STEM - Year 6 by Teacher Superstore

Title: STEM: year 6

Ready-Ed

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Publications

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.

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Copies are not sold or lent;

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The Act allows a maximum of one chapter or 10% of the pages of this book, whichever is the greater, to be reproduced and/or communicated by any educational institution for its educational purposes provided that

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Except as otherwise permitted by this blackline master licence or under the Act (for example, any fair dealing for the purposes of study, research, criticism or review) no part of this book may be reproduced, stored in a retrieval system, communicated or transmitted in any form or by any means without prior written permission. All inquiries should be made to the publisher at the address below.

o c . che e r o r st super Published by: Ready-Ed Publications PO Box 276 Greenwood WA 6024 www.readyed.net info@readyed.com.au

ISBN: 978 192 561 133 5 2

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Any copying of this book by an educational institution or its staff outside of this blackline master licence may fall within the educational statutory licence under the Act.

Reproduction and Communication by others

Contents Teachers' Notes Curriculum Links

Section 5: Natural Disasters Jelly Earthquake Jelly Earthquake Plan Earthquake Circuit Earthquake Management Plan Escape Plan

36 37 38 39 40

Section 6: Apps For STEM Probability Scratch Digital Storytelling 1 Scratch Digital Storytelling 2

42 43 44

Section 2: Biomass What Is Biomass? Biomass Debate Biomass To Electricity Biomass Experiment Moving Biomass Infograph 3D Infograph

8 9 10 11 12 13 14

16 17 18 19 20 21 22

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Section 1: Sustainable Energy Electricity Sustainable Energy Human Energy Geothermal Energy Hydropower Tidal Power 1 Tidal Power 2

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4 4-6

Section 7: Templates And Teachers' Notes Environmental Resources Glossary 46-47 Think Sheet 48 Difficult Word Chart 49 STEM Showcase 50 DigiTech 51

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Section 3: Solar Power Solar Power Solar Cooker 1 Solar Cooker 2 Solar Cooker 3 Solar Plants

24 25 26 27 28

Wind Propeller Wind Power 1 Wind Power 2 Wind Power 3 Wind Turbine Blades

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Answers

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o c . che e r o t r s s r u e p Section 4: Wind Power

Teachers’ Notes

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DIGITAL TECHNOLOGIES (Years 5 & 6) Examine the main components of common digital systems and how they may connect together to form networks to transmit data (ACTDIK014) • investigating how emerging digital systems work, for example using an augmented reality app (or blended reality) and considering how images of real-world objects can be blended with computergenerated information to produce a virtual reality Define problems in terms of data and functional requirements drawing on previously solved problems(ACTDIP01) Design a user interface for a digital system (ACTDIP018) • exploring different features of user interfaces that allow people from different cultures to access information irrespective of language background, for example using icons and consistently placing icons or symbols in game interfaces to reduce the frustrations of game players • applying the principles and elements of design to a set of requirements in order to produce a user interface for a system

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The concept of this book is for students to engage with the Year 6 Australian Curriculum across each of the STEM subjects: Science, Technology, Engineering and Maths. The book is structured so that students can work both independently and collaboratively to discover how they can contribute to making the Earth’s energy production and use, more sustainable. While investigating each of the renewable energy sources and completing several inquiries and experiments, students will use twenty first century thinking and problem solving skills. Students use digital technologies throughout the activities to develop an understanding of the role individual components of digital systems play in the processing and representation of data. Students will also study the impact of natural forces resulting in natural disasters such as: earthquakes, cyclones and tsunamis. Students will progress from managing the creation of their own ideas and information to sharing work with others. Engineering concepts are disbursed throughout the activities and essential Mathematic skills are interwoven into the inquires to seamlessly demonstrate real life Mathematic applications.

that addresses an identified need, for example to emphasise or highlight an area of the screen to draw the viewer’s attention to an event or action • designing the user interface of a solution using different design tools, for example using a storyboard to outline the stages of a game or a mock-up to show the placement of icons Implement digital solutions as simple visual programs involving branching, iteration (repetition), and user input (ACTDIP020) • experimenting with different options that involve repeat instructions, for example a continually repeating slideshow, a repeated movement in an animation, a repeated calculation in a spreadsheet • planning and implementing a solution using a visual programming language, for example designing and creating a simple computer game involving decisions and repetitions, suitable for younger children, that requires user input to make selections, taking into account user responses • considering opportunities and consequences of decisions for future

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circuits • considering how gathering evidence helps scientists to predict the effect of major geological or climatic events • investigating how people from different cultures have used sustainable sources of energy, for example water and solar power Scientific knowledge is used to solve problems and inform personal and community decisions s (ACSHE100) • choices influence our use of sustainable sources of energy • investigating how understanding of catastrophic natural events helps in planning for their early detection and minimising their impact • recognising that science can inform choices about where people live and how they manage natural disasters • discussing the use of electricity and the conservation of sources of energy • researching the scientific work involved in global disaster alerts and communication, such as cyclone, earthquake and tsunami alerts • investigating how electrical energy is generated in Australia and around the world With guidance, pose clarifying questions and make predictions about scientific investigations (ACSIS232) • refining questions to enable scientific investigation Identify, plan and apply the elements of scientific investigations to answer questions and solve problems using equipment and materials safely and identifying potential risks (ACSIS103) • following a procedure to design an experimental or field investigation • discussing methods chosen with other students, and refining methods accordingly • considering which investigation methods are most suited to answer a particular question or solve a problem Decide variables to be changed and measured in fair tests, and observe measure and record data with accuracy using digital technologies as appropriate (ACSIS104 ) Construct and use a range of representations, including tables and

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applications, for example practices to save energy and other resources when using information systems, such as switching off when not in use, ensuring electronic devices are in energy-saving mode Plan, create and communicate ideas and information, including collaboratively online, applying agreed ethical, social and technical protocols (ACTDIP022) SCIENCE (Year 6) Changes to materials can be reversible or irreversible (ACSSU095) • describing what happens when materials are mixed • investigating the solubility of common materials in water • investigating the change in state caused by heating and cooling of a familiar substance Sudden geological changes and extreme weather events can affect Earth’s surface (ACSSU096) • describing how people measure significant geological events • exploring ways that scientific understanding can assist in natural disaster management to minimise both long and short-term effects Electrical energy can be transferred and transformed in electrical circuits and can be generated from a range of sources (ACSSU097) • recognising the need for a complete circuit to allow the flow of electricity • investigating different electrical conductors and insulators • investigating how moving air and water can turn turbines to generate electricity investigating the use of solar panels • considering whether an energy source is sustainable Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions (ACSHE098) • describing how understanding of the causes and effects of major natural events has changed as new evidence has become available • investigating the use of electricity, including predicting the effects of changes to electric

