,Picking up the pace,Navigate, communicate, we’re heading off to space.

Now we’re floating, free from gravity,Head over heels and topsy-turvy.

There’s asteroids and comets,It’s dark in this place.It’s cold and it’s all new out here, we’re exploring space.

Time to go, our fuel is low,We must get back to base.Check the dials, check the chute, we’re heading back from space.

‘AEROSPACE ENGINEERING ‘Have you ever watched a rocket and wondered how rockets get into space? An aerospace engineer could explain. They make vehicles that fly here on earth and vehicles that travel in space. These vehicles include planes, jets, helicopters, gliders, rockets and spacecraft. Aerospace engineers are interested in new materials, engines, body designs and control systems to increase aircraft and spacecraft safety, strength, size and speed.

‘AEROPLANES AND SPACESHIPS ‘The first aeroplane flight was about 100 years ago; aerospace engineering has changed rapidly since then. Now there are about half a million people flying in planes at any one time, we have landed on the moon and sent spacecraft past the edge of our solar system. We are exploring Mars with robots and plan to send people there eventually. Would you like to go to the Moon, to Mars or beyond?Can you make a balloon rocket?



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’ BALLOON ROCKETS’

BBaalllloooonn rroocckkeett ccoonnssttrruuccttiioonn TTiillllyy mmaakkiinngg aa bbaalllloooonn rroocckkeett

'PROJECT ' You are heading off to space to explore a new planet. As an aerospace engineer you need to create a rocket and test its propulsion system. How far and how high will your rocket go? What can it carry on launch?

'PREPARATION ' You will need balloons, drinking straws, string and tape. It would also be useful to have aballoon pump, scissors, bulldog clips and craft sticks.

'PROCEDURE '1. Blow up a balloon and hold the outlet closed, point it in the direction you want it to travel and let go.

o What happened? Did it go where you wanted it to? Was it a smooth flight?2. Attach one end of a length of string to an anchor point, thread the string through a straw, attach the other

end to another, horizontally opposite, anchor point so that the string is taut and straw slides along it.3. Blow up a balloon, hold the outlet closed and tape the balloon to the straw.4. Move the balloon and straw so that the balloon outlet is at one end of the string and let go.

o What happened? How far did it go? How fast did it go? Was it a smooth flight?

'PROGRESSIONS 'A. Attach astronauts to your rocket (tape craft sticks or similar items to the straw). Repeat steps 2 to 4 of the

procedure.o What happens? How many astronauts did it carry? How far did it go?

B. Repeat steps 2 to 4, including step A, with the string orientated vertically or on an incline.o Did this change the distance the rocket travelled and/or the number of astronauts it could carry?

'POINTERS ' Cylindrical balloons are easier to tape to straws than round balloons, however they are harderto blow up so a balloon pump may help. Door handles make ideal anchor points. Rockets may travel many metres horizontally. Drinking straws without corrugated bends are preferable. If you do not have straws try rolling paper into a tube. Masking tape works better than sticky tape, it does not stick to the balloons as well and allows better reuse. Tape balloons to straws in two places to align them well. Bulldog clips and weights used to hold one end of the string allow easy straw changes. Rockets may travel higher than standard ceilings if suitable attachment points are available. Taping crepe paper streamers to the straws is one way to decorate the rockets.



YYoouunngg EEnnggiinneeeerrss -- PPrroojjeeccttss PPrroojjeecctt 0033:: PPAAPPEERR BBRRIIDDGGEESS Structural Engineeringpage 8


’ PAPER IS STRONG’ Using paper to make a strong structure,If you build it right, with any luck yourBridge will stand tall and straight,Able to carry heavy weights.Because paper’s not as weak as it looks,We wrap up presents or put it in books.But who would have thought, strange to tell,With paper you can make bridges as well.

‘STRUCTURAL ENGINEERING ‘Have you ever looked at a tall building and wondered how it stays up? A structural engineer could explain. They design the supporting frameworks for buildings so that they are safe for people to use and can withstand the forces of nature like cyclones and earthquakes. Structural engineers also design other structures including bridges, pipelines and tunnels and they work with a variety of construction materials such as concrete, steel, plastics and wood.

‘BRIDGES ‘Bridges help us to get over obstacles like rivers or valleys. Early bridges were simple structures built from naturally available materials such as wood and stone. More complex engineered bridges began with the Ancient Romans who used mortar to hold stones together and built arched bridges to give them strength without too much weight. Some of these bridges are still standing and in use. With the introduction of steel, bridges became even stronger, new designs emerged and they began to span longer distances.

Bridges can be big, and some are famous, can you think of any?Many bridges are small and not so famous. Do you live near a bridge?If you are not sure, look for one next time you are out.

Bridge designs vary and the more common types include beam, truss, arch, suspension, cantilever and cable-stay.

What type of bridge is the one near you?Can you make a paper bridge?How wide can it span?How tall can you make it?

CCoommmmoonn bbrriiddggee ttyyppeess





’ PAPER BRIDGES’

BBrriiddggee ddeecckkss BBrriiddggee ppyylloonnss

'PROJECT ' Your City Council wants to build some new bridges. As a structural engineer, Council has asked you to make paper models of some bridges. Your job is to design, build and test these bridges. Will they stand up? How tall and how long can you make them? How many cars will they support? Do they look good? How will you decorate them?

'PREPARATION ' You will need A4 paper, building blocks (or cardboard boxes), tape, scissors and clothes pegs. It would also be useful to have some small toy cars.

'PROCEDURE '1. Bridge Deck - cut an A4 sheet of paper in half, place half on a flat surface as a road and place the building

blocks along either side of it. Place another A4 sheet across the blocks to form a bridge. Place pegs on the bridge one by one.o What happens? Why? Can you engineer a solution? How many pegs can your bridge support?

2. Bridge Pylons - attach a peg to one long side of a sheet of paper (half A4), hold the other side so the peg hangs down. Turn the paper upside down so you are holding the bottom and supporting a peg at the top.o Does the paper support the peg hanging from it? What happens when the peg is at the top? Why? Can

you engineer a solution? How many pegs can your paper support at the top?3. Use what you have learned to create a pylon by engineering a way for the paper to stand up by itself and

support pegs. Use sticky tape to help form the pylon but you should not need to hold it upright or stick it to the surface it is standing on.o Does your pylon stand up by itself? How many pegs can it support?

4. Complete Bridge - combine your deck and pylon designs to make a bridge that spans the road.o Does your bridge stand up? Does it span the road? Will cars fit under it? How many pegs will it

support? Will it support cars? If so, how many?

'PROGRESSIONS 'A. Tall Towers - try joining pieces of paper together with tape to make your pylons taller.

o How tall can you make them? How do you make them stable? How many pegs can they support? Can they support anything heavier?

B. Big Bridges - try joining pieces of paper together to make a bridge with a longer deck span.o How long can you make your bridge deck? Will it support cars? If so, how many?

'POINTERS ' Start with small bridges initially. Then try to make bridges that are taller, span bigger distances or support more. Folding or rolling paper can help to create a stronger and more supported deck and bracing(e.g. triangles at the corners) can help with bridge stability.

CCoommpplleetteedd bbrriiddggee CCaassssiiee’’ss bbrriiddggee ddeessiiggnn RRoolllleedd ppaappeerr ddeecckk ssuuppppoorrtt aanndd bbrraacciinngg



YYoouunngg EEnnggiinneeeerrss -- PPrroojjeeccttss PPrroojjeecctt 0044:: GGOO--CCAARRTT GGOO Mechanical Engineeringpage 10


’ IN MY GO-CART’ Testing our go-carts, wind in our hair,Flying down the hill, neighbours stare.Wheels turning fast then we brake to stop,From the base of the hill we walk back to the top.

‘MECHANICAL ENGINEERING ‘Have you ever been in a car, on a bus or on a train and wondered how it works? A mechanical engineer could explain. They design machines from kitchen appliances to cars and from factory tools to robots. Typically, these machines use energy to make their parts move, heat up or cool down so that they do useful tasks for us.

‘CARs ‘

We have always needed to move around and take things with us. Once we walked, then we rode animals and loaded them with things to carry. The invention of carts with axles and wheels meant that we could move bigger and heavier loads; carts pulled along by animals have been used for thousands of years.About 200 years ago carts which were powered by steam engines and could move without animals were developed. They were not very common as they were heavy and often damaged roads. However, they worked well on tracks which led to steam trains and railways.

