Sydney Technical High School Science Program 1

TOPIC 1: 8-THE PHYSICAL WORLD

INTRODUCTION

Part A: This section has the emphasis on electrical energy and energy transformations.

Part B: This section has the emphasis on devices to improve energy efficiency .

OUTCOMES
A student:
› describes the action of unbalanced forces in everyday situations SC4-10PW

KNOWLEDGE AND UNDERSTANDING

PW3 Energy appears in different forms including movement (kinetic energy), heat and potential energy, and causes change within
systems. (ACSSU155)

Students:
a. identify objects that possess energy because of their motion (kinetic) or because of other properties (potential)
b. describe the transfer of heat energy by conduction, convection and radiation, including situations in which each occurs
c. relate electricity with energy transfer in a simple circuit
d. construct and draw circuits containing a number of components to show a transfer of electricity
e. investigate some everyday energy transformations that cause change within systems, including motion, electricity, heat, sound
and light
Sydney Technical High School Science Program 2

PW4 Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other
areas of society and involve ethical considerations. (ACSHE120, ACSHE135)
Students:
a. identify that most energy conversions are inefficient and lead to the production of heat energy, eg in light bulbs
b. research ways in which scientific knowledge and technological developments have led to finding a solution to a contemporary
issue, eg improvements in devices to increase the efficiency of energy transfers or conversions
c. discuss the implications for society and the environment of some solutions to increase the efficiency of energy conversions by
reducing the production of heat energy

SKILLS

WS5.1 S t u d e n t s identify data to be collected in an investigation by:

a. identifying the purpose of an investigation

WS6 Students conduct investigations by:

a. collaboratively and individually conducting a range of investigation types, including fieldwork and experiments, ensuring safety
and ethical guidelines are followed (ACSIS125, ACSIS140)

b. assembling and using appropriate equipment and resources to perform the investigation, including safety equipment

e. recording observations and measurements accurately, using appropriate units for physical quantities
Sydney Technical High School Science Program 3

WS7.1 Students process data and information by:

a. summarising data from students’ own investigations and secondary sources (ACSIS130, ACSIS145)

b. using a range of representations to organise data, including graphs, keys, models, diagrams, tables and spreadsheets

WS7.2 Students analyse data and information by:

d. using scientific understanding to identify relationships and draw conclusions based on students' data or secondary sources
(ACSIS130, ACSIS145)
WS8 Students solve problems by:

b. describing different strategies that could be employed to solve an identified problem with a scientific component.
c. using scientific knowledge and findings from investigations to evaluate claims

WS9 Students communicate by:

a. presenting ideas, findings and solutions to problems using scientific language and representations using digital technologies
as appropriate (ACSIS133, ACSIS148)
b. using appropriate text types in presentations, including a discussion, explanation, exposition, procedure and recount

d. constructing and using a range of representations to honestly, clearly and/or succinctly present data and information including
diagrams, keys, models, tables, drawings, images, flowcharts, spreadsheets and database

VOCABULARY: PART 1: ammeter, circuit, conduction, convection, current, electricity, energy, kinetic, potential, radiation, resistor,
transformation, vacuum, voltmeter
Sydney Technical High School Science Program
PART 2: appliances, devices, domestic, hybrid, incandescent, inefficient
Skills - Working
Scientifically Syllabus Content Statement
PW3 Energy appears in
different forms including
movement(kinetic energy),
heat and potential energy, and
causes change within systems.
(ACSSU155)
a. identify objects that
WS7.1 Students process
possess energy because of
data and information by:
their motion (kinetic) or
a.summarizing data from because of other properties
students’ own (potential)
investigations and
secondary sources.
WS9 Students
communicate by:
4
Core Learning Experiences Student Indicators Resources
Insight 8 p 116-122
Clickview
“Forms of Energy”
Students: Students:
1. Student use secondary sources  define kinetic
to define Kinetic Energy, heat energy, heat energy
Nat Sci 8 p271-277
energy and Potential energy and and potential
identify examples. energy.
 identify examples of
kinetic energy, heat
energy and potential
energy.
2. Students use secondary sources  describe how energy Clickview
to describe how different forms can cause changes in “Methods of Heat
of energy cause change within Transfer”
Sydney Technical High School Science Program 5

b.using appropriate text systems. a system

types in presentations,
including a discussion,
explanation, exposition,
procedure and recount. 3. Undertake a first-hand
WS5.1a Students identify Insight 8 p 130-131
b. describe the transfer of investigation to demonstrate how  describe how heat is
data to be collected in an heat energy by conduction, heat is transferred in: transferred by
investigation by: convection and radiation, (a) solids by conduction, conduction, ST8 p 334-341
identifying the purpose of including situations in which (b) liquids by convection convection and
an investigation. each occurs (c) gases by radiation, radiation.
convection  identify examples of
(d) a vacuum by radiation. conduction,
WS5.3 Students choose
convection and
equipment or resources radiation.
for an investigation by:
a.identifying suitable
equipment or resources to
perform the task,
including safety
equipment and digital
technologies.

