2017 SCIENCE ON TRACK TEACHERS GUIDE
MANUAL
SCIENCE ON TRACK 2017
TEACHERS GUIDE
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SCIENCE ON TRACK 2017 TEACHERS GUIDE
SECTION ONE: INTRODUCTION
(Most of this section can be completed before visiting the Supercar event.)
FORCES
FORCES ON A STATIONARY CAR
AC Science
ACSSU117 Change to an object’s motion is caused by unbalanced forces acting on the object (investigating common
situations where forces are balanced and unbalanced)
ACSSU118 Earth’s gravity pulls objects towards the centre of the Earth (exploring how gravity affects objects on the
surface of Earth)
Observe a stationary (i.e. not moving) car.
Find suitable track locations with a view of:
 pit lane
 starting grid
 support category paddock
Name two forces that act on a car when it is stationary.
The two forces are gravity and the normal force (i.e. the force upwards from the ground.
Represent these forces on the diagram above using force arrows. The force arrows should start on
the car and point in the direction of the force. The length of the arrow indicates the size of the
force.
Gravity acts downwards. The normal force acts upwards. Since the forces are balanced, the arrows should be
the same length.
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SCIENCE ON TRACK 2017 TEACHERS GUIDE
Complete the following statement by crossing out the incorrect term:
The forces on a stationary car are balanced/unbalanced.
Justify your answer.
balanced/unbalanced
Since a stationary car does not accelerate, the forces acting on it must be balanced. (Newton’s First Law of
Motion)
Conduct research to compare the mass of a Supercar to the mass of a commercially available car.
(Car manufacturers refer to mass as “weight” or “kerb weight”.)
A Supercar has a minimum mass of 1410kg (including driver) whereas a commercially available car of
similar power usually has a mass of around 1700kg so the Supercar is lighter.
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SCIENCE ON TRACK 2017 TEACHERS GUIDE
FORCES ON AN ACCELERATING CAR
AC Science ACSSU117 Change to an object’s motion is caused by unbalanced forces acting on the object
(investigating common situations where forces are balanced and unbalanced, investigating the effects of applying
different forces to familiar objects)
Observe a car that is accelerating.
Find suitable track locations with a view of:
 starting grid and/or
 the start of any straight
Name the forces that act on a car when it is accelerating.
Forces are:
 gravity
 normal force
 thrust (i.e. the force pushing the car forwards)
 air resistance (or fluid friction)
Represent these forces on the diagram above using force arrows.






gravity – downwards
normal – upwards
thrust – forwards
air resistance – backwards
Gravity and normal force are balanced (i.e. arrows the same length).
The thrust arrow should be longer than the air resistance arrow.
Complete the following statement by crossing out the incorrect term:
The forces on an accelerating car are balanced/unbalanced.
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SCIENCE ON TRACK 2017 TEACHERS GUIDE
Justify your answer.
balanced/unbalanced
Since the car is accelerating, the forces acting on it must be unbalanced. (Newton’s First Law of Motion)
Identify ways in which a Supercar team could try to increase the thrust accelerating the car.
AC Science ACSHE224 People use understanding and skills from across the disciplines of science in their occupations


Increase the size of the engine
Improve the performance of the engine
Identify ways in which a Supercar team could try to decrease the air resistance slowing down the
car.

Make the shape of the car more streamlined
FORCES ON A DECELERATING CAR
AC Science ACSSU117 Change to an object’s motion is caused by unbalanced forces acting on the object
(investigating common situations where forces are balanced and unbalanced, investigating the effects of applying
different forces to familiar objects)
Observe a car that is braking.
Find suitable track locations with a view of:
 entry to pit lane and/or
 the end of any straight and/or
 the approach to any corner
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SCIENCE ON TRACK 2017 TEACHERS GUIDE
Name the forces that act on a Supercar when it is braking.
Forces are:
 gravity
 normal force
 friction between the tyres and the road
 air resistance (or fluid friction)
Represent these forces on the diagram above using force arrows.






