Rep 1424

Ready-Ed Publications

Title: Design & Technologies: Years 3-4 © 2018 Ready-Ed Publications Printed in Australia Author: Lisa Craig Illustrator: Alison Mutton

Acknowledgements i. Clip art images have been obtained from Microsoft Design Gallery Live and are used under the terms of the End User License Agreement for Microsoft Word 2000.

Please refer to www.microsoft.com/permission. ii. Corel Corporation collection, 1600 Carling Ave., Ottawa, Ontario, Canada K1Z 8R7. iii. Wikimedia Commons. Permission is granted to copy, distribute and/or modify this document under the terms of the GNU Free Documentation License, Version 1.2 or any later version published by the Free Software Foundation; with no Invariant Sections, no FrontCover Texts, and no Back-Cover Texts. A copy of the license is included in the section entitled “GNU Free Documentation License”. iv. Front cover image: www.istock.com/anyaberkut v.

Section images on pages 7, 21, 23, 41, 51: www.istock.com/ anyaberkut

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ISBN: 978 192 561 128 1 2

Contents Curriculum Links Teachers' Notes

4 5

Section 1: Design And Technologies In Our Community Occupations 1 8 Occupations 2 9 Design Inspiration 1 10 Design Inspiration 2 11 Factors That Influence Design 1 12 Factors That Influence Design 2 13 Factors That Influence Design 3 14 Urban Gardens 1 15 Urban Gardens 2 16 Recycling Materials 17 Connecting To A Computer 18 Critiquing Designed Products (Student A) 19 Critiquing Designed Products (Student B) 20

Section 2: Investigating Materials And Forces How People Used Materials 22 Material Properties 1 23 Material Properties 2 24 Properties Of Balls 1 25 Properties Of Balls 2 26 The Big Bounce Test 1 27 The Big Bounce Test 2 28 Elasticity Investigation 29 Domino Topple Investigation 1 30 Domino Topple Investigation 2 31

Absorbency Investigation

32

Section 3: Fibre And Food Technologies Wild About Wool 34 Properties Of Wool Fibre 35 Properties Of Fibres 36 Food Labels 1 (Information Page) 37 Food Labels 2 (Student A) 38 Food Labels 3 (Student B) 39 Technology And Food 40

Section 4: Designing Solutions Design Solutions And Challenges (Teachers’ Notes) 42 Designing Solutions 1 43 Designing Solutions 2 44 Designing Solutions 3 45 Designing Solutions 4 46 Designing Solutions 5 47 Designing Solutions 6 48 Design Challenge 1 49 Design Challenge 2 50

Section 5: Designing Safely Working Safely 52 Working Accurately 1 53 Working Accurately 2 54 Working Safely 55 Working Safely Leaflet 56

Answers 57-60

3

Curriculum Links Recognise the role of people in design and technologies occupations and explore factors, including sustainability that impact on the design of products, services and environments to meet community needs (ACTDEK010) • considering the impact of environments on users, for example a school vegetable garden, a protected outdoor play area • exploring and testing factors that impact on design decisions, for example considering the demographics of an area or the impact of natural disasters on design of constructed environments such as the structural design of buildings in Japan to withstand earthquakes • critiquing designed products, services and environments to establish the factors that influence the design and use of common technologies, for example the characteristics that contribute to energyefficient cooking such as wok cooking; the suitability and sustainable use of particular timbers Investigate how forces and the properties of materials affect the behaviour of a product or system (ACTDEK011) • conducting investigations to understand the characteristics and properties of materials and forces that may affect the behaviour and performance of a product or system, for example woomera design Investigate food and fibre production and food technologies used in modern and traditional societies (ACTDEK012) • identifying the areas in Australia and Asia where major food or fibre plants and animals are grown or bred, for example the wheat and sheep belts, areas where sugar cane or rice are grown, northern Australia’s beef industry, plantation and native forest areas • recognising the benefits food technologies provide for health and food safety and ensuring that a wide variety of food is available and can be prepared for healthy eating • investigating the labels on food products to determine how the information provided contributes to healthy eating, for example ingredients and nutrition panels

4

Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes (ACTDEK013) • conducting experiments and tests to understand the properties of materials, for example strength, durability, warmth, elasticity Critique needs or opportunities for designing and explore and test a variety of materials, components, tools and equipment and the techniques needed to produce designed solutions (ACTDEP014) • generating a range of design ideas for intended products, services, environments • visualising and exploring innovative design ideas by producing thumbnail drawings, models and labelled drawings to explain features and modifications Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques (ACTDEP015) • generating a range of design ideas for intended products, services, environments • visualising and exploring innovative design ideas by producing thumbnail drawings, models and labelled drawings to explain features and modifications Select and use materials, components, tools and equipment using safe work practices to make designed solutions (ACTDEP016) • using tools and equipment accurately when measuring, marking and cutting; and explaining the importance of accuracy when designing and making, for example creating a template, measuring ingredients in a recipe, sowing seeds • selecting and using materials, components, tools, equipment and processes with consideration of the environmental impact at each stage of the production process Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment (ACTDEP017) • evaluating the functional and aesthetic qualities of a designed solution Plan a sequence of production steps when making designed solutions individually and collaboratively (ACTDEP018)

Teachers’ Notes What is Design and Technologies?

Design and Technologies is an area of the Australian Curriculum that challenges students to draw upon their experience and imagination to develop designed solutions that can be ideated, constructed and enjoyed.

The embedded use of digital technologies enables students to collaborate and communicate their solutions.

How you can use this book: Design & Technologies: Year 3 – 4 has been organised into five sections that address the content descriptors and process and production skills outlined in the curriculum for this level.

Section 1: Design And Technologies In Our Community In this section, students will contemplate the role of designers in a community and the associated technology used in various occupations linked to design and technologies. They will discover how ideas for new products, services and environments are generated to meet the specific needs of users.

Section 2: Investigating Materials And Forces The focus in this section is investigating how materials behave under certain conditions and therefore, their suitability for specific purposes.

Students will explore properties such as elasticity and absorbency through conducting tests and create a domino topple to observe force and movement in action.

Section 3: Food And Fibre Technologies The remarkable properties of wool fibre and the fibre resources of Indigenous communities is approached through research activities.

Students will also analyse food labels to explain in an oral report the nutrition information displayed.

Section 4: Designing Solutions Generating, communicating and critiquing designed solutions for a variety of everyday problems is featured in this section. Students will have the opportunity to build and test a model for a design challenge of their choice.

Section 5: Designing Safely Activities include formulating good practice rules for working safely in Design and Technology lessons and the importance of working accurately to achieve design outcomes.

5

6

Section 1:

Design And Technologies In Our Community

7

Activity

Occupations 1

There are many occupations connected to the study of design and technologies (D & T). People who work in D & T, plan, design and create things (known as ‘products’) that communities can use in their daily lives.

