Electricity Unit

Lesson Book for Year 6

Electricity is part of our everyday lives. We use it for

lighting, air conditioning, computers, telephones and
games. You cannot always see it, but it’s all around us.
Staying safe around electricity is everyone’s responsibility. You should always
watch out for yourself, your friends and your family. This Electricity Unit lesson
book for Year 6 teachers aligns with the Australian Curriculum: Science and
provides opportunities for students to learn about electrical energy through a
series of hands-on activities.

1
 Acknowledgements

This unit of work was developed by Ausgrid, Endeavour Energy and Essential Energy in
collaboration with the Early Learning and Primary Directorate of the NSW Department of
Education.
TasNetworks has updated this resource to align with the teaching requirements of Tasmanian
schools and teachers.
The sections ‘How to use a science journal’ and ‘How to organise a cooperative learning
group’ are sourced from the Australian Academy of Science Primary Connections series, and
are reproduced with permission.

2
Contents

1 What do we know about electricity? 6

Lesson Overview and Curriculum Descriptions 6
What do we know about electricity? Lesson 7
Attachment: KWL Chart 9
Attachment: Word Wall Cards (enlarge for display on wall) 11
Attachment: How to Use a Science Journal 13

2 What is Energy? 15
Lesson Overview and Curriculum Descriptions 15
What is Energy? Lesson 17
Attachment: Word Cards 19
STEM Design Challenge: Transferred Energy 20
Attachment: Planning Page 21
Attachment: Explanation Page 23
Attachment: Student Reflection Checklist 24

3 Transforming Energy 25
Lesson Overview and Curriculum Descriptions 25
Transforming Energy Lesson 27
Attachment: How to organise a cooperative learning group 29
Attachment: Example of a Science Report 35
Attachment: Quiz – Types of Energy 36
Attachment: Cloze Passage – Types of Energy 38
STEM Design Challenge: Transforming Energy 39
Attachment: Planning Page 40
Attachment: Explanation Page 42
Attachment: Student Reflection Checklist 43

4 Electricity Generation & Transmission 43

Lesson Overview and Curriculum Descriptions 44
Electricity Generation & Transmission Lesson 45
Attachment: Power Transmission Cards 47

3
 5 Exploring Electrical Circuits 49
Lesson Overview and Curriculum Descriptions 498
Exploring Electrical Circuits Lesson 52
STEM Design Challenge: Electrical Circuits 56
Attachment: Planning Page 57
Attachment: Explanation Page 59
Attachment: Student Reflection Checklist 609

6 Investigating Conductors & Insulators 61

Lesson Overview and Curriculum Descriptions 61
Investigating Conductors & Insulators Lesson 64
STEM Design Challenge: Energy Conductors 67
Attachment: Planning Page 68
Attachment: Explanation Page 70
Attachment: Student Reflection Checklist 72

7 Investigating Series & Parallel Circuits 73

Lesson Overview and Curriculum Descriptions 73
Investigating Series & Parallel Circuits Lesson 76
Attachment: Using a Multimeter 80
STEM Design Challenge: Series and Parallel Circuits 81
Attachment: Planning Page 82
Attachment: Explanation Page 84
Attachment: Student Reflection Checklist 85

8 Generating Electricity Investigation 86

Lesson Overview and Curriculum Descriptions 86
Generating Electricity Investigation Lesson 87

9 Transforming Electrical Energy Investigation 89

Lesson Overview and Curriculum Descriptions 89
Transforming Electrical Energy Investigation Lesson 90
Attachment: Electricity Quiz 92

10 Design Task 95
Lesson Overview and Curriculum Descriptions 95
Design Task Lesson 97

Glossary 100
Appendix 1 Teacher Background Information 103
Appendix 2 Progression of Students’ Learning 104
Appendix 3 Designing and Making 106
Appendix 4 Designing and Making 109

4
Foreword

Our Bright Sparks Program has been keeping Tassie kids safe around electricity since 2015.

Each year, our brightly coloured mascot called 'Bright Sparks' and her safety conscious
companions travel around the state to deliver vital electrical safety information to primary
school aged students.

Through tailored electrical safety and energy efficiency resources, the program teaches
students from Kindergarten through to year six where electricity comes from, safe and
responsible practices around electricity and how to avoid dangerous situations in and around
the home.

These education resources work in line with the Bright Sparks program to deliver electrical
safety education across Tasmania.

5
 1
What do we know about electricity?
Overview and Curriculum Descriptions

Overview Descriptions

A lesson to capture students’ interest Science: Science Understanding

and determine what students know
• ACSSU097 Electrical energy can
about electricity using a KWL chart.
be transferred and transformed
in electrical circuits and can be
generated from a range of sources

Science: Science Inquiry Skills

• ACSIS107 Construct and use a

range of representations, including
tables and graphs, to represent and
describe observations, patterns or
relationships in data using digital
technologies as appropriate

English: Literacy

• ACELY1709 Participate in and

contribute to discussions, clarifying
and interrogating ideas, developing
and supporting arguments, sharing
and evaluating information,
experiences and opinions

• ACELY1816 Use interaction skills,

varying conventions of spoken
interactions such as voice volume,
tone, pitch and pace, according to
group size, formality of interaction
and needs and expertise of the
audience

• ACELY1714 Plan, draft and publish

imaginative, informative and
persuasive texts, choosing and
experimenting with text structures,
language features, images and
digital resources appropriate to
purpose and audiencend expertise
of the audience

6
1
What do we know about electricity?

TASK To ascertain what we know about electricity

A lesson to discuss what students currently know and

understand about electricity. This is a great opportunity to
engage students, elicit questions and find out what is currently
known.

TEACHER BACKGROUND INFORMATION

Electricity is simply the flow of electrons. It takes two things to make the electrons flow,
something to push the electrons and a path for the electrons to travel along. The force that
pushes electrons is called voltage and is measured in volts. The flow of electrons is called
current and is measured in amperes which we call amps for short.

ASSESSMENT
Diagnostic assessment of students’ knowledge and understanding of electricity is observed
throughout this lesson.

EQUIPMENT
• KWL sheets (1 for each group)

• Word cards (for word wall)

• Science journals

ACTIVITY STEPS
• Explain to students that they are going to learn all about electricity, but first we will
find out what they already know.

• Ask the students to think about what electricity is, where it comes from and how
we use it.

• Form small groups and ask students to share and record what they know about
electricity on a small KWL chart (know, what to know, learnt):

– What do we know about electricity?

– What do we want to find out about electricity?

– What have we learnt about electricity? (Leave until the end of the unit).

7
 • Have groups share their KWL charts with the class.

• Discuss the groups KWL charts then combine the students KWL charts to construct
a large class KWL chart to display on the classroom wall.

• Start a word wall – identify and write all new or technical words on word cards and
place them around the class KWL chart. Students will be able to refer to and add to
the word wall throughout the duration of this unit of work.

– Ask students to identify and list appliances that use energy in the classroom in
their science journals.

– Walk around school to identify and add to lists, items that use energy.

• Return to the classroom and discuss the list of appliances.

– List all the items that students have identified and group them according to the
energy form they use.

– What is the most common energy form used in our school? (Electricity).

– Ask students to think about how many times they used electrical appliances
yesterday, (battery powered or plugged into the wall) and put this information
into a table in their science journals.

Number
of times
Appliance Battery Power point used

8
1
KWL Chart
Attachment

KNOW, WANT, LEARNT

WHAT I KNOW, WHAT I WANT TO KNOW AND WHAT I LEARNED
Teachers activate students’ prior knowledge by asking them what they already know; then
students (collaborating as a class unit or within small groups) set goals specifying what they
want to learn; and after reading (or other experiences to provide input) students discuss what
they have learned; students apply higher order thinking strategies which help them construct
meaning from what they read and help them monitor their progress towards their goals. A
worksheet is given to every student that includes columns for each of the activities.

K W L
What do you know about What do I want to find
electricity? out? What have I learnt?
In addition to initial Possible questions to Completed as a class or
brainstorming and guide research. by individual student.
discussion activities,
students could answer For example:
questions after watching What is a circuit?
the video excerpt
included in interactive What does series and
whiteboard lesson 1. parallel mean?

For example: Why can water conduct

electricity?
Electricity travels along
powerlines. Are there alternative
sources of power?
Electricity travels in
circuits. What is a transformer?

Don’t touch an electric What should I do in an

dryer if it falls in the water. electrical emergency?

Don’t put your finger in a Define an electrical

power point. emergency.

Don’t go near fallen wires. What happens when you

are electrocuted?
Lots of appliances use
electricity.

Stay out of substations.

9
 K W L
What do you know about
electricity? What do I want to find out? What have I learnt?

10
1
Word Wall Cards (enlarge for display on wall)
Attachment

appliance insulation
ampere cell
atom kilowatt
battery kinetic
circut lightening
charge magnet
chemical magnetic
meter power point
current magawatt
investigation insulator
power renewable
resource series
solar mechanical
consumption
11
 conductor substation
motor transmission
nuclear transformation
turbine transformation
metabolic observation
safety hydroelectric
static megawatt
power photovoltaic
parallel wind turbine
watt prediction
potential fuse
voltage energy
generator electron
current electric
electricity static

12
How to Use a Science Journal
Attachment - Reproduced from the Australian Academy of Science Primary Connections series
with permission

HOW TO USE A SCIENCE JOURNAL

A science journal is a record of observations, experiences and reflections. It contains a series
of dated, chronological entries. It may include written text, drawings, labelled diagrams,
photographs, tables and graphs.
Using a science journal provides an opportunity for students to be engaged in a real science
situation as they keep a record of their observations, ideas and thoughts about science
activities. The science journal is a useful assessment tool. Frequent monitoring of students’
journals will allow you to identify student alternative conceptions, find evidence of their
understanding of the steps in the investigating and designing and making processes and see
evidence of student learning for planning future learning activities in science.

Using a Science Journal

1 At the start of the year, or before starting a science unit, provide each student with a
notebook or exercise book for their science journal, or use an electronic format.
Tailor the type of journal to fit the needs of your classroom. Explain to students
that they will use their journals to keep a record of their observations, ideas and
thoughts about science activities. Emphasise the importance of including drawings
as well as written entries.

2 Use a large project book or A3 paper to make a class science journal. This can be
used at all stages to model journal entries. With younger students, the class science
journal may be used more frequently than individual journals and may take the
place of individual journals.

3 Make time to use the science journal. Provide opportunities for students to plan
procedures and write their predictions before an activity, to make observations
during an activity and reflect on them afterwards.

4 Provide guidelines in the form of questions and headings and facilitate discussion
about recording strategies, for example, note-making, lists, tables, concept maps
and mind maps. Use the class science journal to show students how they can
modify and improve their recording strategies.

5 In science journal work, you may refer students to display charts, pictures,
diagrams, word walls and phrases about the topic displayed around the classroom.
Revisit and revise this material during the unit. Explore the vocabulary, visual texts
and ideas that have developed from the science unit and encourage students to
use them in their science journals.

6 Review entries in the science journal regularly. Give positive feedback. Write
questions or comments that will clarify a student’s thinking and/or improve
observation. When commenting on work-in-progress, use adhesive notes
instead of writing in journals so that students can make the appropriate changes
themselves.

13
 7 Combine the use of resource sheets with journal entries. After students have pasted
their completed resource sheets in their journal, they may like to add their own
drawings and reflections.

8 Explore the importance of entries in the science journal during the steps of each
process. Demonstrate how the information in the journal will help students
develop and clarify their learning.

9 Use the science journal to assess student learning in science. For example, during
the hypothesising and predicting step, use journal entries for diagnostic assessment
as you determine students’ prior knowledge.

14
2
What is Energy?
Overview and Curriculum Descriptions

Overview Descriptions

Brainstorm and discussion about what Science: Science Understanding

energy is and where it comes from.
• ACSSU097 Electrical energy can
Transferred Energy Design Challenge. be transferred and transformed
in electrical circuits and can be
generated from a range of sources

Science: Science Inquiry Skills

• ACSIS107 Construct and use a

range of representations, including
tables and graphs, to represent and
describe observations, patterns or
relationships in data using digital
technologies as appropriate

• ACSIS110 Communicate ideas,

explanations and processes in a
variety of ways, including multi-
modal texts

Mathematics: Measurement & Geometry

• ACMMG135 Connect decimal

representations to the metric
system

• ACMMG136 Convert between

common metric units of length,
mass and capacity

15
 Descriptions

Technologies: Design & Technologies

Processes & Production Skills

• ACTDEP026 Select appropriate

materials, components, tools,
equipment and techniques and
apply safe procedures to make
designed solutions

• ACTDEP028 Develop project

plans that include consideration
of resources when making
designed solutions individually and
collaboratively

English: Literacy

• ACELY1714 Plan, draft and publish

imaginative, informative and
persuasive texts, choosing and
experimenting with text structures,
language features, images and
digital resources appropriate to
purpose and audience

16
2
What is Energy?

TASK Identifying different forms of energy

A lesson to discuss what energy is and where it comes from. The

class activities will engage students, elicit questions and find out
what is currently known.