Lighter, petrol engine driven carts, called motor cars (cars for short) were developed about 100 years ago. They revolutionised transport and horse drawn carriages were replaced very quickly by cars like the famous Ford Model T. Larger vehicles including buses and trucks for the transport of people and goods were also developed.From there a huge number of shapes, sizes, and types of cars, buses and trucks have been developed for all sorts of purposes. Currently there are more than one billion cars in the world (about one car for every six people).

New cars are constantly being designed. Electric cars are becoming more common, self-driving cars are being tested and experimental cars with spherical wheels that are held in place by magnets, rather than axles, have been proposed.

Do you have a favourite type of car?What do you think cars of the future will look like?Can you make a go-cart?



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’ GO-CART GO’

GGoo--ccaarrtt BBaalllloooonn--ppoowweerreedd ggoo--ccaarrtt

'PROJECT ' As a mechanical engineer you have been asked to design go-carts for downhill racing and to consider powered options for racing along flat roads.

'PREPARATION ' You will need bottle tops, clothes pegs, straws, sticky tape and a ramp for the go-cart to roll down. It would also be useful to have scissors and a tool for making holes in the wheels.

'PROCEDURE '1. Join two pegs using a straw so that they are orientated in opposite directions with the biggest holes at the

ends. Then, tape the straw to the pegs so that they stay in place.2. Make holes at the centre of each of the bottle tops just large enough for straws to fit through. Push a bottle

top (wheel) onto each of two straws (axles), they should fit snugly and not come off (glue or tape may help).

3. Thread the straws (axles) through the holes at the ends of each of the pegs.4. Push a bottle top (wheel) onto the other end of each of the straws (axles). The axles should rotate freely

within pegs; if not open the pegs up until they do and hold the pegs open by clamping onto a small piece of paper.

5. Cut the axles to a suitable length.6. Make a ramp and test how well the go-cart rolls down it.

o Does the go-cart roll all the way down the ramp? Does it go very far after it rolls off the ramp?o What could you do to improve the way it rolls?o Try changing the steepness/length of the ramp. What happens to the way the go-cart rolls?o Try adding some mass (e.g. a driver) to the go-cart. What happens to the way it rolls?

'PROGRESSIONS 'A. Try changing the wheel types and / or sizes. How does this affect the way the go-cart rolls?B. Try changing the material on the surface of the ramp and the terrain of the area after the ramp (some

options include wood, lino, carpet, pavers, grass or sand). How does this affect the way the go-cart rolls?C. Make a balloon-powered go-cart. Use your experience with the balloon powered rocket (page 7) to help

you (tip - make sure the balloon does not touch the go-cart wheels). D. Design your own go-cart and consider different ways that you could power it.E. The song ‘In my Go-cart’ is a round, two voices sing it, but they begin at different times. Many songs can

be sung as a round, an example is ‘Kookaburra sits in the Old Gum Tree’. Can you think of any others? Can you sing them?

'POINTERS ' You can use a craft stick instead of a straw to join the pegs. You can use round craft sticks for the axles instead of straws. Holes can be made in plastic bottle tops using a hole punch, a drill or by pushing scissors through them if you do not have another tool. Wheels can be glued in place using a glue gun. Or roll sticky tape around the straws either side of the wheels.

BBuuiillddiinngg aa ccaarr GGoo--ccaarrttss ppoowweerreedd bbyy rruubbbbeerr bbaannddss



YYoouunngg EEnnggiinneeeerrss -- PPrroojjeeccttss PPrroojjeecctt 0055:: TTRRAACCTTOORRSS WWIITTHH AATTTTAACCHHMMEENNTTSS Agricultural Engineeringpage 12


’ TRACTORS’ There’s lots of jobs that tractors can do,They can do more than plough up the ground.Tractors are used all over the farm,Just take a good look around.

In the sheds they can lift,By the dams they can pump.In the fields they can plant crops and spray.They can smooth roads and they can chip wood,They can even make big bales of hay.

There’s lots of jobs that tractors can do,They do more than tow carts of feed.

If you’ve got a job to do on the farm,A tractor’s the thing that you need.Tractors can dig and tractors can sow.Tractors can rake and tractors can mow.Tractors with attachments can do anything,And driving a tractor makes you feel like a king.

There’s lots of jobs that tractors can do,They do more than plough up the ground.Tractors are used all over the farm,Just take a good look around.

Just take a good look around

‘AGRICULTURAL ENGINEERING ‘Have you ever been eating and wondered where your food comes from and how it gets to you? An agricultural engineer could explain. They help with farming and forestry to develop efficient and sustainable ways to produce food, fibres, timber and renewable energy. They do this by working in areas such as irrigation and soil management and making farming and forestry machinery, buildings and product handling equipment.

‘TRACTORS ‘After steam engines were invented portable versions were used to drive farm machinery. However, moving them between machines using horses was difficult. So, engineers created self-driving “traction engines”. Steam engines were used for decades until they were replaced by petrol engine traction motors known as tractors. For more than 100 years tractors have been an essential farm tool. They can tow equipment such as ploughs and their power take off (PTO) allows them to provide power to attachments. With the right attachments, tractors can do almost anything. Recently driverless tractors that farmers can control remotely have been developed.Have you seen a tractor on a farm? Do you know what tractors can do? (Hint: listen to song Tractors)

Can you make a tractor? If so, what would you like it to do? And, what attachments would you have to make for it?



YYoouunngg EEnnggiinneeeerrss -- PPrroojjeeccttss PPrroojjeecctt 0055:: TTRRAACCTTOORRSS WWIITTHH AATTTTAACCHHMMEENNTTSS Agricultural Engineeringpage 13


’ TRACTORS WITH ATTACHMENTS’

CCoonnssttrruuccttiinngg tthhee ttrraaccttoorr bbooddyy aanndd aattttaacchhiinngg tthhee wwhheeeellss ttoo tthhee aaxxlleess ((sstteeppss 11 ttoo 44))

CClliippppiinngg tthhee aaxxlleess ttoo tthhee ttrraaccttoorr bbooddyy,, mmaakkiinngg tthhee bbuucckkeett aattttaacchhmmeenntt aanndd cclliippppiinngg iitt ttoo tthhee ttrraaccttoorr bbooddyy ((sstteeppss 55 ttoo 1100))

CCoommpplleetteedd ttrraaccttoorr wwiitthh aa ttrraaiilleerr aattaacchheedd TTrraaccttoorr wwiitthh aa pplloouugghh aattttaacchhmmeenntt ((ffrroomm TTrraaccttoorrss aanniimmaattiioonn))

'PROJECT ' As an agricultural engineer you are working with a local school to make a tractor and attachments to help them run their school farm. You decide to start with a simple tractor and bucket attachment, then create other attachments that you think may be useful.

'PREPARATION ' You will need large and small cardboard boxes, large flat craft sticks, round craft sticks, clothes pegs, bottle tops (large and small are good as they give different size wheels), sticky tape and scissors. It would also be useful to have a tool for making holes in the wheels (a hole punch will do), a ruler and a pencil.

'PROCEDURE '1. Make a hole in one end of a craft stick (the tow bar).2. Glue 4 clothes pegs to the base of the large box and 2 clothes pegs and the tow bar to the top of it.3. Complete the tractor body by sticking a small carboard box on top of a larger one.4. Make holes in the wheels (bottle tops) and attach them to the axles (round craft sticks).5. Clip the axles, with the wheels on them, to the tractor body using the pegs at the base.6. Cut a triangular shaped “bucket” from a cardboard box (ideally a box of similar width to the tractor base).7. Make 2 holes in each of the 2 flat craft sticks, one near the centre and one near the end.8. Slot 2 circular craft sticks through the holes in the flat craft sticks to join them together.9. Glue the bucket in place at the “open end” of the flat craft sticks.10. Clip the bucket to the front of tractor using the pegs on the top of the tractor body.

'PROGRESSIONS 'A. Try designing and making a trailer that your tractor can tow and design a way to attach it to your tractor.

o Work together with a friend who has also made a tractor and load each other’s trailers.B. Try making other attachments for your tractor.

o What attachments can you think of? The song Tractors, and its animation, may give you some ideas.

'POINTERS ' Holes can be made in plastic bottle tops using a hole punch, a drill or by pushing scissors through them if you do not have another tool. Wheels can be glued in place using a glue gun. Or, roll sticky tape around the craft sticks either side of the wheels. Using two bottle tops together, with the open ends facing inwards and glued or taped together, makes wider wheels like those on a tractor.