RR Using your favourite search engine, find out about the jobs listed below that people do after studying D & T. Write a brief job description using less than 20 words for each occupation. An example has been done for you.

Colour Technologist

Materials Engineer a person who studies the properties and behaviours of substances

Architect

Occupations linked to D & T

Graphic Designer

Interior Designer

Cabinet Maker

 Can you add two more occupations linked to the study of D & T?

8

_

OCCUPATION 1:_ __________________________________________________

_

OCCUPATION 2:_ __________________________________________________ (ACTDEK010) Recognise the role of people in design and technologies occupations and explore factors, including sustainability that impact on the design of products, services and environments to meet community needs.

Activity

Occupations 2

People who plan, design and create products use specific tools and technologies in their work.

1. Brainstorm the tools and technologies you use during your day at school (don’t forget clubs and sports activities).

tools and technologies at school 2. Can you identify the occupation/s that would use the tools and technologies pictured below? In the space provided, describe how these tools and technologies could help people in their design process.

A.

Occupation/s:_ ________________ How these tools and technologies help the designer: __________________________ __________________________ __________________________ __________________________

B.

Occupation/s:_ ________________ before

How these tools and technologies help the designer: __________________________ __________________________

after

__________________________ __________________________ (ACTDEK010) Recognise the role of people in design and technologies occupations and explore factors, including sustainability that impact on the design of products, services and environments to meet community needs.

9

Activity

Design Inspiration 1

How do people come up with ideas for new products, services and environments?

Many astonishing ideas have been inspired by observing what occurs in the natural world. This is called biomimicry.

RR Work with a partner. Make labelled sketches of designs that could be inspired by biomimicry. Look at the example to help you.

1.

Inspired by Nature

My Design Sketch

E.g. The basic pattern of a spider web has inspired a lot of playground equipment, such as climbing frames and rope structures.

2.

3.

4.

10

(ACTDEP015) Elaboration: Visualising and exploring innovative design ideas by producing thumbnail drawings, models and labelled drawings to explain features and modifications.

Activity

Design Inspiration 2

Observe the natural environment around you. It is full of materials with different properties, textures, shapes and colours. Draw inspiration from your environment to propose an innovative design.

RR In the space below, present your design as a labelled diagram (or series of thumbnail drawings). You could also propose how you could make a model of your design.

(ACTDEP015) Elaboration: Visualising and exploring innovative design ideas by producing thumbnail drawings, models and labelled drawings to explain features and modifications.

11

Activity

Factors That Influence Design 1

Although some products are designed for the same purpose, their appearance and the way we use them can be quite different.

1. Discuss with a partner the factors that have influenced the design of these chairs.

Annotate the images with your ideas. Look at the example to help you.

A.

easy to clean/ wipe down because not made of fabric

B.

2. Look at the following pairs of products that have been designed for a similar purpose. What factors have influenced the differences in design? Annotate the images below with your ideas as you did in Question 1.

A.

12

B.

(ACTDEK010) Recognise the role of people in design and technologies occupations and explore factors, including sustainability that impact on the design of products, services and environments to meet community needs.

Activity

Factors That Influence Design 2

RR It is time for you to research products that have been designed to meet the specific needs of people in a community.

--_ Under each factor, find a thumbnail image of the product, service or environment to print out and glue in the box (check for usage rights). If you prefer you could make your own sketches.

--_ Write a brief explanation of the product, service or environment to accompany your image/sketch.

1.

Factor

Design Description

Sustainability – helps protect the environment for future generations

2.

Energy-efficient – helps save money on power bills

3.

Suitable for a child under five to play with– safe for young children

Which product impressed you the most? Was it the way it looks, functions or that it is made from sustainable materials? Jot down your ideas below.

____________________________________________________ ____________________________________________________ (ACTDEK010) Recognise the role of people in design and technologies occupations and explore factors, including sustainability that impact on the 13 design of products, services and environments to meet community needs.

Activity

Factors That Influence Design 3

Houses and other buildings can be designed to suit different climates. Designers can work with the climate to make constructions environmentally sustainable by reducing energy use, using suitable building materials and meeting a community’s need for comfort and safety.

RR Study the picture carefully. It is a traditional stackhouse from Malaysia. The climate in Malaysia is hot and humid with an average year-round temperature of 27ÂşC. It is in an Asian region that has heavy monsoon rains.

1. Annotate the diagram to show how you think this house design is suited to the Malaysian climate.

2. Which design features do Malay stack houses share with traditional Queenslander houses? Use your preferred search engine to find images to help you compare.

Note down what you found out below.

_ ___________________________________________________________________

_ ___________________________________________________________________

_ ___________________________________________________________________

14

(ACTDEP017) Elaboration: Evaluating the functional and aesthetic qualities of a designed solution.

Activity

Urban Gardens 1

RR Read this article about the impact of a city garden on its users.

SOWING THE SEEDS OF A NEW LIFE A group of refugee women from Myanmar are building an urban garden on a sloping plot of unused land.

The garden is close to a main road and next to a Wollongong primary school. It’s thousands of kilometres away from villages in misty highlands that the women fled from because of war.

Each day the women gather in the garden they have created to share stories of their homeland and to dig the soil. Rows of cucumbers, chillies and Burmese pumpkins have filled the terraced plots. Most of the vegetables grown end up on the families’ tables and the rest are sold to restaurants.

The women from Myanmar are

not alone in their love of farming in city centres. Urban gardens are popping up in other Australian cities and they attract people from all walks of life and places. Refugees, retired people, mums, dads and kids, the homeless and those wanting to connect with the earth find a place in city gardens.

The gardens provide fresh, healthy vegetables and spaces for people to get together and talk. Tilling the soil, planting seeds and harvesting the crop brings great satisfaction and much-needed exercise. Garden plots can also be peaceful places to sit, soak up the fragrances and enjoy the warm sun. This is very important for people living in highrise units, who can feel shut off from other people in big, noisy cities.

1. Why do you think that this article is entitled, “Sowing the Seeds of a New Life"?

_ ___________________________________________________________________

_ ___________________________________________________________________

2. Do you have a community garden in your local area or a school garden? Find out who uses the garden and what it produces. Share your report or photo story with the class. Use the back of this sheet or your workbooks to take down notes.

(ACTDEK010) Elaboration: Considering the impact of environments on users, for example a school vegetable garden, a protected outdoor play area. 15

Activity

Urban Gardens 2

1. Brainstorm in a small group how urban gardens can have an impact on their users and the wider community. Use ideas from the article on page 15 and your own ideas to make notes under the headings below. .

Users

Environment

impacts on

Wider Community

2.