WS7.2 Students analyse

data and information by:
d.using scientific
understanding to identify
relationships and draw
conclusions based on
Sydney Technical High School Science Program 6

students’ data or
secondary sources.

Insight 8 p 140-143
WS 9 Students 4. Students use secondary sources  define electric
communicate by: c. relate electricity with to define electric current as the current as the flow ST8 p 320-325,
a.presenting ideas, energy transfer in a simple flow of charged particles. of charged particles 328-333
findings and solutions to circuit Nat Sci p 287-288
problems using scientific
language and
representations using
digital technologies as
appropriate.
5. Students use secondary sources
Insight 8 p 142-143
to draw the symbols for the  draw symbols for
WS7.1 Students process d. construct and draw components of a circuit circuit components Clickview
data and information by: circuits containing a number including: battery, lamp, switch , “DC electricity,
b. . using a range of discovery and
of components to show a ammeter , voltmeter, resistor, developments”
representations to transfer of electricity circuit wires.
organise data, including
graphs, keys, models,
diagrams, tables and
spreadsheets

WS6 Students conduct 6. Undertake a first-hand

investigations by: investigation to construct and  draw a simple DC
Sydney Technical High School Science Program 7

b. assembling and using draw different combinations of circuit.

appropriate equipment and simple DC circuits which include  measure the current
resources to perform the a lamp, switch , voltmeter, in a circuit.
ammeter and a resistor.  measure the voltage
investigation, including
in a circuit
safety equipment.
 predict circuits
c. selecting equipment to which produce more
collect data with accuracy or less light
appropriate to the task.
d. following the planned
procedure, including in
fair tests, measuring and
controlling variables.

e. investigate some EXTENSION

everyday energy
transformations that cause
change within systems,
including motion, electricity,
heat, sound and light
 define the Law of
7. Students use secondary sources conservation of
to define the Law of Energy as energy
Conservation of Energy and being transformed
construct simple energy flow from one type to
diagrams. another.

WS9 Students 8. Students work in pairs to

describe the energy  describe energy Clickview
communicate by:
transformations in several transformations in “Avoid that
Sydney Technical High School Science Program 8

d.constructing and using a domestic appliances. domestic appliances Hazard”

range of representations to eg. toaster; TV’ microwave
honestly, clearly and / or oven; electric kettle
succinctly present data
and information, including
diagrams, keys, models,
tables, drawings, images,
flowcharts, spreadsheets
and databases.
EXTENSION
9. Students construct energy
 write energy
transformation equations for the
transformation
listed domestic appliances.
equations for
domestic appliances
Sydney Technical High School Science Program 9

PW4 Science and

technology contribute to
finding solutions to a range
of contemporary issues; these
solutions may impact on
other areas of society and
involve ethical
considerations. (ACSHE120,
ACSHE135)

Students:
WS9 Students 10. Students use secondary Students: Insight 8 p 149-154
communicate by: a. identify that most sources to identify that most if  identify energy
a.presenting ideas, energy conversions not all energy transformations are transformations as
are inefficient and being inefficient
findings and solutions to inefficient, producing unwanted Nat Sci 8 p 287-
lead to the  complete energy
problems using scientific forms of energy, as well as that 300
production of heat flow charts about
language and energy, eg in light required. motor vehicles or
representations using bulbs electrical
digital technologies as distribution systems.
appropriate.  describe energy
losses in domestic
appliances Nat Sci 8 p 303-
308

WS8 Students solve EXTENSION  calculate the

Sydney Technical High School Science Program
problems by:
c.using scientific
knowledge and findings
from investigations to
evaluate claims.
WS8 Students solve
problems by:
b.describing different
strategies that could be
employed to solve an
identified problem with a
scientific component.
WS5.1 Students identify
data to be collected in an
investigation by:
a. proposing the type of
information and data that
needs to be collected in a
range of investigation
types, including first-hand
and secondary sources.
WS6 Students conduct
b. research ways in which
scientific knowledge and
technological developments
have led to finding a solution
to a contemporary issue, eg
improvements in devices to
increase the efficiency of
energy transfers or
conversions
c. discuss the implications
for society and the
environment of some
solutions to increase the
efficiency of energy
conversions by reducing the
production of heat energy
10
11.Calculate the percentage percentage of
efficiency of energy efficiency of energy
transformations. transfomations
12. Students use secondary  compare devices
sources to compare the efficiency that have improved
of : the efficiency of
(a) incandescent lights globes energy
conservations
compared to LEDs.
(b) petrol cars compared to
hybrid cars
13. Students use secondary
sources to complete a research Insight 8 p 155
 complete a research
assignment on the development No 12
assignment
on the domestic electrical grid  discuss solutions to
and its attempts to reduce the society of efficient
production of heat energy both energy conversions
locally and globally.  discuss solutions to
environment of
efficient energy
conversions
Sydney Technical High School Science Program 11

investigations by:

a. collaboratively and
individually conducting a
range of investigation
types, including fieldwork
and experiments, ensuring
safety and ethical
guidelines are followed.

e. recording observations
and measurements
accurately, using
appropriate units for
physical quantities.