YYoouunngg EEnnggiinneeeerrss -- PPrroojjeeccttss PPrroojjeecctt 0066:: RREECCIIPPEESS TTHHAATT PPLLEEAASSEE Chemical Engineeringpage 14


’ LEMONADE MACHINE’ Chopping, cutting, mixing, turning.Squashing, blending, pumping, pouring.Home-made kitchen aid,Machine for making lemonade.

‘CHEMICAL ENGINEERING ‘Have you ever looked at the different containers of products in your kitchen, bathroom, laundry or garage and wondered where they come from? A chemical engineer could explain. They develop industrial processes to convert raw materials into useful products such as food and drinks, soaps, medicines, paints, oils and fertilisers.

‘FOOD and drink PROCESSING ‘Most of us do not grow, collect or catch our own food. We purchase it from shops or markets. Much of this food has been processed to preserve it, improve its taste and texture and / or to make it easier to prepare and use at home. Food is typically processed in one or more of three ways:

1. Thermally - heating or cooling for example freezing, drying or cooking.2. Chemically - changing the chemical composition (e.g. adding preservatives like salt or adding /

removing fats or sugars).3. Mechanically - physically changing the food (e.g. removing unwanted parts such as peel or shells or

chopping, slicing or grinding the parts we want to use).Look around the shops and you should see many foods that have been processed. Can you see how they have been processed?

Engineers help to design and run large scale food and drink processing facilities. An example is a commercial bakery; baking bread, biscuits or cakes involves all three types of processing. The ingredients like flour, butter, water, sugar, salt, yeast and eggs are physically mixed and they react chemically. Once bread is baked the ingredients can’t be separated back out.

In our song Lemonade Machine there are eight actions in the process of making lemonade from the raw ingredients. These actions are repeated to simulate the machine’s continuous production process. In mathematics or coding, we would call this a sequence or a pattern. In music, we use the word ‘form’.

Do you enjoy cooking? What foods do you like to cook?Do you like to make your own drinks? If so, what is your favourite flavour?



YYoouunngg EEnnggiinneeeerrss -- PPrroojjeeccttss PPrroojjeecctt 0066:: RREECCIIPPEESS TTHHAATT PPLLEEAASSEE Chemical Engineeringpage 15


’ Recipes THAT PLEASE’

MMaakkiinngg ggiinnggeerrbbrreeaadd iinn tthhee kkiittcchheenn LLeemmoonnaaddee MMaacchhiinnee ((ffrroomm ssoonngg aanniimmaattiioonn))

MMaakkiinngg lleemmoonnaaddee iinn tthhee kkiittcchheenn

'PROJECT ' The government wants to provide morning teas and lunches for school students. As a chemical engineer, they have asked you to help create machines that will make some of the food and drinks. You decide to start by making gingerbread and lemonade.

'PREPARATION ' You will need the ingredients listed in the recipe below and access to a kitchen including the kitchen equipment needed to perform the steps in the recipe. Note that aadduulltt ssuuppeerrvviissiioonn iiss eesssseennttiiaall ffoorr tthhiisspprroojjeecctt as kitchen equipment must be used safely to minimise risks.

'PROCEDURE '1. Glorious Gingerbread - try making some gingerbread as follows:

o Ingredients: 250 g of unsalted butter, 200 g of brown sugar, 7 tablespoons of golden syrup, 600 g of plain flour, 2 teaspoons of bicarbonate of soda and 4 teaspoons of ground ginger.

o Method: Heat oven to 200 OC, melt butter, sugar and syrup in a pan. Mix the flour, bicarbonate of soda and ground ginger into a large bowl and then stir in the butter mix to make a stiff dough. Roll and cut out the shapes you want and place them on baking paper on a baking tray. Bake for about twelve minutes then let them cool.

o Icing sugar mixture: 2 egg whites and 500 g of icing sugar mixed together. Put into a piping bag and use to decorate the cooled gingerbread.

2. Lovely Lemonade - try making some lemonade as follows:o Ingredients: 3 unwaxed lemons, roughly chopped, 140 g of caster sugar and 1 litre of water.o Method: Put the lemons, sugar and half the water into a food processor and blend until the lemon is

finely chopped. Pour the mixture through a sieve into a bowl and then squeeze through as much juice as you can. Top up with the remaining water and serve with a slice of lemon and a sprig of mint.

3. Moving Machines - create a dance to show the steps needed for a lemonade machine to work. Making up a dance is called ‘choreography’.o Listen to the song ‘Lemonade Machine’.o In a group of eight children, with an adult to help, one child can create an action or actions for each of

the machine’s steps (chopping, cutting, mixing, turning, squashing, blending, pumping and pouring).o Play the song and as each of the machine’s steps is mentioned dance the appropriate actions (either one

at a time or together).o Add your own noises for each of the machine steps, either sing them or use musical instruments (see

page 23), remember to turn down the song a bit so you can hear your noises.

'PROGRESSIONS 'A. Try variations of the recipes given, e.g. use oranges instead of lemons in the drink or add ice.

o What ingredients would work well in a drink? Can you make a drink using them?o What types of foods do you like? Can you try to make some of them?

'POINTERS ' Add food colouring, of various colours, to the icing sugar. Use the icing sugar to stick pieces of gingerbread together and construct objects like houses, robots or bridges. Then decorate the objects by using the icing sugar to stick lollies to them.



YYoouunngg EEnnggiinneeeerrss -- PPrroojjeeccttss PPrroojjeecctt 0077:: FFLLOOAATT YYOOUURR BBOOAATT Marine Engineeringpage 16


’ SHIPS ON THE OCEAN’

The ships upon the ocean sail this way and that way,The ships upon the ocean sail this way and that.Northwards and southwards and eastwards and westwards,The ships upon the ocean sail this way and that.

The winds across the ocean blow this way and that way,The winds across the ocean blow this way and that.Some winds are so strong that they blow yachts along,So, if the wind is blowing, hang on to your hat.

The boats upon the ocean sail this way and that way,The boats upon the ocean sail this way and that.There’s row boats and sailboats and speed boats and tugboats,The boats upon the ocean sail offshore and back.

The boats upon the ocean are this shape or that shape,The boats upon the ocean are this shape or that.Some boats have round hulls and some boats have vee hulls,While some boats have twin hulls and some hulls are flat.

MMooggggiillll FFeerrrryy ccrroosssseess tthhee BBrriissbbaannee RRiivveerr

BBooaatt hhuullll sshhaappeess

‘MARINE ENGINEERING ‘Have you ever watched a ship and wondered how something so big can float? A marine engineer could explain. They make ships and boats and the machinery and equipment used on them. Ships and boats have a variety of designs, shapes and sizes to suit many purposes from cargo and passenger transport to fishing and travelling underwater (submarines).

‘SHIPS ‘Ships and boats (smaller vessels) are a significant part of our community and history. They allow us to float on and travel across water. They are used for fishing, transport of passengers and cargo, trade, military operations, exploration, and recreation.

Early sailing ships were largely made of wood which was often coated with tar to help waterproof them. They were relatively small, the HMS Endeavour in which Captain James Cook sailed to Australia was only 30 metreslong (about 6 cars) and had a capacity of about 100 people. By comparison, with steel hulls and engineered construction, today’s biggest ships can be more than 300 metres long (10 times the Endeavour’s length) and large passenger ships can carry more than 5,000 people (50 times the Endeavour’s crew).

Can you make a boat? If so, what will it be used for? How big does it need to be?



YYoouunngg EEnnggiinneeeerrss -- PPrroojjeeccttss PPrroojjeecctt 0077:: FFLLOOAATT YYOOUURR BBOOAATT Marine Engineeringpage 17


’ FLOAT YOUR BOAT’

BBeeaarrbboott ttrraannssppoorrttiinngg EEnnggiilliinnaa aanndd EEnnggiibbeeaarr aaccrroossss aa rriivveerr EEnnggiibbeeaarr’’ss uuttee oonn aa ffeerrrryy

HHuullll,, mmaasstt aanndd ssaaiill MMaakkiinngg aa rruuddddeerr CCoommpplleetteedd ssaaiillbbooaatt OOttiiss’’ss ssaaiillbbooaatt

'PROJECT ' Your friends are stuck on the other side of a flooded river. Luckily you are a marine engineer. Use your skills and the materials you have available to make a boat and rescue them.

'PREPARATION ' You will need a range of objects, some that float, e.g. wood, plastic containers or pool noodles (closed cell polyethylene foam), string, sticky tape, people and pets to be rescued (make some or use toys) and a body of water for the boats to float on (e.g. large plastic container, bowl or pond). It would also be useful to have bulldog clips, straws and / or craft sticks and cloth for sails.