Local Government

S-t-r-e-t-c-h task! Sum up the food system created in an urban

garden. Use these terms in the correct order:

COMPOST

GROW

EAT

SHARE

____________________________________________________ ____________________________________________________ 16 (ACTDEK010) Elaboration: Considering the impact of environments on users, for example a school vegetable garden, a protected outdoor play area.

Activity

Recycling Materials

When a product can be no longer used, it is often tossed into the rubbish bin or ends up in a landfill. But many products and their components can be recycled to make new products. Consider what you could do with an old pair of Nan’s glasses:

Pop out glass lenses and put in recycling bin.

Donate glasses.

Someone in the community might need them.

If frames are metal or plastic, put them in recycling bin.

Keep the frames to use as a prop in a school play.

If lenses are still OK, ask optometrist to put them in new frames.

RR Work with a partner. Choose an item that you use or see every day. Think about the components (parts) that make up this item. How can these components be recycled for new purposes? Here are some suggestions: bed mattress

backpack schoolbag

mobile phone

car

house

Draw your item in the box below and annotate it like the glasses model above.

(ACTDEK010) Elaboration: Investigating materials, components, tools and equipment, including by using digital technologies, to discover their characteristics and properties, how they can be used more sustainably and their impact in the future.

17

Activity

Connecting To A Computer

A computer is a system that processes data and gives you information. Other devices can be connected to a computer to help you perform different tasks.

1. Study the diagram. It shows a computer with numbered devices attached to it.

Annotate the diagram to list the purposes of the connected devices.

5

3 6

1

2 4

2. Do you use other devices to connect to your computer or laptop? What do these connected devices do? Draw these devices on the diagram above.

18

(ACTDEK013) Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes.

Activity

Critiquing Designed Products

Student A

1. Study the product below and read the information about its materials and use (function).

Product 1 - The Scooner Sturdy plastic handle to squeeze to make spoon shape

Scoop/spoon component made of flexible silicone

Can be used to scoop food or spoon liquids.

2. Work with another peer who has been given a “Student A” sheet. Look at the criteria in the table below that asks you to comment on the design of “The Scooner.” Discuss this product with your partner and fill in the table.

How suitable are the product’s materials for its function?

How does the product work?

Who would most likely use this product?

Can you identify any problems with the product?

3. With your partner, give an oral presentation of your critique of “The Scooner” to peers with the “Student B” sheet. Give this designed product a star rating from 1 (poor) to 5 (excellent).



(ACTDEK010) Elaboration: Critiquing designed products, services and environments to establish the factors that influence the design and use of common technologies, for example the characteristics that contribute to energy-efficient cooking such as wok cooking; the suitability and sustainable use of particular timbers.

19

Activity

Critiquing Designed Products

Student B

1. Study the product below and read the information about its materials and use (function).

Made with extra thick felt with wool stitching

Product 2 - The Snooze Pod

Great for taking a catnap to re-energise during the day

Can be open or buttoned shut for privacy

Folds up to store in cupboard

2. Work with another peer who has been given a “Student B” sheet. Look at the criteria in the table below that asks you to comment on the design of “The Snooze Pod”. Discuss this product with your partner and fill in the table.

How suitable are the product’s materials for its function?

How does the product work?

Who would most likely use this product?

Can you identify any problems with the product?

3. With your partner, give an oral presentation of your critique of “The Snooze Pod” to peers with the “Student A” sheet. Give this designed product a star rating from 1 (poor) to 5 (excellent).

20



(ACTDEK010) Elaboration: Critiquing designed products, services and environments to establish the factors that influence the design and use of common technologies, for example the characteristics that contribute to energy-efficient cooking such as wok cooking; the suitability and sustainable use of particular timbers.

Section 2:

Investigating Materials And Forces

21

Activity

How People Used Materials

How people use materials to design products and systems has changed over time. The creation of new materials like sound-proof glass and plastic bubble wrap and the use of more advanced technology such as 3D printers and industrial robots have changed the way we design and live.

RR Look at these designs and technologies from the past used for everyday items. In the space under each image: a. Identify the materials we use today for the same item. You may have to do some research to find the present-day materials and technologies used. b. List one advantage or disadvantage of changing the material.

1.

wooden spoon (16th century)

2.

porcelain doll (about 1900)

Credit: the Mary Rose Trust. License: cc 3.0

3.

car tyre (solid rubber, 1886)

4. rope sandals (about 5th century)

Credit: Luis GarcĂ­a. License: cc 3.0 22

(ACTDEK013) Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes.

Activity

Material Properties 1

Understanding the properties of the materials you see and touch in your environment, helps you to appreciate how materials behave in certain situations. Imagine if cycling clothes were not made of stretchy fabric or carpets were made of plastic, life would be a little uncomfortable, wouldn’t it?

1. Match the properties of materials to their characteristics by connecting them with lines.

Characteristics 1. resistant to breaking or changing shape by cracking; opposite characteristics to a brittle material

Properties A. strong B. hard

2. the ability to soak up liquids

C. flexible

3. a material fine enough to be seen through or a material that lets light pass through it

D. elastic

4. amount of force required to break a material by applying pressure

E.

tough

5. the ability of a material to bend without cracks or faults appearing

plastic

6. the ability to return to its original shape after being stretched or compressed

G. absorbent

7. a material that changes to a new shape when force is applied

H. transparent

8. resistant to scratching and pressure; will not mark easily

F.

2. Think of three materials that have the following properties. Write the names of the materials under the headings in the boxes.

absorbent

brittle

flexible

(ACTDEK011) Investigate how forces and the properties of materials affect the behaviour of a product or system.

hard

23

Activity

Material Properties 2

Materials used in D&T have various properties that work to make a product or service. Have you ever seen icons like the ones below on the labels or packaging of products in your home?

i. Match the icons with the words from the text box below. Only use one word for each icon. An example has been done for you. ii. Underneath each icon, name a product that has this property.

breathable material durable shatter-proof water resistant bacteria resistant ď ? non-stick surface scratch resistant elastic fragile easy-to-clean absorbent material

A.

B.

C.

D.

E.

F.

G.

H.

I.

e.g. bacteria resistant kitchen cutting board

24

(ACTDEK011) Investigate how forces and the properties of materials affect the behaviour of a product or system.

Activity

Properties Of Balls 1

Rolling, hitting, throwing, bouncing, kicking and catching - how many types of balls can you think of? What different purposes do the balls have? What materials are used to make different types of balls?

1. Work with a partner to list as many different types of balls as you can. Use your preferred search engine to find out what each ball is made of. Then rank each ball in terms of its bounciness (1 = least bouncy 5 = most bouncy). Look at the example to help you.

Type Of Ball 1. e.g. ping pong

Material/s

Bounciness 1-5

e.g. celluloid

2.

3.

4.

5.

6.

7.

8.

