Challenge Preparation Activities 2016
Years 5 and 6
The Throne of Games
S.O.S….Save Our Scientists
Destination Mars
Quick Response
Teams should organise a time to meet regularly.
Teams will be able to do much of this preparation with little assistance.
Teachers may choose to use some of the activities in the classroom.
There will be practice workshops on the day of The Challenge.
We advise that not everything in this handbook will be in The Challenge.
Have fun with these activities!
Challenge No:1
The Throne of Games
The PLAY IT game and toy factory is going bust! After
some dodgy dealings and bad marketing there seems
no option than to shut up shop forever. Except! There
may be one slim chance to revive this once-loved
company. Your team has been given the task of
inventing PLAY IT's final tabletop game using the
objects that the warehouse already has in stock. The
leftover parts from old games and other toys will be
your materials, your minds the inspiration. The CEO of
PLAY IT is relying on your expertise in game-play
strategies and years of experience in playing with toys.
If your game is a success you might be able to bring
PLAY IT back from certain obscurity.
Preparation Activities
In order to design the very best game possible you will need to brush up on certain skills. These
three activities will help prepare you for inventing under pressure.
1. Play Lots of Games
The best way to become familiar with a variety of tabletop games is to play as many of them as
possible! Can you bring some to school to share at lunch time? Are there board games or card
games in your school library? Do your parents or grandparents have any old ones hidden away at
home?
Read through the instructions for each game carefully. Are they easy to follow? Complicated?
Confusing? Keep a list of the games you play and make notes as to which elements they have in
common. Do they all rely on dice for turn taking? What about the aim of each game, what do you
have to achieve in order to win? Do they have a board? Playing cards? Does each player have a
token or marker?
Draw up a table like this to organise your research.
Game
Title
Number of
players
Aim/How to Win
Dice
Board Playing Tokens
Cards
Other notes
Scrabble
2-4
Get the highest
score




Letter tiles
Snakes and
Ladders
2-6
Get to the top of
the board first




Snakes send you
backwards,
ladders forwards
© G.A.T.E.WAYS Publications
2. Write Out Clear Instructions
Game designers have to be able to explain how their game works, even when they're not there in
person to help the players. Practise writing clear instructions by documenting an activity you know
well.
Playground games are a common feature of Australian school lunch times, but at each school you
will find slight variations for each one. How would you write out instructions to send to a school in
Western Australia so that you can be sure they are playing exactly the same game you are familiar
with?
1. Choose a playground game that is popular at your school, such as:
a ball game;
forty-forty or kick the can;
a chasing game/tag;
four square;
any other that you can think of!
2. Write out the instructions for playing this game. Use headings, like the ones following, to keep
the information in a logical order. This will help the players understand what you want them to do.
Aim: What is the point of this game; how do you win?
Number of Players: The minimum to maximum number of people for a great game.
Space Needed: How much physical space is necessary to play? Does it need to be a
certain shape or have markings?
Equipment: Is any special equipment needed, such as a ball?
Going First: How do you chose who is 'It' (if necessary)? (Note down any rhymes you
use for this too!)
Procedure: The steps of the game in the order that you do them.
3. If possible, test your instructions by showing them to someone from another school, such as a
cousin, a neighbour or your parents, and ask them if they make sense!
© G.A.T.E.WAYS Publications
3. Learn These Six Game Mechanics
Game designers use some of the same ways of playing over and over again in their designs. Rather
than inventing a whole new way of running a game each time, these familiar mechanics make life
easier for the designer as well as the player. One obvious mechanic is the use of dice to randomise
how many moves a player should take during their turn. There are dozens of others, but for the
Throne of Games Challenge you only need to be familiar with these few. Read through the
following mechanics. Do you know of any other games that use them?
Set Collection
The primary goal of a Set Collection mechanic is to encourage a player to collect a set
of items.
Examples: the card games Go Fish and Happy Families; Monopoly; any of the Fluxx
games
Area Enclosure
In Area Enclosure games, players place or move pieces in order to surround as much of
the game play area as possible.
Examples: the ancient Chinese game Go; Blokus; Agricola; the pencil and paper game
Dots and Boxes (aka Fences) https://en.wikipedia.org/wiki/Dots_and_Boxes
Route/Network Building
In Route or Network Building games players make networks using owned, partially
owned or neutral pieces, by either building the longest chain or connecting to new
areas. A network is a set of interconnected lines with nodes, just like railway tracks
connecting at train stations.