TEACHER BACKGROUND INFORMATION

Energy is the capacity or power to do work, such as the capacity to move an object (of a given
mass) by the application of force. Energy can exist in a variety of forms, such as electrical,
mechanical, chemical, thermal, or nuclear, and can be transformed from one form to another.
It is measured by the amount of work done, usually in joules or watts. Energy cannot be
created and cannot be destroyed but it can be transformed and transferred.

ASSESSMENT
Diagnostic assessment of student’s knowledge and understanding of energy is observed
throughout this lesson.

EQUIPMENT
• Word cards (attachment to this lesson)

• Science journals

ACTIVITY STEPS
• Have students sit in a circle.

• Review the discussion from lesson 1 to lead the students into a discussion about
how important energy is to our everyday lives.

• Explain to the students that energy is the power that makes things work. To make
energy you need an energy resource or fuel. The energy resource that gives our
bodies energy is food.

• Place the word cards contained at the end of this lesson (sun, wind, food, petrol,
water) on the floor in the centre of the circle.

• Explain to the students that each card represents an energy resource.

17
 • Go around the circle and ask each student to think of something that uses one of
these energy resources. E.g. Plants use energy from the sun to grow.

• Ask students to create a table in their science journal and list the uses of each
energy resource.

Sun (Solar) Food Petrol Wind Water (Hydro)

• Explain to the students that different energy resources produce different types of
energy. When we metabolise our food, we make metabolic energy.

• Discuss the other types of energy that can be created. (mechanical, chemical,
electrical)

• Have the students rub their hands together and then ask:

– What type of energy did you use?

– How did your hands feel?

• (They used metabolic energy to form mechanical energy which formed heat
energy)

• It is important to stress to the students that energy is not created and cannot be
destroyed, it is just changed from one form to another.

• Static Electricity Butterfly

Bright Sparks
Supporting
Activity Sheets

18
2
Word Cards
Attachment

Sun Wind

Petrol Water

Food

19
 2
Design Challenge
Transferred Energy

TASK Work in a group to design a balance arm scales that

demonstrates transferred energy.

MATERIALS PROVIDED
• Coat hanger

• Ruler

• Hole punch

• Plastic cups

• Marbles

• String

• Sticky tape

• Masking tape

• Scissors

• Marking pen

(You may add materials of your own to this list)

SUCCESS CRITERIA
• The balance arm scales must be fully functioning.

• You must include a design brief of your balance arm scales with all measurements.

• You must include photos of the stages of your design.

• You must include instructions for using the balance arm scales.

• Complete and submit Planning Page.

• Complete and submit Explanation Page.

• Complete and submit Student Reflection Checklist.

20
2
Planning Page
Transferred Energy
Attachment

DESIGN Work in a group to design a balance arm scales that

BRIEF demonstrates transferred energy.

TEAM MEMBERS AND ROLES

Name Role

Research Ideas (include websites your group used)

21
 Labelled Design Sketches

22
2
Explanation Page
Transferred Energy
Attachment

Explain how your balance arm scales works using the correct terminology of transferred
energy.

Describe some of the challenges that your group faced when designing your balance arm
scales.

How did your group overcome these challenges?

23
 2
Student Reflection Checklist
Transferred Energy
Attachment

Yes Some No

Planning Page

Roles of team members outlined

Research outlined and websites included

Labelled design sketch included

Explanation Page

Explanation of how balance arm scales work

with correct terminology of transferred energy
included

Description of challenges included

Explanation of how group overcame

challenges included

Balance Arm Scales Production

Clear design brief with all measurements is

included

Photos of production process included

Balance arm scales well-made and sturdy

24
3
Transforming Energy
Overview and Curriculum Descriptions

Overview Descriptions

Providing a hands-on shared Science: Science as a Human Endeavour

investigation of changing energy.
• ACSHE098 Science involves
Transformed Energy Design testing predictions by gathering
Challenge. data and using evidence to
develop explanations of events and
phenomena and reflects historical
and cultural contributions

Science: Science Inquiry Skills

• ACSIS103 Identify, plan and

apply the elements of scientific
investigations to answer questions
and solve problems using
equipment and materials safely and
identifying potential risks

• ACSIS107 Construct and use a

range of representations, including
tables and graphs, to represent and
describe observations, patterns or
relationships in data using digital
technologies as appropriate

• ACSIS108 Reflect on and suggest

improvements to scientific
investigations

• ACSIS110 Communicate ideas,

explanations and processes in a
variety of ways, including multi-
modal texts

25
 Descriptions

Mathematics: Measurement &

Geometry

• ACMMG135 Connect decimal

representations to the metric
system

• ACMMG136 Convert between

common metric units of length,
mass and capacity

Technologies: Design & Technologies

Processes & Production Skills

• ACTDEP025 Generate, develop

and communicate design ideas
and processes for audiences
using appropriate technical terms
and graphical representation
techniques

• ACTDEP026 Select appropriate

materials, components, tools,
equipment and techniques and
apply safe procedures to make
designed solutions

• ACTDEP027 Negotiate criteria for

success that include sustainability
to evaluate design ideas, processes
and solutions

• ACTDEP028 Develop project

plans that include consideration
of resources when making
designed solutions individually and
collaboratively

26
3
Design Challenge
Transferred Energy

TASK Identifying different forms of energy and how they can be

changed.

A hands-on investigation to explore how energy can be

changed.

TEACHER BACKGROUND INFORMATION

Energy can be found everywhere. There is potential energy in objects at rest and kinetic energy
in objects that are moving. The molecules making up all matter contain a huge amount of
energy.
Energy can travel in electromagnetic waves, such as heat, light, radio, and gamma rays. Our
body uses metabolic energy from our food. Energy is constantly flowing and changing form.
If you take your metabolic energy and rub your hands together, you make mechanical energy.
Your hands heat up and the mechanical energy is turned into heat energy.
If we place a scooter at the top of a hill, it has the potential energy to roll down. If a boy jumps
on the scooter and pushes off, the scooter will begin to roll, changing potential energy into
kinetic energy.
The boy used metabolic energy to push the scooter and mechanical energy to keep the
scooter moving. The metabolic energy came from a sausage he had just eaten. The sausage
had stored chemical energy. That chemical energy entered the animal when it digested a plant
and broke the bonds in its molecules. The plant made the molecules by using light energy
from the Sun. The Sun’s light energy came from electrons in its atoms lowering energy states,
and releasing energy. The energy in the atoms came from the nuclear reactions in the heart of
the Sun.
So, energy can change form. The energy we use every day has always been with us since the
beginning of the universe and will always be with us. It cannot be destroyed, it just changes
form. That is called the law of conservation of energy.

ASSESSMENT
Diagnostic assessment of student’s knowledge and understanding of energy is observed
throughout this lesson.

27
 EQUIPMENT
• Balloons (1 for each group)

• Science journals

• Butcher’s paper

ACTIVITY STEPS
• Review previous lesson (What is energy?).

• Remind the students of the heat energy that was transformed when they rubbed
their hands together.

• Divide the class into groups and ask each group to discuss examples of where
energy is transformed from one type to another.

• Ask the groups to record their ideas on the butcher’s paper.

• Have the groups re-join the class to discuss their ideas.

• Record the suggestions on one large class display.

• Divide the class into groups, assign roles (Chief Scientist, Safety Officer, Lab
Technician, Science Journalist and Science Communicator) and hand out badges
included at the end of this lesson.

• Explain to the students that they are going to carry out an investigation to
determine whether a balloon has energy.

• Ask Lab Technicians to collect balloons.

• Ask the students to examine the balloon and decide whether in a deflated state the
balloon has energy.

• Have the students inflate the balloon without tying the end closed.

• Ask the students if the inflated balloon has energy.

• Have the students release the balloon into the air and observe what happens.

• Does the balloon have energy? Has the energy changed?

• Now ask the students to inflate the balloon again and this time stretching the neck
of the balloon while they release the air.

• Does the balloon have energy? Has the energy changed?

• Have the students write a science report (example attached at the back of this
lesson) of their investigation in their science journals.

• Ask the students to include a table of energy types in their report and annotated diagrams.

Balloon Position Type of Energy

Deflated balloon
Inflated balloon (stationary)
Inflated balloon (released)

Stretching neck
28
3
How to organise a cooperative learning group
Attachment - Reproduced from the Australian Academy of Science Primary
Connections series with permission

INTRODUCTION
Students need to be taught how to work cooperatively. They need to work together regularly
to develop effective group learning skills.
The benefits of cooperative learning include:

• more effective learning – students learn more effectively when they work
cooperatively than when they work individually or competitively, and also have a
better attitude towards their school work.

• improved self-confidence – students tend to be more successful when working in

groups and this builds their self-confidence.

• better classroom management – when students work in cooperative groups, they

take responsibility for managing much of the equipment.

STRUCTURING COOPERATIVE LEARNING

Use the following ideas in planning cooperative learning with your class.

• Introduce group skills and group roles before starting the unit.

• Assign students to groups rather than allowing them to choose partners.

• Vary the composition of each group. Give students the opportunity to work with
others who might have a different ability level, sex or cultural background.

• Keep groups together for two or more lessons so that students have enough time
to learn to work together successfully.

• Keep a record of the students who have worked together as a group so that by the
end of the year each student has worked with as many others as possible.

GROUP ROLES
Students are assigned roles within their groups (see below). Each group member has a specific
role, but all members share leadership responsibilities. Each member is accountable for the
performance of the group and should be able to explain how the group obtained its results.
Students must therefore be concerned with the performance of all group members. It is
important to rotate group jobs each time a group works together so that all students have an
opportunity to perform different roles.

29
 For this unit the groups consist of five students – Lab Technician, Science Communicator,
Chief Scientist, Safety Officer and Science Journalist. Each member of the group wears a role
badge. The badges make it easier for you to identify which role each student should have –
and easier for the students to remember what they and their group mates should be doing.
Use the template at the end of this Appendix to make role badges, or create your own.
It is better to divide your students into groups of three as it is often difficult for students to work
together in larger groups. If you cannot divide the class into groups of three, form two groups
of two rather than a group of four.

Lab Technician
The Lab Technician is responsible for collecting and returning the group’s equipment. The Lab
Technician also tells the teacher if any equipment is damaged or broken. All group members
are responsible for clearing up after an activity and getting the equipment ready to return to the
equipment table.

Science Communicator
The Science Communicator is responsible for asking the teacher or another group’s speaker
for help. If the group cannot resolve a question or decide how to follow a procedure, the
Science Communicator is the only person who may leave the group and seek help. The
Science Communicator shares any information they obtain with group members.

Chief Scientist
The Chief Scientist is responsible for making sure that the group understands the group
investigation and helps group members focus on each step. The Chief Scientist is also
responsible for offering encouragement and support. When the group has finished, the
Chief Scientist helps group members check that they have accomplished the investigation
successfully. The Chief Scientist provides guidance, but is not the group leader.

Safety Officer
The Safety Officer is responsible for making sure the group understands and follows the safe
use of materials and equipment. The Safety Officer should be aware of all the electrical safety
messages and ensure that the investigations are undertaken in a safe manner. By the end of the
unit every student should have undertaken this role and be able to pass the safety test.

Science Journalist
The Science Journalist is responsible for writing up the investigation and recording
observations.

30
GROUP SKILLS
The use of cooperative groups focuses on social skills that will help students work together
and communicate effectively.
Students will practise the following five group skills throughout the year:

• move into your groups quickly and quietly

• speak softly

• stay with your group

• take turns

• perform your role.

To help reinforce these skills, display enlarged copies of the group skills chart and the group
roles chart (see the end of this attachment) in a prominent place in the classroom.
Even though the group skills seem simple, focus on one skill at a time. This will help you to
monitor each group’s use of the skill. Encourage students to use the skill by observing them as
they work and providing them with feedback – this sends the message that working together
effectively is important. Leave enough time at the end of cooperative activities to help groups
assess their use of the skill.

SUPPORTING EQUITY
In science lessons there can be a tendency for boys to manipulate materials and girls to record
results. Try to avoid traditional social stereotypes by encouraging all students, irrespective of
their sex, to learn to the maximum of their potential. Cooperative learning encourages each
student to participate in all aspects of group activities, including handling the equipment and
taking intellectual risks.
Observe students when they are working in their cooperative groups and ensure that both girls
and boys are participating in the hands-on activities.

31
 GROUP SKILLS

1 Move into your groups quickly and quietly

2 Speak softly

3 Stay with your group

4 Take turns

5 Perform your role

32
 GROUP ROLES

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itav fsnart rae rru
cirt res
bo lcu cita c
cel e n y ts
eor nib tici
tta dyh cilo rut rtc
wa cirt ele
cia gem bat
tlo em cel
vot yte no e
eni oh fas rtc
bru p cita ele
no td ts ygr
itci niw ene
der rew
p op esu
lell
ara tne f
p rru
rot c
are
neg

Science Communicator
Asks the teacher and other group
speakers for help.

Chief Scientist
Makes sure that the group understands the
team investigation and completes each step.