'PROCEDURE '1. Test the objects you have, to see if they float.

o What do you notice?2. Use an object or objects that float to build a boat. Connect a piece of string to each end of the boat

(bulldog clips may help). Pull the boat from one side of the river to the other and back again.o Did your boat make it? If you think it will be safe for your friends to use, try to rescue them.o If you don’t think it will be safe, try to fix the boat.

3. Pull the boat to the side of the river where your friends are stuck and bring them onboard.o Do they all fit? Is the boat stable?o Is it safe to keep going or do you need to engineer any solutions?

4. If it is safe to do so, try to pull your friends back to your side of the river.o Were you successful?

'PROGRESSIONS 'A. Sailboats are pushed along by the wind. If there is wind, they can travel anywhere. Try removing the string

from your boat and adding a sail; or try making a new boat with a sail.o Make a mast and a triangular sail frame using straws or sticks, then attach a cloth sail to it.o Attach the mast to your boat. For boats with hulls that are solid all the way through you can drill a

shallow hole in the top of the deck to insert the mast. For boats with hulls that are hollow you may need to construct some additional supports.

o Make a rudder by gluing a flat piece of plastic to a straw and attaching it at the rear of the boat.o Place the boat in the water and see if it moves when the wind blows; or try blowing on the sail.

o Does the boat move in the direction you want it to move in? If not, try adjusting the sail and / or the rudder and see what happens.

'POINTERS ' Boats are designed to keep water out and stay balanced - keep this in mind when creating and operating your boat. If too much water gets into a boat, it becomes heavier and may sink. If a boat is not balanced it may tip over, the passengers and cargo may fall off and the boat may sink.



YYoouunngg EEnnggiinneeeerrss -- PPrroojjeeccttss PPrroojjeecctt 0088:: WWHHIIRRLLIINNGG WWIINNDDMMIILLLLSS Electrical Engineeringpage 18


’ GOING OFF GRID’ We built our new house on a block with sunny slopes and trees,A creek flowed past the back fence and we always had a breeze.We needed power every day and we were going off grid,So, we made power in different ways; just look at what we did.

In Great Grandad’s olden days windmills used to grind the flour.It’s breezy here upon our hill, perhaps we’ll harness wind power.

That’s how we made the light, to see our way at night.We had to look around to see what power source could be found.Look what we did, we were going off grid.Look what we did, we were going off grid.

It’s sunny here upon our hill, there’s energy in solar raysAnd batteries could tide us through the night and on the cloudy days.Chorus

A creek runs behind our home, around the bend it picks up speed.If we could build a water wheel, we’d meet our hydro- powered needs.Chorus WWiinnddmmiillll ttoo ddrriivvee aa wwaatteerr ppuummpp

‘ELECTRICAL ENGINEERING ‘Have you ever turned on a light and wondered about where the electricity to make it work comes from? An electrical engineer could explain. They design, build and manage power stations that generate electricity and the poles and wires that distribute it to our homes. Electricity is produced from fossil fuels such as coal and gas and renewable energy sources such as the sun, flowing water and the wind.

‘WINDMILLS ‘Windmills capture energy from the wind to create rotational motion and drive machines. Historically they were used to pump water and grind grains. Windmills are an iconic symbol of Holland and windmill driven bore pumps are an iconic symbol of the Australian bush. Wind turbines, a special type of windmill, are now being used to generate electricity. The blades of a large wind turbine can stretch the length of a football field. With the right wind conditions, these turbines can provide enough electricity to power about one thousand houses.Can you make a windmill?



YYoouunngg EEnnggiinneeeerrss -- PPrroojjeeccttss PPrroojjeecctt 0088:: WWHHIIRRLLIINNGG WWIINNDDMMIILLLLSS Electrical Engineeringpage 19


’ Whirling WINDMILLS’

MMaakkiinngg aa wwiinndd ttuurrbbiinnee rroottoorr VVeerrttiiccaall wwiinndd ttuurrbbiinneess ((ssiinnggllee aanndd ddoouubbllee rroottoorrss))

'PROJECT ' As an electrical engineer you have been asked to create simple wind turbines that can be used for power generation in remote areas. You decide to start by considering turbine rotors made from readily available materials.

'PREPARATION ' You will need drinking straws, carboard rolls (shorter than the drinking straws), string, beads with holes through them (so they can be threaded onto the string but not onto the straws), bulldog clipsand sticky tape. A shoebox, wooden skewers, milk bottle tops and large flat craft sticks are needed for one of the progressions. Ring magnets are not required but are useful for the alternative vertical wind turbine.

'PROCEDURE '1. Cut a cardboard roll vertically down its centre to make two long, semi-circular halves.2. Tape a straw along the inside edge of one of the cardboard roll halves.3. To complete the windmill rotor, tape the second half of the roll to the first half so that they are facing in

opposite directions and are joined along their inside edges with the straw between them.4. Thread a piece of string through the straw in the middle of the windmill rotor.5. Thread a bead onto the string, then thread another straw onto the string below the bead and tie a knot in

the string below that straw to secure the windmill rotor.6. Hang the windmill in a place that is windy. Or, if there is no wind, hang it up and blow on it.

o What do you notice?o In strong winds you may need to use a bulldog clip to add weight and keep the string taut.

'PROGRESSIONS 'A. Double rotors - make a second windmill rotor and thread it on the string below the first, separated by a

bead and facing in the opposite direction to the first rotor.o What do you notice when the wind blows?

B. Wind powered machines - use a windmill to power a crane and lift an object.o Make holes in the end of 2 craft sticks and glue them to a shoe box.o Make a windmill rotor, ensuring that the straw is longer than the blades and sticks out one end.o Thread 2 milk bottle tops onto the straw.o Mount the rotor assembly on a wooden skewer, supported between two craft sticks.o Tape string to the straw of the rotor and attach a bulldog clip to the other end.o Blow on the windmill blade. What happens? Try using your crane to lift something.

'POINTERS ' The beads help to reduce friction so that the rotors can turn easily, you can use alternatives like plastic sheet with a small hole cut in it.

MMaakkiinngg aa hhoorriizzoonnttaall wwiinndd ttuurrbbiinnee tthhaatt ccaann bbee uusseedd ttoo ppoowweerr aa ccrraannee



YYoouunngg EEnnggiinneeeerrss -- PPrroojjeeccttss PPrroojjeecctt 0099:: DDAAMM FFIINNEE IIDDEEAA Civil Engineeringpage 20


’ FORMING A DAM’ We had some muddy ideas,So, we formed a dam,With rocks and pebbles and stones.We built and built for hours on end,Among the silt and sand and worms.But when the rain fell,

We splished, we sploshed, we splashed.And when more rain fell,The water rose so fast.And when it fell again,We hoped the wall would last.

‘CIVIL ENGINEERING ‘Have you ever turned on a tap and wondered about where the water comes from? A civil engineer could explain. They design, build and manage much of the infrastructure of modern society including our transport systems, our water supply and sewerage systems, and our harbours, airports and railways.

‘DAMS ‘One of the oldest engineered structures we know of is the World Heritage listed Budj Bim Cultural Landscapein Victoria, Australia. About 6,600 years ago the Gunditjmara people used stone from the Budj Bim lava flows to create channels, dams and weirs in which they trapped eels for food.

EEeell ttrraappImage from ‘The People of Budj Bim’ supplied by em PRESS Publishing ©

Our water supply often comes from rivers and we construct dams to collect and store water so that we have enough during dry seasons. Dams can also help to control flooding and the stored water can be used to generate hydroelectricity. Dams to supply water for the irrigation of crops were constructed thousands of years ago. Dam walls were made from naturally available materials including wood, earth and rocks and were not very tall, about as tall as a house, so they created shallow dams. With new materials such as concrete and steel as well as engineering designs, dam walls have become much taller. Some dam walls are more than 100 m high, taller than a 30-storey building.

Can you find an example of a tall dam?Does your water come from a dam? If so, have you visited the dam?Can you make a dam?



YYoouunngg EEnnggiinneeeerrss -- PPrroojjeeccttss PPrroojjeecctt 0099:: DDAAMM FFIINNEE IIDDEEAA Civil Engineeringpage 21


’ DAM FINE IDEA’

OOttiiss ccrreeaattiinngg aa vvaalllleeyy,, aa ddaamm mmaaddee ooff rroocckkss,, tthheenn aa ddaamm mmaaddee ooff rroocckkss aanndd ddiirrtt

'PROJECT ' Your city is growing and needs a new dam for water supply. As civil engineer you have been asked to design a dam. Your first job is try using the locally available materials to see how useful they are for making a dam.