2. Share your list with another pair. Add any new information about types of balls and their materials to your table.

3. Could any of the balls listed be made of another material and still function in the same way?

_ ___________________________________________________________________

_ ___________________________________________________________________ (ACTDEK011) Elaboration: Conducting investigations to understand the characteristics and properties of materials and forces that may affect the behaviour and performance of a product or system, for example woomera design.

25

Activity

Properties Of Balls 2

1. Select ONE of the balls you researched on page 25. Bring this ball into class to study. Complete this properties report on your chosen ball.

Properties of a/an ……………………………………….. ball material/colour

sketch of ball

Appearance How does the ball feel?

Texture Measure the circumference of your ball (cm).

Size Weigh your ball. Record the weight (g).

Weight When squeezed hard, does the ball change shape?

Flexibility Does your ball sink or float in water?

Buoyancy

2. Swap your report with a peer who has chosen a different type of ball. i. How do the properties of your peer’s ball differ from yours?

__________________________________________________________________

__________________________________________________________________

ii. How do the properties of your peer’s ball suit the game in which it is used?

26

__________________________________________________________________ (ACTDEK011) Elaboration: Conducting investigations to understand the characteristics and properties of materials and forces that may affect the behaviour and performance of a product or system, for example woomera design.

Activity

The Big Bounce Test 1

Does the material a ball is made from affect its ability to bounce? You are going to find out the answer to this question by carrying out an investigation using balls of approximately the same size but made from different materials.

RR Your teacher will organise the class into small groups.

Equipment needed i. Four balls of approximately the same size but made from different material.

Select four of the following:

tennis ball golf ball

cricket ball table tennis

rubber ball wiffle ball squash ball sponge ball

* Make a note of the material that each ball in your investigation is made of. ii. a metre ruler

My Prediction I predict that the ______________________________ will be the bounciest because _ _____________________________________________________________ _____________________________________________________________________

Method 1. Secure the metre ruler to a wall with tape or Blu-tack.

2. Hold a ball level at the 100cm mark of the ruler. Drop the ball (do not throw or exert any force on it).

3. Observers in the group will measure how high the ball bounces (in cm) after it is dropped. Measure the first bounce only.

4. Record the bounce height of each type of ball in the results table on the next page.

How can our group ensure that this investigation is a 'fair test'? ____________________________________________________ ____________________________________________________ ____________________________________________________ (ACTDEK011) Elaboration: Conducting investigations to understand the characteristics and properties of materials and forces that may affect the behaviour and performance of a product or system, for example woomera design.

27

Activity

The Big Bounce Test 2

Results Record your measurements in centimetres (cm). If you repeated the drop, you can record both and calculate an average (add the two measurements, then divide by two).

ball # 1 Material/s:

ball # 2 Material/s:

ball # 3 Material/s:

ball # 4 Material/s:

1st drop

1st drop

1st drop

1st drop

2nd drop

2nd drop

2nd drop

2nd drop

Average:

Average:

Average:

Average:

What do the results mean? ____________________________________________________ ____________________________________________________ ____________________________________________________ RR Present your investigation results in a bar graph in the space below.

28

(ACTDEK011) Elaboration: Conducting investigations to understand the characteristics and properties of materials and forces that may affect the behaviour and performance of a product or system, for example woomera design.

Activity

Elasticity Investigation

RR In this investigation, you will be testing the stretchiness or elasticity of a material.

Equipment

Method

zz Collect small strip samples of a variety of materials for your investigation. These could include fabric pieces of: wool, nylon, lycra, cotton jersey (t-shirt), cotton towelling, leather, suede cloth zz a support stand zz set of weights (500g) zz 2 bulldog clips zz a ruler

1. Cut fabric pieces into strips roughly the same width and length. Keep a record of fabric type.

2. Set up your support stand. Attach the top of a strip with a bulldog clip to the support arm.

Attach another bulldog clip to the bottom edge.

See diagram below. Measure the fabric’s length (in cm) between the clips and record in a results table on the back of this sheet.

3. Loop the weights through the bottom bulldog clip. Measure the new length of the strip of fabric and record it in your results table.

4. Repeat this process with all your fabric strips.

My Predictions

Questions 1. What did you discover about the elasticity of certain fabrics?

_ ___________________________________________________________________

_ ___________________________________________________________________

2. Did all the fabrics return to their original length?

_ ___________________________________________________________________

_ ___________________________________________________________________

3. Why is it desirable for clothing fabrics to have some elasticity?

_ ___________________________________________________________________

_ ___________________________________________________________________ (ACTDEK011) Elaboration: Conducting investigations to understand the characteristics and properties of materials and forces that may affect the behaviour and performance of a product or system, for example woomera design.

29

Activity

Domino Topple Investigation 1

You might have seen the spectacular effect of thousands of dominoes toppling over one at a time in a chain reaction that can last several minutes. Look at this image of the domino effect that all begins with a little push.

RR In this design challenge, you will be asked to set up a small domino chain reaction in a straight line or pattern of your own choice to explore movement and materials. Plan your domino topple in the space below.

My Investigation Plan How many dominoes do I need to set up the topple?

(Sketch your design here).

What is the best surface on which to set up the dominoes? Why?

What type (material) of dominoes will I use?

How far apart will I space the dominoes?

30

(ACTDEK011) Elaboration: Conducting investigations to understand the characteristics and properties of materials and forces that may affect the behaviour and performance of a product or system, for example woomera design.

Activity

Domino Topple Investigation 2

RR Complete your investigation notes under the headings.

Materials Needed

Method For The Topple (Draw Or Take A Photo)

Results

Reflection On My Design

How I Could Improve My Domino Topple

(ACTDEK011) Elaboration: Conducting investigations to understand the characteristics and properties of materials and forces that may affect the behaviour and performance of a product or system, for example woomera design.

31

Activity

Absorbency Investigation

Some materials are more suitable than others for specific purposes. If milk is spilled on a tiled floor, what would be the most absorbent material to soak up the liquid?

Your guess would correctly be paper towels, but are some paper towel brands more absorbent than others? Find out!

Equipment

Method

zz beaker or glass jar zz measuring cup zz 15cm strips of three different paper towel brands of equal width (don’t forget to identify the different brands with a mark) zz food colouring zz eye dropper zz spoon zz timer zz sheet of newspaper zz ruler

1. Accurately cut strips of paper towel. Fill your beaker or jar with 100ml of water. Carefully put drops of food colouring into water. Stir with spoon.

2. Hold a strip with your fingers and lower it into the beaker so that 2cm is fully immersed. Time for 10 seconds. Remove strip from the beaker and lay to one side on newspaper sheet.

3. Repeat Step 2 with remaining brands of paper towel.

4. Measure the now coloured length of each strip and record your results in a table on the back of this sheet.

5. In a bar graph, present your Absorbency Test results below.

Bar Graph

RR Did you notice anything about the texture or appearance of the most absorbent paper towel? Discuss your observation with a partner.