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Connect decimal representations to the metric system (ACMMG135) • recognising the equivalence of measurements such as 1.25 metres and 125 centimetres Convert between common metric units of length, mass and capacity (ACMMG136) • identifying and using the correct operations when converting units including millimetres, centimetres, metres, kilometres, milligrams, grams, kilograms, tonnes, millilitres, litres, kilolitres and megalitres Solve problems involving the comparison of lengths and areas using appropriate units (ACMMG137) • recognising and investigating familiar objects using concrete materials and digital technologies Investigate combinations of translations, reflections and rotations, with and without the use of digital technologies (ACMMG142) • understanding that translations, rotations and reflections can change the position and orientation but not shape or size Conduct chance experiments with both small and large numbers of trials using appropriate digital technologies (ACMSP145) Compare observed frequencies across experiments with expected frequencies (ACMSP146) Interpret and compare a range of data displays, including side-by-side column graphs for two categorical variables (ACMSP147) • comparing different student-generated diagrams, tables and graphs, describing their similarities and differences

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graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate (ACSIS107) • using digital technologies to construct representations, including dynamic representations Compare data with predictions and use as evidence in developing explanations (ACSIS221) • sharing ideas as to whether observations match predictions, and discussing possible reasons for predictions being incorrect • referring to evidence when explaining the outcomes of an investigation Reflect on and suggest improvements to scientific investigations (ACSIS108) Communicate ideas, explanations and processes using scientific representations in a variety of ways, including multi-modal texts (ACSIS110) • discussing the best way to communicate science ideas and what should be considered when planning a text • using a variety of communication modes, such as reports, explanations, arguments, debates and procedural accounts, to communicate science ideas MATHEMATICS (Year 6) Select and apply efficient mental and written strategies and appropriate digital technologies to solve problems involving all four operations with whole numbers (ACMNA123) • applying strategies already developed for solving problems involving small numbers to those involving large numbers • applying a range of strategies to solve realistic problems and commenting on the efficiency of different strategies Investigate everyday situations that use integers. Locate and represent these numbers on a number line (ACMNA124) • understanding that integers are ...-3, -2, -1, 0, 1, 2, 3,..... • investigating everyday situations that use integers, such as temperatures • interpreting the results of calculations to provide an answer appropriate to the contexT

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Section 1: st r e p u S

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SUSTAINABLE ENERGY or e

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Electricity

activity

1. List all the appliances you can think of which use electricity in your home below.

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Unless your home has solar panels and is using sustainable energy to create electricity, then you are using a nonsustainable resource, such as coal, to generate the electricity for your home. If you turn off light switches and appliance power point switches, that is a great start to saving power in the home.

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2. Brainstorm other ways in which you can cut Think about all the electricity that is being used in the world, each minute down electricity use in the home. Jot down of every day and night; it is pretty mind your ideas below. boggling. Would you know how much electricity the people in your home use each year?

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BRAIN POWER QUESTIONS

Canada 11, 789

United States 11, 698 Australia 7,227

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i. 16 countries are listed. Find out the population of the two countries who use more power than Australia.

ii. Compare the electricity consumption of the 3 top countries and brainstorm with your elbow partner what is interesting about the difference in the population of the three countries and how much electricity each uses. Record your findings and share with the class. (You will need to look up the population of each country on a device.) iii. Find out the population of India. Compare the amount of electricity used in India to Australia and its population. Participate in a class discussion about your findings. 8

Household Electricity Consumption (kWh/year)

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3. Look at the graph to find out where Australia is placed in the world for usage of household electricity, then complete the brainpower questions in your workbook.

France 6, 343 Japan 5,513 UK 4,648

South Africa 4,389 Spain 4, 131 Germany 3, 512 Italy 2,777 Russia 2, 419 Brazil 1,834 Mexico 1,809 China 1,349 India 900 Nigeria 570

Note: Figures are 2010 averages for electrified households Source: Enerdata via World Energy Council

Sustainable Energy

activity

Sustainable energy sources are sources of energy which come from nature and will not run out. Solar energy is one example.

How can we use sustainable energy in every day life?

It is important that we increase people’s understanding of how to use sustainable energy sources in everyday life.

1. BRAIN POWER 1: List different types of sustainable energies, then think of a new energy which has not yet been invented. Write this as number 8.

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Ideal Energy is:

i. Renewable: it is always available or can replace itself and will not run out. ii. Stable: there is no limit to how much of this we can use. It is reliable. iii. Efficient: energy effort is not wasted at any point in the process. The environment is not polluted and it is sustainable.

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List 1:

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POWER. How can people use their bodies to generate power? How can people use their minds to save power? With your elbow partner, complete the two lists.

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How people can use their bodies to generate power, e.g. riding a bike.

How people can use their minds to save power, e.g. turn off lights.

1. ________________________________

2. ________________________________

3. ________________________________

4. ________________________________

5. ________________________________

3. Which is your best idea? Circle the number from each list. Share your ideas. 9

Human Energy

activity

Is human energy sustainable?

Think about the concept of human energy. What modifications could be made to humans to make the energy they can produce more sustainable?

Define the problem

Identify what is required to solve the problem

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Share the results

How could you improve the solution to get better results?

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o c . che e r o tand test the solution you r s supe r Make 4. think is best

Evaluate the results

Geothermal Energy

activity

Geothermal energy is sustainable energy. The word geo means earth in the Ancient Greek language and the word thermal means heat. Underneath the Earth’s surface, there are four different sections: crust, mantle, outer core and inner core. Read to find out what each section’s job is. The outer core is way down at 5,000km underneath the Earth’s crust. You can’t stand on it because it is boiling hot liquid!

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The inner core is solid and made up of nickel and iron. It is 8,000km underneath the Earth’s surface and reaches temperatures of up to 5,000°C, that is seriously hot!

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The crust keeps the Earth insulated from the interior heat of the Earth’s core. The centre of the Earth is actually so hot that if people stood on it and not the crust, they could get injured.

You can’t see the mantle, because it starts at a depth of 2,500km underneath the Earth’s surface. It is semi-molten which means it is not completely solid.

© ReadyEdPubl i cat i ons So we now know that beneath the Earth's surface, it is hot. The question is, how do •harness f orthe r e vi e wandpturn ur oelectricity? sesonl y• people safely Earth’s heat itp into

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Rain water seeps down through the layers of the Earth and passes through the inner core of the Earth. This is a natural part of the water cycle. Because the inner core is hot, the water heats up creating a geothermal reservoir. We can drill into the Earth to access this hot water (injection well) and return the water to the Earth's surface (production well). We use the steam from this hot water to turn turbines which generates electricity for people to use in their homes.