'PREPARATION ' You will need something to make a “gently sloping valley” with (e.g. wood and a carpet tile as shown above), various materials to make a dam wall with (e.g. sticks, rocks, dirt, sand, clay or blocks), water and a bucket.

'PROCEDURE '1. Make a gently sloping valley.2. Pour a small amount of water into the valley.

o What happens?3. Build a dam wall across the valley using one of the available materials, then pour a small amount of water

into the valley.o What happens this time?o What happens if you keep pouring water into the valley?o Is the dam wall working? Could you improve it?

4. Build dam walls across the valley using some of the other materials then pour water into the valley.o Which of the materials seem to work best as a dam? Do you know why?

5. Build a dam using a combination of the available materials.o Is it any better?o If so, how big can you make your dam?o Can you fill your dam?o If so, what happens when it starts to overflow? Can you engineer a way to fix this?

'PROGRESSIONS 'A. Water play with pipes. Distributing water from a dam, usually via a network of pipes and sometimes

channels, is just as important as collecting and storing the water in the first place. And, gravity is a key consideration (unless it is pumped, water flows downhill). Can you build a water distribution system?

B. Did you know that a continually repeated musical phrase or rhythm is called an Ostinato? In the song 'Forming a Dam' the singer whispers 'pitter, patter' to mimic the sound of the rain. Make up some other ostinati (the plural of ostinato) to sound like the rain for example 'splish, splosh' or make up something the builders would say like 'I hope the wall will last'. Or try making a rain stick (see page 23).

'POINTERS ' This experience is probably best done outside or in a wet area. The valley can be made from a variety of materials, e.g. cardboard or moulded sand, however for some materials you may need to provide a waterproof base for the valley (e.g. a plastic sheet) as well. While this experience has been designed at “bench scale” it can easily be done at a larger scale, in a sand pit or natural drainage area. You can use a watering can or a sprinkler to simulate rain in the valley.

CChhiillddrreenn ((44--55)) eexxppeerriimmeennttiinngg wwiitthh ppiippeess,, wwaatteerr ffllooww aanndd mmaakkiinngg ddaammss



YYoouunngg EEnnggiinneeeerrss -- PPrroojjeeccttss PPrroojjeecctt 1100:: RREECCYYCCLLEEDD RRAAIINN SSTTIICCKK Environmental Engineeringpage 22


’ TRASH AND TREASURE’ We can make all sorts of treasures,From the trash we throw away.We just need imagination and a plan.Let’s keep some bits and pieces,To be used another day.Let’s not waste things, let’s recycle when we can.

We can paint things, we can blend things,We can sew things, we can mend things.Be they cloth or be they wood,When we’re finished, they’ll be good (x2)

Chorus

We can cut things, we can tape things,We can glue things, we can shape things.Be they paper, be they plastic.What we make, will be fantastic (x2)

We can make all sorts of treasures,From the trash we throw away.We just need imagination and a plan.Let’s keep some bits and pieces,To be used another day.Let’s not waste things, let’s recycle when we can.What we make will be fantastic...be fantastic…be fantastic.

‘ENVIRONMENTAL ENGINEERING ‘Have you ever put something into a recycling bin and wondered about how it gets recycled? An environmental engineer could explain. They help to protect the environment by minimising the impacts of projects on air, water, land, plants, animals and people. This involves efficient use and reuse of materials, efficient production of energy and appropriate management of waste.

‘REDUCE, REUSE RECYCLE ‘It makes sense not to waste things as we are less likely to run out of them. Recycling also makes sense because it often costs less than making things from new resources. The Ancient Romans recycled bronze and glass and there are many other examples of recycling throughout history, particularly in times of economic difficulty or war. Today we recycle materials including paper, cardboard, plastics, glass, metals, concrete, oil, electronic equipment and batteries.Objects can also be reused for a new purpose. For example, plastic milk bottles can be made into a variety of things including bird feeders, watering cans, plant pots, pencil holders and, with enough of them, life size cubby houses. With imagination cardboard boxes can be made into virtually anything; often the bigger the box the better.Have you reused materials to make other things? If so, what have you made? What else do you think you could make?Can you make a rain stick from reused materials?



YYoouunngg EEnnggiinneeeerrss -- PPrroojjeeccttss PPrroojjeecctt 1100:: RREECCYYCCLLEEDD RRAAIINN SSTTIICCKK Environmental Engineeringpage 23


’ RECYCLED RAIN STICK’

MMaakkiinngg aa rraaiinn ssttiicckk ffrroomm rreeccyycclleedd mmaatteerriiaallss

'PROJECT ' As Environmental Engineers you have been asked to help create musical instruments, for a concert, from recycled materials. You would like to start by creating a rain stick.

'PREPARATION ' You will need plastic bottles with large openings (e.g. milk bottles), cardboard rolls, clothes pegs, drinking straws, rice (about two cups), bread clips or small pieces of cardboard, sticky tape and scissors.

'PROCEDURE '1. Add the rice to a plastic bottle (use a funnel if it helps).2. Slot two pegs onto a straw and place the straw over the bottle so that one peg hangs into the bottle and

the other sticks out of the bottle.3. Push a cardboard roll over the straw to hold it in place and tape the roll to the plastic bottle.4. Slot one peg onto a straw and place over another bottle so that the peg hangs into the bottle.5. Push the bottle into the other end of the cardboard roll to hold the straw in place and tape the roll to the

plastic bottle.6. Tip your rain stick upside down and listen, turn it over again when the rice stops falling.

'PROGRESSIONS 'A. What other instruments do you know of? What other instruments would you like to make?

o Some ideas include drums, clap sticks, a tambourine, a washboard, a xylophone, a box guitar, a bush bass, a largerphone or a comb kazoo.

o Make a kazoo by placing wax paper over a comb and then humming on it (no need to blow).o Cut two pieces of dowel (approximately 20 cm lengths) and sand the ends to make clap sticks.o Old xylophone parts can be strung together and hung up to make a vertical xylophone.

B. Can you design and create your own instrument?C. Can you play your instrument and sing a song?D. Can you play your instrument with others in a group?

'POINTERS ' The plastic bottles should be dry otherwise the rice can become sticky. Try other materials instead of rice, for example gravel. Try changing the peg arrangements to speed up or slow down the fall of the rice or try using different bottles. Listen to how these changes affect the sound of the instrument.Instruments can be made from many materials. If they vibrate when we add energy to them (by for example, hitting, blowing on or plucking them) they will make a sound. Making a comb kazoo with children provides an opportunity to investigate vibration, energy transfer and sound. You can make and hear a wide range of sounds; experiment with different materials and different sizes and shapes of the instruments you create.

HHoommee--mmaaddee mmuussiiccaall iinnssttrruummeennttss -- tthhee ccoommpplleetteedd rraaiinn ssttiicckk,, aa ccoommbb kkaazzoooo,, ccllaappssttiicckkss,, aa vveerrttiiccaall xxyylloopphhoonnee aanndd OOttiiss wwiitthh hhiiss gguuiittaarr



YYoouunngg EEnnggiinneeeerrss -- PPrroojjeeccttss PPrroojjeecctt 1111:: CCAANN YYOOUU DDIIGG IITT?? Mining Engineeringpage 24


’ DIGGING A HOLE’ We dig in the sandpit, it’s gritty, wet and it’s,A place we like to play, with our friends every day.

We dig, dig, dig, a hole that’s deep and wide,We dig, dig, dig, straight down with sheer sides.

Dig and dig and dig and dig, dig, dig (x6)

We have to work together, in cool and sunny weather,With sun cream and caps, make sure the sides don’t collapse. AA TTuunnnneell BBoorriinngg MMaacchhiinnee ((TTBBMM))

Image supplied by ACCIONA Australia ©

‘MINING ENGINEERING ‘Have you ever noticed how many things in your house are made from metal and wondered about where metal comes from? A mining engineer could explain. They manage mines to extract materials from the earth safely and with minimal environmental harm. As well as metals, mines produce minerals including precious stones, building materials and fossil fuels.

‘TUNNELS ‘Some materials that we mine are close to the surface and are dug out directly from ground level. Other materials are deeper underground and we construct tunnels, including shafts (vertical tunnels), to access them. We also construct tunnels to transport mined materials back to the surface and for ventilation, water removal and emergency escape. Often tunnels need to be supported so they don’t collapse.