Safety Officer
Makes sure that the group understands
and follows the safe use of materials and
equipment.
.
Science Journalist
Writes up the investigation and records
observations.
No

TEAM
MEMBER
S AND
Name ROLES
Role

RESEAR
CH IDE
AS (inclu
de webs
ites your
group
used)

33
 oN
emo
S
seY

No

deni egaP
ltuo gnin
dedu sreb nalP
lcni mem
setis mae
bew t fo s
dna eloR
deni
dedu ltuo
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ne MEMBER
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noit lcwniose nalpxE ital
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S (inclu
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are group
neg used)

Chief Safety Lab Science Science

Scientist Officer Technician Journalist Communicator

oN
emo
S
seY

No
deni egaP
ltuo gnin
dedu sreb nalP
lcni mem
setis mae
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itci
der rew
op esu CH IDEA
p lell
ara tne f S (inclu
p rru de webs
rot c ites your
are
neg group
used)

Chief Safety Lab Science Science

Scientist Officer Technician Journalist Communicator

oN
emo
S
seY

No

deni egaP
ltuo gnin
dedu sreb nalP
lcni mem
setis mae
bew t fo s
dna eloR
deni
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lcni hcra
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onim woh fo
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no dedulcnitiw krow
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dedu
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ne
MEMBER
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roc fo noitspeircvn S AND
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org w tal
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dedrue fo noitan
oh
lcw
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noit
cudo e
niose nalpxE
pgnellah ital
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stne laa
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c i Role
mer
usae
m lla e ernA eec llec
htiwcru rnalaB tta
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allceiw se os fo sotohP
aml- mo a
ine
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nahlacs m ten hgil
yre a
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tta
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no
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ten
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itat ri
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c op
rew egr c
issi s tta op ahc
no m wa lac
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itam ofsna no ret
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cel n
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td
p cita ygr
ele RESEAR
no
itci niw
rew
ts ene CH IDEA
der
p op esu S (inclu
lell
ara tne f de webs
p rot
rru
c
ites your
are group
neg used)

Chief Safety Lab Science Science

Scientist Officer Technician Journalist Communicator

oN
emo
S
seY

No

deni egaP
ltuo gnin
dedu sreb nalP
lcni mem
setis mae
bew t fo s
dna eloR
deni
dedu ltuo
lcni hcra
hcte eseR
ks ng
ised
delle
s baL
derr elacs m egaP
noit
efsn
art fo ra ecnal anal
pxE
ygol ab
onim woh fo
ret tc no
erro itanalpx
ch
dedu
lcni no dedulcnitiw krow
it
E
TEAM
segn
ellah agi
t
ygre
ne MEMBER
roc fo noitspeircvn
ema
crev
o pu
org w tal
us seDi S AND
dedrue fo noitan
oh
lcw
i no Name ROLES
noit
cudo e
niose nalpxE
pgnellah ital
rP sleb usn
stne laa
cSwm
c i
mer
usae ernA eec llec
m lla e
htiwcru rnalaB tta Role
feirbo
nsg
ecn wo
dedu
lcni sei deeisred raelC ailp
cite lik pa
ssec
orp res dulcni ere nik
ydru
ts dn noitc
raludorp si gn pm
a ed
allceiw se os fo sotohP
aml- mo a
ine
t
nahlacs m ten hgil
yre a
t
no cemra ecnala gam
tta
itp B ci
no
mu
sno tni
ten
gam tuc b
itat ri
no sbu
c op
rew egr c
issi s tta op ahc
no m wa lac
itam snar rot ga ime
no r t cud m hc
itam ofsna no ret
em
ro rt rot c tne
no om
itav fsnart rae rru
cirt res
b lcu cita c
cel n
eor o eni ytic ts
tta d bru irt
wa yh cilo t cel
cia gem bat cirt e
tlo em cel
vot yte no e
eni oh fas rtc
bru p ele
no td
niw
cita
ts ygr
ene
RESEAR
itci
der rew
op esu
CH IDEA
S (inclu

Science
p lell
ara tne f de webs
p rru
rot
are
c ites your
neg group
used)

Chief Safety Lab Science Communicator

Scientist Officer Technician Journalist

oN
emo
S
seY

No

deni egaP
ltuo gnin
dedu sreb nalP
lcni mem
setis mae
bew t fo s
dna eloR
deni
dedu ltuo
lcni hcra
hcte eseR
ks ng
ised
delle
s baL
derr elacs m egaP
noit
efsn
art fo ra ecnal anal
pxE
ygol ab
onim woh fo
ret tc no
erro itanalpx
ch
no dedulcnitiw krow
E TEAM
dedu
lcni
segn it
ellah agi
ygre MEMBER
ema
crev t
roc fo noitspeircvn
ne
S AND
o pu
org w tal
us seDi Name ROLES
dedrue fo noitan
oh
lcw
i no
noit
cudo e
niose nalpxE
pgnellah ital
rP sleb usn
stne laa
cSwm
c i Role
mer
usae
m lla e ernA eec llec
htiwcru rnalaB tta
feirbo
nsgeis
ecn
wo
r ailp
cite lik
dedu
lcni sei de d raelC e
pa
ssec
orp res dulcni erenik
ydru
ts dn noitc
raludorp si gn pm
a ed
allceiw se os fo sotohP
aml- ine mo a
t
nahlacs m ten hgil
yre a
t
no cemra ecnala gam tta
itp B ci
no
mu
sno tni
ten
gam tuc b
itat ri
no sbu
c op
rew egr c
issi s tta op ahc
no m wa lac
itam snar rot ga ime
no r t cud m hc
itam ofsna no ret
em
ro rt rot c tne
no om
itav fsnart rae rru
c
cirt res lc citat
cel b un
eor o eni
bru ytic s
tta dyh cilo t irtc
wa cirt ele
cia gem bat
tlo em cel
vot yte no e
eni f rtc
bru
td
oh
p cita
as
ygr
ele RESEAR
no
itci niw
rew
ts ene CH IDEA
der
p op esu S (inclu
lell
ara tne f de webs
p rru
c
ites your
rot group
are
neg used)

Chief Safety Lab Science Science

Scientist Officer Technician Journalist Communicator

oN
emo
S
seY

No

deni egaP
ltuo gnin
dedu sreb nalP
lcni mem
setis mae
bew t fo s
dna eloR
deni
dedu ltuo
lcni hcra
hcte eseR
ks ng
ised
delle
s baL
derr elacs m egaP
noit
efsn
art fo ra ecnal anal
pxE
ygol ab
onim woh fo
ret tc no
erro itanalpx
dedu
ch
no dedulcnitiw krow
E
TEAM
lcni
segn it
ellah agi
t
ygre
ne MEMBER
roc fo noitspeircvn
ema
crev
o pu
org w tal
us seDi
S AND
dedrue fo noitan
oh
i no Name ROLES
noit lcwniose nalpxE ital
cudo e
rP sleb
pgnellah usn
stne laa
cSwm
c i
mer
usae
m lla e ernA eec llec Role
htiwcru rnalaB tta
feirbo
nsg
ecn wo
dedu
lcni sei deeisred raelC ailp
cite lik pa
ssec
orp res dulcni ere nik
ydru
ts dn noitc
raludorp si gn pm
a ed
allceiw se os fo sotohP
aml- mo a
ine
t
nahlacs m ten hgil
yre a
t
no cemra ecnala gam
tta
itp B ci
no
mu
sno tni
ten
gam tuc b
itat ri
no sbu
c op
rew egr c
issi s tta op ahc
no m wa lac
itam snar rot ga ime
no r t cud m hc
itam ofsna no ret
em
ro rt rot c tne
no om
itav fsnart rae rru
cirt res
b lcu cita c
cel n
eor o eni ytic ts
tta d bru irtce
wa yh cilo t le
cia gem bat cirt
tlo em cel
vot yte no e
eni oh fas rtc
bru ele
no td
niw
p cita
ts ygr RESEAR
itci
der rew
ene CH IDEA
p op esu S (inclu
lell
ara tne f de webs
p rru ites your
rot c
are group
neg used)

Chief Safety Lab Science Science

Scientist Officer Technician Journalist Communicator
3
Example of a Science Report
Attachment

INVESTIGATION
Does a balloon have energy?

PREDICTION
• Baloon

METHOD
1 Place the deflated balloon on a table and observe.

2 Inflate the balloon without tying the end closed.

3 Holding the end tight, observe the balloon.

4 Release the balloon into the air.

5 Observe the balloons movement.

6 Inflate the balloon again and stretch the neck of the balloon while releasing the air.

OBSERVATION
1 The deflated balloon does not move.

2 The inflated balloon sways from side to side.

3 When released, the inflated balloon pushes through the air and then spirals to the ground.

4 When the neck of the inflated balloon is stretched, a high pitched sound is produced
as the air is released.

RESULTS
1 The deflated balloon does not possess energy.

2 The inflated stationary balloon possesses potential energy.

3 When released the potential energy is transformed into kinetic energy.

4 When the neck of the balloon is stretched, potential energy is transformed into sound
energy and kinetic energy.

CONCLUSION
Inflated balloons do have energy and the energy can be transformed from potential to kinetic energy.

35
 3
Quiz
Types of Energy
Attachment

Name ............................................................................

• When you travel by car or bus, energy is required to make the transport go.

• The energy for a car or a bus comes from petrol and a battery.

• The petrol stores chemical energy and the battery stores electrical energy.

• When something stores energy, it is said to have potential energy.

• When the potential energy is used to make movement, it is said to have kinetic
energy.

• When we start the car, the engine changes this chemical energy and electrical
energy into different types of energy.

• When the engine starts, we can hear it. This is sound energy.

• When we drive about, the car is moving. This is mechanical energy.

• When we switch on the headlamps, we can see light. This is light energy.

• After the car has been running for a while the bonnet becomes warm. This is heat
energy. Heat energy is always produced when things work. Just like when you run
about, you get hot.

ANSWER THE FOLLOWING QUESTIONS IN FULL SENTENCES

Inflated balloons do have energy and the energy can be transformed from potential to kinetic
energy.

1 When something is moving, what type of energy is being used?

....................................................................................................................................................

....................................................................................................................................................

....................................................................................................................................................

....................................................................................................................................................

....................................................................................................................................................

2 What types of energy resources do cars use?

....................................................................................................................................................

....................................................................................................................................................

....................................................................................................................................................

....................................................................................................................................................

36
 3 What type of energy does petrol store?

....................................................................................................................................................

....................................................................................................................................................

....................................................................................................................................................

....................................................................................................................................................

....................................................................................................................................................

....................................................................................................................................................

4 When things are working, what type of energy is always given off?

....................................................................................................................................................

....................................................................................................................................................

....................................................................................................................................................

....................................................................................................................................................

....................................................................................................................................................

....................................................................................................................................................

5 If something stores energy, what type of energy does it have?

....................................................................................................................................................

....................................................................................................................................................

....................................................................................................................................................

....................................................................................................................................................

....................................................................................................................................................

....................................................................................................................................................

6 What is required to make something go?

....................................................................................................................................................

....................................................................................................................................................

....................................................................................................................................................

....................................................................................................................................................

....................................................................................................................................................

....................................................................................................................................................

37
 3
Cloze Passage
Types of Energy
Attachment

Name ............................................................................

TYPES OF ENERGY

When you travel by car or bus, .......................................... is required to make the

transport ...................... The energy for a car or a bus comes from .........................

and a ............................ The petrol stores ...........................................energy and the

battery stores .........................................energy. When something stores energy, it

is said to have .................................................energy. When the potential energy is

used to............................................................................ make movement it is said to

have......................energy. When we ..........................the car, the engine changes

this chemical energy and electrical energy into different ....................................

of energy. When the engine starts, we can hear it. This is ..........................energy.

When we drive about, the car is moving. This is ....................... energy. When we

switch on the headlamps, we can see light. This is ...................... energy. After

the car has been running for a while the bonnet becomes ....................... This

is heat energy. ................................... energy is always produced when things

work. Just like when you run about, you get .............................................................

petrol mechanical k i n e t i c
e n e r g y H e a t e l e c t r i c a l
w a r m h o t s o u n d
g o b a t t e r y t y p e s
potential c h e m i c a l
l i g h t
start
38
3
Design Challenge
Transforming Energy

TASK Work in a group to design a balloon rocket capable of being

launched using your knowledge of transformed energy.

MATERIALS PROVIDED
• Cardboard

• Balloon

• String

• Masking tape

• Scissors

• Cardboard tubes

• Straws

• Tape measure

• Marking pen

(You may add materials of your own to this list)

SUCCESS CRITERIA
• The balloon rocket must move.

• You must include a design brief of your balloon rocket and measurements of all
pieces.

• You must include photos of the stages of your design.

• You must include instructions for launching the balloon rocket.

• You must include an estimate of the distance your balloon rocket travels in your
explanation of how it works.

• Complete and submit Planning Page.

• Complete and submit Explanation Page.

• Complete and submit Student Reflection Checklist.

39
 3
Planning Page
Transforming Energy
Attachment

DESIGN Work in a group to design a balloon rocket capable of being

BRIEF launched using your knowledge of transformed energy.

TEAM MEMBERS AND ROLES

Name Role

Research Ideas (include websites your group used)

40
Labelled Design Sketches

41
 3
Explanation Page
Transforming Energy
Attachment

Explain how your balloon rocket works using the correct terminology of transformed
energy.

Describe some of the challenges that your group faced when designing your rocket.

How did your group overcome these challenges?

