Knowledge and understanding

A student:

• describes how scientific understanding about the sources, transfer and transformation of electricity is related to making decisions about its use – ST3-6PW³

• plans and implements a design process, selecting a range of tools, equipment, materials and techniques to produce solutions that address the design criteria and identified constraints – ST3-5WT⁴

Values and Attitudes

A student:

• demonstrates a willingness to engage responsibly with local, national and global issues relevant to their lives, and to shaping sustainable futures – ST3-2VA⁵

• develops informed attitudes about the current and future use and influence of science and technology based on reason – ST3-3VA⁶

Working scientifically

Students conduct investigations by:

• using suitable equipment and materials, checking observations and measurements by repeating them where appropriate

• using equipment and materials safely, identifying potential risks

Working Technologically

Students explore and define a task by:

• developing design criteria that considers, where relevant, function, aesthetics, social and environmental considerations

Students generate and develop ideas by:

• selecting and using techniques for documenting and communicating design ideas to others, eg drawings, plans, flow charts, storyboarding, modelling and presentations, using digital technologies

Physical World

Electrical circuits provide a means of transferring and transforming electricity.

Students:

• demonstrate the need for a circuit to be complete to allow the transfer (flow) of electricity

• construct simple circuits incorporating devices, eg switches and light globes

• observe and describe how some devices transform (change) electricity to heat energy, light, sound or movement, eg hair dryers, light globes, bells and fans

Energy from a variety of sources can be used to generate electricity and this knowledge can inform personal and community-based decisions about using these sources sustainably.

Students:

• research and present ideas about the different ways electricity can be generated, eg burning coal or natural gas; solar, hydroelectric, geothermal, wind and wave-generated electricity

• describe how scientific knowledge can be used to inform personal and community decisions about the use and conservation of sustainable sources of energy

From the Board of Studies NSW Syllabus for the Australian Curriculum in Science K-10 (incorporating Science and Technology K-6)².

Overview tab

Neither charged particles nor electrons are specifically mentioned in the syllabus². The discussion on the right side of the Overview tab could therefore be considered an extension. It does, however, provide a segue into Stage 4 work⁷ in this area.

The information on lightning is intended to:

• stimulate discussion

• develop literacy skills

• encourage critical and creative thinking .

‘Explore further’ and ‘Warning’ links are accessible but have been included to stimulate deeper thinking by those who are interested.

Currents and Circuits tab

With a simple kit of wires, batteries, globes and switches, all kinds of circuits can be created. Those who want to explore more deeply could investigate series and parallel circuits and answer questions such as ‘Why do two globes connected in parallel glow more brightly than two connected in series?’ An experiment could be set up to measure how fast such arrangements drain batteries.

Sources tab

Sources and sustainability form the focus of this tab. Students could be encouraged to present their findings in a variety of ways. There are opportunities for students to demonstrate:

• Ethical understanding

• ICT capability

• Literacy

• Personal and social capability

• Civics and citizenship .

The Stage 3 English syllabus⁸ contains much content that matches with the material in the Sources tab. For example, the ‘Green Power Your Business‘ video provides opportunity to discuss emotive language, modality, persuasive texts and multimedia.