Historically tunnels were dug by hand and, if needed, supported by materials like timber. The use of explosives and machines allowed us to dig bigger tunnels more quickly and stronger materials including steel and concrete allowed us to support these tunnels. The deepest mines are now more than three kilometres deep and some mines have hundreds of kilometres of underground tunnels.

Recently specialist tunnel boring machines (TBMs) have been employed to complete mine tunnels. TBMs are also used for other engineering projects. The Channel Tunnel between the British and the French coasts was dug by two TBMs; one started at each coastline and they met in the middle. TBMs have been used to build many road and railway tunnels in other parts of the world.

Is there a tunnel near you? Have you driven through it? Can you make a tunnel?



YYoouunngg EEnnggiinneeeerrss -- PPrroojjeeccttss PPrroojjeecctt 1111:: CCAANN YYOOUU DDIIGG IITT?? Mining Engineeringpage 25


’ can you DIG IT?’

OOttiiss ccoonnssttrruuccttiinngg aa hhoorriizzoonnaall ttuunnnneell ffoorr vveehhiicclleess ttoo ddrriivvee tthhrroouugghh

OOttiiss ccoonnssttrruuccttiinngg aa vveerrttiiccaall ttuunnnneell ttoo lliifftt mmaatteerriiaallss oouutt ooff aa mmiinnee

'PROJECT ' As a mining engineer you have been asked to construct two tunnels, one horizontal and one vertical.

'PREPARATION ' You will need cardboard rolls, plastic milk bottles (2 or 3 litre bottles with square or rectangular bases work well), strong cardboard boxes, sticky tape, scissors, a sharp knife, string and dirt.

'PROCEDURE '1. Horizontal tunnel.

o Cut a sawtooth pattern in the base of a cardboard roll to form your Tunnel Boring Machine (TBM).o Cut tube-sized circular holes on opposite sides of a milk bottle and tape the cut-out pieces in place.o Fill the milk bottle with dirt (cutting a larger opening near the top can help with filling).o Open one hole on the milk bottle, insert your TBM and start drilling by twisting and pushing.o When your TBM breaks through the hole in the other side ensure the tunnel is secure and clear it out.o Test to see if a vehicle will go through the tunnel.

2. Vertical tunnel.o Cut a hole in the centre of a strong cardboard box and tape the cut-out piece in place.o Fill the box with dirt and place it on supports so that it sits above an ore deposit in a mine.o Use your TBM to drill down through the dirt to the ore deposit and secure the tunnel in place.o Use string to lift materials from the mine through the tunnel and out to the surface.

'PROGRESSIONS 'A. Try to make similar horizontal and vertical tunnels without using your TBM.

o What happens? If needed, is there a way you can prevent this?o What is good about the circular shape of your TBM?

B. Try digging a horizontal tunnel from each end and meeting in the middle (like the Channel Tunnel). Try using a big carboard box instead of a milk bottle.

AArrlloo’’ss ttuunnnneell iinn aa ssaanndd ppiitt 'POINTERS ' This experience was designed at bench scale for accessibility and safety. It can be scaled up but take care - ddoo nnoott ccrreeaattee llaarrggee ttuunnnneellss aanndd eenntteerr tthheemm..



YYoouunngg EEnnggiinneeeerrss -- PPrroojjeeccttss PPrroojjeecctt 1122:: RROOBBOOTT HHAANNDD Biomedical Engineeringpage 26


’ Robotic Ted’ Ted had a fall and came to harm,He couldn’t use his furry arm.Now with wires and grips and more,Ted has a new robotic paw.Up in the air, way down low,To the side, oh watch him go.Ted’s new arm is quite exotic,Up, down it’s robotic!

‘BIOMEDICAL ENGINEERING ‘Have you ever seen someone with an artificial limb and wondered how it works? A biomedical engineer could explain. They work with doctors and medical scientists to improve health care and medical services. They help to design artificial joints, limbs and organs, equipment like hearing aids and machines and instruments to monitor and treat patients.

‘PROSTHETICS ‘Did you know that a prosthesis is a device used to replace a missing body part? We have all heard about pirates with a wooden stump for a leg or a metal hook for a hand. The ancient Egyptians were using prostheses well before this, about 3,000 years ago. Now, high-tech materials such as carbon fibre, titanium and polymers and technologies such as 3D-printing are being used to custom make prostheses.

Some prostheses have moving parts that can be controlled by the person wearing them. One example is prosthetic hands with moving fingers so that the hand can be opened and closed allowing better grip of objects.

Can you make a pirate’s leg?Would you like to make a robotic hand? IIssllaa’’ss ddrraawwiinngg ooff aa ppiirraattee wwiitthh aa

wwooooddeenn lleeggMMaatttthheeww AAmmeess iiss aann eennggiinneeeerr

wwhhoo hhaass aa ““bbiioonniicc aarrmm””Image supplied by CV Services Group ©



YYoouunngg EEnnggiinneeeerrss -- PPrroojjeeccttss PPrroojjeecctt 1122:: RROOBBOOTT HHAANNDD Biomedical Engineeringpage 27


’ Robot hand’

MMaakkiinngg aa ssiimmppllee rroobboottiicc hhaanndd aanndd uussiinngg iitt ttoo ppiicckk uupp aa ccoorrkk

MMaakkiinngg aa mmoorree ccoommpplleexx rroobboottiicc hhaanndd aanndd uussiinngg iitt ttoo ppiicckk uupp aa ppeegg\\

'PROJECT ' Your team of Biomedical Engineers has been asked by the Teddy Bear Hospital to create a range of prosthetic devices for injured bears. You plan to start by creating and testing a simple robotic hand.

'PREPARATION ' You will need large craft sticks (~ 15 cm long), rubber bands and clothes pegs.

'PROCEDURE '1. Try making a hand-like prosthetic, e.g. a hook, with no moving parts, then test it.

o What things can you do with it?o What things do you have trouble doing with it? How could you improve it?

2. Try making a simple robotic hand with moving parts, so that you can grip objects, then test it.o Attach a peg to one end of a craft stick using rubber bands at each end of the peg.o Attach another craft stick to the other side of the peg and align the tips of the craft sticks.o Squeeze the craft sticks (fingers) together at their open end to open the hand.

o What things can you do with it? What can you pick up with it?o What things do you have trouble doing with it? How could you improve it?

'PROGRESSIONS 'A. Try making more complex robotic hands and testing them to see if they are an improvement:

o Try using two pegs instead of one. How could this help?o Try adding grip to the fingers (hint – perhaps use the fingers from rubber gloves). How could this help?o Try attaching the hand to an arm (like Ted’s) with string to operate it remotely. How could this help?

o Make holes about 1 cm from the end of each of two craft sticks (the fingers). One hole should be small, so that your string just fits through. The other hole can be big (i.e. hole punch size).

o Make two big holes in another craft stick. This stick will be used as the arm, one hole should be about 1 cm from one end and the other hole should be about 3 cm from the other end.

o Align the finger with the big hole in it and the arm so that the hole in the finger overlaps the hole about 3 cm from the end of the arm then tape the finger and arm together.

o Use the other craft stick (finger) to make a simple robotic hand (procedure 2) ensuring that the holes (big and small) in the fingers are both at the ends to be squeezed.

o Tie a knot at one end of a piece of string. Thread it from the outside of the hand through the small and then big holes in the hand and then through the hole at the other end of the arm.

o Hold the arm and pull the string to operate the hand.o Try making a hand with more than two fingers. How could this help?

B. Create a Robotic Ted Dance.o Listen to the song ‘Robotic Ted’ Can you write new words for the chorus? Instead of ‘Up in the air,

way down low, to the side’, add your own ideas about the directions your robot could move.C. Create other prostheses.

o Can you make a pirate’s leg? How well can you walk on it?o What other prostheses can you think of? Could you design some?

'POINTERS ' For the more complex hands you will need string and sticky tape. It would be useful to have a hole punch or a drill and rubber gloves.



YYoouunngg EEnnggiinneeeerrss -- PPrroojjeeccttss PPrroojjeecctt 1133:: CCRREEAATTIIVVEE CCOODDEESS Information Telecommunications and Electronics Engineeringpage 28


’ CODES’ Codes is an instrumental piece and a dance tune. It does not have words and it is not sung.

‘INFORMATION, TELECOMMUNICATIONS AND

ELECTRONICS ENGINEERING ‘Have you ever talked on a mobile phone and wondered how it works? An information, telecommunications and electronics engineer could explain. They create mobile phones, computers and the connecting network hardware from components that use tiny amounts of energy to send and receive information locally, globally and even in space. They are continually designing smaller devices to transmit more data more quickly.

