The Pinball Project STEM Program for high school students is adaptable and can be delivered either on campus or at a makerspace. The program structure, kits, tools, and content remain consistent across locations. See “How will this Pinball Project STEM Program be Run” for details.

​

Delivery Methods

• Excursion at Makerspace with Maker Mentor

• Schools may conduct the program at a trained local makerspace with access to equipment and guidance.

• A Maker Mentor co-runs sessions with teachers, offering in-process Professional Development (PD).

• Incursion at School Campus with Maker Mentor

• Programs can run on-campus, with or without specialised tools.

• Maker Mentor guides students alongside teachers; Mobile Makerspace is available if needed.

• Teachers receive PD through active participation.

• Delivered by School’s Own STEM Teacher

• Trained teachers with proper tools can deliver the program independently for hands-on STEM learning.

 

Pinball Project Kit Guidance

Extensive lesson plans and video tutorials are included, but some teacher resources for learning and assessment must be purchased separately.

​

Additional Support

• These supplementary materials and setup help are available for a small fee, enabling DIY teachers to run the program smoothly.

• EPK provides online webinars and continued support before and during the program.

• Expert help is available for assembly and testing challenges as part of the teacher support package.

​​

Outstanding Hands-On STEM Learning

The EPK Pinball Project STEM Program stands out as an exceptional hands-on learning experience. It offers:

• A broad range of STEM learning areas, ensuring that students engage with diverse scientific, technological, engineering, and mathematical concepts.

• Opportunities to apply these concepts in a real-world setting, making learning both relevant and practical.

• The development of practical and job-critical skills that are highly valued in today's workforce.

• A collaborative working environment, encouraging teamwork and communication among students.

• Innovative content—this program delivers unique learning experiences that are not available elsewhere.

• Exposure to in-demand career skills and knowledge, helping students prepare for future pathways in STEM fields.

• The added benefit of inspiring students to pursue further studies in engineering, trade, and technical careers, whether at universities or technical colleges.

Comprehensive Course Materials Provided

The program includes all the essential course materials required for successful participation and completion. This ensures that both teachers and students have access to quality resources, supporting effective teaching throughout the duration of the project.

Teacher Support and Training Package

Schools can access supplementary materials (Learning and Assessment - workbook and digital portfolio) and support to help STEM teachers set up and deliver their first Pinball Project STEM Program for a small additional fee. This includes:

• As part of the teacher support package, help with troubleshooting and problem-solving is provided. This ensures that teachers have expert assistance when encountering challenges during assembly and testing phases of the project.

• Guidance and resources tailored to assist teachers in the delivery of the program, regardless of their previous experience with STEM projects.

• Ongoing professional development opportunities to help teachers refine their STEM teaching skills and stay current with best practices.

Summary of Key Benefits

• The program combines a broad STEM curriculum with real-world application, fostering the development of vital skills for students.

• It is designed to be innovative and collaborative, providing unique opportunities for both students and teachers.

• The comprehensive support structure ensures that participants are fully equipped for success.

Program Structure: Project Phases, Weeks, Sessions, Students, Supervision Hours

The Pinball Project STEM Program runs over two 10-week terms (20 weeks total), fitting typical high school schedules with three contact hours per week. Completing the project requires fifteen three-hour sessions, while the remaining five weeks are reserved for assessments and interruptions.

The program has three build phases—each with five three-hour sessions:

• Phase 1: Kits 1–8 (sessions 1–5)

• Phase 2: Kits 9–16 (sessions 6–10)

• Phase 3: Final Assembly FA 1–4 (sessions 11–15)

Students are grouped by class size, with each kit assigned to a team of three. For eight kits in Phase 1, twenty-four students participate. With seventy-two students, they split into three groups, each completing one phase sequentially. A twelve-student class completes two sessions per week to finish on time, totaling thirty sessions.

Twenty-four students build eight kits simultaneously per phase, needing forty-five hours of supervision; twelve students build four kits at a time (two rounds) and require ninety supervision hours.