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Using the Earth's heat to create electricity is known as geothermal energy.

Diagram: Generating electricity using a geothermal power plant

BRAIN POWER TASK 1: Mini Inquiry »» FIND out how far down you need to drill into the Earth to access a geothermal reservoir.

Complete these questions in your workbooks

»» FIND out how homes can be powered by geothermal energy. What variables could it depend on?

Hydropower

activity

Hydropower is a clean, renewable and reliable energy source that uses water to create electricity. The process only uses existing water created by nature. This process is not new. The first water wheels were created over 2000 years ago. Since then humans have kept making the process more efficient.

We have plenty of water! 96% of the Earth’s surface is covered in water. Let’s use it to create electricity.

One way of creating hydropower is by attaching a dam to a river. This raises the water level of the river and creates falling water. The water usually falls into a reservoir. The kinetic energy (moving energy) created from the rush

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and pressure of falling water turns a generator which is converted into electricity.

The image shows that the potential energy stored in a body of water when held at a raised height, converts into kinetic energy when it falls and this kinetic energy turns a turbine and creates electricity. The water is directed through a pipe-like device, then the pressure turns the blades in a turbine to spin a generator to produce electricity.

Task: Write your thoughts on the back of this sheet or in your workbook.

1. Explain how falling water can be created. Can you think of more than one way? 2. Where could hydropower plants be located? Think of two places. 3. How much electricity is currently being made by hydroelectric power around the world? Use your research skills to find out. Is it more or less than the electricity created by burning coal?

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B. Planning and conducting

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A. Questioning and predicting

Virtual Fieldtrip: If you have a set of VR goggles, then download Google Expeditions for free and guide your way through `Angel Falls’. If not, google ‘waterfalls’ so that you can make observations using your senses and by researching on the internet. 1. What would the pressure feel like under a waterfall? 2. Research the three levels of pressure used to create hydroelectric power.

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C. Processing and analysing data and information

1. Tell your elbow partner about your findings. 2. Discuss any issues you can think of which could affect the reliability of hydroelectricity. 3. Compare the information you found on the internet about the required pressure needed for creating hydroelectricity and reliability. Do you think more of the world’s energy demands should be supported by hydropower? Give reasons for your answer. 12

student activityinformation

Tidal Power 1

Read the information then complete the activity sheet on the next page.

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Low Tide (b)

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High Tide (a)

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Moon

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Tidal power is a form of energy made from tidal energy in the ocean! The Earth experiences two main tides each day, caused by the moon. The moon’s gravitational pull generates tidal force. This tidal force causes the ocean water to bulge outwards on the side of the Earth closest to the moon and on the opposite side of Earth, the side farthest from the moon. These bulges of water are known as high tides. Low tides are experienced at the same time by the other two quadrants

There are two high tides and two low tides every 24 hours.

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Tidal generators (turbines) work like wind turbines in a lot of ways, they even look similar. It is the ocean currents which turn the turbine, not the wind. The spinning turbine is connected to a generator that produces electricity which travels through wires to where people can use this electricity.

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High Tide (a)

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The turbine is lowered into the ocean where noone can see it. The world’s largest tidal generator weighs 143 tons, the turbine blades are 18 meters and stand 22.5 meters high. The turbine is capable of generating enough electricity to power more than a 1000 homes. It is important that the turbine is located near to the houses that it is going to provide power for.

Discuss! If we do not invest in energy sources like tidal power, what might happen to our planet? 13

Tidal Power 2

activity There are three ways of creating tidal power:

tidal barrages

tidal turbines

tidal fences

Use the internet to find out how each device functions and find one positive and one negative fact about each type. The information on P13 will also help you.

Tidal Barrages

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Positive:

Negative:

Tidal Turbines Sketch:

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Sketch:

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Tidal Fences: Sketch:

Negative:

o c . che e r o r st su r ework: p How they Positive:

Negative:

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Positive:

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Biomass

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What Is Biomass?

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Biomass means using our rubbish to produce electricity! Biomass is organic material that comes from plants, animals, food and waste. After we have finished using something, we usually throw it away, but a lot of things we throw away can be used as a renewable source of energy. Biomass contains stored energy from the Sun. Plants absorb the Sun's energy in a process called photosynthesis. When biomass is burned, the chemical energy in biomass is released as heat. Biomass can be burned directly or converted to liquid biofuels or biogas that can be burned as fuels.

Biomass can be turned into renewable energy

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Examples of biomass and their uses for energy:

»» Food waste »» Animal manure and »» Agricultural crops »» Wood waste from (rubbish): burned to human sewage: (not needed or wood processing generate electricity converted to biogas ruined): burned as plants: burned in a power plant. which can be burned a fuel or converted to heat homes as a fuel to create to liquid biofuels (to and converted to electricity. power cars). electricity.

Read the following article about a waste conversion plant in WA and complete the questions.

Waste conversion plants are on the rise across WA. The Environmental Protection Authority (EPA) has approved new facilities to accommodate more waste to energy recycling plants. It is estimated that from one plant alone, 400,000 tonnes of household rubbish can be used to power up to 50,000 homes a year. WA currently has two plants and a third is currently being approved. Commercial waste from companies is also going to be converted to generate energy to feed back into industries. This is great news for all of those seeking to support environmental sustainability.

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Green light for waste conversion plant in Western Australia

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2. Discuss with your elbow partner and then write down your understanding of WA’s waste to energy plant. __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________

Biomass Debate

activity

One problem with biofuels is that it has encouraged some farmers to grow crops not for people to eat, but to sell for fuel to biomass plants. This requires a lot of land and water. When farmers swap their food crops for fuel crops, they are growing crops only to produce energy, not food. This creates a second problem – food shortages in some parts of the world.

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Brain Power Class Debate: People are being innovative when they come up with a new idea, but all new inventions have pros and cons. Complete the ‘for and against’ chart on biomass to use in a class debate or just to hand in. You will need to do some more research.

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RECORD THE OUTCOME OF THE DEBATE AND WHAT YOU HAVE LEARNT. How did the debate enable you to think differently about something you thought you had already made your mind up about? 17

Biomass To Electricity

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BRAIN POWER 1: In small groups, investigate types of waste which can be converted to electricity or energy in a waste conversion plant. Remember the main types of rubbish you are looking for are: food waste, animal manure, human sewage, agricultural crops, wood and wood processing plants’ wood waste.