42
3
Student Reflection Checklist
Transforming Energy
Attachment

Yes Some No

Planning Page

Roles of team members outlined

Research outlined and websites included

Labelled design sketch included

Explanation Page
Explanation of how balloon rocket works
with an estimate of the distance travelled and
correct terminology of transformed energy
included

Description of challenges included

Explanation of how group overcame
challenges included

Balloon Rocket Production

Clear design instructions and measurements
of all pieces are included

Rocket launched

Photos of production process included

Balloon rocket well-made and sturdy

43
 4
Electricity Generation and Transmission
Overview and Curriculum Descriptions

Overview Descriptions

A lesson to discuss and investigate Science: Science Understanding

the generation and movement of
• ACSSU097 Electrical energy can
electricity.
be transferred and transformed
in electrical circuits and can be
generated from a range of sources

Science: Science Inquiry Skills

• ACSIS110 Communicate ideas,

explanations and processes in a
variety of ways, including multi-
modal texts

Technologies: Design & Technologies

Knowledge & Understanding

• ACTDEK020 Investigate how

electrical energy can control
movement, sound or light in a
designed product or system

44
4
Electricity Generation and Transmission

TASK To investigate how electricity is generated?

A hands-on lesson to discuss and explore the generation and

movement of electricity.

TEACHER BACKGROUND INFORMATION

The fundamental principles of electricity generation were discovered in the 1820’s by British
scientist Michael Faraday. He generated electricity by moving a loop of wire between the poles
of a magnet. This method is still used today.
Modern power plants generate electricity in a variety of ways. It is most often generated
by heat engines fuelled by burning fossil fuels or radioactive elements, but it can also be
generated by water, wind, solar and geothermal power.
Power plants generate steam to power a turbine which spins a huge magnet inside a copper
wire, producing electricity. The electricity flows from the power plant through wires to the
transformer.
The transformer raises the pressure so it can travel long distances – it is raised as high as
500,000 volts in Australia.
The electric current then runs through the powerlines to the substation transformer where
pressure is lowered to between 11,000 and 132,000 volts. Electricity is then taken through the
lines to a pole transformer and pressure is lowered again to between 240 and 415 volts. From
here electricity comes into your home through a meter box. Wires take electricity around your
home powering your lights and appliances.

ASSESSMENT
Formative assessment – monitoring students’ learning and developing understanding via
observation and providing feedback to extend learning.

EQUIPMENT
• Scissors

• Power transmission cards (1 set per group)

• Hand generator

• Light bulb and connecting wires

• Science journals

45
 ACTIVITY STEPS
• Have students sit in a circle on the floor.

• Revise the information gathered in lesson 1 and ask the students where they think
electricity comes from.

• Hand each group the power transmission word cards and ask them to sort them
into their correct order.

• Ask the students to return to the circle and discuss their results.

• Show the students the hand generator and explain that the magnet and copper
wire inside is just like the generator in the power station. Your hand is providing the
energy.

• Connect the light bulb to the hand generator and let the students generate
electricity.

• Students draw an annotated drawing of the transmission grid, in their science

journals.

• Finally, take students through the interactive ‘energy cycle diagram’ located on
SMART Notebook Lesson 3.

• Electricity Distribution in Tasmania

Bright Sparks
Supporting • Electricity Distribution in Tasmania Answer Sheet
Activity Sheets

46
4
Power Transmission Cards
Attachment

POWER PLANT TO THE HOME

The cards are currently in order. Jumble them and hand a set to each group.

The steam is sent through pipes to the turbine,

which is a big fan. (Mechanical energy)

When the magnet spins 3,000 times a minute the

generator makes electrical energy.

Inside the power plant, coal, oil or gas is burned in

a furnace which heats water in a big boiler to create
steam. If the plant is hydro-electric, the potential
energy stored in the water is used to drive the
turbine.

The steam goes through the turbine blades making

them spin 3,000 times in one minute.

Power stations put the fuel into a boiler and set fire
to it. (Heat energy)

The turbine is connected to the generator; this is a

large magnet and lots of wire.

The chemical energy in the fuel is changed into heat

energy in the form of steam.

47
 The electricity generated at the power station is
fed through transmission lines to zone substation
transformers.

The electrical energy then travels along the

distribution power lines to our homes, schools,
hospitals, offices, factories, street lamps, traffic
lights, cinemas, restaurants, fire stations and
everything else that needs electrical energy to work.

It passes through an electricity meter that measures

how much energy your family uses.

The electricity travels through wires inside the walls

to outlets and switches all over your house.

Big high-voltage transmission lines carry electricity

to your city or suburb.

It passes through zone sub-stations, where the

voltage is lowered, then to transformers which
lower it again to make it safe to use in our homes.

It travels through smaller powerlines to your house.

You can use the electricity to switch on lights,

watch TV, listen to music and cook dinner!

48
5
Exploring Electrical Circuits
Overview and Curriculum Descriptions

Overview Descriptions

A lesson to provide opportunities to Science: Science Understanding

simulate electrical circuits.
• ACSSU097 Electrical energy can
Providing a hands-on shared be transferred and transformed
investigation of the creation of in electrical circuits and can be
electrical circuits. generated from a range of sources

Students apply their understanding of Science: Science Inquiry Skills

electrical circuits.
• ACSIS103 Identify, plan and
Circuit Design Challenge. apply the elements of scientific
investigations to answer questions
and solve problems using
equipment and materials safely and
identifying potential risks

• ACSIS108 Reflect on and suggest

improvements to scientific
investigations

• ACSIS110 Communicate ideas,

explanations and processes in a
variety of ways, including multi-
modal texts

Mathematics: Measurement & Geometry

• ACMMG136 Convert between

common metric units of length,
mass and capacity

• ACMMG137 Solve problems

involving the comparison of
lengths and areas using appropriate
units

Mathematics: Number & Algebra

• ACMNA123 Select and apply

efficient mental and written
strategies and appropriate digital
technologies to solve problems
involving all four operations with
whole numbers

49
 Descriptions

Technologies: Design & Technologies

Knowledge & Understanding

• ACTDEK020 Investigate how

electrical energy can control
movement, sound or light in a
designed product or system

• ACTDEK023 Investigate
characteristics and properties
of a range of materials, systems,
components, tools and equipment
and evaluate the impact of their
use

Technologies: Design & Technologies

Processes & Production

• ACTDEP025 Generate, develop

and communicate design ideas
and processes for audiences
using appropriate technical terms
and graphical representation
techniques

• ACTDEP026 Select appropriate

materials, components, tools,
equipment and techniques and
apply safe procedures to make
designed solutions

• ACTDEP027 Negotiate criteria for

success that include sustainability
to evaluate design ideas, processes
and solutions

• ACTDEP028 Develop project

plans that include consideration
of resources when making
designed solutions individually and
collaboratively

50
Descriptions

English: Literacy

• ACELY1709 Participate in and

contribute to discussions, clarifying
and interrogating ideas, developing
and supporting arguments, sharing
and evaluating information,
experiences and opinions

• ACELY1710 Plan, rehearse and

deliver presentations, selecting and
sequencing appropriate content
and multimodal elements for
defined audiences and purposes,
making appropriate choices for
modality and emphasis

• ACELY1714 Plan, draft and publish

imaginative, informative and
persuasive texts, choosing and
experimenting with text structures,
language features, images and
digital resources appropriate to
purpose and audience

Personal, Social & Community Health

• ACPPS054 Plan and practise

strategies to promote health, safety
and wellbeing

51
 5
Exploring Electrical Circuits

TASK A Simulating open and closed circuits

A hands-on lesson where students will explore electrical circuits.

TEACHER BACKGROUND INFORMATION

• Both ends of the battery must be connected to the light bulb before it will glow.

• Metal connection points are called terminals.

• The metal side of the light bulb is one terminal and the bottom is the other.

• The top of the cell is positive (+ve) and the bottom of the cell is negative (-ve).

• The light bulb has to be connected in two places to complete the circuit.

• For the light bulb to glow there has to be a closed circuit joining the battery and
the light bulb. This is called an electric circuit.

• When there is a gap or break in the circuit the light will not glow. This is called an
open circuit.

ASSESSMENT
Formative assessment – monitoring students’ learning and developing understanding via
observation and providing feedback to extend learning.

EQUIPMENT
• Chalk

• Small boxes

• Counters

52
ACTIVITY STEPS
• Take the students into the playground and discuss what the students have learnt to
date about circuits.

• Mark out a circuit in the playground using a chalk line and place a small obstacle
along the circuit, e.g. a small box. Have one student stand near the obstacle.

• Ask several students to stand at regular intervals along the drawn circuit while the
teacher stands opposite an obstacle with a bowl of counters.

• Have students walk along the circuit maintaining their distance from the person in
front and jumping over the obstacle.

• As students jump over the obstacle, they should give a counter to the student
standing near the obstacle.

• As students pass the teacher, they each receive another counter.

• Continue the simulation until all the counters have been used by the students.

• Discuss the circuit activity.

• Identify the various representations of the activity such as the:

– Chalk line representing wires.

– Obstacle representing the light globe.

– Teacher representing the battery.

– Students representing electrons.

– Counters represent the electrical energy.

• Discuss the function of each part of the circuit such as the wires to allow the flow
of electrons, the battery which provides more energy to the electrons and the light
globe that uses some of the energy.

• Simulate an open circuit by placing the students on the circuit and asking them to
walk around it.

• Rub out a section of the chalk line. (Once the circuit is open, students should stop
walking around the circuit.)

• Discuss the simulation. It is important that students develop an understanding that

once a circuit is open, all electrons stop flowing.

• Simulate and discuss a short circuit by drawing a chalk line by-passing the light
bulb (obstacle). Ask students to walk the circuit again using the easiest path.

• Discuss with students the easier path is a short circuit (electrons will follow the path
of least resistance to return to their energy source).

• Discuss how this can be dangerous.

• Return to the classroom and ask students to draw annotated diagrams of open
and closed circuits in their science journals.

53
 • Have students make notes of the new terminology and concepts in their science
journals, add to the KWL chart and word wall. This should include descriptions of
open, closed and short circuits.

• How Do Circuits Work?

Bright Sparks
Supporting • Tasmanian Devil Graphite Circuit
Activity Sheets

TASK B Simulating open and closed circuits

A hands-on lesson where students will explore electrical circuits.

ASSESSMENT
Formative assessment – monitoring students’ learning and developing understanding via
observation and providing feedback to extend learning.

EQUIPMENT
• Role badges from Lesson 4

• Each team member’s science journal

• 1.5 volt battery

• Light bulb

• 2 connecting wires

54
ACTIVITY STEPS
• Ask the students to explain what makes a light bulb glow.

• Discuss the ideas put forward by the students.

• Explain that the students will explore these ideas in groups, using the equipment.

• Divide the class into groups, assign roles (Chief Scientist, Safety Officer, Lab
Technician, Science Journalist and Science Communicator) and hand out badges.

• Ask Lab Technicians to collect equipment.

• Have students use the battery and ONE connecting wire to make the light bulb
glow.

• Have Science Journalist record the investigation and draw and label a diagram
showing how they connected the battery and light bulb.

– Discuss where the wire connects to make the light bulb glow.

– How many different ways were there to make the light bulb glow?

• Have students make the light bulb glow using TWO connecting wires.

• Discuss the methods used to make the light bulb glow; guide students’ attention
to the formation of circuit created by the battery, wires and light bulb.

• Ask students to copy the record made by the science journalist for their group into
their science journals.

• Class discussion:

– Ask some students to present their observations to the class.

– What circuits made the light bulb glow?

– What did the circuits that made the light bulb glow have in common?

– What did the circuits that didn’t work, have in common? (Introduce the terms
open and closed circuit).

55
 5
Design Challenge
Electrical Circuits

TASK Work in a group to design a board game that incorporates an

electrical circuit. You will be required to use your knowledge
of circuits and how they work to design your game.

MATERIALS PROVIDED
• Cardboard

• Light bulb

• Insulating wire

• Masking tape

• Battery

• Scissors

• Aluminium foil

(You may add materials of your own to this list)

SUCCESS CRITERIA
• The game must include a circuit.

• It must be a game with electricity as the theme.

• Your game must include a minimum of 10 questions and answers about electricity
as part of the game. These could be game cards or landing places on the board.

• The board game must be accurately and neatly made using suitable geometrical
techniques.

• You must include photos of the stages of your design.

• You must include instructions for playing the game.

• Complete and submit Planning Page.

• Complete and submit Explanation Page.

• Complete and submit Student Reflection Checklist.

56
5
Planning Page
Electrical Circuits
Attachment

DESIGN Work in a group to design a board game that incorporates an

BRIEF electrical circuit. You will be required to use your knowledge
of circuits and how they work to design your game.

TEAM MEMBERS AND ROLES

Name Role

Research Ideas (include websites your group used)

57
 Labelled Design Sketches

58
5
Explanation Page
Electrical Circuits
Attachment

Explain how your game works using the correct terminology of electrical components.

Describe some of the challenges that your group faced when designing the game.

How did your group overcome these challenges?