32

(ACTDEP014) Elaboration: Exploring the properties of materials to determine suitability, for example the absorbency of different fabrics or the strength of different resistant materials.

Section 3:

Fibre And Food Technologies

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Activity

Wild About Wool

The First Fleet arrived at Port Jackson in 1788 with just 44 sheep aboard. Today, 74 million sheep will be shorn for their fabulous fleece – making Australia the world’s largest producer of quality wool fibre. Sheep are being raised on over 30,000 farm properties across Australia to produce wool fibre (see map below).

Major wool producing regions in Australia

Study the map to answer these questions.

1. Which areas of Australia are the major producers of wool?

_ ___________________________________________________________________

_ ___________________________________________________________________

2. Look at the location of the areas that graze 250 sheep or more, per square kilometre. Why do you think that these areas are some distance from the coast?

What does this tell you about the best conditions for wool production?

_ ___________________________________________________________________

_ ___________________________________________________________________

_ ___________________________________________________________________

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(ACTDEK012) Elaboration: Identifying the areas in Australia and Asia where major food or fibre plants and animals are grown or bred, for example the wheat and sheep belts, areas where sugar cane or rice are grown, northern Australia’s beef industry, plantation and native forest areas.

Activity

Properties Of Wool Fibre

Wool is an extraordinary material with extraordinary properties.

Research why wool fibre has the properties listed below that makes it suitable for different uses. Can you think of wool products that would need these properties?

RR Complete your research notes in the boxes under each heading.

Anti-Wrinkle

Anti-Static

UV-resistant

Odour Resistant

S-t-r-e-t-c-h task! Apart from sheep, which other animals produce a

wool fibre?

(ACTDEK012) Investigate food and fibre production and food technologies used in modern and traditional societies.

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Activity

Properties Of Fibres

Indigenous peoples use plant and animal fibres to make objects for practical purposes. For example, bowls and fishing nets. They also use plant and animal fibres to make artefacts which express their cultural stories. They find these plant and animal fibres from the bush.

Read about the various fibres used to make objects in traditional and modern indigenous communities.

Object

Fibres used

shield

hardwood tree species, e.g., wattle or blackwood

spear

chewed sapling tree, hardened over hot coals

boomerang

hardwood tree species, e.g., casuarina and wattle

coolamon bowl

light wood tree species, e.g., eucalyptus and mulga

bark basket

bark from acacia species

coil basket

native spiny grasses like mat-rush, bull-rush, spinifex

string, rope

knotted grass stalks, cabbage-palm leaves, bull-rush

Choose two objects from the table above and research the properties of the fibres made to use them. Sketch the objects and comment on the suitability of the fibres for the objects' purpose.

Object 1

Object 2

Suitability of fibre used: ___________________________________ ___________________________________ ___________________________________

Suitability of fibre used: ___________________________________ ___________________________________ ___________________________________

36

(ACTDEP014) Elaboration: Exploring the different uses of materials in a range of products, including those from Aboriginal and Torres Strait Islander communities and countries of Asia.

Information Page

Read the information to help you to complete the following activity sheet.

Food labels 1

We are bombarded daily by information about the advantages and disadvantages of eating certain foods. It’s important to be able to access reliable data about a food’s nutrients so that you can make healthy food choices.

There are various websites set up by Federal, State and Territory authorities to help you to analyse the nutrients of foods. There are also other organisations that have websites to inform people about foods and to publish new scientific research.

Quantity per 100g of: Fat Saturated fat Sugar Sodium (salt)

This is a small quantity: 3g per 100g or less 1.5g per 100g or less 5g per 100g or less 0.3g per 100g or less

This is a large quantity: more than 20g per 100g more than 5g per 100g more than 15g per 100g more than 1.5g per 100g

Is too much fat, saturated fat, sugar and salt bad for your health?

Fats: There are good fats! These can be found in olive, sunflower and canola oils.

Nuts, seeds and tuna are also good sources of healthy fats that provide us with energy.

However, if you are not active, these fats can be stored in the body, causing you to gain weight.

Saturated Fats: These are found mainly in fatty meats (sausages), dairy products and fried foods. Saturated fats have been linked to obesity.

Sugar: Sugar gives us a burst of energy that keeps us coming back for more. Sugar does not have a high nutritional value and when eaten too frequently, makes us put on weight.

Salt: Salt eaten in small quantities is essential for the proper functioning of our bodies. Too much salt can lead to high blood pressure and heart problems.

(ACTDEK012) Elaboration: Investigating the labels on food products to determine how the information provided contributes to healthy eating, for example ingredients and nutrition panels.

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Activity

Food Labels 2

Student A

The information on food labels can give you guidance on how to maintain a balanced diet. You can also compare one food item with another to make a healthy choice. In this task, you will analyse the information about a frozen mango yoghurt and give an oral report about it to your partner.

RR Study this food label (nutrition panel) and use the STUDENT INFORMATION PAGE on page 37 to analyse the nutrients in this food to make notes for your report below. Would you recommend this food as a healthy choice? Why/Why not?

Frozen Mango Yoghurt

My Analysis ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ 38

(ACTDEK012) Elaboration: Investigating the labels on food products to determine how the information provided contributes to healthy eating, for example ingredients and nutrition panels.

Activity

Food Labels 3

Student B

The information on food labels can give you guidance on how to maintain a balanced diet. You can also compare one food item with another to make a healthy choice. In this task, you will analyse the information about a tin of baked beans and give an oral report about it to your partner.

RR Study this food label (nutrition panel) and use the STUDENT INFORMATION PAGE on page 37 to analyse the nutrients in this food to make notes for your report below. Would you recommend this food as a healthy choice? Why/Why not?

tinned baked beans

My Analysis ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ (ACTDEK012) Elaboration: Investigating the labels on food products to determine how the information provided contributes to healthy eating, for example ingredients and nutrition panels.

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Activity

Technology And Food

Advances in technology have improved the way we grow food and eat food.

Who could imagine fifty years ago that plants could be genetically modified to yield more vitamins or that you could enjoy eating tropical fruit all year round?

Technology has played an important part in providing safe and nutritious food.

RR What could be the benefits for people’s health and food supply of the following advances in technology? Write your ideas in the space provided.

Problem 1

Technology Used

Benefits

Problem 2

Technology Used

Benefits

Problem 3

Technology Used

Benefits

Problem 4

Technology Used

Benefits

Corn plants are not very resistant to frost in the early months of growth. Frost can kill off young corn plants.

There is a period of time between when a fish is caught and when it goes on sale. During this time, fish could develop harmful bacteria.

A lot of food is wasted as it has a limited shelf life (time a product is fit to eat) and must be thrown out.