gravity – downwards
normal – upwards
friction – backwards
air resistance – backwards
Gravity and normal force are balanced (i.e. arrows the same length).
The friction arrow should usually be longer than the air resistance arrow.
Complete the following statement by crossing out the incorrect term:
The forces on a decelerating car are balanced/unbalanced.
Justify your answer.
balanced/unbalanced
Since the car is decelerating, the forces acting on it must be unbalanced. (Newton’s First Law of Motion)
Identify ways in which a Supercar team could try to increase the friction used to brake the car.
AC Science ACSHE224 People use understanding and skills from across the disciplines of science in their occupations
(considering how sports scientists apply knowledge of forces in order to improve performance)
 Increase the friction between the tyres and the road by using better tyres or aerofoils.
 Improve the car’s braking system.
Identify any other ways in which a Supercar team could improve the performance of their car.


The driver could apply thrust and braking forces optimally
Reducing the mass of the car will produce greater acceleration for the same force.
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SCIENCE ON TRACK 2017 TEACHERS GUIDE
SIMPLE MACHINES
AC Science
ACSSU117 Change to an object’s motion is caused by unbalanced forces acting on the object (investigating a simple
machine)
ACSHE224 People use understanding and skills from across the disciplines of science in their occupations
Find examples of devices used in, on or around Supercars that use simple machines.
Find suitable track locations with a view of:
 Support category Paddock and/or
 Supercar Paddock where available (exception is Gold Coast where there is not paddock)
Use the examples to complete the table below, identifying the purpose of the simple machine in
each case by ticking the appropriate columns. Remember, a simple machine could be a lever (1 st,
2nd or 3rd class), inclined plane or wheel (e.g. gear or pulley).
1st class lever: pliers, wire cutters, jack – force, direction
2nd class lever: crow bar, car door, door handle – force
3rd class lever: flag marshal waving a flag – speed
Inclined plane/wedge: ramp, screw, knife – force, direction
Wheel: tyre, steering wheel – direction
Gears: transmission system – force/speed/direction
Pulley: radiator belt – speed
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SCIENCE ON TRACK 2017 TEACHERS GUIDE
1.1 AIM
To determine which type of car is fastest around a Supercar track.
1.2 HYPOTHESIS
An initial hypothesis should be developed before any fieldwork is commenced.
Propose a hypothesis that addresses this aim. In the hypothesis,



clearly identify the types of car being compared
predict which type of car is expected to be faster
briefly justify the prediction, referring to ideas explored in the Introduction
This hypothesis may need to be refined as more information becomes available.
Hypothesis:
SECTION TWO: METHOD
Students should complete this in advance of the fieldwork to ensure they bring any necessary equipment
AC Science
ACSIS126 In fair tests, measure and control variables, and select equipment to collect data with accuracy
appropriate to the task (recognising the differences between controlled, dependent and independent variables;
using specialised equipment to increase the accuracy of measurement within an investigation)
Using this aim of the investigation, identify the independent variable (i.e. the variable that will be
changed) and the dependent variable (i.e. the variable to be measured).
Independent variable:

type of car
Dependent variable:

lap time or average speed
List any other variables that could affect the speed of a car. These should be controlled (i.e. kept
the same), if possible.





weather
track conditions
shape of the track
type of fuel
amount of fuel in the fuel tank