59
 5
Student Reflection Checklist
Electrical Circuits
Attachment

Yes Some No

Planning Page

Roles of team members outlined

Research outlined and websites included

Labelled design sketch included

Explanation Page
Explanation of how board game works with
correct terminology of electrical components
included

Description of challenges included

Explanation of how group overcame
challenges included

Board Game Production

A minimum of 10 Q & A’s included

Questions were applicable

Answers were correct

A circuit was included

Circuit works
Clear instructions for playing the game
included

Photos of production process included

Board game accurately and neatly made
using suitable geometrical techniques and is
appealing to buyers

60
6
Investigating Conductors and Insulators
Overview and Curriculum Descriptions

Overview Descriptions

A student-driven investigation to Science: Science Understanding

determine the materials that conduct
• ACSSU097 Electrical energy can
electricity.
be transferred and transformed
Conducting Energy Design Challenge. in electrical circuits and can be
generated from a range of sources

Science: Science as Human Endeavour

• ACSHE098 Science involves

testing predictions by gathering
data and using evidence to
develop explanations of events and
phenomena and reflects historical
and cultural contributions

• ACSHE100 Scientific knowledge is

used to solve problems and inform
personal and community decisions

Science: Science Inquiry Skills

• ACSIS103 Identify, plan and

apply the elements of scientific
investigations to answer questions
and solve problems using
equipment and materials safely and
identifying potential risks

• ACSIS104 Decide variables to be

changed and measured in fair tests,
and observe measure and record
data with accuracy using digital
technologies as appropriate

• ACSIS107 Construct and use a

range of representations, including
tables and graphs, to represent and
describe observations, patterns or
relationships in data using digital
technologies as appropriate

• ACSIS221 Compare data with

predictions and use as evidence
in developing explanations
61
 Descriptions

Science: Science Inquiry Skills continued

• ACSIS108 Reflect on and suggest

improvements to scientific
investigations

• ACSIS110 Communicate ideas,

explanations and processes in a
variety of ways, including multi-
modal texts

Technologies: Design & Technologies

Knowledge & Understanding

• ACTDEK020 Investigate how

electrical energy can control
movement, sound or light in a
designed product or system

• ACTDEK023 Investigate
characteristics and properties
of a range of materials, systems,
components, tools and equipment
and evaluate the impact of their
use

Technologies: Design & Technologies

Processes & Production Skills

• ACTDEP025 Generate, develop

and communicate design ideas
and processes for audiences
using appropriate technical terms
and graphical representation
techniques

• ACTDEP026 Select appropriate

materials, components, tools,
equipment and techniques and
apply safe procedures to make
designed solutions

• ACTDEP027 Negotiate criteria for

success that include sustainability
to evaluate design ideas, processes
and solutions

• ACTDEP028 Develop project

plans that include consideration
of resources when making
designed solutions individually and
collaboratively

62
Descriptions

Mathematics Number & Algebra

• ACMNA123 Select and apply

efficient mental and written
strategies and appropriate digital
technologies to solve problems
involving all four operations with
whole numbers

Mathematics Statistics & Probability

• ACMSP145 Conduct chance

experiments with both small
and large numbers of trials using
appropriate digital technologies

• ACMSP146 Compare observed

frequencies across experiments
with expected frequencies

• ACMSP147 Interpret and compare

a range of data displays, including
side-by-side column graphs for
two categorical variables

English: Literacy

• ACELY1710 Plan, rehearse and

deliver presentations, selecting and
sequencing appropriate content
and multimodal elements for
defined audiences and purposes,
making appropriate choices for
modality and emphasis

• ACELY1714 Plan, draft and publish

imaginative, informative and
persuasive texts, choosing and
experimenting with text structures,
language features, images and
digital resources appropriate to
purpose and audience

63
 6
Investigating Conductors and Insulators

TASK Identify materials that conduct electricity and insulate

electricity.

A hands-on student driven investigation to explore

and determine the materials that conduct electricity.

TEACHER BACKGROUND INFORMATION

If an electric charge can easily flow through something, that something is referred to as
a conductor. Most metals are considered conductors of electricity. Water is also a good
conductor of electricity and that means so is the human body. Since our bodies are made up
mostly of water, electricity can easily move through our bodies on its way to the ground. If an
electrical current cannot easily pass through an object, that object is called an insulator. Most
non-metallic items, like rubbers and plastics, are considered insulators. Electricity travels at the
speed of light, so if
a person comes in contact with electricity he/she will feel the electrical jolt immediately.
Electric current flowing through your body can cause damage to your nerves and tissues, so
it’s important to be very careful around electricity.

ASSESSMENT
Formative assessment – monitoring students’ learning and developing understanding via
observation and providing feedback to extend learning.

EQUIPMENT
• Role badges used in Lesson 4

• Each team member’s science journal

• 1.5 volt battery

• Light bulb and lamp holder

• Multimeter (if available, but not essential for experiment)

• 3 connecting wires

• Variety of items for testing, e.g. paper-clips, aluminium foil, rubber band, string,
texta, wooden ruler and other classroom items

64
ACTIVITY STEPS
• Discuss with students how we know that electrons are flowing in a circuit.

• Ask students how they could test different materials for electrical conductivity.

– Guide students to suggest constructing an open circuit that includes a battery,

wires and a light bulb. The items being tested should then be used to complete
the circuit. If the light glows, then the material is a conductor of electricity.

• Discuss with students:

– The idea of a “fair test”.

– How can we ensure that the test is fair?

– What variables must we keep the same? (length of wires, same battery, etc.)

– How will we record our observations?

• Have students construct a table in their science journal with a list of approximately
ten objects in the left-hand column. Have them predict conductivity. Example
shown below:

Prediction: Will it conduct Does the light bulb

Object Material electricity? Yes/No glow?

Paper-clip Steel

Plastic ruler Plastic

• Divide class into groups, assign roles and hand out badges.

• Ask Lab Technicians to collect equipment.

• Ask each group to make a prediction about which materials will conduct
electricity.

• Have students construct an open circuit.

• Ask students to test their circuit by using the object to complete the circuit. If the
light globe glows then the object is a conductor of electricity. If the object did not
allow the light to glow then it is an insulator.

• Have students test the provided objects. Ensure students record their observations.

• Have students present their findings to the class.

65
 • List the conductors and insulators.

– Is there a pattern in the results?

– Was the outcome different to their predictions?

– Do the results support their prediction?

– What difficulties did they experience when completing this investigation?

– How could they improve this investigation?

• Have students suggest reasons why electrical wires are coated in plastic. Why
should frayed electrical cords be replaced?

• Discuss:

– Why is it useful to know which materials conduct electricity?

– Will the human body conduct electricity? What injuries may happen to a person
who has received an electric shock?

EXTENSION ACTIVITY
• Ask the students to design their own switch. The switch must be safe and able to
be switched on and off repeatedly.

• In groups students draw a labelled diagram of their design.

• Students construct and present their designs to the class.

• Students discuss the safety features incorporated in their designs and how their
design could be improved.

• Conductor or Insulator?
Bright Sparks
Supporting • Conductor or Insulator? Answer Sheet
Activity Sheets

66
6
Design Challenge
Energy Conductors

TASK Work in a group to design a test of conductivity for the

materials listed below. You must use your knowledge of
circuits, conductors and insulators to design your test.

MATERIALS PROVIDED
• Straw • Key

• Screw • Pencil

• Scissors • Spoon

• Ruler • Pen

• Eraser • Washer

• Cork • Button

• Nail

(You may add materials of your own to this list)

SUCCESS CRITERIA
• The test must include a circuit.

• You must include clear design instructions for your test.

• You must present the results of your test as a scientific report.

• You must include a table of your results.

• You must include photos of the stages of your design.

• Complete and submit Planning Page.

• Complete and submit Table of Results Page.

• Complete and submit Explanation Page.

• Complete and submit Student Reflection Page.

67
 6
Planning Page
Energy Conductors
Attachment

DESIGN Work in a group to design a test of conductivity for the

BRIEF materials you have been given. You must use your knowledge
of circuits, conductors and insulators to design your test.

TEAM MEMBERS AND ROLES

Name Role

RESEARCH IDEAS (include websites your group used)

68
Labelled Design Sketches

69
 6
Explanation Page
Energy Conductors
Attachment

Explain how your test of conductivity works using the correct terminology of circuits,
conductors and insulators.

Describe some of the challenges that your group faced when designing and carrying out
your test.

How did your group overcome these challenges?

70
6
Table of Results Page
Energy Conductors
Attachment

Material Conductor Insulator

QUESTIONS
1 What percentage of the materials used were conductors? Show your working out.

2 What percentage of the materials used were insulators? Show your working out.

71
 6
Student Reflection Checklist
Energy Conductors
Attachment

Yes Some No

Planning Page

Roles of team members outlined

Research outlined and websites included

Labelled design sketch included

Explanation Page
Explanation of how test of conductivity
works with correct terminology of circuits,
conductors and insulators included

Description of challenges included

Explanation of how group overcame
challenges included

Circuit Test Productionn

Clear design instructions included

Test involves a circuit

Photos of production process included

Completed table of results included

Scientific report well-written

72
7
Investigating Series and Parallel Circuits
Overview and Curriculum Descriptions

Overview Descriptions

A lesson exploring electrical concepts. Science: Science Understanding

Series and Parallel Design Challenge. • ACSSU097 Electrical energy can

be transferred and transformed
. in electrical circuits and can be
generated from a range of sources

Science: Science Inquiry Skills

• ACSIS232 With guidance, pose

clarifying questions and make
predictions about scientific
investigations

• ACSIS103 Identify, plan and

apply the elements of scientific
investigations to answer questions
and solve problems using
equipment and materials safely and
identifying potential risks

• ACSIS104 Decide variables to be

changed and measured in fair tests,
and observe measure and record
data with accuracy using digital
technologies as appropriate

• ACSIS108 Reflect on and suggest

improvements to scientific
investigations

• ACSIS107 Construct and use a

range of representations, including
tables and graphs, to represent and
describe observations, patterns or
relationships in data using digital
technologies as appropriate

• ACSIS110 Communicate ideas,

explanations and processes in a
variety of ways, including multi-
modal texts

• ACSIS221 Compare data with

predictions and use as evidence
in developing explanations
73
 Descriptions

Science: Science as Human Endeavour

• ACSHE098 Science involves

testing predictions by gathering
data and using evidence to
develop explanations of events and
phenomena and reflects historical
and cultural contributions

• ACSHE100 Scientific knowledge is

used to solve problems and inform
personal and community decisions

Technologies: Design & Technologies

Knowledge & Understanding

• ACTDEK020 Investigate how

electrical energy can control
movement, sound or light in a
designed product or system

• ACTDEK023 Investigate
characteristics and properties
of a range of materials, systems,
components, tools and equipment
and evaluate the impact of their
use

Technologies: Design & Technologies

Processes & Production Skills

• ACTDEP025 Generate, develop

and communicate design ideas
and processes for audiences
using appropriate technical terms
and graphical representation
techniques

• ACTDEP026 Select appropriate

materials, components, tools,
equipment and techniques and
apply safe procedures to make
designed solutions

• ACTDEP027 Negotiate criteria for

success that include sustainability
to evaluate design ideas, processes
and solutions

• ACTDEP028 Develop project

plans that include consideration
of resources when making
designed solutions individually
and collaboratively
74
Descriptions

Mathematics Measurement & Geometry

• ACMMG136 Convert between

common metric units of length,
mass and capacity

• ACMMG137 Solve problems

involving the comparison of
lengths and areas using appropriate
units

Mathematics Statistics & Probability

• ACMSP145 Conduct chance

experiments with both small
and large numbers of trials using
appropriate digital technologies

• ACMSP146 Compare observed

frequencies across experiments
with expected frequencies

English: Literacy

• ACELY1714 Plan, draft and publish

imaginative, informative and
persuasive texts, choosing and
experimenting with text structures,
language features, images and
digital resources appropriate to
purpose and audience

75
 6
Investigating Series and Parallel Circuits

TASK A Creating a series circuit and a parallel circuit

A student driven, hands-on investigation to observe light bulbs

connected in a series and parallel circuit. This lesson will explain
and develop scientific explanations for observations.

ASSESSMENT
Formative assessment – monitoring students’ learning and developing understanding via
observation and providing feedback to extend learning.

EQUIPMENT
• Role badges used in Lesson 4

• Each team member’s science journal

• 2 x 1.5 volt batteries

• 1 light bulb

• 2 connecting wires

ACTIVITY STEPS
• Review previous session about exploring electrical circuits, refer to word wall and
KWL chart.

• Ask the students what they know about series circuits and parallel circuits.

• Ask students what they think these terms could mean and what these circuits
would look like.

• Students discuss and share what they would like to find out about series and
parallel circuits and add to KWL chart.

• Divide the class into groups, assign roles (Chief Scientist, Safety Officer, Lab
Technician, Science Journalist and Science Communicator) and hand out the role
badges.

• Ask Lab Technicians to collect equipment.

• Students construct a closed circuit that includes 1 battery, 2 wires and a light bulb.

76
• Ask the students to place a dark coloured card behind the light bulb and observe
its brightness.

• Students repeat step 1 using 2 batteries connected in series

• Discuss with students what they observed and have students suggest explanations
for their observations.

• Have students construct a closed circuit that includes 2 batteries set in parallel, 2
wires and a light bulb.