‘CODES ‘

Codes help us to communicate. For example, our language is a code that uses words to represent things. The word “dog” is code that means something like “a four-legged furry animal that wags its tail and barks” and the word “hello” is a greeting.

• Words can be spoken or written (in letters or symbols).• Some people who cannot hear may use a sign language like Auslan.• Some people who cannot see may use the language Braille to feel the words

with their fingers.

In the main illustration above two children are flashing torches to send and receive messages in the dark. This is like using Morse Code (an early code) which is a series of dots and dashes that represent letters and numbers.

Nowadays we might use text messaging on mobile phones. When a person enters a text message, their phone encodes it (converts it into a code) then sends this code to the receiver’s phone. The receiver’s phone receives the code, decodes it and displays the sender’s original text message. Codes are also used in computers as they allow us to tell computers what to do.

Other examples of codes in our daily lives include traffic lights (they show us when to stop, wait or go) and bar codes or Quick Response (QR) codes that allow us to scan products for their price and other details when we are in shops.

‘‘DDoogg’’ aass aa ssyymmbbooll

‘‘HHeelllloo’’ iinn AAuussllaann

‘‘HHeelllloo’’ iinn bbrraaiillllee

‘‘DDoogg’’ iinn MMoorrssee ccooddee

Written music is also a code, it tells musicians how to play a song. Like music, dances can be described using a code. Instead of using written instructions like “Move two steps forward then two steps backward.”choreographers (people who design dances) can use arrows to show direction. For example, the dance code below means two steps right (start on the right foot [R]), two steps left, two steps forward and two steps back.

Do you like to dance? Would you like to create your own dance and dance code that others can follow?



YYoouunngg EEnnggiinneeeerrss -- PPrroojjeeccttss PPrroojjeecctt 1133:: CCRREEAATTIIVVEE CCOODDEESS Information Telecommunications and Electronics Engineeringpage 29


’ CREATIVE CODES’

AAnn eexxaammppllee ddaannccee ccooddee -- ffoorr ffeeeett mmoovveemmeennttss

AAnn eexxaammppllee ddaannccee ccooddee -- ffoorr ffeeeett aanndd uuppppeerr bbooddyy mmoovveemmeennttss

'PROJECT ' As information, telecommunications and electronics engineer and coding expert, you have been asked to help create some new dances for robots and codes to describe them. You decide to start by using the instrumental piece Codes as a basis for your first dance and your friends have offered to help by testing your codes and trying your dances.

'PREPARATION ' You will need paper or cards, drawing instruments and perhaps scissors.

'PROCEDURE '1. Listen to the instrumental piece Codes and make up a dance while you are listening.

o The music is in 4/4 time or 4 beats to the bar. You may find that you tend to dance in groups or patterns of steps that match this.

o Note that the tune starts slowly so you can practice your steps carefully before it gets faster.2. When you are happy with your dance steps, create your dance code to describe them.

o Start with the feet. The information your dancers will need includes which foot to move, the direction and the number of steps.

o Draw the information as arrows on a sheet or create a card for each step and lay them out in order. They might look like the dance code for feet, shown above, which means four steps to the right,starting on the right foot [R], and then four steps forward.

o Add some upper body movements such as claps or wiggles to your dance.o Draw the information on a sheet with the dance steps (perhaps using symbols

like the examples shown) or create a card for each movement and lay them out in order with the steps. The result might look like the dance code for feet and upper body movements shown above. This code means - two steps to the right and clap, two steps to the right and clap, two steps forward and wiggle then two steps forward and wiggle. CCllaapp WWiiggggllee

3. Try making your own symbols to represent movements for your dance.4. Show your dance code to a friend and see if they can interpret it.

o Did they understand it? If so, were they able to do the dance?o If not, can you help them or make the code clearer to them?

5. Try creating other dances to different pieces and types of music, the history of dance is fascinating.o Remember, ‘If you can dream it, you can draw it, if you design it you can make it’. It is the same

principle for dancing.

'PROGRESSIONS 'A. Play the game ‘Traffic Lights’.

o One person is the ‘traffic light’ they have three coloured cards (the lights) and everyone else dances around the room.

o The ‘traffic light’ holds up one of the colours red, amber or green and the others stop, get ready or go accordingly.

o As a variation, try changing the meaning of the lights so that the colours represent different actions (e.g. make red go, green stop and amber jump).

'POINTERS ' When you write codes for dances you have to put exactly what you want to happen, or the dancers could end up in a muddle. Practice in front of a mirror so you can see what your dance looks like to help you code it.

Other useful ways to create your dance code include drawing stick figures doing each step of the dance or drawing a life size floor chart which shows the position of the dancer’s feet for each step.

IIlllluussttrraattiinngg ddaannccee uussiinngg ssttiicckk ffiigguurreess



YYoouunngg EEnnggiinneeeerrss -- PPrroojjeeccttss PPrroojjeecctt 1144:: DDRREEAAMM BBIIGG The Characteristics of Young Engineerspage 30


’ WE CAN MAKE ALL SORTS OF THINGS’ We can make a sailing ship tosail across the sea. And,we can make a submarine todive into the deep.We can dream it. We can draw it.We can make all sorts of things.

We can make a jet plane or abig hot air balloon. And,we can make a rocket that willfly us to the moon.We can dream it. We can draw it.We can make all sorts of things.

We can make a city with itsbuildings big and tall. And,we can make a go cart that willroll and roll and roll.We can dream it. We can draw it.We can make all sorts of things.

We can make a dam wall and amuddy back-yard lake. And,we can make a robot that willhelp us bake a cake.We can dream it. We can draw it.We can make all sorts of things.

We all dream of many things, througheach and every day.Our imagination is thegreatest place to play.We all dream of many things thatno one’s dreamt before.Let’s all make our dreams come true,Let’s make what’s in our thoughts.

We can make a flying bike orbroccoli ice cream. And,we can make our bedrooms intosecret time machines.We can dream it. We can draw it.We can make all sorts of things.

We can make a forest full ofgiant flowers and trees. And,we can make pet dinosaurs withsoft and squishy teeth.We can dream it. We can draw it.We can make all sorts of things.

We can dream it. We can draw it.We can make all sorts of things.

We can dream it. We can draw it.We can make all sorts of things

‘THE CHARACTERISTICS OF YOUNG ENGINEERS ‘Do you like to create things with your friends? If so, you are well on your way to becoming an engineer. Engineers work together in teams to complete large engineering projects. These projects often require input from several engineering disciplines and different types of engineers will manage different parts of the project.



YYoouunngg EEnnggiinneeeerrss -- PPrroojjeeccttss PPrroojjeecctt 1144:: DDRREEAAMM BBIIGG The Characteristics of Young Engineerspage 31


’ DREAM BIG’

BBlloocckk CCiittyy -- aa ccoollllaabboorraattiivvee pprroojjeecctt ttoo ccrreeaattee aa ccaarrddbbooaarrdd cciittyy((uunnddeerrttaakkeenn aatt tthhee SSttaattee LLiibbrraarryy ooff QQuueeeennssllaanndd))

EEnnggiilliinnaa aanndd hheerr tteeaamm wwoorrkkiinngg oonn tthhee ddeessiiggnn ffoorr tthheeiirrmmaagglleevv ttrraaiinn tthhee MMaannttaa RRaayy

'PROJECT ' Together, with a group of other Young Engineers, think about a project you would like to undertake. This is your opportunity to DDRREEAAMM BBIIGG!!

'PREPARATION ' Your group will need something to draw your project with. Once you have drawn your project you will need the materials to develop it (these materials will depend on what you decide to make).

'PROCEDURE ' Follow the Early Engineering Design process; as a group:1. Dream about your project.

o Is there something you wish existed or something you would like to change?o Is there a problem you can solve by making something to help?

2. Draw your project.o Include enough details so that you all understand the project and you can

build it together as a group.o How big is it? What parts does it have?o Ask for help with writing descriptions on your drawing if you need it.

3. Develop your project.o Develop your project from the materials you have collected.o You may need to work on the project in parts, perhaps with different members of your group working

on each part.4. Decide whether your project is complete.

o Are you happy with your project? If so, enjoy it.o Would you like to make any improvements? If so, make some changes - keep on dreaming, drawing

and developing until your group is happy with the project.

'PROGRESSIONS 'The world is a playground for Young Engineers, and, Young Engineers have all sorts of ideas.You dream and you draw, you design and create, you always have things to improve or to make.