tyre compound and tread pattern
condition of the tyres
driver
other drivers
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SCIENCE ON TRACK 2017 TEACHERS GUIDE
In the list above, identify any variables that cannot be controlled by circling them.
Answers will vary depending on the types of car chosen. Within each class, many of the variables (e.g. fuel,
tyres) are controlled. The effect of drivers cannot be controlled.
Design a procedure to measure the time taken for a car to do one lap around the Supercar track.
This lap time will need to be measured for at least 3 cars of each type. Write the method in the
space below.
AC Science
ACSIS125 Collaboratively and individually plan and conduct a range of investigation types including field work and
experiments, ensuring safety and ethical guidelines are followed (working collaboratively to decide how to
approach an investigation)
List any equipment required.
The Supercars website shows live timing and live commentary provides information about events occurring on the
track in real time.
Live timing is available free at www.supercars.com.au/view/live-timing
Discuss any safety risks associated with this experiment with your teacher.
Each school will need to perform its own risk assessment depending on the activities planned. This provides an
opportunity to discuss the safety guidelines for the excursion.
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SCIENCE ON TRACK 2017 TEACHERS GUIDE
SECTION THREE: RESULTS
AC Science
ACSIS125 Collaboratively and individually plan and conduct a range of investigation types including field work and
experiments, ensuring safety and ethical guidelines are followed
3.1 DATA
Record the data in the table below. Indicate the type of observed car in the title of each table.
If students intend to compare 3 or more types of car, additional copies of this page should be included.
Table 3.1.1: Lap times for
Lap time
Car number
(min : sec)
(s)
Notes
Average lap time:
Range of lap times:
Race lap records indicate approximate expected lap times (minute: second format)
Adelaide: 1:20.0507 (2012)
Phillip Island: 1:32.0246 (2013)
Auckland: 1:03.7239 (2014)
Sandown: 1:09.8500 (2014)
Bathurst: 2:07.4913 (2014)
Eastern Creek: 1:30.9405 (2012)
Darwin: 1:09.0149 (1999)
Sydney: 1:28.3839 (2011)
Gold Coast: 1:10.0851 (2011)
Tasmania: 0:51.4713 (2009)
Ipswich: 1:10.0423 (2014)
Townsville: 1:13.4066 (2012)
Perth: 0:55.9440 (2004)
Winton: 1:22.5291 (2014)
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SCIENCE ON TRACK 2017 TEACHERS GUIDE
3.2 DATA PROCESSING
Calculate the mean lap time for the first type of car.
AC Mathematics
ACMSP171 Calculate mean, median, mode and range for sets of data. Interpret these statistics in the context of
data (understanding that summarising data by calculating measures of centre and spread can help make sense of
the data)
To find the mean, add the lap times together and divide by the number of lap times.
Calculate the median lap time for the first type of car.
The median is the middle time when the times are listed from fastest to slowest. If there are an even number
of lap times, find the mean of the middle two times.
Discuss which of these values is better as an average to represent these lap times. Record this
value as the average lap time in the space at the bottom of the table.
AC Mathematics
ACMSP172 Describe and interpret data displays using median, mean and range (using mean and median to
compare data sets and explaining how outliers may affect the comparison)
Usually, the mean is considered the best average. However, if there are any significant anomalies or outliers,
these will usually have a big effect on the mean. In these situations, the median will be a better average.
Students have not been asked to find the mode because each lap time will probably only occur once.
Repeat this process for each type of car.
Calculate the range of the lap times for each type of car and record it in the space at the bottom
of the table. Hint: the range is the difference between the fastest lap time and the slowest lap
time.
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SCIENCE ON TRACK 2017 TEACHERS GUIDE
3.3 DATA TRANSFORMATION
AC Mathematics
ACMNA176 Create algebraic expressions and evaluate them by substituting a given value for each variable (using
authentic formulas to perform substitutions)
The average speed of a Supercar is measured by dividing the distance travelled by the time taken
𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒
to travel that distance. The equation is 𝑎𝑣𝑒𝑟𝑎𝑔𝑒 𝑠𝑝𝑒𝑒𝑑 = 𝑡𝑖𝑚𝑒
Choose appropriate pronumerals to represent these quantities and rewrite this equation using these pronumerals.
Conventionally, the following pronumerals are used:
 average speed – s or v (for velocity)
 distance – d
 time - t
Quantity
Pronumeral
𝑣=
average speed
𝑑
𝑡
distance
time
Conduct research to determine the distance in kilometres a Supercar will travel by completing one
lap of the circuit.
This could be completed before or after the field work.