Examples: Labyrinth; many railway-themed games such as Ticket to Ride
Memory
Games that use the Memory mechanic require players to remember previous game
events or information in order to reach an objective.
Examples: card games that require you to keep some cards face down, like Rat-a-Tat
Cat; Cluedo
Tile Placement
Tile Placement games use moveable and interchangeable tiles placed in different ways
to score points The amount of points is often influenced by adjacent pieces.
Examples: Scrabble; Carcassone
Modular Board
Play occurs upon a modular board that is composed of multiple pieces, often tiles or
cards. In many games, board placement is randomised, leading to different possibilities
for strategy and exploration.
Examples: any of the Catan variations (except Kids of Catan); Forbidden Island and
Forbidden Desert; RoboRally
© G.A.T.E.WAYS Publications
Challenge No:2
Disaster has struck! A devastating crime has occurred… The G.A.T.E.WAYS
laboratory has been broken into and ransacked overnight and now a group of
talented young scientists have lost months of work!
As a team of experts, you have been called in to assist the group of scientists to
piece together the remnants of their investigation. You will need to repeat
experiments, collate data and organise their scientific notes so that their entry can
be submitted before the deadline. You’d better brush up on your scientific
know-how before you’re called in to work!
Atoms are the basic building blocks
of everything in the universe—
including you and me!
ATOMS:
Adult assistance necessary: None
Preparation Time: Nil
Activity Time: 30 minutes
Materials: Computer and access to the internet for further research
Atoms are made up of subatomic particles called protons, neutrons
and electrons. The protons and neutrons can be found in the centre
of an atom or its nucleus. The electrons spin in orbits (or shells)
around the outside of the nucleus. The number of protons in an
atom determine which element it is.
Electron
Neutron
Proton
Nucleus
THE PERIODIC TABLE:
Scientists use symbols to represent all the known
elements in the world. They are arranged in The
Periodic Table of Elements. The periodic table
provides us with lots of information about each
element.
* A copy of The Periodic Table will be
provided on the day of the Challenge.
Can you answer the following questions?
1. What is the chemical symbol of sodium?
2. Which element has the chemical symbol Li ?
3. What is the atomic number of neon?
4. How many protons in an atom of silicon?
5. How many neutrons in an element of argon?
KEY:
Element
CALCIUM
20
Ca
40
Atomic number
This is also the
number of
protons.
Chemical Symbol
Atomic Mass
This is the total
number of protons
and neutrons in
the nucleus.
©G.A.T.E.WAYS Publications
ISTOPES:
Adult assistance necessary: None
Preparation Time: Nil
Activity Time: 20 minutes
Materials: Computer and access to the internet for further research.
Sometimes the atoms of the same
element can be slightly different.
Although the number of protons
in an atom is always the same,
some atoms can have a different
number of neutrons in the
nucleus. We call these an isotope
of the element.
An example of this occurs in the element chlorine. Chlorine has an atomic number of
17, which basically means that all chlorine atoms contain 17 protons. There are,
however, two chlorine isotopes. Most of the chlorine atoms found in nature contain
18 neutrons but some contain 20 neutrons. The mass of these isotopes is therefore
different. Most chlorine atoms have a mass of 35—that is, 17 (p) + 18 (n) = 35. Other
chlorine atoms with more neutrons have a mass of 37– that is, 17 (p) + 20 (n) = 37.
These isotopes are written as follows: 35Cl and 37Cl.
When isotopes are noted this way we can work out the number of neutrons by finding
the atomic number of the element and subtracting it from the mass number. This
remaining number is the number of neutrons.
Use the periodic table on the previous page to work out how many neutrons in the
following isotopes: i. Oxygen—18 ii. Carbon—13 iii. Lithium—8
INTERPRETING GRAPHS:
Adult assistance necessary: None
Preparation Time: Nil
Activity Time: 20 minutes
Materials: Computer and access to the internet for further practice
Step 1: Make sure you understand what
the graph is about or what it represents.
Step 3: Make sure you look closely at
any units of measurement to
understand the scale. If you are looking
at a pie graph carefully read any keys
that are provided.
This line graph shows details about
the worms found in a compost bin.
Analyse the graph to answer the
questions below.