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power burned create •f orr ev i eplant w pur pose soton l yelectricity •

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o c . cheBut poo may be the key tor e BRAIN POWER 2: Poo! It stinks! powering our world! o t r s usewerage per How are different countries using s their for biomass? Do some research and complete the table.

Who - Country

Where

What Happens

Biomass Experiment

activity

experiment: Complete the waste to energy experiment to test the concept of biomass yourself. Equipment:

Steps:

1 clear plastic bottle 1 teaspoon of sugar 2 teaspoons of yeast warm water 1 balloon

2. Add 2 teaspoons of yeast and gently swirl the bottle around for 5 seconds.

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1 plate to catch any waste

3. Add 1 teaspoon of sugar and swirl again for 5 seconds.

4. Blow up the balloon a few times to stretch it out then put it over the opening of the bottle. 5. Leave the bottle to sit in a warm place for about 20 minutes.

TASK: Complete the biomass inquiry sheet.

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1. Fill the bottle with about 4 cm of warm water.

A. Conduct the -y what isd it testing? ©experiment Read E Publ i cat i ons

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o c . che e r o r B. Report your results. Were you successful? Explain styour findings. s r upe

Moving Biomass

activity

maths problem: Stinky waste piles up and is transported truck load after truck load to be converted into energy. Use your Maths skills to help transport the waste. 1. Convert the boxes and truck’s measurements.

75 cm

10 m

Waste Container or e t s B r e oo 45 cm p k Su

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40 cm

Box of waste

Truck container

a. 75 cm = __________mm

a. 3 m = _________________cm_____________mm

b. 40 cm = __________mm

b. 10 m = ____________ ___cm_____________mm

c. 45 cm = __________mm

c. 2 m = _____________ ___cm_____________mm

Working out for volume: _________________________________________________________

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Total volume of a box of waste:____________________________________________________

3. Discuss with a friend how you could estimate the number of waste boxes which could fit into one truck.

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o c . che e r o t trucks and boxes of r 4. Bring in Lego blocks to fill a box tou simulate the waste s s r e p waste.

Estimation: ____________________________________________________________________

Step 1: Decide on the size of a box such as a shoe box to convert into a model of a truck. Bring in rectangular Lego pieces to piece together to fill the box. Step 2: Work out the volume of the box. ____________________________________________ Step 3: Work out the volume of one block of Lego. _ __________________________________ Step 4: Complete the challenge to fill the box, adding up the volume of the Lego cubes as you go. How close to the volume of the truck can you come to with Lego? ____________________

Infograph

activity

TASK: Design an infographic brochure or poster for the school community about biomass. Suggested apps / online programs are: Pikochart and CANVA.

1. 2. 3. 4. 5. 6. 7. 8. 9.

focused simple shows information visually easy to read the information a balance of pictures and words white space for readability noticeable heading includes current facts, figures, data includes references of websites used at the bottom 10. organised and structured

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10 top features of an infograph:

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Draft your infograph on biomass here.

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3D Infograph

activity

Imagine your infograph was transformed into a 3D projected interface that you could interact with through touch and was the shape of a rectangular prism. Look at this rectangular prism. The surfaces, called faces, meet in line segments, called edges. Opposite faces are congruent. They have the same shape and size. The prism has 3 dimensions (3D). A flat figure has 2 dimensions. If you flatten out a 3D shape it becomes flat.

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Follow the steps to create a rectangular prism. Then decorate each side with information from your biomass infograph on page 21. Step 3: Next, to find the total surface area of the prism, add all of the figures together.

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Step 1: Cut out the net and colour each face a different colour. Step 2: Calculate the surface area of the rectangular prism. First, find the areas of its faces and 2 bases. Write your answers to the sums in the space provided.

________________________

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B. 5 x 3 =______________

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Remember! The Surface area (SA) of a prism is the total area of all its faces.

B. 5 x 3 =______________

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Step 4: Explain how you solved the problem above. _______________________ _______________________

C. 4 x 5 =______________

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Step 5: Build the prism.

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Solar Power

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Solar Power

activity

Today, people can install solar panels, which convert the energy from the Sun into electricity. This electricity can contribute to the energy needs of a home. Businesses can install solar panels over a large area to power their business needs. If only 1% of the Earth’s land was covered in solar panels, it would generate enough power for everyone! If all the rooftops in Australia had solar panels, there would be enough energy to supply the whole country’s power requirements!

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1. Work in pairs: Complete the questions about solar power.

Is wind a type of solar power? If you agree explain why. How is electricity made from sunshine?

What is a solar panel made from that enables it to convert sunshine into power?

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Question

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What I will need

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Solar Cooker 1

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Have you ever thought about whether it is possible to cook food without gas, electricity or fire? If you have good sunlight you can build a solar cooker. The solar cooker works by converting sunlight into heat energy. This heat energy is trapped in an enclosed space and heats the food.

Task: Read the following explanation of how the Sun can cook food. Then, change the explanation into an engineering flow chart (below).

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How A Solar Cooker Works

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Look at the picture of the home-made solar cooker. foil plastic Here is how it works. The heat from the Sun becomes covering trapped inside the pizza box (solar oven). It starts to black warm up inside the box. As the box sits out in the paper sunlight, the rays of light reflect at an angle against the foil and bounce directly into the opening of the box. The plastic covering in the pizza box (solar cooker) heats pizza up the air that is trapped inside. Black paper inside the box box absorbs the heat at the bottom of the box and the black paper in the box makes sure the heat is contained instead of escaping out the side of the box. The solar oven can reach temperatures of up to 100°C. This means you could melt cheese on a wrap to make a cheesy pizza inside this box. Once the cheese reaches approximately 60°C it will go from a solid consistency to a runny, melted consistency. As it cools, it will go hard again but it does not return to exactly the same consistency as water does when it goes from solid to liquid and back again.

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output

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Solar Cooker 2

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You are going to make and test your own solar cooker to see if it can be used to cook food. First, complete the investigation questions, then follow the steps to make and test out your solar cooker.

Investigation Questions 1. Aim: Explain what you are trying to find out. What is your hypothesis?

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__________________________________________________________________________ __________________________________________________________________________

3. Risks: Are there any safety concerns and how can you prevent these?

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2. Predict: Explain what you think might happen and why.

__________________________________________________________________________ __________________________________________________________________________

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4. Results: Explain what happened. Think about how you could improve the investigation.