Microwave ovens don’t always heat food evenly. Some parts of the food are not warm enough.

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Corn plants have been genetically modified to be more frost tolerant.

Can be grown over a wider area.

Seafood is sent to a laboratory to be tested. Tests can detect harmful bacteria and stop fish being sold.

Taking out the air in packaging food (vacuum packaging) extends shelf life and seals in flavours.

Antennae microwave technology enables food to be heated thoroughly and can also pasteurise food.

(ACTDEK012) Elaboration: Recognising the benefits food technologies provide for health and food safety and ensuring that a wide variety of food is available and can be prepared for healthy eating.

Section 4:

Designing Solutions

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Teachers' Notes

Design Solutions And Challenges

Pages 43-48 The Design Solutions that students will complete in this section on pages 43-48 have been flexibly organised for children to work on individually, in pairs or in small groups to engage in the creative process of developing design alternatives.

A key to fostering creativity and providing opportunities for students to respond to the challenges with various solutions is dedicating talk time to listing ideas. There is no need to organise ideas at the generation stage. The information from lists and its connection to a possible design solution will eventually form patterns. It will also get students talking about multiple possibilities of solving a problem.

Pages 49-50 The Design Challenges in this section will help students to produce a portfolio of steps to follow in developing their solutions. The outcome will be to present solutions to an audience in a format of their choice (prototype, model, video, etc.). The template invites students to: -- address a problem statement -- identify what new information they need to research and what skills/materials will be required for the task -- consider who they can ask for help/expertise -- consider similar design solutions and suggest modifications -- develop a timeline for creating a solution -- think about how to record the process to present their solution/s

Suggestions for Design Challenges These are some suggestions for design challenges. Students could modify the suggestions or propose their own, based on their interests and experiences.

• • • •

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A new workspace in the classroom Toys made from recycled materials A home in the garden for frogs A hybrid animal species

• • • •

A cool paper straw house A paddle-pop stick launcher A musical seed instrument A plant fibre wallet

(ACTDEP015) Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques.

Activity

Designing Solutions 1

For the task on this page, you will be challenged to come up with a solution for the situation described.

RR Write notes, doodle and describe your solutions under the headings in the boxes.

The Situation: A herb garden in the backyard is also being enjoyed by the native birds. How can the herb garden be protected from being nibbled?

Doodles:

Have I experienced or seen a situation like this before?

My Solution:

RR Discuss your solutions with a peer. After this discussion, is there anything you would like to add, remove or adapt in your design?

___________________________________________________________________

___________________________________________________________________ (ACTDEP015) Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques.

43

Activity

Designing Solutions 2

For the task on this page, you will be challenged to come up with a solution for the situation described.

RR Write notes, doodle and describe your solution under the headings in the boxes.

The Situation:

A budgie has worked out how to open its cage door. That’s OK, but not when the cat’s around! A lock is not a good solution because it is too fiddly to open and close the door and a peg is no good either because the budgie chews plastic pegs.

Doodles:

Have I experienced or seen a situation like this before?

My Solution:

RR Discuss your solutions with a peer. After the discussion, is there anything you would like to add, remove or adapt in your design?

___________________________________________________________________

___________________________________________________________________

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(ACTDEP015) Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques.

Activity

Designing Solutions 3

For the task on this page, you will be challenged to come up with a solution for the situation described.

RR Write notes, doodle and describe your solution under the headings in the boxes.

The Situation: This is the fruit section in a supermarket. The manager is puzzled why she isn’t selling the large stock of bananas on display.

Doodles:

Have I experienced or seen a situation like this before?

My Solution:

RR Discuss your solution with a peer. After this discussion, is there anything you would like to add, remove or adapt in your design?

___________________________________________________________________

___________________________________________________________________ (ACTDEP015) Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques.

45

Activity

Designing Solutions 4

For the task on this page, you will be challenged to come up with a solution for the situation described.

RR Write notes, doodle and describe your solution under the headings in the boxes.

The Situation: The school is holding a marbles marathon to raise money and has bought a bag of 1000 mixed marbles for the event. How could these marbles be separated into smaller bags of only solid coloured marbles and only transparent ones for players?

Doodles:

Have I experienced or seen a situation like this before?

My Solution:

RR Discuss your solutions with a peer. After this discussion, is there anything you would like to add, remove or adapt in your design?

___________________________________________________________________

___________________________________________________________________

46

(ACTDEP015) Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques.

Activity

Designing Solutions 5

For the task on this page, you will be challenged to come up with a solution for the situation described.

RR Write notes, doodle and describe your solution under the headings in the boxes.

The Situation: Busy people sometimes work during lunch at a cafÊ with full coffee mugs at their elbows. Sometimes coffee spills on people’s devices or paperwork.

Doodles:

Have I experienced or seen a situation like this before?

My Solution:

RR Discuss your design solutions with a peer. After this discussion, is there anything you would like to add, remove or adapt in your design?

___________________________________________________________________

___________________________________________________________________ (ACTDEP015) Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques.

47

Activity

Designing Solutions 6

For the task on this page, you will be challenged to come up with a solution for the situation described.

RR Write notes, doodle and describe your solution under the headings in the boxes.

The Situation: A dog loves to play with the stuffed toys in the children’s bedroom. Unfortunately, the toys end up in pieces. The dog needs a toy that can resist its playfulness but still looks cuddly.

Doodles:

Have I experienced or seen a situation like this before?

My Solution:

RR Discuss your solutions with a peer. After this discussion, is there anything you would like to add, remove or adapt in your design?

___________________________________________________________________

___________________________________________________________________

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(ACTDEP015) Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques.

Activity

Design Challenge 1

1. Write the Design Challenge here.

_ ___________________________________________________________________

_ ___________________________________________________________________

_ ___________________________________________________________________

2. The Problem. Explain the problem in your own words.

_ ___________________________________________________________________

_ ___________________________________________________________________

_ ___________________________________________________________________

3. List or sketch your solution suggestions. You can glue in images of similar solutions with annotated notes on changes you would like to make.

4. Decide on an idea that best fits your design solution. Write the solution here.

_ ___________________________________________________________________

_ ___________________________________________________________________ (ACTDEP018) Plan a sequence of production steps when making designed solutions individually and collaboratively.

49

Activity

Design Challenge 2

5. What materials do I/we need to create the solution?

_ ___________________________________________________________________

_ ___________________________________________________________________

_ ___________________________________________________________________

_ ___________________________________________________________________

6. Do I/we need to learn new skills to create the solution? How can I/we find out?  YES (What do I/we need to know?)

 NO

_ ___________________________________________________________________

_ ___________________________________________________________________

_ ___________________________________________________________________

7. Creating a Solution Timeline (complete the timeline).

8. How will I/we record the process of making a design solution? How will I/we present the solution to an audience?

_ ___________________________________________________________________

_ ___________________________________________________________________

_ ___________________________________________________________________

9. What do you like about your design solution? Would you like to change it in any way? If so, how would you change it?

_ ___________________________________________________________________

_ ___________________________________________________________________

_ ___________________________________________________________________

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(ACTDEP018) Plan a sequence of production steps when making designed solutions individually and collaboratively.