d=
km
Answer
Adelaide: 3.22km
Auckland: 2.91km
Bathurst: 6.213km
Darwin: 2.9km
Gold Coast: 2.96km
Ipswich: 3.12km
Perth: 2.42km
Phillip Island: 4.445km
Sandown: 3.1km
Sydney: 3.42km
Tasmania: 2.4km
Texas: 3.7km
Townsville: 2.86km
Winton: 3km
Convert this lap distance from kilometres to metres. (Show your working.)
To convert km to m, multiply by 1000.
d
=
=
km
m
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SCIENCE ON TRACK 2017 TEACHERS GUIDE
Substitute the lap distance and the mean lap time of each type of car into the equation you
developed earlier to calculate the average speed of this car. State your answers in metres per
second (m/s). Show your working below.
Answers will vary between tracks and drivers but should be between 35m/s and 50m/s
Convert these speeds into kilometres per hour (km/h). Hint: convert the distance back into km and
convert the lap time into hours. Show your working below.
To convert m/s to km/h, multiply by 3.6
To convert seconds to hours, divide by 3600
Answers will vary between tracks and drivers but should be between 100km/h and 200km/h
3.4 PRESENTATION OF RESULTS
AC Science
ACSIS129 Construct and use a range of representations, including graphs, keys and models, to represent and analyse
patterns or relationships, including using digital technologies as appropriate (understanding different types of
graphical and physical representation and considering their advantages and disadvantages
Construct a graph showing the average speeds of each type of car. Consider which type of graph
would best illustrate the difference between these average speeds.
A column graph (or similar) is appropriate. Truncating the vertical (i.e. lap time) axis will visually
exaggerate the differences between speeds
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2017 SCIENCE ON TRACK TEACHERS GUIDE
MANUAL
SECTION FOUR: DISCUSSION
4.1 ANALYSIS
Compare the average speeds of each of the types of car.
“Compare” means to identify similarities and differences.
Compare these findings to the hypothesis.
AC Science
ACSIS130 Summarise data, from students’ own investigations and secondary sources, and use scientific
understanding to identify relationships and draw conclusions (identifying data which provides evidence to support
or negate the hypothesis under investigation)
Explain how these findings can be explained in terms of the forces acting on each type of car.
AC Science
ACSIS132 Use scientific knowledge and findings from investigations to evaluate claims
Cars should be faster if they:
 produce more thrust (e.g. bigger engines)
 experience less air resistance (e.g. more streamlined shape)
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2017 SCIENCE ON TRACK TEACHERS GUIDE
MANUAL
4.2 EVALUATION
Discuss the consistency of the lap time results for each car. Identify any anomalies or outliers.
AC Science
ACSIS131 Reflect on the method used to investigate a question or solve a problem, including evaluating the quality
of the data collected, and identify improvements to the method (identify and considering indicators of the quality of
the data when analysing results)
AC Mathematics
ACMSP172 Describe and interpret data displays using median, mean and range (using mean and median to
compare data sets and explaining how outliers may affect the comparison)
ACMSP169 Identify and investigate issues involving numerical data collected from primary and secondary sources
A large range indicates the possible presence of anomalies
Propose at least one practical improvement or extension to the method. In each case, identify the
problem or limitation in the method that the improvement would address.
AC Science
ACSIS131 Reflect on the method used to investigate a question or solve a problem, including evaluating the quality
of the data collected, and identify improvements to the method (suggesting improvements to inquiry methods
based on experience)
Possible responses:
 time more cars of each type use two independent timers for each lap to eliminate errors
 conduct investigation during the Top Ten Shoot Out to eliminate the effect of other drivers
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2017 SCIENCE ON TRACK TEACHERS GUIDE
MANUAL
SELECTION FIVE: CONCLUSION
5.1 STATEMENT OF CONCLUSION
AC Science
ACSIS130 Summarise data, from students’ own investigations and secondary sources, and use scientific
understanding to identify relationships and draw conclusions (referring to relevant evidence when presenting
conclusions drawn from an investigation)
Discuss whether the evidence collected suggests that one type of car is faster than another.
Restate the average speed of each type of car.
Compare these findings to the hypothesis.
5.2 ACKNOWLEDGEMENTS
List the names of any people who have helped in planning or conducting this investigation.
5.3 BIBLIOGRAPHY
Acknowledge any secondary sources used by constructing a bibliography.
Students may use secondary sources to find lap distances etc.
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