Take it Home Program Outline Activity Time Content Overview Activities Golf ball experiment 1 hour lesson Links and report outline provided Potential and kinetic energy Law of Conservation of Energy What is energy and what are some different forms of energy? Develop a working definition for the concept/term energy based on observation of the world around them. Identify and differentiate between types of energy (potential, kinetic, heat, chemical, mechanical, magnetic). ‘Energy’ and ‘power’ including units of measurement of electricity. Whole class focus: students brainstorm ideas around energy (food for our bodies, energy use at school and at home etc). Golf ball energy experiment Revisit their original energy brainstorm ideas and categorise these ideas according to whether they are examples of heat, chemical, potential, kinetic, magnetic or mechanical energy (remind students that some things will fit into more than one category and that they will need to suggest why). In small groups – students are given a selection of objects. Students to describe what kind of energy each has (objects might include wind-up toy, rubber band, tennis ball, spinning top, etc.). Energy transfer experiment (Rubber band car) 3 x 1 hour lesson Links and report outline provided Elastic and kinetic energy Student lead inquiry What is energy and how is it transferred? Understand the concept of energy transfer. Understand the concept of efficiency. Simple experiments to explore energy transfer- see Rubber Band Car Experiment Bouncing ball experiment What is the connection between energy and electricity? How can we represent energy transfer? Connect energy transfer to the production of electricity. Identify and label a system of energy transfer. Understand the law of conservation of Use the specific example of hydro electricity to explore connection between energy and electricity. Draw and label a flowchart or diagram that describes the energy forms and changes that occur as water is released from dams and runs into power stations. Students could then draw flowcharts for other energy transfer processes around them (i.e. boiling kettle, running the car). Discuss/investigate why Hydro Tasmania is
the home. Report upon different household uses of energy. Look for ways to create more efficient energy use in the home. Plan and organise an activity based upon conducting an energy survey of a section of the school. Conduct a survey of electrical appliances they use at home. Make estimations of how much power these things use – then use the powermate to complete the survey. Appliance investigation – Consider the question: Are there ways of improving the use and efficiency of appliances in your home? Investigate the power use of appliances on ‘standby’ mode. Electricity usage of common appliances The cost to run appliances Appliance investigations Standby investigations 2 x 1 hour lessons Worksheet provided 2 x 1 hour lessons Table, info and extension task Analysing data, electricity conversations, voltage vs. current, energy efficiency of appliances Using scientific formulas Investigating star ratings How and why does the way we live impact on energy consumption? Connect technological advances to greater energy efficiency. Understand how heat is gained and lost in a house. Research, explore and document the different design elements of housing and how this relates to energy efficiency. Test the accuracy of ‘star ratings’ on electrical appliances. Explore the advances and subsequent efficiencies in light bulb technology. Heat loss and gain in a house activity. Research, write up and report on architectural design specific to its energy efficiency. For example, students could complete a SWOT analysis of their own home’s design and its subsequent efficiency. Investigating light globes 1 x hour lesson Links and worksheet provided Using scientific formulas Investigating new technologies Heat loss and gain in a house 1 x hour lesson Links and worksheet provided Investigating energy transfer between natural and built environments.
Conclusions: Discussions: BIMETALLIC STRIP Aim: To investigate if different solids expand the same amount Equipment: Bimetallic strip Bunsen Burner, heat mat Method: Heat the bimetallic strip evenly Describe your observations Allow the strip to cool Comment The Bimetallic strip is two different metals riveted together along its length. The metals are probably iron and brass. Observations Conclusions:
Fill in this blue star responding to the identified heat loss and gain in the orange star, and record ideas for controlling the heat loss and gain in each area. See below for example for the ‘roof’ arm of the orange star. e.g. Secure roof to reduce drafts Insulate ceiling to reduce heat loss/gain Assessing Strands and Sub-strands Developing Consolidating Extending Science Understanding Energy appears in different forms, including movement (kinetic energy), heat and potential energy, and energy transformations and transfers cause change within systems Recognising that potential energy is stored energy, such as gravitational, chemical and elastic energy Student demonstrates a limited ability to: explain energy transfer refer to the law of conservation of energy display knowledge of the different forms of energy Student demonstrates a satisfactory ability to: explain energy transfer refer to the law of conservation of energy display knowledge of the different forms of energy Student demonstrate a comprehensive ability to: explain energy transfer refer to the law of conservation of energy display knowledge of the different forms of energy Science as a Human Endeavour Science knowledge can develop through collaboration across the disciplines of science and the contributions of people from a range of cultures Student demonstrates a limited ability to: Relating knowledge from a variety of different Scientific fields, to real world applications Show how the scientific principles incorporated within the experiment relate to past and present real world developments e.g. Use of rubber band on a plastic wheel and its relationship with tyres within modern automotives Student demonstrates a satisfactory ability to: Relating knowledge from a variety of different Scientific fields, to real world applications Show how the scientific principles incorporated within the experiment relate to past and present real world developments e.g. Use of rubber band on a plastic wheel and its relationship with tyres within modern automotives Student demonstrate a comprehensive ability to: Relating knowledge from a variety of different Scientific fields, to real world applications Show how the scientific principles incorporated within the experiment relate to past and present real world developments e.g. Use of rubber band on a plastic wheel and its relationship with tyres within modern automotives Science Inquiry Measure and control Student demonstrates a limited ability to: Student demonstrates a satisfactory ability Student demonstrate a comprehensive ability
