Context

The Energy module introduces a series of investigations, each of which commences with a social context and ends with questions related to responsible actions. The first guided investigation, for example, refers to the problem of children being left in cars in the sun and the consequences of such actions, including the death of some children. It leads students towards a range of investigations they could undertake, each of which is related to the science that underpins the problem of cars being left in the sun. It suggests students could investigate factors such as the colour of the car, the presence of tinting, being in the shade, or the windows being open or closed.

Students plan their own investigation, using the planner provided and your help. Using the outcomes of the investigation, they are asked to make decisions about the problem and suggest solutions to it.

This investigation is then followed by a wide selection of less structured but still formal investigations where the students have to take increased responsibility for the planning of their own investigation.

Overview

The list below gives an overview of the Energy module.

The module is designed to be relevant to students' lives and interests, and to cater for individual learning needs.

Not all investigations must be done by all students. You or your students can choose the investigations you do.

The stars (***) indicate the starting level of challenge of each investigation. Some students or teachers may extend some of the easier investigations to a higher level.

Part 1: Introduction

Discussion of the meaning of the word 'energy' and the nature and use of solar energy

Part 2: Questions to think about

Questions to establish students' current understanding and to stimulate curiosity

Part 3: Hot cars investigation*

Investigation
Planning
Results
Report
What's happening?

Part 4: Energy investigations

Solar energy*
Wind energy**
Electrical energy**
Mechanical energy*
Ultraviolet energy **
Chemical energy **

Part 5: Energy and how it changes

Flow diagrams
Efficiency

Part 6: Conclusion

Choice

Not every activity in this module needs to be completed by all students. There is a selection to be made.

These curriculum materials have been deliberately structured to facilitate the differentiation of the curriculum. They allow students achieving at a lower level to have experiences suited to their level of understanding of the concepts. It allows those students that already understand some of the concepts, and who are achieving at a higher level, to move on.

Planning a course

• The first three parts of the module should be done by all students. This includes Part 1: Introduction, an introductory discussion about energy, Part 2: Questions to think about, and Part 3: Hot cars investigation. These three parts are designed to introduce the students to the concept of energy and to provide them with a structured investigation.
• The investigations in Part 4: Energy investigations are less structured and there is a wide variety of themes. Students can choose which investigations they wish to carry out according to their own personal interests.
• Part 5: Energy and how it changes and Part 6: Conclusion involve class discussions that formalise what the students have learned about energy, energy flow diagrams and efficiency.

Prior experience

Some students may have investigated some forms of energy in previous years. The selection of energy investigations in this module should be influenced by how well they have already mastered the concepts involved.

Curriculum framework

Some schools may choose those investigations that best fit the outcomes of the curriculum framework of their State or Territory.

Sample course

Here is a sample course for a student of average ability and average background.

Part 1: Introduction

Discussion about what energy is

Part 2: Questions to think about

Part 3: Hot cars investigation*

Framework for good investigation including planning, recording and interpreting data
Introduction to the nature of solar energy and to energy flow diagrams

Part 4: Energy investigations

Students use the model provided in Part 3: Hot cars investigation to develop their own investigation of at least two types of energy, choosing from the six investigations outlined in the student materials

Part 5: Energy and how it changes

Summary of energy flow diagrams
An introduction to energy efficiency

Part 6: Conclusion

Outcomes

The following concepts of energy are developed in this module.

1. Energy can help make things happen.
2. Energy can exist in a variety of forms:
   • heat
   • sound
   • electrical
   • chemical
   • mechanical (motion and stored)
   • electromagnetic waves (such as visible light, infra red, ultraviolet)
   • and others.
   
   
3. Energy can be transformed from one form to another.
4. The transforming of energy is very useful and is the basis of many of our machines and useful devices.
5. Some energy transformations are more environmentally friendly than others (some produce polluting by-products).
6. Some energy transformations are better for energy conservation (waste less energy or use renewable energy sources).

This short module on energy makes no reference to work. Work requires its own careful introduction.