Number of worms
Step 2: Read the title of the x– axis
(horizontal axis) and the y-axis
(vertical axis) so that you can understand how the graph works. If it’s a pie
graph make sure you understand what
each segment represents.
Being able to interpret different types
of graphs is an important skill required
for this challenge.
1. How many worms were less than
21 centimetres in length?
2. How many worms were 36 to 50
centimetres in length?
Length of worms (cm)
3. What length were the longest
worms?
4. What length were 7 of the worms?
You can practise by following the link below:
https://www.ixl.com/math/algebra-1/interpret-bar-graphs-line-graphs-and-histograms
CONDUCTING A SCIENTIFIC EXPERIMENT:
When conducting an experiment make sure you know what the aim is.
Follow all of the instructions very carefully. The instructions are listed in the Method.
Read through all of the steps before you begin to complete Step One.
©G.A.T.E.WAYS Publications
METALS:
Adult assistance necessary: None
Preparation Time: Nil
Activity Time: 20 minutes
Materials: Computer and access to the internet.
S.O.S
Save Our Scientists!
CHARACTERISTICS OF METALS:
Familiarise yourself with the properties of metals.
Follow the links below for some information about metals:
http://www.bbc.co.uk/bitesize/ks3/science/chemical_material_behaviour/atoms_elements/revision/5/
http://www.sciencekids.co.nz/sciencefacts/metals.html
Make sure you are familiar with the following words:
Conductor
Ductile
Malleable
Brittle
Sonorous
Lustre
Pure Metal
ALLOYS:
Adult assistance necessary: None
Preparation Time: Nil
Activity Time: 20 minutes
Materials: Computer and access to the internet for further research.
Alloy (Steel)
Alloys have different characteristics than a pure metal.
They are often stronger and harder than pure metals and
therefore have many uses.
Alloys are metals made by
combining two or more
elements.
Steel is a common example of an alloy. Steel is a very
strong metal which is made up of iron, (the parent metal)
and small amounts of carbon. Stainless steel is a widely
used alloy of iron that doesn’t rust. It is made up of steel,
nickel and chromium.
Aluminium alloys are also commonly used alloys which
are formed when aluminium is combined with other
elements such as copper and silicon. Some of the
benefits of aluminium alloys are that they are light, strong
and do not rust.
Did you know that our coins are made of alloys and do
not contain any gold or silver at all? Can you find out
what elements are found in the alloys that make our
‘silver’ coins and our ‘gold’ coins?
©G.A.T.E.WAYS Publications
ALLOYS: Silver coins-alloy of nickel and copper. Gold coins-alloy
containing mostly copper and small amounts of aluminium and
nickel
INTERPRETING GRAPHS: 1. 5 2. 37 3. 61cm or longer
4. 21-25cm
ISOTOPES: i. 10 ii. 7 iii. 5
THE PERIODIC TABLE: 1.Na 2.Lithium 3.10 4.14 5.21
ANSWERS:
Challenge No. 3
DESTINATION MARS
Welcome to MARS MISSION ACTIVITIES for PREPARATION
(MMAP). These three MMAPs below will act as your
guides when it comes to the G.A.T.E.WAYS Challenge.
Complete each of the three MMAPS and you will be ready
to take on anything Mars (and Mission Command), throws
at you.
Go to the website http://destinationmarsinsydney.weebly.com This is the main
tool to access your preparation activities.
Password:
martian
We need to find out a little about where we are going and how we are
going to get there as we will be spending the best part of two years on
this mission. So your first MMAP (MARS MISSION ACTIVITIES for
PREPARATION) will take you on a virtual tour of the solar system with
the ultimate destination being Mars, of course. Pay close attention to
your new home, the Mars Spaceship – MARSMARK 1. It will not only
be your means of getting there but everything it contains will help
protect you in the challenging environment of Mars.
© G.A.T.E.WAYS Publications
Challenge No. 3
DESTINATION MARS
If you are going to survive, and indeed thrive on Mars, you will need to polish up your survival
skills here on Earth first. With that in mind, your second MMAP will guide you as you explore a
variety of different and challenging environments we find here on our own planet. So test yourself
(and your team) as you navigate and pit your skills in THE DESERT CHALLENGE, THE JUNGLE
CHALLENGE and THE ICE SHELF CHALLENGE. Then face the ultimate challenge – decide what you
have learnt about the 3 environments that are going to best help you on Mars.