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Equipment: pizza box alfoil scissors clingwrap black card food ruler

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Procedure:

1. Use a clean pizza box or 30 cm x 30 cm small box – line the base with black card 2. Line the sides of the box with alfoil 3. Place a small rectangular box inside the larger box

4. Cover the top of the pizza box with alfoil. This is your sun reflector. 5. Place food (cheese/egg) inside the box and cover with clingwrap

small rectangular 6. Use a ruler to keep the top of the box open box and reflecting the sun. 26

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5. Conclusion: Was your hypothesis correct? Did you meet your aim? Why/Why not?

Solar Cooker 3

activity

You need to choose the best day to use your home-made solar cooker. Look at the weather over the next 4 weeks.

Week 1 30°C 35°C 39°C 33°C 33°C 33°C 30°C

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

Week 3 25°C 29°C 21°C 25°C 25°C 28°C 22°C

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

Week 4 10°C 18°C 11°C 12°C 15°C 19°C 19°C

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

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8°C 9°C 9°C 9°C 8°C 5°C 5°C

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Sunday Monday Tuesday Wednesday Thursday Friday Saturday

Week 2

To see this data better, you have decided to create a line graph.

Plot each week’s forecast (above) on the line graph below. The first week has been done for you. If the lines slope down, it means the temperature has decreased. If the lines slope up, it means the temperature has increased. You can use different colours to indicate the different weeks.

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Temperature °C

Weather Forecast

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Sun

Sat

You can graph your data digitally using software such as Excel spreadsheets and using the graph functions, or you can download an app such as CHARTISTIC to record your data.

Conclusion! On what day are you going to use your solar cooker? Why?

_________________________________________________________________________

Solar Plants

activity

google expeditionS! Follow the steps below then complete the tasks. Step 1: Download Google Expeditions on a device. Step 2: Select Environment. Step 3: Scroll down and select El Romero Solar Photovoltaic Plant. Step 4: If you have a VR device, select view with VR or select view in full screen if you do not. Step 5: Experience the vastness of the solar plant.

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task 1: Brain Power: Critical Thinking

__________________________________________________________________________

2. What might be challenging about the plant’s environment?

__________________________________________________________________________

3. What do you notice about the weather conditions?

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1. What do you notice about the landscape?

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• __________________________________________________________________________ __________________________________________________________________________

Step 6: Select the guide function.

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Step 7: Read the information about the plant. Step 8: Read the solar field and fighting climate change sections.

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4. What natural factors are affecting the solar photovoltaic plant?

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task 2: Create a draft information image below to identify key information, data and facts about solar plants.

task 3: Create an infographic: Use online software, e.g. CANVA or Piktochart, to relay the data about the Solar Photovoltaic Plant. 28

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Wind Power

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Wind Propeller

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Create a wind propeller and conduct an experiment to see how long a human powered propeller can spin for (without the person getting out of breath).

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TASK 1: Challenge yourself to create a pinwheel without reading the method (below)! First complete the brain power challenge question below and collect the materials needed.

d Brain power question! © Rea yE dPchallenge ubl i ca t i ons How can you soften the skewer so that it is easy to stick coloured square of the ando sos no splinters will occur? •f or evi ethumbtack w puinr p e son l y • paper (origami size) or r

Materials:

bamboo skewer

Your method:_ _______________________________________

1 thumbtack strong glue scissors

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Your idea: _ __________________________________________

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template (above) for pinwheel

Your prediction:_ _____________________________________

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Your results: _ ________________________________________

1. Stick the non-pointy end of the skewer into water so that it becomes soft and the thumbtack can be pushed in later without splintering. 2. Cut out the pinwheel, poke holes where indicated on the pinwheel. 3. Once cut out, take each point of the pinwheel and push into the thumbtack. 4. Once all four sections are through the pin, push the small bead onto the thumbtack to secure the pinwheel. 5. Secure into the bamboo stick.

Method:

task 2 - experiment! Once complete, see how many spins you get from the pinwheel before you get out of breath. STOP as soon as you start to feel out of breath - this is the limit of `human energy’. 30

Wind Power 1

information HOW IS THE WIND CREATED?

Wind is moving air. It is created because the Sun heats land faster than it heats water. Think of a beach where there is always a lot of wind. The Sun heats the sand faster than it heats the water, creating wind. This uneven heating of the land and the water creates conflicting air pressure (low pressure over the land and high pressure over the water) which in turn creates wind. The greater the difference in air pressure, the greater the wind.

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Low pressure (warm) air rises, and as it does higher pressure (cool) air takes its place. This movement creates wind.

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Wind Power

Wind is a source of energy that is renewable and does not pollute the Earth. Wind power is a cleaner alternative to burning fossil fuels. Other advantages of wind power is that it uses no water and uses little land. Wind power means using the wind to turn wind turbines. Wind turbines are like pinwheels; they collect the wind’s kinetic energy (motion). The giant blades are connected to a drive shaft that turns an electric generator to produce electricity. There are two types of wind turbines: vertical and horizontal.

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Wind turns blades of wind turbine, making electricity

4 Electricity joins grid and is distributed to homes.

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Turbine attached to a transformer which increases voltage on electricity

3 The electrical charge goes through high-voltage transmission lines. 31

Wind Power 2

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Use page 31 to complete this activity page. task 1

task 2

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Read the information about how wind is created. Explain this information using a labelled diagram. Study other diagrams about wind to help you.

Complete the close about wind turbines.

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ATTACHED

ELECTRICITY

WIND

GROUND

BLADES

TRANSFORMER

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TURNS GREENER

VOLTAGE

FOSSIL FUELS

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DISTRIBUTED

WATER

CLEANER

INCREASED

o c . che e r o The ____________________ of thisr electricity then ________________ inside t s supise r Wind turbines are powered by the ____________________. As the wind

____________ the _____________ of the wind turbine, it creates _________________.

a _______________. Transformers are ________________ to wind turbines.

Transformers can be underneath the _______________ so we cannot see them. The electricity in the transformer is then ____________________ to homes. This is a ______________ and ________________ way of using energy. It does not burn ______________ ____________________ and does not use any _____________ and uses little ________________________.

Wind Power 3

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Sketch your design here.

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In real life a wind turbine has a threedimensional geometrical structure. Create your own three-dimensional wind turbine structure using material in your classroom or at home. You could include the transformer and some houses too!

List what you will be using. Suggestions: straws/toothpicks, small elastic bands / sticky tape (or small marshmallows)

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Steps to build your structure.

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Take a photo of your completed structure.

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Wind Turbine Blades

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The blades of wind turbines are geometrical shapes. TASK 1: Study the shapes, then answer the questions.