 

Kits & Activities

Kits

The Pinball Project STEM Program features 16 subassembly Kits, each with parts packs for building multiple items. Each Kit includes:

• Plywood parts for subassemblies

• Electronic components for circuit boards

• Mechanical and electro-mechanical parts (motors, cables, connectors)

• Digital design elements for 3D modeling, artwork, and coding (no physical parts needed)

Final Assembly

In addition to the Kits, there are four sequential Final Assembly sets (FA 1–4), each with five activities matching those in the Kits. These activities span four areas: Cabinet, Cabinet Base, Under the Playfield, and On the Playfield.

Activities

Each activity takes about three hours, including one hour of step-by-step video tutorials delivered in five-minute, interactive segments. The five activity types are:

• Artwork: Design pinball themes using digital templates, print graphics, and create sound effects for gameplay.

• Wood and Plastics: Assemble housings from pre-cut plywood; design and 3D print custom plastic parts from supplied drawings.

• Electronics: Learn basic soldering and circuit assembly with guided practice, focusing on building and testing PCBs.

• Electro-Mech: Attach/connect wires, assemble mechanical components, mount housings, install playfield parts, and perform function tests.

• Coding: Program Arduino microcontrollers for gameplay features, test code on hardware, and make adjustments as needed.

​​

Tools and Equipment

A full list of tools and equipment is available as a PDF on the EPK website, including supplier links, required quantities, and prices. Note: These tools and equipment are not included with Pinball Project purchase. Essential items for all five activities include computers or laptops (one per three people), headphones, and a 5-way audio splitter per kit. Each kit also requires specific sets of equipment per session.

Artwork

Hand tools: scissors, craft knife, cutting mat, roller, squeegee, steel ruler, decal tub.

Software: Adobe Illustrator/Inkscape (graphics), Audacity (sound).

Equipment: color printer (A4 decals); commercial facility for larger prints; A1 paper (min bed size) laser cutter (or outsourcing).

Wood

Hand tools: paint brush, rivet gun, clamps, tie-downs, heavy weights, hammer.

No power tools needed; plywood and acrylic parts are precut.

Plastics

Hand tools: files, craft knife, sandpaper.

Software: Fusion 360/TinkerCad (3D modeling), FlashPrint 5 (slicing).

Equipment: 3D printer per kit.

Electronics

Hand tools: soldering stand, third hand, pliers, cutters, screwdrivers, wire strippers, lead former.

Equipment: adjustable soldering station, fume extractor, safety glasses, magi-lamp, USB outlet.

Electro-Mech

Hand tools: screwdriver, pliers, cutters, nut drivers up to 7mm, mini vice, bar clamps, glue gun, hex keys, spanners, hot air gun/torch, test wires.

Equipment: digital multimeter.

Coding

Software: Arduino IDE.

Equipment: Arduino Uno R3 per kit.

 

Consumables Required for Each Pinball Project

Unlike reusable tools and equipment, consumables must be restocked for every pinball project. A full list of consumables is available as a PDF on the EPK website, including supplier links, required quantities, and prices. Note: these consumables are not included in the Pinball Project purchase. However, participating Makerspaces will have a box set of these available for purchase to make setting up more convenient.

​

Each pinball project needs the following:

Artwork:

• A1 color poster print (200gsm)

• Polyester wrap print (230gsm, A3 x 6)

• Waterslide decals (A4, 10 sheets)

• Matte black spray paint

• 3M Super 77 adhesive spray

• Clear coat acrylic spray paint

Each group needs the following:

Wood:

• PVA wood glue (quick & slow set)

• Gluing clean-up supplies

Plastics:

• PETG 3D printing filament

• 2-part epoxy resin (fast & slow cure)

• Disposable shot glasses, stirring sticks, table covers, gloves

• Cleaning alcohol

• Super glue

Electronics:

• Solder (60/40 tin/lead)

• Desolder braid

• Masking tape

Electro-mech:

• Hotmelt glue sticks

• Thread locking liquid

• 120 grit sandpaper

• Neutral cure silicone sealant

Coding:

• 1 Micro SD card per project

 

Floor Plan

The floor plan outlines how tables are arranged to fit tools, equipment, and laptops for kit makers. Below are setups for different class sizes and event types:

12 Maker Class

Four kits are assembled at once by teams of three. Use four medium tables (one per group), or two large tables (each for two groups).