Section 5:

Designing Safely Don't forget your safety goggles!

51

Activity

Working Safely

Look at the procedure below that describes how to make a delicious fruit and marshmallow kebab for an after-school snack.

RR Annotate and/or draw in the spaces provided to show you know how to work safely. An example has been done to start you off.

1.

Wash hands.

Use soap to wash your hands well.

4.

Dry thoroughly.

2.

3.

Open top of marshmallow packet with scissors. Take out 4 marshmallows.

Thread fruit and marshmallow onto two wooden skewers.

5.

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Peel a banana and cut into 2cm slices. Cut 2 strawberries in half.

Squeeze lemon juice on banana slices.

Put skewers on a plate. Chill in the fridge for 20 minutes.

(ACTDEP016) Select and use materials, components, tools and equipment using safe work practices to make designed solutions.

Activity

Working Accurately 1

You were given permission to plant a ground cover called Running Postman Vine to attract birds and insects in a corner of the school garden. Three friends are going to collaborate with you to help you to achieve your design solution.

1. Read the seed packet instructions (front and back) below.

GROWING INFORMATION Kennedia prostrata HEIGHT

1 – 1.5m

WIDTH

1 – 3m

Plant in full sun/part shade. Sandy, welldrained soil preferred.

Sow seeds 2cm deep and 40cm apart.

Mulch garden bed well after sowing.

SPECIAL SEED PREPARATION 24 hours before planting, put seeds in a bowl and cover with boiling water. Let stand to soften outer seed layer.

2. What tools do you need to successfully sow the Kennedia prostrata seeds? Draw the tools and annotate how they would be used in the box below.

3. Is there any step of the process where an adult’s help might be needed?

_ ___________________________________________________________________ (ACTDEP016) Elaboration: Using tools and equipment accurately when measuring, marking and cutting; and explaining the importance of accuracy when designing and making, for example creating a template, measuring ingredients in a recipe, sowing seeds.

53

Activity

Working Accurately 2

4. Draw up an action plan for the group to complete the design solution. You could use the model in the previous task on page 53 as a guide.

5. The garden bed is 10m2 (5m x 2m). Draw a diagram of the garden bed and show how you plan to sow the seeds. Are there sufficient seeds for the design?

Wonder how many birds will appear?

Seeds need to be 2cm deep.

Is the soil dry enough?

Where do we get mulch?

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(ACTDEP016) Elaboration: Using tools and equipment accurately when measuring, marking and cutting; and explaining the importance of accuracy when designing and making, for example creating a template, measuring ingredients in a recipe, sowing seeds.

Activity

Working Safely

Look at the following scenarios that have happened this week in D & T lessons. Can you identify the potential safety problems in each frame?

RR Jot down in the space under each frame a rule to follow to avoid the potential hazards for the students and the teacher.

A.

B.

_________________________

_________________________

_________________________

_________________________

_________________________

_________________________

C.

D.

_________________________

_________________________

_________________________

_________________________

_________________________

_________________________

(ACTDEP016) Select and use materials, components, tools and equipment using safe work practices to make designed solutions.

55

Activity

Working Safely Leaflet

1. Design a safety leaflet to display in your classroom which includes practical advice for working safely in your D & T lesson. You can base your layout on the task from the previous page or choose a layout of your own.

Don't forget your safety goggles!

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(ACTDEP016) Select and use materials, components, tools and equipment using safe work practices to make designed solutions.

Answers p.8 Colour Technologist: produces dyes and pigments for a range of products e.g., cars, food colouring. Interior Designer: decorates a space with colour, furniture and lighting. Architect: designs new buildings and renovates or makes changes to existing constructions. Graphic Designer: design ideas, usually with computer software, to inform or influence consumers.

Cabinet Maker: designs cabinets and other wooden furniture.

Suggestions for occupations: Textile Designer, Fashion Designer, Software Engineer. p.9 1. Examples: tape measure, iPad, calculator, etc.

2. A. Carpenter, Builder, Plumber. Tools are used to cut required lengths of materials and knock them into place to secure them.

Calculators help to determine quantities of materials needed and costs.

B. Hairdresser, Make-up Artist - technology helps to preview possible appearance effects on a person. Scissors can shape and texture hair and make-up can change appearance. p.10 Students’ ideas. Students could make a poster of innovative designs gleaned from sharing ideas. p.11 A trip outside the classroom is a must for this activity – with sketch pads or devices to record observed features. p.12 1. Suggested annotations: A. Wood is a sturdy material that would not break easily under weight.

B. Chair could be foldable to transport easily; covers could be removed for washing.

2. A. Disposable razor designed to be used a few times then thrown away, made of plastic, light. Electric razor is heavy-duty to be used for several years and does not require lather.

B. Bar of soap could be put out especially for guests using the bathroom (scented, wrapped). Liquid soap for everyday use; refillable container for saving money. p.13 Possible answers: 1. Clothes made from recyclable materials, reusable coffee cups, reusable drink bottles, recycled paper products.

2. Energy-efficient house appliances with energy rating, insulation materials, energysaving lightbulbs.

3. Toys with no small, removable parts, made from washable, hygienic materials, made from non-flammable materials. p.14 1. Design ideas: houses built on stilts to catch breeze and escape flooding effects, steep rooflines for easy run-off of rainwater, greenery for coolness, balconies/ verandahs to enjoy outside in rainy periods, constructed with sustainablygrown timbers, roofing materials from local environment.

2. Traditional Queenslander houses share many features with stackhouses: built up to take advantage of cool breeze, rooflines to dispatch rainwater, large verandahs for outdoor living, constructed with timber. p.15 The article relates the new life of refugees from Myanmar and their need to connect to the land, but also highlights the new experience that urban gardens can bring to city-dwellers of different backgrounds. p.16 1. Users: can eat produce grown, can meet new friends in the garden, can sell produce to restaurants, can rehabilitate a block of wasteland into an interesting environment that’s pleasant to see.

Environment: wasteland rehabilitated  prevents bushfires, encourages biodiversity and supplies food for people, animals and insects. Wider Community: creates a pleasant space for recreation in a city 57

Answers landscape, builds community relationships, makes people proud of their efforts. Local Government: could create employment opportunities, helps manage wasteland, provides opportunities to include people from different backgrounds and gardening experiences (educational opportunities).