• Place a dark coloured card behind the light bulb and compare the brightness of
the light bulb with the previous circuit.

• Ask students to place a third battery in parallel and compare the brightness of the
light bulb.

• Discuss with the class:

– Did the additional battery make the bulb glow brighter?

– What do you think is happening to the flow of electrons in a series and parallel
circuit?

77
 TASK B Investigating the Voltage in a Series Circuit and a Parallel
Circuit

A student driven, hands on investigation to determine the voltage

in a series and parallel circuit. This lesson will explain and develop
scientific explanations for observations.

ASSESSMENT
Formative assessment – monitoring students’ learning and developing understanding via
observation and providing feedback to extend learning.

EQUIPMENT
• Role badges used in Lesson 4

• Each team member’s science journal

• 2 x 1.5 volt battery

• Multimeter

ACTIVITY STEPS
• Review previous sessions (series and parallel circuits), refer to word wall and KWL
chart.

• Ask the students what they know about the way electricity is measured.

• Introduce the term volts and discuss.

• Explain and demonstrate the use of the multimeter to the students.

• Have the students predict whether increasing the number of batteries will increase
the voltage.

• Ask the students to conduct an investigation to test their prediction

• Divide the class into groups, assign roles (Chief Scientist, Safety Officer, Lab
Technician, Science Journalist and Science Communicator) and hand out the role
badges.

• Ask Lab Technicians to collect equipment.

• Students reconstruct their series and parallel circuits, replacing the light bulb with
the multimeter to complete the circuit.

78
 • Students construct a table to record their observations in their science journals
sample below).

Multimeter reading
Type of circuit Number of batteries (DCV)/(DCA

One battery

Series Two batteries

Three batteries

• Using a multimeter students measure record and compare the voltage and amps
of each circuit.

• Students construct a graph using the collected data.

• Discuss with students what type of graph would best represent the data in a way
that best addresses their prediction.

• What labels must they include on the X and Y axes?

• Once students have constructed their charts discuss the results and construct a
statement summarising what they have learnt about batteries set in series and
parallel circuits. Add the statements to the KWL chart and any new words should
be added to the word wall.

EXTENSION ACTIVITY
• Ask students to predict what may happen to the brightness of 2 bulbs if they were
placed in series.

• Ask students to predict what may happen to the brightness of 2 bulbs if they were
placed parallel.

79
 7
Using a Multimeter
Attachment

MEASURING ELECTRIC CURRENT

The display is measuring in amps.

Turn the dial to 10A. Use the probes from

the jack leads to complete the circuit. To
measure electric current, all the electricity
must pass through the meter so it must be
connected in series.

Insert the red jack here.

Make sure it is tight into the fitting.

Insert the black jack lead here.

MEASURING VOLTAGE

Turn the meter to the DCV quadrant

depending on your voltage supply. Start at
20V then work down through the dial until
you get a reading that makes sense on the
display. Remember 2000 m is representing
2000 millivolts or 2V while 200 m is
measuring 0.2V. Most batteries are 1.5V.

Connect the red jack here.

Make sure it is tight into the fitting.

Connect the black jack here.

80
7
Design Challenge
Series & Parallel Circuits

TASK Work in a group to design a safety vest for road workers to

wear at night. Your vest must be reflective and include lights
for maximum safety of the wearer. It must include both series
and parallel circuits in its design.

MATERIALS PROVIDED
• Fabric, large sheets of strong paper, or strong garbage bags

• Masking tape

• Button batteries

• LED bulbs

• Copper tape

• Electrical tape

• Scissors

• Tape measure

• Marking pen

(You may add materials of your own to this list)

SUCCESS CRITERIA
• The vest must include a series circuit and a parallel circuit.

• It must be comfortable to wear.

• The circuits must include light bulbs as a safety feature.

• You must include all measurements of your vest in your planning.

• You must include photos of the stages of your design.

• Instructions for wearing the vest must be included.

• Complete and submit Planning Page.

• Complete and submit Explanation Page.

• Complete and submit Student Reflection Checklist.

81
 7
Planning Page
Series & Parallel Circuits
Attachment

DESIGN Work in a group to design a safety vest for road workers to

BRIEF wear at night. Your vest must be reflective and include lights
for maximum safety of the wearer. It must include both series
and parallel circuits in its design.

TEAM MEMBERS AND ROLES

Name Role

RESEARCH IDEAS (include websites your group used)

82
Labelled Design Sketches

83
 7
Explanation Page
Series & Parallel Circuits

Explain how your safety vest works using the correct terminology of series and parallel
circuits.

Describe some of the challenges that your group faced when designing your safety vest.

How did your group overcome these challenges?

84
7
Student Reflection Checklist
Series & Parallel Circuits
Attachment

Yes Some No

Planning Page

Roles of team members outlined

Research outlined and websites included

Labelled design sketch with all measurements
included

Explanation Page
Explanation of how safety vest works with
correct terminology of series and parallel
circuits included

Description of challenges included

Explanation of how group overcame
challenges included

Balloon Rocket Production

Clear instructions for wearing the vest
included

A series circuit is included

A parallel circuit is included

Photos of production process included

Safety vest comfortable and well-made

Light bulbs as a safety feature included

85
 8
Generating Electricity Investigation
Overview and Curriculum Descriptions

Overview Descriptions
Constructing circuits to observe the Science: Science Understanding
generation of electricity.
• ACSSU097 Electrical energy can
. be transferred and transformed
in electrical circuits and can be
generated from a range of sources
Science: Science as Human Endeavour

• ACSHE100 Scientific knowledge is

used to solve problems and inform
personal and community decisions
Science: Science Inquiry Skills

• ACSIS103 Identify, plan and

apply the elements of scientific
investigations to answer questions
and solve problems using
equipment and materials safely and
identifying potential risks

• ACSIS107 Construct and use a

range of representations, including
tables and graphs, to represent and
describe observations, patterns or
relationships in data using digital
technologies as appropriate

• ACSIS110 Communicate ideas,

explanations and processes in a variety
of ways, including multi-modal texts
Technologies: Design & Technologies
Knowledge & Understanding

• ACSIS110 Investigate how

electrical energy can control
movement, sound or light in a
designed product or system
English: Literacy

• ACELY1714 Plan, draft and publish

imaginative, informative and persuasive
texts, choosing and experimenting
with text structures, language
features, images and digital resources
appropriate to purpose and audience
86
8
Generating Electricity Investigation

TASK A Constructing circuits to observe the generation of electricity

A lesson that will elaborate on Lesson 5 (Electricity Generation

and Transmission) by extending understanding to a new context
or making connections to additional concepts.

ASSESSMENT
Summative assessment of the science inquiry skills.

EQUIPMENT
• Role badges handed out in Lesson 4 and science journals

• 1.5 volt batteries

• Light bulb

• 2 connecting wires

• Electric motor

• Buzzer

• Hand-held electric generator

ACTIVITY STEPS
• Review previous lessons on energy transformation.

• Discuss with students how electricity is produced.

• Lead the discussion to include electric generators, solar cells and chemical
reactions.

• Ask students if they are aware of any other ways electricity is produced.

• Students discuss and share what they would like to find out about electricity
production and add to KWL chart.

• Divide the class into groups, assign roles (Chief Scientist, Safety Officer, Lab
Technician, Science Journalist and Science Communicator and hand out the role
badges.

• Ask Lab Technicians to collect equipment.

87
 • Students view a working generator on the website:
http://wvic.com/Content/How_Generators_Work.cfm

• Allow students to explore the hand-held electric generator.

• Allow students to construct a variety of circuits with a light, motor or buzzer. Have
students use the hand-held electric generator to supply electricity power to their
circuits.

• Ask students to research one method of generating electricity.

• Construct a class summary of the various methods used to make an electric

generator turn.

• Revise and discuss with students energy transfers. Discuss the energy transfers
involved in the generation of electricity.

– What form of energy is used to turn the generator?

– What form of energy is used to turn the generator in a power station?

Identify sources such as:

coal burning. . . . . . . . . . . . . . chemical – heat – kinetic – electrical

hydro . . . . . . . . . . . . . . . . . . . . . . . . . potential energy – kinetic energy – electrical

wind . . . ....................... kinetic energy – electrical

nuclear ..................... nuclear – kinetic energy – electrical

solar . . . . . . .................... light energy – electrical

battery . . . . . . . . . . . . . . . . . . . . . . . chemical energy – electrical

• Have students draw diagrams in their science journal to show each form of
generating electricity. Identify where the processes are the same and different.

88
9
Transforming Electrical Energy Investigation
Overview and Curriculum Descriptions

Overview Descriptions

Students explore the transformation of Science: Science Understanding

electrical energy.
• ACSSU097 Electrical energy can
be transferred and transformed
in electrical circuits and can be
generated from a range of sources

Science: Science as Human Endeavour

• ACSHE100 Scientific knowledge is

used to solve problems and inform
personal and community decisions

Science: Science Inquiry Skills

• ACSIS103 Identify, plan and

apply the elements of scientific
investigations to answer questions
and solve problems using
equipment and materials safely and
identifying potential risks

• ACSIS110 Communicate ideas,

explanations and processes in a variety
of ways, including multi-modal texts

Technologies: Design & Technologies

Knowledge & Understanding

• ACTDEK020 Investigate how

electrical energy can control
movement, sound or light in a
designed product or system

English: Literacy

• ACELY1714 Plan, draft and publish

imaginative, informative and
persuasive texts, choosing and
experimenting with text structures,
language features, images and
digital resources appropriate to
purpose and audience

89
 9
Transforming Electrical Energy Investigation

TASK Constructing circuits to observe the transformation of energy

A lesson to explain the transformation of electrical energy by

developing scientific explanations for observations.

TEACHER BACKGROUND INFORMATION

Energy cannot be destroyed, but rather transformed, e.g. the sun’s energy is used by plants to
grow and produce fruit, humans then consume the fruit which can be used to maintain our
body temperature and allows us to move, walk or run.

ASSESSMENT
Formative assessment – monitoring students’ learning and developing understanding via
observation and providing feedback to extend learning.

EQUIPMENT
• Role badges from Lesson 4

• Each team member’s science journal

• 1.5 volt batteries

• Light bulb

• 2 connecting wires

• Electric motor

• Buzzer

ACTIVITY STEPS
• Review previous sessions on circuits.

• Discuss with students the concept that energy cannot be destroyed.

• Ask students if they are aware of any other transformations of energy.

• Students discuss and share what they would like to find out about the
transformation of energy and add to KWL chart.

90
• Divide the class into groups, assign roles (Chief Scientist, Safety Officer, Lab
Technician, Science Journalist and Science Communicator) and hand out the role
badges.

• Ask Lab Technicians to collect equipment.

• Students construct a closed circuit that includes 1 battery, 2 wires and a light bulb.

• Ask students how they think electrical energy transformed in the light bulb?
(Electrical energy is transformed to light making the light bulb glow and heat.)

• Ask students to lightly touch the light bulb.

• What can they feel? – Heat.

• Students draw and label a diagram of their circuit indicating the transformation of
electrical energy.

• Students replace the light bulb in their circuit with a buzzer.

• How is the electrical energy transformed? (Electrical energy is transformed to

sound and heat.)

• Students draw and label a diagram of their circuit indicating the transformation of
electrical energy.

• Students replace the buzzer in their circuit with an electric motor.

• Ask how the electrical energy transformed.

• (Electrical energy is transformed to movement, sound and heat).

• Students draw and label a diagram of their circuit indicating the transformation of
electrical energy.

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 9
Electricity Quiz
Attachment

Name . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1 Who invented the electric light bulb?

a) Benjamin Franklin

b) Thomas Edison

c) Gough Whitlam

2 Which is a renewable energy source?

a) Coal

b) Solar

c) Nuclear power

3 Which is a good conductor of electricity?

a) Metal

b) Human body

c) Water

d) All of the above

4 Which is a good insulator of electricity?

a) Metal

b) Water

c) Plastic

5 Electricity is generated at a:

a) Substation

b) Transformer

c) Powerline

d) Power station

92
6 How could your school reduce its electricity consumption?

...................................................................................................................................................

....................................................................................................................................................

....................................................................................................................................................

....................................................................................................................................................

7 How could you help to conserve electricity usage at home?

...................................................................................................................................................

....................................................................................................................................................

....................................................................................................................................................

....................................................................................................................................................

8 Why do houses have meter boxes?

...................................................................................................................................................

....................................................................................................................................................

....................................................................................................................................................

....................................................................................................................................................

9 Explain why energy cannot be destroyed.

...................................................................................................................................................

....................................................................................................................................................

....................................................................................................................................................

....................................................................................................................................................

10 What type of energy is stored energy?

...................................................................................................................................................

....................................................................................................................................................

....................................................................................................................................................

....................................................................................................................................................

11 List 4 different types of energy.

...................................................................................................................................................

....................................................................................................................................................

....................................................................................................................................................

....................................................................................................................................................

93
 12 List 5 different energy resources.

...................................................................................................................................................

....................................................................................................................................................

....................................................................................................................................................

....................................................................................................................................................

13 Describe what an electrical circuit is.

...................................................................................................................................................

....................................................................................................................................................

....................................................................................................................................................

....................................................................................................................................................