Will the cold extremes of the ICE SHELF best
serve your needs? Will finding water in the
DESERT be vital? Could it be a combination of
ALL THREE?
Knowledge is going to be the key to your survival. You don’t have to be GOOGLE to know enough
basic facts and figures about Mars to figure out what to do. So your final MMAP will be to find out
what it’s like when MARSMARK 1 finally touches down. Each member of your team will be given
instructions on a specific area – for instance Mars Climate, Mars Geography & Geology, Astronaut
Training and Spaceship and Equipment Capabilities. Once each team member has become a Miniexpert, you will bring your findings back to the main group and share the information (jigsawstyle) to build a complete picture of the challenges you will face on the Red Planet.
© G.A.T.E.WAYS Publications
Challenge No 4: This Challenge will test your problem solving, mathematical and visual perception skills.
The preparation consists of three activities. The first is a tile puzzle similar to those you will encounter in The
Challenge. The other two activities focus on some of the mathematics you will come across.
Activity 1: Carefully cut out the 9 tile pieces at the bottom of the page. Arrange the tiles in a 3x3 grid. The
shapes formed in the grid by adjacent tiles must all be the same i.e. all squares or all circles or all arches. In the
example below, it is not possible for the adjacent tiles to all form squares or circles in the completed puzzle,
but it is possible for them to all form arches. Another important consideration is that the adjacent shapes must
be the same colour; the arch cannot be made up of two different colours.
©G.A.T.E.WAYS Publications
Activity 1: Extension
Here is a link to some online interactive versions of this type of puzzle.
https://gamegix.com/tetravex/game
Activity 2: Order of Operations
You will be required to solve and construct some equations in The Challenge. The order of
operations (BODMAS) will be vital. Solving the problems below correctly will ensure you have
the skills to complete this part of The Challenge.
Remember BODMAS (or BOMDAS)
B
O
D
M
A
S
Brackets
Order (Powers, indices, roots)
Divide
Multiply
Addition
Subtraction
1. Complete the following:
a. (1 + 2) x (3 + 4) =
b. 12 x (15 ÷3) =
c. 1 + 2 x 3 + 4 - 5 x 2 =
d. 3 x 9 + 7—4 x 6 + 8 =
e. 5 x 6 x 1 + 4 x 7 =
2. ..and now these more tricky ones:
a.
b.
c.
d.
e.
2 + 2 x 2—2 x 2 + 2 x 2 x 2—2 x 2 =
33 ÷ 11 x 7 + 4 x 8 =
132 + 55 ÷ 5 x 2 + 12 x 12 =
1 + 2 x 3 + 4 x 5 + 6 x 7 + 8—9 =
(144 ÷ 12 x 10 ÷ 5 + 5) x 0 =
©G.A.T.E.WAYS Publications
Activity 3: Indices, powers and exponentials
Generally when a number is multiplied by itself any number of times, we express it in a
simplified form using the index notation.
You should be familiar with squared numbers such as 22 = 4 or 102 = 100
We can raise any base number to any power.
For example 23 = 2 x 2 x 2 ("2 x 2 x 2" is what we call the expanded form)
23 = 8
•
•
•
•
2 is called the base.
3 is called the index or power (or exponent) because it indicates the power to which the
base, 2, is raised.
8 is the basic numeral (or number).
23 is read as '2 to the power 3' or simply '2 cubed'.
therefore
27 = 2 x 2 x 2 x 2 x 2 x 2 x 2
27 = 128
1. Write the following expanded equations in index form:
a.
b.
c.
d.
e.
3x3x3x3
8x8x8
2x2x2x2x2x2x2
6x6x6x6x6
5x5x5
2. Work out the following:
a.
b.
c.
d.
e.
72
92
43
53
25
3. Work out the following:
a.
b.
c.
d.
e.
f.
62 + 82
32 + 52
92 - 72
43 + 62
33 + 44
43 - 42
Solutions
Activity 2 Part 1 a 21; b 60; c 1; d 18; e 58 Part 2 a 6; b 53; c 298; d 68; e 0
Activity 3 Part 1 a 34; b 83; c 27; d 65; e 53 Part 2 a 49; b 81; c 64; d 125; e 32
Part 3 a 100; b 34; c 22; d 100; e 283; f 48
©G.A.T.E.WAYS Publications