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Question 1

Question 2

Which one am I? ___________________

a. I have two right angles.

a. I have 4 corners.

b. I have a line of symmetry through the middle of me.

b. I have a line of symmetry though the middle of me.

c. I am not a hexagon.

c. I have no right angles.

d. I have more than four corners.

d. I want to be a triangle but I have no tip.

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Which one am I? ___________________

Reflection – FlipPING a shape gives a mirror image

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SLIDE - The shape moves from one position to another in any direction.

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TASK 2: Find out which way the blades of a turbine spin, (clockwise or anticlockwise), and draw the direction the blades spin using arrows.

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Natural Disasters

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Jelly Earthquake

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experiment! Conduct an experiment to create a natural disaster-proof building. Predicting Natural disasters Humans spend a lot of time creating structures and buildings. Major geological events such as earthquakes can occur throughout the world knocking these structures down or damaging them. People have created different types of specifically engineered equipment such as seismographs to measure the size of natural events such as earthquakes. The size of an earthquake determines the amount of damage that might happen.

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BRAIN POWER 1: EARTHQUAKE CHALLENGE

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People have also invented equipment to try and predict when an earthquake might happen. Scientists have developed an Artificial Intelligence (AI) system to predict the timing of earthquakes. The AI machine analyses acoustic (sound) signals coming from the `fault’ (a break in the Earth’s crust) and searches for patterns enabling the machine to create an algorithm to predict future earthquakes and save lives.

Objective: You are going to create a structure using toothpicks and marshmallows that is as strong as possible. You will need to think about your design carefully. You will simulate an earthquake by shaking your design and testing its strength. Think about: a wide base, symmetrical design for balance and trusses. (A truss is a force applied at two points to make a join and the structure becomes one.)

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30 toothpicks

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Procedure:

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Before conducting the experiment, complete the plan on the following page.

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1. Build a 2 or 3 story 3D structure using 30 toothpicks and 30 mini marshmallows. 2. Make a large tray of green jelly (green represents the land). 3. Place your structure onto the jelly once the jelly has set. 4. Forces of nature: shake the tray gently at first and then with more force. See how long it takes for the structure to collapse. 5. Redesign your structure to strengthen it and repeat the experiment. 6. Record your findings.

Jelly Earthquake Plan

activity

An earthquake proof building design....hmmm,

Before you build a 3D toothpick and marshmallow structure that will withstand an earthquake, complete this planning sheet.

Define the problem

Identify what is required to solve the problem

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Share the results

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How could you improve the solution to get better results?

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o c . che e r o t r s super 4. Make and test the solution you think is best

Evaluate the results

Earthquake Circuit

activity

Challenge: You are going to design and construct a simple circuit using different components such as: bulbs and buzzers, which could be linked to a natural disaster warning system. Before you design your ‘natural disaster alarm’, study the recognised symbols for parts of a circuit. How a circuit works

Symbols used to draw diagrams of circuits

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TOP TIP: Electricity will only travel around a complete circuit. There can’t be any gaps in the circuit.

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A circuit needs a power source such as a battery pack with wires connected to the positive (+) and negative (–) ends. A cell is another name used for a battery. A circuit can also include other electrical components such as: bulbs, buzzers or motors which allow electricity to pass through the circuit.

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task 1: In the space below, recreate the example above of a complete circuit using the recognised symbols.

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task 2: Now, create your own circuit. You will need: battery pack wires

bulb or buzzer

task 3: A circuit must be complete for a light to light up or a buzzer to go off. With your elbow partner, brainstorm how you could use a circuit to create a buzzer alarm for an earthquake. Hint: The ground will start to move when an earthquake is starting to happen. How could movement be linked to creating a circuit alarm system? Share your ideas with the class.

Earthquake Management Plan

activity

in the event of a real earthquake, you could follow the Emergency Action steps below.

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»» Stay calm »» Activate the radio function on your phone »» Locate torches and emergency supplies »» Locate medications needed »» Wear any available suitable protective clothing

»» Duck and cover head with hands »» Move away from windows and moveable furniture »» Check for injuries, call 000 if needed »» Shut off electricity and utilities if possible »» Locate pets and try to keep them with you »» Prepare for after-shocks »» If you have time, leave a note so people know where you have evacuated to

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If there ever was an earthquake, the information below would come in handy. Complete it as best you can. Emergency Contacts Carry contacts on a post-it in your wallet or purse or phone holder

Name

Number

Family plan I have authorised the following people to pick up my children from school:

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Name

o c . che e r stay tuned o r stto receive updates: r upore Tune into the following radio s stations websites

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Clothing list:

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Emergency supplies list and location: (e.g. medicines, food and water radio, phone, vital documents, pets, computer)

_____________________________________________________________________

EXTRA: Research what to do in the event of a tsunami. 39

Escape Plan

activity

Think ahead! Complete this sheet to be prepared for a natural disaster striking during class. 7. Mark the quickest route from your classroom to the emergency meeting point

Be Prepared!

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Hint: Think about the shapes you see in Maths to help you draw the rooms and features of your school

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1. Use this page to draw a floorplan of your school 2. Highlight main exits from each room (doors, windows) 3. Mark the location of first aid kits on your plan 4. Mark the location of fire extinguishers and fire blankets 5. Be sure all class members know how to use a fire extinguisher and fire blanket 6. Where are the emergency meeting points? Do all students assemble in the same area or do different year groups have different assembly points?

Floorplan of ________________

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What problems could you or those around you in an emergency face that might not be covered in an escape plan? Discuss. 40

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Apps For STEM

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Probability

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TASK: Conduct a probability experiment by spinning the spinner many times. You will need: Spinner with six sections – three sections should be different colours (red, yellow and green) and the remaining three should be one colour (blue)

blue blue

blue

or e st Bo yellow r e red p ok u S green

1. Complete the table.

Theoretical probability

(how many times you think it will occur)

blue red

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You can make your own spinner using cardboard, textas, a split pin and paperclip. Think of an innovative way to make it spin.

Experimental probability

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yellow

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green

2. How does the experimental probability compare to the theoretical probability?

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3. Investigate the `law of large numbers'. Record your findings here and then share them with your class.

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Scratch Digital Storytelling 1

activity

create a story! You are going to create your own short story with a strong moral about planet Earth. You are going to plan it first, then bring your story to life using the digital app Scratch. State the aim/moral of your digital story: _____________________________________________________________________________

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_____________________________________________________________________________ Give your digital story a name and explain why it is appropriate:

_____________________________________________________________________________

Story Planning Sheet 2.

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_____________________________________________________________________________

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Scratch Digital Storytelling 2

Now you have completed your planning, turn it into a real digital story by downloading Scratch (http://scratch.mit.edu/) on your device.