24 Maker Class

Eight kits are built simultaneously by teams of three. Use eight medium tables (one per group) or four large tables (each for two groups).

Hackathon

Four kits are constructed at the same time, with all five activities tackled in each session. Assign at least five makers per kit. Provide five large tables—one per activity—with space for four makers from each kit at each table.

 

Course Content

Teaching

Instruction follows a watch-and-do approach, with over 200 hours of video tutorials covering five activities across 16 kits and four Final Assembly groups. Each kit and assembly includes Session Plans synchronized with video segments for easy navigation. Videos are broken into manageable five-minute steps, and each activity has a uniquely numbered Session Plan divided into Introduction, Preparation, Planning, and Work Instructions.

Learning

Students apply STEM knowledge through Workbook questions and showcase their skills in Digital Portfolio tasks, submitting designs, documentation, and photos.

Assessment

Assessment uses a Marking Key for evaluating Workbook answers and Digital Portfolio submissions.

 

Teacher Mentoring (Professional Development / Training)

There is a shortage of teachers, especially in STEM, making it hard for current staff to expand their skills. Teachers usually get only one or two days each year for professional development, limiting growth. To address this, EPK partners with Maker Mentors to provide in-class mentoring, allowing teachers to learn during lessons without missing school. Mentors and teachers deliver the Pinball Project Program together, detailed further on the Maker Mentor page.

​

Teacher Support

EPK also offers online support—including regular webinars—for teachers starting the Pinball Project Program independently. This help is available before and during the program for participating schools.

Overview

The Pinball Project STEM Program is adaptable for high schools, technical colleges, universities, bootcamps, and correctional facilities.

High Schools

Schools can offer the program in makerspaces, through local Maker Spaces and Maker Mentors, Mobile Makerspace vehicles, or entirely on-site if they have the required resources and trained teachers. EPK supplies training and support options.

Technical Colleges

Technical colleges, such as TAFE (Australia), can deliver the program to grades 11–12 (VET in HSC) and prevocational students, who build projects as part of their learning. Outreach to younger students (grades 9 & 10) is also encouraged to spark interest in technical fields.

Universities

Universities may provide the Pinball Project STEM Program to years 9–10, helping students consider engineering and systems subjects for future study.

School Holiday STEM Bootcamps

Schools and private providers can offer the program during holiday bootcamps, serving families seeking STEM courses for high school students and generating revenue similar to robotics courses.

Prisons and Reform Centres

Correctional facilities can use the program for reskilling inmates and youth, delivered by Mobile Makerspace providers and Maker Mentors, supporting participants’ transition to employment and offering business opportunities for providers.

Maker Mentors

Maker Mentors are technically skilled and experienced individuals from a variety of relevant industry backgrounds. They must hold a Working With Children Check card, and may be employed directly by local makerspaces or engaged by the makerspace or EPK as independent outsourced providers—particularly where a makerspace does not have experienced staff in-house. Once a makerspace is onboarded, EPK delivers training to both the Maker Space management and the Maker Mentors. Management receives guidance on preparing the facility, including workspaces, benches, seats, tools, equipment and consumables. Maker Mentors are trained in how to facilitate the Pinball Project STEM Program alongside high school teachers.

 

Maker Mentors employed by makerspaces can deliver the school excursion version of the Pinball Project STEM Program at the makerspace itself. Independent contractor Maker Mentors may also run the program as an incursion at high schools equipped with their own makerspace. For schools without such facilities, independent Maker Mentors with a Mobile Makerspace vehicle can provide loaned tools and equipment for an additional service fee.

​

High School STEM Teachers

High school STE(A)M teachers who have experience and skills in areas such as Arduino Uno coding, electronics soldering and componentry, mechanical assembly, wiring, motors, 3D modelling and printing, wood gluing, and graphic and sonic design software, are well positioned to independently run the Pinball Project STEM Program. For teachers needing support in any of these areas, EPK offers assistance.