14 Draw a closed electrical circuit in the box below.

94
10
Design Task
Overview and Curriculum Descriptions

Overview Descriptions

Students undertake a design and make Science: Science Understanding

task applying their understanding
• ACSSU097 Electrical energy can
of electric circuits and electricity to
be transferred and transformed
satisfy a personal need.
in electrical circuits and can be
. generated from a range of sources

Science: Science Inquiry Skills

• ACSIS232 With guidance, pose

clarifying questions and make
predictions about scientific
investigations

• ACSIS103 Identify, plan and

apply the elements of scientific
investigations to answer questions
and solve problems using
equipment and materials safely and
identifying potential risks

• ACSIS104 Decide variables to be

changed and measured in fair tests,
and observe measure and record
data with accuracy using digital
technologies as appropriate

• ACSIS108 Reflect on and suggest

improvements to scientific
investigations

• ACSIS107 Construct and use a

range of representations, including
tables and graphs, to represent and
describe observations, patterns or
relationships in data using digital
technologies as appropriate

• ACSIS110 Communicate ideas,

explanations and processes in a
variety of ways, including multi-
modal texts

• ACSIS221 Compare data with

predictions and use as evidence
in developing explanations
95
 Science: Science as Human Endeavour

• ACSHE098 Science involves

testing predictions by gathering
data and using evidence to
develop explanations of events and
phenomena and reflects historical
and cultural contributions

• ACSHE100 Scientific knowledge is

used to solve problems and inform
personal and community decisions

Technologies: Design & Technologies

Knowledge & Understanding

• ACTDEK020 Investigate how

electrical energy can control
movement, sound or light in a
designed product or system

• ACTDEK023 Investigate
characteristics and properties
of a range of materials, systems,
components, tools and equipment
and evaluate the impact of their
use

Technologies: Design & Technologies

Processes & Production Skill

• ACTDEP025 Generate, develop

and communicate design ideas
and processes for audiences
using appropriate technical terms
and graphical representation
techniques

• ACTDEP026 Select appropriate

materials, components, tools,
equipment and techniques and
apply safe procedures to make
designed solutions

• ACTDEP027 Negotiate criteria for

success that include sustainability
to evaluate design ideas, processes
and solutions

English: Literacy

• ACELY1714 Plan, draft and publish

imaginative, informative and
persuasive texts, choosing and
experimenting with text structures,
language features, images and
digital resources appropriate to
purpose and audience
96
10
Design Task

Students demonstrate understanding gained through a

TASK scientific investigation by resolving a design brief.

A task for students to design and make a product that uses the
‘transformation of electrical energy’ as an essential feature of its
design. The final phase provides an opportunity for students to
evaluate and reflect on their own learning, new understandings
and development of skills.

ASSESSMENT
Summative assessment of the science inquiry skills.

EXPLORE AND DEFINE

Define purpose of the product, develop criteria and find out what is currently available.

DESIGN BRIEF
• Students design and make a product that transforms electrical energy and solves a
personal need.

• Students should consider:

– What products exist that address similar problems or needs? How do they
work?

– What resources are available to construct our product?

– How will they test and evaluate their design solution?

– How they will manage the time available to develop the product?

– Is there a ‘technical expert’ who can provide assistance?

– Are there electrical safety issues?

GENERATE AND DEVELOP IDEAS

• Students sketch initial ideas for their product and annotate their sketch to explain
how the product works.

• Remind students to consider the circuit required to operate the product.

• Students identify the need addressed by the product or the system, and the energy
transformations involved in its operation.

97
 • Suggestions of problems which could be solved with the design of a product:

– My little brother reads my diary.

– Everyone barges into my room. I have no privacy.

– I like reading in bed at night but the light disturbs my little sister.

– We get very hot in our tree house.

– The mosquitoes always bite me when I am in the garden.

– How can I make a game that keeps my younger brother/sister amused?

PRODUCE SOLUTIONS
• Ensure that students understand that their product must be housed in a suitable
casing. Discuss what functions the casing must perform, e.g. hold the circuit in
place, hold the working parts, protect the product from dirt and damage, be easy
to handle, be aesthetically pleasing and convey information about the operation
of the product. Provide students with a wide range of materials that can be used to
complete the product e.g. Paddle Pop sticks

Product Need / Purpose Energy transformations

Warn off intruders

Home security Dissuade intruders Sensor (light/sound energy) >
alarm Protect people and electrical energy > sound energy
property

Remove dust and

dirt Electrical energy > mechanical
Vacuum cleaner
Remove dust mites energy
that cause allergies

Stove Heat or cook food Electrical energy > heat energy

Provide lighting
for paths Provide Light energy > electrical energy
Solar garden security > chemical energy (battery) >
lights
Increase enjoyment electrical energy > light energy
of garden

98
EVALUATE
• Ask students to evaluate the design against the design brief and consider the
effectiveness of the process.

• Provide students with questions to be used when reflecting on their task.

– What part of the task was most enjoyable?

– What part of the task was least enjoyable?

– What did you learn?

– What part of the learning was most important? Why is it important?

– If you were to undertake the task again, what would you do differently and
why?

OR

Students could:

• Review the sources of energy used to generate electrical energy.

– Identify whether they are renewable or non- renewable.

– Identify some of disadvantages of using the various energy forms.

– Discuss ways we could reduce energy consumption around our school and
home.

– Discuss how electricity is measured in your home – meter.

• Have students complete the Energy Usage Calculator at essentialenergy.net.au/

calculator

– Have students modify their virtual home to reduce the amount of electrical
energy used.

– Discuss what appliance/s consume the most electrical energy in their home.

– Identify some strategies they could use to reduce the consumption of

electricity at school.

• Discuss or debate the issue – Why should we reduce the amount of electricity we
use?

99
 Glossary

AC or alternating current: Electric current which repeatedly changes its direction from
negative to positive and back again. Alternating current is usually
created by a mechanical means, such as a generator.

Amp: The Ampere or amp is a measure applied to the flow of

electrons or flow of electric current.

Atom: Primary basis of all matter. It has a nucleus consisting of protons

and neutrons surrounded by orbiting electrons.

Battery: A single electric cell for furnishing electric current or a group of

such cells.

Circuit: The complete path or part of the path of an electric current.

Charge: The electrical property of electrons and protons that produces

attraction and repulsion between them.

Conductor: In a conductor electric current can flow freely. Simply stated,

most metals are good electrical conductors. Some non-metals
(e.g. trees, wood) can also conduct electricity.

Current: The flow of electrons. Water flowing in a pipe is similar to an

electric current. You need voltage to make the current flow,
just like water pressure is needed to make the water flow. It’s
impossible to see an electric current, but it’s there – and is used
to run everything from a light to your CD player.

DC or direct current: Electric current is where the flow of electrons is always in the
same direction. Direct current is most commonly found in
portable appliances such as cameras, iPods and mobiles phones.

Distribution lines: The familiar ‘poles and wires’ that students can see down the
street are part of the lower voltage distribution network that
supplies electricity to customers.

Distribution system: The poles, wires, cables, substations and other equipment
required to transport electrical energy from the transmission
system to people’s homes.

Distribution network: The overall network formed by the distribution system. Electron:
The basic particle that orbits the nucleus of an atom.
It can be stimulated to movement by various forces like
magnetism and has a negative charge.

100
Energy: The capacity to do work, or vigorous activity fuelled by various
sources.

Fuse: A safety device with a metal wire or strip that will melt, breaking
the electrical circuit when the current becomes too large.

Generator: A machine for producing electrical current. (See Turbine)

Hydroelectricity: In electrical generation, it is the use of the power from rushing

water to push turbine blades, which turn shafts in generators
that produce electricity.

Insulator: A material (such as plastic or glass) that does not permit

electricity to pass through it readily.

Kilowatt: Equal to 1000 watts of electricity. It is a measure of electrical

power.

Kilowatt hour: Measurement of electrical energy equal to one kilowatt of

power produced or used in one hour.

Kinetic energy: The energy of an object in motion.

Lightning: The flash of light which accompanies a static electricity

discharge between two clouds or between a cloud and the
Earth during a thunderstorm.

Magnet: A piece of material that has the natural ability to attract iron.

Magnetic field: The area around a magnet that is influenced by the magnet.
Mechanical energy: The energy of motion used to perform work.

Megawatt: 1,000,000 watts of power or 1,000 kilowatts.

Meter (Power/Electricity): A device which measures and records the production or

consumption of electrical energy.

Nuclear power: The energy produced by splitting atoms (such as uranium) in a

nuclear reactor. Not currently used in Australia.

Ohm: A unit of electrical resistance equal to that of a conductor in

which a current of one amp is produced by a potential of one
volt across its terminals.

Photovoltaic cell: A device where light energy is converted to electrical energy.

Also known as a solar cell.

Power point: A hollow device which is used to connect a power source or an

electrical device.

Solar energy: The use of energy that reaches the Earth from the Sun.

Static electricity: A type of electrical charge that can build up when two objects
rub together. Friction removes some electrons from one object
and deposits them on the other.

101
 Transmission lines: High voltage lines that carry electricity in bulk from the power
stations to the point where distributors like Ausgrid, Endeavour
Energy, Essential Energy and TasNetworks take supply.

Turbine: A fan like device that is connected to the generator to assist in

the production of electricity.

Volt: The volt is the unit of measure for electro-motive force required
to pass one amp through resistance of one ohm.

Watt: A unit for measuring electric power, e.g. 1 horse power = 746
watts. One Kilowatt = 1,000 watts. One Megawatt = 1,000,000
watts.

Wind turbine: A machine that captures the energy of the wind and transfers the
motion to a generator shaft.

Zone substation: Zone substations take the high-voltage electricity and convert
it, via step down transformers, into lower voltage electricity for
further distribution via poles, wires and underground networks.

102
APPENDIX 1
Teacher Background Information

PHYSICAL PHENOMENA TEACHER NOTES

Excerpts from the Physical Phenomena Resource Unit on Supporting Science in the primary
classroom CD ROM

BASIC CONCEPTUAL IDEAS AND UNDERSTANDINGS

Forms of energy
Energy is noticed in different ways when change occurs (these ways, or effects, have been
called forms of energy).

Forms of energy include heat/thermal, chemical, light, gravitational, sound, elastic, movement/
motion/kinetic, nuclear, gas and electrical.

Forms of energy that involve motion e.g. movement, heat and sound are examples of kinetic
energy.

Some forms of energy are called potential (or stored) energy, e.g. chemical, elasticity, and
gravitational. There is the potential for an energy transfer to occur. There really is no evidence
of energy (transfer) present until a change occurs, e.g. a change in the height of an object or a
change of state or a change in appearance as in a chemical reaction.

Electricity
A battery is a source of potential electrical energy in a circuit and a battery creates a flow of
current.

Batteries vary in their ability to provide energy. A stronger battery provides more energy to the
circuit.

Electric current is associated with energy transfer in a circuit.

A circuit must be closed (complete) for an electric current to flow. There is the same amount of
current in all parts of the circuit.

A switch in a circuit affects the flow of electricity in all parts of the circuit instantly. When open
there is no current anywhere in the circuit; when closed there is current flowing everywhere at
once.

The higher the voltage of a battery the greater the energy transferred to its circuit by the
current. The energy supplied by the battery is transferred to the bulb, increasing its energy.

103
 APPENDIX 2
Progression of Students’ Learning

PROGRESSION OF STUDENTS’ LEARNING

What do students, and in particular primary students (K-6), think about some of the ideas
related to this strand and are there some with which primary students have difficulty?

It is not possible to say precisely what students of any age think about particular phenomena.
However, there has been considerable research in the past 20 years that suggests how most
learners think about phenomena and their associated explanations that help us to understand
our world. What follows is an overview of what teachers might expect their classes to be
thinking about the topics in this content strand, e.g. forms of energy and their uses in our lives.
Some of your students will hold more acceptable scientific ideas than others.

Nursery learners (up to four years old) do not seem to recognise forms of energy, the
transference of energy or that energy can be stored. They do, however, seem to appreciate
that an action

is required to initiate movement, and suggest that they see movement (action) as the same
as energy. They also see movement as associated with something being alive. Early Stage 1
learners could be similar.

Alternative (non-scientific) views about energy held by some primary-age learners would
include the following:

ENERGY (IN GENERAL)

Students from the very youngest to those in upper secondary school (and probably beyond)
tend most regularly to associate energy with living things. This tendency is reduced as students
become older but will still be held by some secondary students.

Various alternative or limited views of energy are held by students. These include that energy
is: stored in certain objects in order to cause things to happen, e.g. water to turn a water wheel;
always linked with force and movement; a fuel; a fluid (that flows from one object to another);
and an ingredient or a product (e.g. chemicals give off heat).

SPECIFIC FORMS OF ENERGY

Some alternative (or limited) conceptions held by students about some of the specific forms of
energy are:

Electricity
Most early learners do believe that in a circuit batteries give something to the bulb. They may,
however, have a unipolar idea of a battery (i.e. that only one end needs to be attached to the
light bulb in a circuit). Also most upper-infants students are probably unable to suggest how a
switch works in a circuit.

104
Circuit
Most students think of a circuit as a series of sequenced events (e.g. current flowing from the
battery to the wire, to the light) rather than thinking of a circuit as a complete system.