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Want to know more? There are many You Tube video tutorials explaining how to program sprites, change backgrounds, add sound effects, add movements and voice overs!

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In Scratch, you will notice that characters are sprites, setting is background and speech is voice over. In Scratch, you can: »» place one line of narration across the bottom of each 'page'. »» make your own 'backgrounds' for your story to develop in (use Draw or Paint) »» show your characters’ thoughts in three ways: speech bubbles, thought bubbles, voice-over (use your microphone to add conversations spoken between characters or to narrate your Scratch program) »» modify sprites (characters) from Scratch or from the internet and use the function costumes to animate your sprites »» add music files to add to your story - you can use the files from Top Tip! Scratch or from the internet or your own music making software Make sure you TOP TIP: REPEAT is used to tell the computer to keep running the include REPETITION same commands over and over again. It saves you time, as you in your coding. only need to type in the command once.

Review! Complete the checklist after you have used Scratch.

SCRATCH PROGRAMMING CHECKLIST

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Key

 Happy = I am confident in my ability to use Scratch coding to create a digital story.  Medium = I can do this with some assistance.  Perplexed = I still need help to complete this task.

         

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  I can use `repeat’ loops.   I can write instructions to create a simple shape.   I can use x and y coordinates   . te to control the position of sprites. o I can evaluate the effectiveness of my digital story’s meaning.  c . cthee e r I can create a digital story whereh sprites interact with each other.   o t r s s r u pe I can pose `if’ questions to problems and solve in Scratch.   I can add music and/or audio to my digital story.   I have a beginning, middle and end to my digital story.   I can use the costume function to create appropriate characters.   I can import a sprite character and make it move.

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Templates And Teachers’ Notes

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Environmental Resources Glossary

activity

Complete the glossary below. MEANING OR EXPLANATION IN CONTEXT aquifer

biodegradable

DRAW A PICTURE

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condensation

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editing crew

GIVE AN EXAMPLE IN YOUR OWN WORDS

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circuit

depletion

discharge

evaporation

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Environmental Resources Glossary

activity

MEANING OR EXPLANATION IN CONTEXT groundwater

hazard

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overuse

pollution

DRAW A PICTURE

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irrigation

GIVE AN EXAMPLE IN YOUR OWN WORDS

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tidal power

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recharge

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water cycle

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Think Sheet

activity Complete the think sheet. Name:

topic:

date:

Question

Pose a question about today’s topic

(before learning / reading)

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prediction

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conclusion (after reading or learning)

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What worked:

What didn’t work:

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What I would change: Include a diagram on the back of this sheet. 48

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Difficult Word Chart

activity

Write down any difficult words you come across during your STEM studies.

Word

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Wind and power

Your Explanation

A machine for producing continuing power

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Definition A machine with a wheel or rotor which produces power

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turbine

Context Clues

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Teachers’ Notes

Stem Showcase

Plan a time and date when other teachers, parents and other year groups can come and view your students’ designs, planning, experiments, dioramas, etc.

Plan your STEM showcase! 1. Decide what the students will showcase to the visitor. Suggestions: 3D printer models, Happy 3D models on their iPads, STEM Planning Sheets.

Do we have enough filament?

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Let’s sketch the design? Let’s design a model

2. Prepare students to answer questions visitors may have about their work.

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4. Prepare a handout for visitors explaining the STEM process. 5. Create a PowerPoint or slideshow presentation to upload to a sharing platform such as Connect or SeeSaw which visitors can view either during the showcase or later.

Which App should we use?

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3. Arrange students into small groups who will work on their STEM planning sheets and apps during the showcase and talk to the visitors.

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7. Select two or more students who will thank the visitors for attending and let them know about upcoming STEM projects in the class or at the school (students prepare a short speech). 8. Class reviews the showcase and brainstorms what worked and what they would like to change or improve on for next time.

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6. Decide on who will record the showcase on an iPad. Make a short documentary about the showcase. Interview some visitors, and the Principal about the project.

. t ea speech, you may like to use the speech template o below. Don't forget to plan c . che e r o st super Thank You To Our Visitors!r

Class ___________ would like to thank all of the people who have attended our STEM Showcase today. We would especially like to thank our class teacher ________________ and all of the teachers and students involved in the project. We have really enjoyed showcasing our STEM and DigiTech project on ___________________________. Soon we will be starting a STEM and DigiTech project in ___________________________ ________________________________________________________________________. Thank you for attending today and we look forward to seeing you all next time.

DigiTech

Teachers’ Notes

This is a great reference if you are planning to include technology in the classroom or on incorporating technology to support 21st century thinking and STEM skills. Technology overview

Notes

Apply to learning area

Create 3D images to print on a 3D printer.

Look for a plastic water bottle recycling company to create the filament for the printer to reduce costs.

Design and print model prototypes of inventions such as the Sea Bin to rid the ocean of plastics and micro-plastics.

App: Greenscreen

This is a free app.

Students can easily manage this app to create documentaries, class presentations and news reports. It makes creating a presentation `real life’ as you can have a director, the presenter, camera person and so forth if you would like to do group collaborations.

Readily used in a primary setting for communication between teachers, students and parents.

Showcase student work, keep student exemplars, communicate with parents in a meaningful manner.

App: Happy 3D

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Greenscreen allows students to select an image from Google and import it to the Greenroom App. Using a green backdrop (painted or a green piece of material) students can then record themselves presenting.

App: SeeSaw

App for teachers and students to upload student work and share with other departments and family members.

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© ReadyEdPubl i cat i ons Free at the entry level. Students can interact with text App: Explain Everything to • better understand ortor evi ew pur posesand oimages nl y Highlight text• andf images course curriculum.

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App: Padlet

Free interactive and collaborative format for sharing and evaluating information.

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Free program including wall and brainstorms.

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enable students to interact with and focus on key ideas and concepts.

Teachers can pose questions and students can upload their research directly.

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App: Google Expeditions

This is free to download.

Download the App on an iPad or phone if you are using it with VR headsets (including cardboard headsets).

There is a text section under GUIDE which explains what is being shown in the VR experience. It is well-worded and has differentiated questions to stimulate critical thinking.

App: Google Cardboard

Price range is currently between $5.71 and $15.00 for cardboard or plastic viewers. Phones slide into the device and you can then view the VR experience of your choice.

These come flat-packed and they fold together. Varying quality. The phone then slides into the viewer.

All HASS learning areas: scroll through topics such as LANDSCAPES AND ENVIRONMENT to find VR experiences for students. For example, a solar plant or marine pollution and exploring robotics.