 

Schools can opt to purchase an additional service package from EPK when buying the Pinball Project. This package includes training for teachers to prepare for and deliver the program, provision of learning materials (workbooks and digital portfolio tasks), assessment resources (Marking Keys), and ongoing weekly live online support during both preparation and delivery.

 

Guest Experts (Industry Role Models)

An alternative and highly beneficial model involves industry experts co-running the Pinball Project STEM Program with school teachers. Industry experts may participate throughout the program or serve as guest speakers or helpers for one or more days, depending on their business commitments. Onboarding a Guest Expert as presenter or helper is advantageous to all parties—companies or organisations, schools, teachers, and students.

​

• Company / Organisation: Industry experts can promote future recruitment by highlighting education, training, and career pathways in STEM during the program. They may offer students opportunities to apply for education, apprenticeships, traineeships, or internships, and provide ongoing mentoring.

​​

• Students: Industry experts, particularly women, can serve as inspiring role models for young women considering STEM careers. Role modelling is an effective way to influence young people, especially in an era where social media influencers have significant impact. Having an industry expert present allows students to ask questions about education, training, and career aspirations, helping them feel more confident about pursuing STEM endeavours.

​​

• School / Teachers: Schools facing budget challenges for purchasing the Pinball Project can collaborate with Guest Expert companies or organisations for sponsorship. In return, schools offer recruitment promotional opportunities for the organisation during the program. Many organisations would be interested in such sponsorship and promotional opportunities, including:

 

 

Universities seeking to increase enrolments in engineering, ICT and other STEM fields. Engaging students early—in years 9 and 10—encourages them to select subjects in years 11 and 12 that align with university courses, improving enrolment outcomes.

​

Technical Colleges, which often run high school outreach programs. For example, Victoria, Australia, has established Tech Schools as collaborations between TAFE and universities, providing future job skill STEM programs for local high schools. Technical colleges can sponsor projects like the Pinball Project and attend events to promote their courses.

​

 

Trade and Technical companies struggling to fill apprenticeship, traineeship, and internship positions. High schools can recruit local companies via promotional campaigns, and Guest Experts can attend program events to showcase the day-to-day life of their trade or technical fields, offer mentoring, and advise students on choosing appropriate subjects in years 11 and 12 to pursue related careers.

The Pinball Project STEM Program offers a flexible structure with several delivery options:

​​

1. ​Standard Structure:

• Up to six cohorts of 12 students, or variations such as three cohorts of 24 students (see Alternate Structure 2),

• Six cohorts complete five 3-hour sessions (15 hours total), with

• 90 hours of teacher supervision distributed across 3 Phase x 6 Cohort x 5 three-hour Activity sessions.

​​​

• The build is divided into three phases:

  • Phase 1. Days 1–5: Kits 1–4 (cohort 1 - morning), kits 5-8 (cohort 2 - afternoon)

  • Phase 2. Days 6–10: Kits 9-12 (cohort 3 - morning), Kits 13–16 (cohort 4 - afternoon)

  • Phase 3. Days 11–15: Final Assembly FA1-2 (cohort 5 - morning), FA 3-4 (cohort 6 - afternoon)

​​

• Student distribution ranges from 20 to 72 participants per project. Each kit phase involves 1–3 students per kit, and final assembly phase allow for 1–6 students.

• Weekly model: If delivered once per week, the program runs for 15 weeks, with each cohort participating across five weeks, in one of three five-week build phases.

 

Alternate Structures:

  2. One (all three Phases/15 sessions) or three cohorts (one Phase ea.) of 24 students, eight kits per cohort (instead of four), 45 hours of teacher supervision distributed across 3 Cohorts x 5 three-hour Activity sessions.

 

  3. Hackathon-style: Four days or two weekends, eight cohorts of 20 students (4 kits x 5 Activity per cohort), 24 hours of teacher supervision distributed across 8 Cohort x 3hr Activity sessions (all five Activities simultaneously performed per 3-hr session).

 

Regardless of model, it’s essential to keep phases and build days separate for workflow requirements like drying, artwork, and stepwise assembly. Delivery can be adapted as needed, provided these intervals remain intact.

​