variables, select equipment appropriate to the task and collect with accuracy Communicate ideas, findings and based solutions to problems using , and representations, using as appropriate Identify and controls variables Write and follow an appropriate method Set up equipment correctly Use equipment correctly Accurately record results Write in 3rd Person Include all sections of the report Write a Discussion that relates to the experimental results and theory. Discuss and write about future research. Complete task with extensive teacher guidance to: Identify and controls variables Write and follow an appropriate method Set up equipment correctly Use equipment correctly Accurately record results Write in 3rd Person to include all sections of the report To write a Discussion that relates to the experimental results and theory. Discuss write about future research. Complete task with some teacher input to: Identify and controls variables Write and follow an appropriate method Set up equipment correctly Use equipment correctly Accurately record results Write in 3rd Person to include all sections of the report To write a Discussion that relates to the experimental results and theory. Discuss write about future research. Reference all past and present investigations Complete task with minimal teacher input Planning and Conducting Collaboratively and individually plan and conduct a range of types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed Measure and control variables, select equipment appropriate to the task and collect with accuracy Student demonstrates a limited ability to Plan and conduct an investigation except with extensive teacher input: State an Hypothesis Identify and control variables Write and follow an appropriate method Set up equipment correctly Use equipment correctly Keep a log book for extended investigations. Accurately record results Complete task except with extensive teacher input Student demonstrates a satisfactory ability to: Plan and conduct an investigation with limited teacher input: Clearly state an Hypothesis Identify and control variables Write and follow an appropriate method Set up equipment correctly Use equipment correctly Keep a log book for extended investigations. Accurately record results Complete task with some teacher input Student demonstrate a comprehensive ability to: Plan and conduct an investigation with minimal teacher input: Clearly state an Hypothesis Identify and control variables Write and follow an appropriate method Set up equipment correctly Use equipment correctly Keep a log book for extended investigations. Accurately record results. Complete task with minimal teacher input Processing data and analytical skills. Construct and use a range of representations, Student demonstrates a limited ability to: Presentation of data in a logical and accurate Student demonstrates a satisfactory ability to: Presentation of data Student demonstrates a comprehensive ability to: Presentation of data
including graphs, keys and models to represent and patterns or relationships in using as appropriate Summarise , from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions based on evidence manner. Correctly represents data using tables and graphs Use scientific language correctly. Identify relationships and draw a conclusion. Analyse data independently except with extensive teacher input in a logical and accurate manner. Correctly represents data using tables and graphs To use scientific language correctly. To identify relationships and draw a conclusions. Analyse data independently with some teacher input in a logical and accurate manner. Correctly represents data using tables and graphs Use scientific language correctly. Identify relationships and draw a conclusion. Analyse data independently with minimal teacher input Evaluating scientific investigations including evaluating the quality of the collected, and identifying improvements Use scientific knowledge and findings from investigations to claims based on Student demonstrates a limited ability to: (and complete these tasks except with extensive teacher input) Discuss data collected. Research and reference appropriate theory. Discuss results in relation to theory. Discuss experimental errors Independently evaluate experimental results except with extensive teacher input Student demonstrates a satisfactory ability to: (and complete these tasks with some teacher input) Discuss data collected. Research and reference appropriate theory. Discuss results in relation to theory. Discuss experimental errors Independently evaluate experimental results with limited teacher input Student demonstrates a comprehensive ability to: (and is able to complete these tasks with minimal teacher input) Discuss data collected. Research and reference appropriate theory. Discuss results in relation to theory. Discuss experimental errors Independently evaluate experimental results Identify trends and suggest reasons for these Communication Communicate ideas, findings and based solutions to problems using , and representations, using as appropriate Student demonstrates a limited ability to: (except with extensive teacher input) Write in 3rd Person Have a report containing all sections. Write a Discussion that relates to the experimental results and theory. Write a Conclusion that directly links to the Hypothesis. Write about future research. Student demonstrates a satisfactory ability to: (With some teacher input) Write in 3rd Person Have a report containing all sections. Write a Discussion that relates to the experimental results and theory. Write a Conclusion that directly links to the Hypothesis. Write about future research. Student demonstrates a comprehensive ability to: (with minimal teacher input) Write in 3rd Person Have a report containing all sections. Write a Discussion that relates to the experimental results and theory. Write a Conclusion that directly links to the Hypothesis. Write about future research.
Independently prepare the report except with extensive teacher help Independently prepare a report with some teacher help Have some discussion of the limitations of the experimental design and suggest strategies for improvement Independently prepare a report using mature scientific language, Have scientifically valid discussion of the limitations of the experimental design and many suggestions for strategies for improvement Document Image references: Activity 1 Golf Ball: ! Activity 2 Rubber band car: Activity 3 – conservation of energy image ref (http://upload.wikimedia.org/wikipedia/commons/b/b8/Colorful_Super_ball.jpg) Activity 4 – insulation image ()