Search for a VR experience to use as a hook/information for a subject or assessment and launch your topic from there.

Answers

Teachers’ Notes P8 - Electricity Brain power challenge i. Canada and United States ii. Country 1 – Canada: population 36 million people; Country 2 – United States: population 323 million people; Country 3 – Australia: population 25 million people iii. India 1.3 billion people – Electricity use is 1/10th of Canada and United States

P12 – Hydropower Questioning and predicting 1. Waterfalls and dams 2. Victoria Falls, Niagra Falls, Iguazu Falls 3. Approximately 17% of International Energy Agency electricity output records Planning and conducting 1. A lot of pressure at a steady rate 2. High pressure, medium pressure and low pressure. The higher the pressure the less water flow is needed the lower the pressure the higher the water that is needed. Processing and analysing data and information 3. Reliabilty of hydropower can be affected by the constant supply of water at a steady rate, costs

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P9 – Sustainable Energy Brain Power 1: solar, tidal, thermal, geothermal, wind, hydro, biomass, human Brain Power 2: List 1: Legs to pedal a bike, breath to power a pin wheel List 2: Turn off power points, turn off unnecessary lights, use appliances on power save, install power and energy saving appliances, drive a solar power or hybrid car

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areas of the world closer to the equator can benefit well from geothermal energy.

5. 6. 7.

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P11 – Geothermal Energy Brain Power Task 1: 150-200 metres to 10,000 metres Tunnels dug underground vertically or horizontally can generate geothermal energy for the home. Variables include the earths’ temperature in the area of the home, 52

not invest in alternative energy sources like tidal power, our planet will become more polluted, because burning coal to create electricity releases harmful chemicals into the air. These chemicals can create climate change. Climate change affects animals; they can be threatened because of loss of habitat. If we lose a species, it affects us all because the ecosystem is no longer in balance. Burning fossil fuels like coal and natural gases affects our planet because they are non-renewable, which means that we risk running out of these resources if we do not use them carefully.

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generate energy as their bodies become tired Electric legs or automated body parts would need to be attached to humans, built in rest periods, fuel with energy dense foods Students’ thoughts Students test their solutions (possible using a pin wheel) Students evaluate the results Students decide on how to improve their results Students share their results

P14 – Tidal Power 2 Tidal barrages How they work: Tidal barrages are similar to hydro-electric dams. A dam blocks and controls the speed of water through a turbine. The turbine is spun by the

Teachers’ Notes

P18 – Biomass To Electricity Brain Power 1 Possible answers

What Wood waste

Where

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Commercial Produces business power electricity plant Makes steam Waste to for generating energy plant electricity Combined heat Biogas to and power electricity plant

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Brain Power 2 Possible answers

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incoming and outgoing water. Positive: Tidal currents are predictable. Negative: They are expensive to build. Tidal turbines How they work: Tidal turbines sit in the water and are moved by the incoming and outgoing tide under the water creating electricity. Positive: Efficiency is high as it is a purely mechanical device reliant on the tides. Negative: There is potential impact on fish, marine mammals and birds. Tidal fences How they work: Tidal fences sit under the water and the incoming and outgoing tide moves the tidal fence turbines to create electricity. Positive: There is less environmental damage than a tidal barrage. Negative: They can disturb marine life and the ecology of the area.

Answers

What Happens

Anaerobic digestion used to convert sewage to biogas to power generators which produce electricity. Biogas converted to electricity

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1. waste; conversion; plants; power; commercial; industries; environmental; sustainability 2. WA has two waste to energy conversion plants. There is a third plant which will be built. The plants covert household waste to energy in the form of electricity to power households. Businesses are also able to convert their waste to energy. These plants will improve the environment.

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P17 – Biomass Debate For: leads to change and development; new way of protecting the environment; can be changed and adapted to remove any negatives Against: Not all inventions are good as they can have disadvantages; not all inventions are designed to protect the environment; some inventions are too expensive for people to access and use

P19– Biomass Experiment What is it testing? It is testing why waste is a problem (waste decomposes which can cause pollution). Were you successful? Explain your findings. The yeast when mixed with sugar will ferment giving off gas which will expand the balloon (the balloon will blow up from the gas given off by the yeast and sugar fermenting in the bottle). This shows that organic waste can be turned into renewable energy sources. The process of combustion can convert organic waste to energy or electricity. 53

Answers

Teachers’ Notes

to protect yourself while you watch the pizza cook. If you touch the cheese and it is melted you could burn your finger. 4. Results: The pizza cooked but the cheese only partly melted/the pizza cooked and the cheese melted. 5. Conclusion: Will vary.

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P22 - 3D Infograph A: 4 x 5 = 20 B: 5 x 3 = 15 C: 4 x 5 = 20 Surface area of a prism: 105cm2

P28 – Solar Plants 1. The landscape is quite barren around the solar plant. 2. It could be very hot for workers. 3. The weather conditions are clear and there is sunshine. 4. The Sun’s rays allow the solar photovoltaic plant to create electricity.

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P20 – Moving Biomass 1. Box of waste = a. 750 mm b. 400 mm c. 450 mm Truck container = a. 300 cm / 3000 mm b. 1000 cm / 10000 mm c. 200 cm / 2000 mm 2. 40 x 75 x 45 = 135000 cm3 3. There are many ways students can explore this answer including building a model or using a design app such as Happy3D. Mathematically they could calculate: 2 x 10 x 3 = 60 m3. Turn 135000cm3 to 0.135 m3 and divide getting 444 boxes (approximately).

P32 – Wind Power 2 2. wind; turns; blades; electricity; voltage; increased; transformer; attached; ground; distributed; cleaner; greener; fossil fuels; land; water

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P42 – Probability The law of large numbers is a principle of probability according to which the frequencies of events with the same likelihood of occurrence even out, given enough trials or instances.

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P26 – Solar Cooker 2 1. Aim: To find out if the Sun can be harnessed to cook a homemade pizza. 2. Predict: The pizza might get warm but not actually reach a cooking point high enough to melt the cheese. This may happen as you need 66 degrees to melt cheese. 3. Risks: Depending on the heat from the Sun you many need to wear sunscreen 54

P34 – Wind Turbine Blades 1. C 2. B

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caused by the uneven heating of the atmosphere by the Sun. Wind flow can be used to create energy. 2. Solar-powered photovoltaic (PV) panels convert the Sun’s rays to electricity. 3. Solar panels are made from solar photovoltaic (PV) panels made up of multiple PV cells. Cells are semiconductor devices which convert energy from the Sun’s rays directly into electricity.

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