2. People compost the garden bed  grow plants and harvest crop  eat the food and share what they don’t need with others. p.17 Example answer of bed mattress: These materials could be recycled-metal springs melted down and metal recycled; foam can be recycled to make underlay for carpets; mattress stuffing (wadding) can be cleaned and recycled to be used in pet bedding. p.18 1. Keyboard connects to PC to key in/obtain data.

2. Mouse: allows you to point cursor to select items to perform tasks.

3. Printer: prints off documents created on your PC. 4. Data pen: stores and transfers data.

5. Headphones: allow you to listen to audio on PC programmes.

6. Camera: allows you to download images to your PC 2. Suggested peripheral devices: microphone, photoprinter, mobile phone, iPad, graphics tablet, scanner. p.19 Considerations: flexible silicone that can be shaped, easily washable, can manipulate shape with one hand, heat-proof. p.20 Considerations: made from natural fibres (could be recycled), big button for easy fastening, can be packed away for storage, doesn’t take up much space, cosy and private. p.22 1. a. Most cutlery today is made from metal/ plastic (but still some wooden ones). b.

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Metal/plastic is easier to clean and more hygenic (and less costly).

2. a. Dolls are mainly plastic today (soft and hardened). b. Porcelain dolls could break and be difficult to mend.

3. a. a Rubber tread with inflatable rubber inner tyre. b. Modern tyres are more durable and absorb shock better from uneven road surfaces.

4. a. Shoes are made of leather, synthetic materials, textiles, rubber, plastic. b. Inner liners/rubber soles in modern shoes provide more comfort for the wearer, materials are easier to clean and are more long-wearing. p.23 1. A-4 2.B-8 3. C-5 4. D-6 5. E-1 6. F-7 7.

G-2 8. H-3 2. Absorbent: sponge, paper towel, cloth towel. Brittle: glass, ceramics, polystyrene.

Flexible: aluminium, some forms of plastic, some forms of rubber. Hard: concrete, diamonds, some forms of steel (e.g., for tools). p.24 B. Easy-to-clean (kitchen countertop, glass window) C. Breathable material (cotton fabric, denim) D. Durable (bricks, hardwood) E. Scratch-resistant (glass lens, watch face) F. Water resistant (raincoat, tent material) G. Elastic (silicone baking dishes, hair bands) H. Fragile (drinking glasses, ceramic plates) I. Non-stick surface (coated frying pan) p.25 1. Examples of types of balls: cricket ball (cork, leather, string); tennis ball (hollow rubber, wool/nylon); basketball (inner rubber/leather/synthetic rubber); beach ball (plastic); billiard ball (hard plastic, resin); croquet (wood, plastic); wiffle (plastic); squash (rubber); bowling (polyurethane); golf (rubber, hardened plastic); quidditch (leather bindings).

Bounciness refers to the property of elasticity. Balls made of rubber will be more elastic than say a ball made of foam or resin.

3. Students’ response. Generally, the examples

Answers of balls in the list would not be easily substituted by another material as it would affect the trajectory of the ball in play. For example, a ping pong ball made of rubber would bounce too much to be controlled on the table. p.26 1. Students’ responses based on observation of ball chosen.

2. i. Students to record similarities/differences of properties. ii. Students are encouraged to use the terminology of the properties of different materials in their description of the ball’s function in the game. p.27 Remind students of the characteristics of a 'fair test' - change one variable at a time (type of ball); measuring accurately. p.28 Students to use their results table to draw conclusions about which ball is the bounciest and relate the finding to the ball’s material. p.29 1. Students should observe that some materials like leather are less elastic than a material like lycra.

2. Students’ observations.

3. Students to consider the function of the clothing and human movement. Materials without some degree of elasticity will feel restrictive. p.30 Students to reflect on their Domino Topple.

Students could draw up their topple designs for display (even those with glitches). Was there any difference in the topple because of the material the dominoes were made from? Which surface was best for a successful topple? p.32 Students to reflect on the properties of the different paper towels. Which factors influenced absorbency – thickness of towel, perforations, texture, etc.? Students could create a TV

advertisement to perform for the most absorbent paper towel. p.34 1. Wool production mainly occurs in the southern states of Australia with the highest density of production in inland regions away from the coast.

2. Coastal areas on the east coast of the continent receive more rainfall, which is not as favourable to wool production.

Sheep can be more densely raised in warm summer/cold winter climates. p.35 Anti-wrinkle: wool fibres are very elastic like coils so when the material is stretched it will return to its original shape and not cause wrinkles (men’s/women’s suits/school uniforms). Anti-static: wool can absorb moisture from the atmosphere which prevents it from forming static electricity (skirts that don’t ride up or cling). UV-resistant: wool fleece protects sheep from UV-rays and wool fibre also protects people’s skin from the Sun and draws moisture away from the body to keep a person cool (athletics parka). Odourresistant: wool absorbs sweat from the skin which means you don’t sweat (and smell) as much. Wool is also antimicrobial (has a waxy coating that stems the growth of microbes).

STRETCH Task: Wool fibre can be produced from goats, camels, llama, alpacas, rabbits and even dogs and cats. p.36 Student’s own response. Sample answer: boomerang – being made from hardwood means that the boomerang can be thrown without breaking when it hits the ground; can be shaped. p.38 Frozen Mango Yoghurt: Students might comment on the relatively low fat content, but an excess of recommended sugar. p.39 Baked Beans: Students might comment on 59

Answers high amount of sugars and saturated fat and conclude that tinned baked beans should be eaten in moderate quantities.

C. Pay attention to important safety rules.

D. Measure ingredients accurately/Clean up spills.

p.40 Problem 1: Farmers can expand the land they grow corn on, into cooler areas without the crop being ruined by frost.

Problem 2: Consumers who buy fish are protected from harmful bacteria so they won’t get food poisoning.

Problem 3: Not as much food will be wasted and food could taste better.

Problem 4: Reheated food will taste better and during the process, bacteria will be killed.

p.56 Student’s own design.

p. 52 Suggested annotations: 2. Get a chopping board so banana won’t slip.

Hold knife steadily to slice fruit. (Ask an adult for help.)

3. Hold packet securely and snip top off the packet with scissors - watch your fingers.

4. Take care not to prick your hand with skewer. Hold bottom of skewer firmly.

5. Cover skewers with cling wrap so fruit skewers don’t touch other foods in fridge. p.53 2. Examples of garden tools needed: gloves (to spread mulch); rake or garden fork (to aerate soil); foldable metre ruler to measure space between seeds; watering can to moisten soil; a pencil or stick to make holes for seeds.

3. Adults may be needed to carry/open mulch bags and help distribute mulch. p.54.

4. Students base action plan on equipment needed and assigned jobs in preparing the sowing process.

5. Note: this plant spreads out as a ground cover; 30 seeds would be more than sufficient. p.55 A. Clear your workspace so you don’t trip over.

B. Don’t eat unwashed vegetables or fruits.

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