Enjoy working together with other young engineers, there are no limits to what you can imagine and make, especially together, so KKEEEEPP OONN CCRREEAATTIINNGG…

'POINTERS ' Large infrastructure projects such as cities, houses, building sites, space stations, farms, mines, tunnels and harbours are often good group activities. Projects, especially large ones, can take a while to complete; sometimes it is good to be able to “leave them out” rather than packing them away so that children can continue to think about them and come back to them where they left off. As an example, the Box City project, shown in the photograph above, filled an entire room and was completed by many children over a period of one week.

Story books can be a good source of inspiration, there is often a lot of “behind the scenes” engineering even in non-engineering books. For example, The Three Little Pigs is a great story for introducing building materials. Print and online news services also routinely include articles relevant to engineering (even if they are not directly about engineering) and many will appeal to children; current examples include space exploration, very fast trains and robots.



YYoouunngg EEnnggiinneeeerrss -- PPrroojjeeccttss AAPPPPEENNDDIICCEESSpage 32


’ LINKS TO CURRICULA’ Our Early Engineering Design Process promotes STEAM learning and links to the Australian Curriculum as shown below.

EEaarrllyy EEnnggiinneeeerriinnggDDeessiiggnn PPrroocceessss

HHooww SSTTEEAAMM lleeaarrnniinngg iiss pprroommootteedd LLiinnkkss ttoo tthhee AAuussttrraalliiaann CCuurrrriiccuulluumm

Dream CChhiilldd - generating ideas.AAdduulltt - Initiating purposeful and authentic problem-solving spaces.

Students identify needs, opportunities or problems and describe them.

Draw CChhiilldd - using the everyday tools which are available naturally in a play environment.AAdduulltt - providing tools, equipment and support for creative and analytical thinking.

Students record design ideas using techniques including labelled drawings, lists and sequenced instructions.

Develop CChhiilldd - developing their own working theories about how the world works.AAdduulltt - encouraging children to embrace evolving and changing ideas and to make mistakes.

They design solutions to simple problems using a sequence of steps and decisions. With guidance, students produce designed solutions for each of the prescribed technologies contexts.

Decide CChhiilldd - developing dispositions and attitudes which are life-long.AAdduulltt - bringing particular aspects of the process to the child’s attention so that they can make meaning.

Students evaluate their ideas, information and solutions on the basis of personal preferences and provided criteria including care for the environment.

Done(or Dream again)

CChhiilldd - learning to grow and navigate everyday challenges through trial and error.AAdduulltt - offering real world, contextually relevant learning with encouragement.

They safely create solutions and communicate ideas and information face-to-face and online.

Our Characteristics of Young Engineers link to Outcomes and Dispositions within the Early Years Learning Framework (EYLF) and General Capabilities within the Australian Curriculum as shown below.

CChhaarraacctteerriissttiiccss ooffYYoouunngg EEnnggiinneeeerrss

LLiinnkkss ttoo OOuuttccoommeess wwiitthhiinn tthhee EEaarrllyy YYeeaarrss LLeeaarrnniinngg FFrraammeewwoorrkk LLiinnkkss ttoo GGeenneerraall CCaappaabbiilliittiieess wwiitthhiinntthhee AAuussttrraalliiaann CCuurrrriiccuulluumm

Constructors Manipulate familiar and new materials, tools and equipment to build.EEYYLLFF OOuuttccoommee 44 - children are confident and involved learners.

Information and communication technology (ICT) capability

Connectors Apply prior knowledge from past learning to a new learning situation.EEYYLLFF OOuuttccoommee 22 - children are connected with and contribute to their world.

Numeracy capability

Creative Represent ideas, feelings and experiences in new ways.EEYYLLFF OOuuttccoommee 33 -- children have a strong sense of well-being.

Critical and creative thinking

Confident Have a strong sense of who they are, manage new experiences and are not afraid to fail. EEYYLLFF OOuuttccoommee 11 -- children have a strong sense of identity.EEYYLLFF DDiissppoossiittiioonn 44 -- CCoonnffiiddeennccee

Personal and social capability

Collaborators Work together positively, showing respect for the ideas of others.EEYYLLFF OOuuttccoommee 22 - children are connected with and contribute to their world.EEYYLLFF DDiissppoossiittiioonn 22 -- TTrruusstt

Intercultural understanding

Communicators Negotiate, take turns, explain ideas, predict and listen.EEYYLLFF OOuuttccoommee 55 - children are effective communicators.

Literacy capability

Considerate Show awareness of the ideas and rights of others in group situations.EEYYLLFF OOuuttccoommee 22 - children are connected with and contribute to their world.EEYYLLFF DDiissppoossiittiioonn 55 -- RReessppoonnssiibbiilliittyy

Ethical understanding



YYoouunngg EEnnggiinneeeerrss -- PPrroojjeeccttss AAPPPPEENNDDIICCEESSpage 33


’ design in engineering and the arts’ Artists and engineers often use a similar design process to create. These are some examples and quotes fromfamous musicians and artists.

EEaarrllyy EEnnggiinneeeerriinnggDDeessiiggnn PPrroocceessss

VViissuuaall aanndd mmuussiiccaall lliitteerraaccyy

Dream Composers or artists spend a great deal of time thinking and ‘dreaming’ before committing anything to sound or paper. Ed Sheeran (song writer) plays with Lego® while he is thinking of words to his songs.‘Doing nothing often leads to the very best of something.’ (Winnie-the-Pooh), A. A. Milne, author.

Draw ‘Creativity takes courage.’ Henri Matisse, artist.

Develop ‘Every artist was first an amateur.’ Ralph Waldo Emerson, poet.‘We are always trying to better ourselves and become more skilled. When one of us learns something new, we ask the others to join in and learn it too.’ Anthony Field, the Blue Wiggle.

Decide ‘Have no fear of perfection, you’ll never reach it.’ Salvador Dali, artist.

Done (or Dream again) ‘There is no innovation and creativity without failure.’ Brene Brown, researcher and storyteller.

‘music ‘

‘MUSICIANS AND ARTISTS ‘Guitar and vocals Sue LewinBass guitar, guitar and vocals Andrew KingPiano, keyboard, iPhone Animoog, percussion and vocals Peter StewartUkulele, vocals and whistling Thom JacksonVocals and song writing Mike JacksonDrums and car door Peter YoungDrums Brett JensenSaxophone Bohdan DavisonHarmonica George KriegerSlide guitar Todd SilvesterGuitar Bruce IrwinRain stick Otis SilvesterDouble bass Andrew McInally

‘PRODUCTION ‘Production and song writing Sue Lewin and Andrew KingEditing and song writing Peter StewartEditing Pete LowmanContent advisors Melindi Robertson and Sue SoutheyRecording and mixing Marly Lüske at Alchemix StudiosPressing and Printing Music Media

‘PHOTOGRAPHY AND ARTWORK ‘Our thanks to those who helped us by agreeing to be photographed, providing photographs or allowing us to use their artwork.

ACCIONA Australia.CV Services Group Pty Ltd.em PRESS Publishing.Halo Babies and Kids Family Day Care, Wesley Mission.Mt Gravatt Kindergarten, Brisbane Qld.

Matthew Ames, Corbin Butler, Marie-Louise King, Matilda Lewin, Arlo Silvester, Otis Silvester, Cassie Withers, Isla Withers and Zosia Yearsley.





IIff yyoouu ccaann ddrreeaamm iitt,, yyoouu ccaann ddrraaww iitt..IIff yyoouu ddeessiiggnn iitt,, yyoouu ccaann mmaakkee iitt..

From construction sites to spaceships, young children love engineering. And, like engineers, they enjoy creating and building their worlds. This natural link provides an ideal opportunity for them to explore engineering disciplines, concepts and practices.

YYoouunngg EEnnggiinneeeerrss -- PPrroojjeeccttss is a companion to the picture book YYoouunngg EEnnggiinneeeerrss. Together these books introduce engineering in an enjoyable way and encourage children to dream, draw, design, develop, sing, dance and play.

Engineer, teacher and author Andrew King, musician and early years’ educator Sue Lewin and illustrator and architect Benjamin Johnston combine their knowledge and experience to bring a fresh look to Early Engineering Education. With a focus on both engineering and the arts within a Science, Technology, Engineering, Arts and Mathematics context, children are invited to:

DDrreeaamm iitt -- SSTTEEAAMM iitt

Includes a download code forYYoouunngg EEnnggiinneeeerrss -- SSoonnggss

YYoouunngg EEnnggiinneeeerrss, a companionpicture book, is also available



how to use this book - bearly engineering · 2020. 4. 7. · how to use this book ’ young...

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