Battery
Most students have little or no idea of voltage in a battery. Many see batteries as storing a
certain amount of electricity.

Current and voltage

Current and energy are often confused. Voltage is sometimes thought of as the strength or
force of the current; some students see voltage as the current.

Circuit components
Many upper-primary students do not seem aware that various circuit components,
e.g. buzzer and a motor, can be connected in the same way.

105
 APPENDIX 3
Designing and Making

DESIGNING AND MAKING TECHNOLOGY EDUCATION:

MORE THAN COMPUTERS
Students today live in a world of unprecedented technological change. Being technologically
capable is no longer about knowing a prescribed set of technical skills or processes but about
being adaptable, creative, innovative and risk-taking, and being able to apply learning from one
situation to a new or different context or setting.

WHAT IS TECHNOLOGY?
Technology is about know-how and know-why. Know-how is created and applied through
processes of designing and producing or making. Know-why is created through processes of
investigating.

Technology is more than the objects created by technological processes such as computers,
tools and other equipment. An important part of technology involves human values, skills,
knowledge, techniques and processes.

Technology is concerned with the purposeful and creative use of resources in an effort to
meet perceived needs or goals… (Science and Technology K-6 syllabus page 1).

Technology education aims to develop know-how and know-why through students learning
to apply a design process to design and make solutions to identified needs and opportunities.
In NSW primary schools the Science and Technology K-6 syllabus provides the focus for
technology education.

WHAT IS DESIGN?
Design can be used as both a noun and a verb. Design (verb) can be defined as the systematic
process of creating and implementing ideas to solve identified needs or opportunities.
Design involves analysing needs, exploring and generating ideas, evaluating alternatives, and
managing ideas to a workable solution. Design (noun) can be defined as the outcome of a
systematic process of designing.
Design is future oriented and involves students being proactive about how things can be done
differently. Design is not about predetermined solutions and there is rarely, if ever, a single
correct solution. Design is about making compromises and considered choices between
competing needs, values, ideas and options. Most importantly design is about asking questions
and testing ideas.
Design is an effective process for developing students’ capacity to be creative, innovative,
critical thinkers and effective communicators

106
WHAT IS MAKING?
Making (verb) can be defined as the systematic process of planning and implementing a
predetermined solution.
Making involves exploring and evaluating available resources, including materials and
equipment, practising techniques, and managing resources to a completed quality product or
system.

Making is an effective process for developing students’ capacity to learn and refine specific
techniques and manage actions to successful completion.
Typically, in technology education the process of designing and making results in a product,
service, system or environment; or a part of a product, service, system or environment.

HOW CAN WE ASSIST STUDENTS TO DESIGN EFFECTIVELY?

A design process attempts to describe the way designers typically work to create and produce
effective solutions. There is a vast array of diagrams such as cycles and models that attempt
to represent the design process. In the Science and Technology K-6 syllabus the process is
illustrated as a flowchart.
Regardless of the way the design process is represented, the process is not lock-step and will
vary when applied in each design situation.
The syllabus describes four broad areas of design process activity. These areas of activity occur
in a design process regardless of whether the designer is in kindergarten or Year 12 or is a
professional architect, engineer or industrial designer.
When teaching students to design, the teacher takes the role of facilitator, typically guiding and
structuring student work through posing questions for students to explore, generate and test
ideas, regenerate and retest ideas, until a solution is reached. Knowing the types of question a
designer might ask is important.
Over a stage, students should experience a number of design tasks. From task to task it is
important that the learning focus of the design task varies.

PLANNING A DESIGN TASK

Here are some tips for planning a design task.
1 Identify the syllabus outcomes on which you want to focus student learning.
For example, the syllabus outcomes may be designing and making and the built
environment.
2 Identify the stage at which students are working and what these learning
outcomes would look like. Look at the Big ideas provided on the website
Supporting Science in the primary classroom for a better understanding of the
outcomes.
3 Choose a design task that best enables you to focus on the selected outcomes
and big ideas.
4 Choose authentic design tasks that students will find relevant, engaging and
significant in their lives. For example, a teacher had to address designing and
making and the built environment in the programmed Science, and Technology
unit of work. At the time the SRC and P&C had been requesting sheltered play
areas, so the class decided together to design and model a weather protection
structure for a part of the playground.

107
 5 The more you can choose a design task with which students already have a lot
of experience, the more effectively students will be able to explore the
task, identify the needs of the users and establish sound criteria for judging the
effectiveness of the final solution.
6 Remember it is not that the design task should be suited to Early Stage 1 or
Stage 3 students. In the example of the shade structure above, students from
K-12, university students studying architecture and professional architects
and engineers would be challenged by this task. The expectations about the
sophistication of the response and the complexity of the considerations and the
assessment criteria would, however, vary.
7 Not all aspects of the design process need to be open ended for students.
There are many questions that can be considered in a design process. What
parts of the design process do you want to leave open for the student to work
through in detail and what parts will be closed or teacher directed so that
students can move through them more directly? The answer to this question
relates to tips 2 and 3 above. Be clear about what you want student learning to
focus upon and allocate teaching time accordingly.
8 Allow sufficient teaching time in your programme to enable the students to
have clearly established criteria for success for the design solution. How will I
know that my solution is successful or not? Try doing this as a class or group
brainstorming activity, then work together to negotiate priorities. Try to limit
the number of success criteria to one or two in Early Stage 1 and perhaps have
three or four criteria by Stage 3. For example, the success criteria for Early Stage
1 might focus on the ability to provide shade to students at lunch time, whereas
by Stage 3 students might also be considering budget, local council building
requirements and the use of environmentally sustainable materials.
9 Once your students have clearly established success criteria, all their decision-
making should refer back to the negotiated success criteria. For example, an
Early Stage 1 student asks: Should we use this material or that one for the shade
cover? The teacher could reply:
Which one will give better shade protection and how do you know that?
10 When students are learning a new skill, they require explicit teaching, so initially
the skill will need to be modelled, then practised and guided before students
will be capable of working independently.
11 Safety is always an important consideration for the teacher. Use risk
management processes to identify and control risks.
12 Designing is time consuming. Allow sufficient time for students to test, refine
and retest their ideas repeatedly if you want them to achieve a quality solution.
A task that occurs as a one- off activity, such as design a flag in a lesson, will
require little design skill and is probably more a colouring-in activity than a
design task. Students need to revisit their ideas over time to design effectively.
Rather than doing many design tasks, do fewer in greater depth over the stage.

108
APPENDIX 4
Questions to Guide Designing & Making Tasks

Questioning techniques are important for assisting students to become creative, critical,
innovative and enterprising as they engage with the design and make process.

Asking questions is a skill that teachers will continue to refine throughout their teaching,
adapting according to the learning area or the task. Questions should not be limited to closed
questions that require only a simple answer, but be more open ended to allow a wide range of
ideas to be generated and explored.

There are many models that can be used. One example is Fran Peavey’s strategic questioning.
She refers to ‘short lever’ questions that restrict options and assume solutions and hard truths
and ‘long lever’ questions that create options, question assumptions and allow for the free
flowing of ideas.

The design and make model below has questions added to help guide students through the
process. Some will be questions for the teacher and others for the students.

EXPLORING THE TASK DESIGN PROCESS

(find out what are the requirements of the users, develop criteria and find out what is
currently available)

THE NEED OR OPPORTUNITY

• Is there a product, a system or an environment that is not doing its job effectively?

• Can we think of ways to do it better? (Cheaper, stronger, more attractive etc.)

• Is there something we can use in a new way or for a different purpose?

• Is there a need that has no practical solution?

THE USER
• Who will use the design?

• How will they use the design?

• What qualities (aesthetic) will the design need for the user to appreciate it?

THE CLIENT
• Who has requested the design? Why?

• What will the design have to do to meet the client’s requirements? (Functional and
aesthetic.)

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 RESOURCES
• What is the budget?

• How much time is available?

• What other resources are available? (Skilled people, information, materials,

processes, equipment etc.)

SOCIAL AND ENVIRONMENTAL CONSIDERATIONS

• Who else might the design affect? How?

• Is there an environmental impact?

• Are there laws, rules or regulations that you need to consider?

CRITERIA FOR SUCCESS

• What will the design have to do to be successful?

• What are the essential success criteria and which are desirable?

• What is the priority order for the success criteria?

DEFINING THE TASK

• How can we bring all these considerations together into a clear and concise
statement of the design task or design brief?

GENERATING IDEAS AND REALISING SOLUTIONS

(explore and refine options, decide upon a design option, choose resources and equipment
to plan and produce the design)

GENERATING IDEAS
• What design solutions exist that address similar needs, problems or opportunities?

• What are the advantages and disadvantages of these solutions?

• What creative thinking techniques can we use to generate new ideas?

• What ideas can we come up with?

REPRESENTING IDEAS
• What techniques can we use to represent ideas (sketching, story-boarding,
drawing, modelling, flowcharts, diagrams etc.)?

• Who is the audience (me or others) and what is the purpose of the representations
(rough ideas, resolving ideas, presenting ideas etc.)?

• Which techniques can we use to represent ideas as they become more resolved?

• How can we improve skills in representing ideas?

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INVESTIGATING RESOURCES
• What materials, processes, equipment, etc. could be used for the design?

• What resources are available?

• What are the performance properties of the design?

• What risks (safety, cost, environmental) are associated with using the materials,
processes, equipment, etc.?

• How can we test the suitability of the materials, processes, equipment?

• How can we improve our skills in using the materials, processes, equipment, etc.
proficiently and safely?

• If we are unable to use the materials, processes, equipment, etc., can someone
else help?

• Which materials, processes, equipment, etc. will we choose and how do they
relate to the success criteria?

RESOLVING IDEAS
• What are the advantages and disadvantages of each idea in relation to the success
criteria?

• Have we considered the long-term (social and environmental) as well as the short-
term (money, time, appearance) consequences of the design?

• What do the client and user think?

• What design idea/s will we choose and why?

• Will the chosen design meet the success criteria? (Essential? Desirable?)

• Do we need any further modifications to the design?

FINALISING THE PROPOSAL

• Do we know exactly what is involved in producing the design?

• Do we need to further detail the design? (Technical construction drawings, pattern

pieces, layout, storyboarding, flowcharts, models.)

• What equipment and material are required?

• How much will it cost?

• What is the step-by-step sequence that will need to occur to produce the design?

• Do we have the skills needed to do each step or will we need more time to
practice?

• How long is each step likely to take?

• Who is responsible for each step?

• Do our proposed time plan and budget meet the success criteria?

• Will modifications be required?

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 MANAGING SAFETY RISKS
• What safety risks can we identify? (User capability and behaviour, materials,
equipment, facility, teacher expertise.)

• Where can we find sound advice?

• How can we eliminate or control the risks?

• If the risks cannot be controlled, how will we modify the design?

MANAGING PRODUCTION
• Have the necessary information, materials and equipment been acquired?

• Is the equipment set up safely and working effectively?

• How will we (and who will) manage storage and equipment maintenance issues?

• Do we need particular skills to be modelled (demonstrated) or reviewed with us or

are we able to proceed independently?

• Do we need an expert to supervise our work?

• Is the production proceeding according to time plan and budget?

• Is the quality of production work appropriate to the success criteria?

• What modifications do we need to make to the planned design and production?

GENERATING IDEAS AND REALISING SOLUTIONS

(explore and refine options, decide upon a design option, choose resources and equipment
to plan and produce the design)

EVALUATING THROUGHOUT THE DESIGN PROCESS

• Is there a product, a system or an environment that is not doing its job effectively?

• Is there a need that has no practical solution?

• What will the design have to do to meet the user’s requirements?

• What will the design have to do to meet the client’s requirements?

• Who else might the design affect? How?

• Is there an environmental impact?

• What will the design have to do to be successful?

• What design solutions exist that address similar needs, problems or opportunities?

• How can we improve skills?

• What risks (safety, cost, environmental) are associated with using the materials,
processes, equipment, etc.?

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 • What are the advantages and disadvantages of each idea in relation to the success
criteria?

• Have we considered the long-term (social and environmental) as well as the short-
term (money, time, appearance) consequences of the design?

• Will the chosen design meet the success criteria?

• What modifications do we need to make?

• Do our proposed time plan and budget meet the success criteria?

• What safety risks can we identify?

• Is the quality of production work appropriate to the success criteria?

(Note – these questions are a sample selected from the preceding Exploring, Generating and
Using sections.)

REFLECTING ON LEARNING AFTER THE DESIGN PROCESS

DESIGN SOLUTION
• What did we produce as a result of the design process?

• Does it work for the client and user? Do they like it?

• In what ways did our design solution achieve each success criteria?

• What aspects of the design solution did not achieve the success criterion?

• How would we do it differently next time?

DESIGN PROCESS
• What was the design process we used?

• How could the design process be improved?

• Was our documentation processes helpful? Why or why not?

• Did we meet the requirements of the design task? Why or why not?

• What skills did I gain or further develop?

• Did the group work well as a team?

LEARNING OUTCOMES
• Which syllabus outcomes were we focusing on?

• How well have I progressed towards achieving each outcome?

• What experiences do I need to improve in my progress

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