20048 AC Science Year 6 Physical sciences

Your partner in education 

YEAR 

6 

Physical sciences 

YEAR 1 

SCIENCE 

©R.I.C. Publications 

Low Resolution Images 

Display Copy 

Australian Primary Publisher 

of the Year 2015 and 2016

Australian Curriculum Science (Year 6) 

Published by R.I.C. Publications ® 2011 

Copyright @ R.I.C. Publications ® 2011 

Revised 2017 

RIC-20047 

Titles in this series: 

Australian Curriculum Science (Foundation) 








All material identified by O is material subject to copyright 

under the Copyright Act 1968 (Cth) and is owned by the Australian 

Curriculum, Assessment and Reporting Authority 2017. 

For all Australian Curriculum material except elaborations: This is 

an extract from the Australian Curriculum. 

Elaborations: This may be a modified extract from the Australian 

Curriculum and may include the work of other authors. 

Disclaimer: ACARA neither endorses nor verifies the accuracy of the 

information provided and accepts no responsibility for incomplete or 

inaccurate information. 

In particular, ACARA does not endorse or verify that 

• The content descriptions are solely for a particular year and 

subject; 

• All the content descriptions for that year and subject have been 

used;and 

• The author's material aligns with the Australian Curriculum content 

descriptions for the relevant year and subject. 

You can find the unaltered and most up to date version of this 

material at http://www.australiancurriculum.edu.au/ 

This material is reproduced with the permission of ACARA. 

Cft 

I Australian 

gw CURRICULUM 

Copyright Notice 

A number of pages in this book are worksheets. 

The publisher licenses the individual teacher 

who purchased this book to photocopy these 

pages to hand out to students in their own 

classes. 

Except as allowed under the Copyright Act 1968, 

any other use (including digital and online uses 

and the creation of overhead transparencies 

or posters) or any use by or for other people 

(including by or for other teachers, students or 

institutions) is prohibited. If you want a licence 

to do anything outside the scope of the BLM 

licence above, please contact the Publisher. 

This information is provided to clarify the limits 

of this licence and its interaction with the 

Copyright Act. 

For your added protection in the case of 

copyright inspection, please complete the form 

below. Retain this form, the complete original 

document and the invoice or receipt as proof 

of purchase. 

Name of Purchaser: 

Date of Purchase: 

Supplier: 

School Order# (if applicable): 

Signature of Purchaser: 



Display Copy 

Internet websites 

In some instances, websites or specific URLs may be recommended. While these are checked and rechecked at the time of 

publication, the publisher has no control over any subsequent changes which may be madetowebpages. ltis stronglyrecommended 

that the class teacher checks all UR Ls before allowing students to access them. 

View all pages online 

PO Box 332 Greenwood Western Australia 6924 

Website: www.ricpublications.com.au 

Email: mail@ricpublications.com.au 

R.I.C. PUBLICATIONS 

YOUR PARTNER IN EDUCATION 

AUSTRALIAN 

PRIMARY PUBLISHER 

OF THE YEAR 

2015 & 2016

Foreword 

Australian Curriculum Science - Foundation to Year 7 is a series of books written specifically to support the national curriculum. Science 

l i teracy texts introduce concepts and are supported by practical hands-on activities, predominantly experiments. 

All Science Understanding and Science as a Human Endeavour substrands for each level are included. Science Inquiry Skills and overarching ideas 

underpin all topics. 

Titles in this series are: Australian Curriculum Science - Foundation 

Australian Curriculum Science - Year 1 







Contents 

Teachers notes ................................................................... iv-vi How are earthquakes and tsunamis related? .................... .42-44 

Scope and sequence ................................................................ vii How submarine earthquakes can create tsunamis .................. 45 

Scientific method ................................................................... viii How are earthquakes measured?.. .................................... 46-48 

Investigation format ................................................................ ix Earthquake research .............................................................. 49 

Biological sciences ......................................................... 2-17 

How important is soil? .......................................................... 2-4 

Best conditions for growth ....................................................... 5 

What are fungi and what do they do? .................................... 6--8 

How are volcanic er u ptions monitored? ........................... 50--52 

Ring of Fire eruptions ............................................................ 53 

What are the effects of dro ught? ....................................... 54-56 

Clean water for all! ................................................................. 57 

Foul fungi ................................................................................. 9 Ph y sical sciences .......................................................... 58-81 

n Why do plats and animals need to adapt? ....................... 10-12 How does electricity flow? ................................................ 58-60 

Plant and animal adaptations ................................................. 13 Connecting circuits ................................................................ 61 

Why do animals migrate or hibernate? ............................. 14-16 

What are electrical conductors and insulators? ................ 62--64 

Migration and hibernation ..................................................... 17 Conductor or insulator? ......................................................... 65 

Chemical sciences ........................................................ 18-37 

What happens when materials are mixed? ........................ 18-20 

Clean dirty water .................................................................... 21 

What is solubility? ............................................................. 22-24 

The effect of particle size and stirring on solubility ................. 25 

What changes do heating and cooling cause? ................... 26-28 

Just add salt! .......................................................................... 29 

Why do metals rust? ......................................................... 30-32 

Rusting nails .......................................................................... 33 

How is reversible change used in recycling? ..................... 34-36 

Recycling paper ..................................................................... 37 

Earth and space sciences .............................................. 38-57 

How do light globes work? ............................................... 66--68 



Display Copy 

What causes a volcanic eruption? ..................................... 38-40 

Create the most explosive volcano .......................................... 41 

Electromagnetism unplugged! ................................................ 69 

How do wind and water generate electricity? .................... 70--72 

Making the most of water power ............................................ 73 

How do we get power from the sun? ................................. 74-76 

Solar-powered pathways ......................................................... 77 

Which energy sources for the future? ............................... 78-80 

Sustainable energy sources on tap .......................................... 81 

R.I.C. Publications ® www.ricpublications.com.au 

m 

AUSTRALIAN 

CURRICULUM SCIENCE (Year 6)

Teachers notes 

Each book is divided into four sections corresponding to the four substrands of the Science Understanding strand of the curriculum. Shaded tabs 

down the side of each book provide a quick and easy means to locate biological sciences, chemical sciences, Earth and space sciences or physical 

sciences substrands. 

Science as a Human Endeavour units or questions, as set out in the Australian Curriculum, are included in all substrands. 

Science Inquiry Skills are included in all units. The skills utilised are listed on each teachers page. 

The six overarching ideas (Patterns, order and organisation; Form and function; Stability and change; Scale and measurement; Matter and energy; 

and Systems) underpin each science literacy text page and are included as much as possible throughout the comprehension pages. 

Each substrand is divided into a number of four-page units, each covering a particular aspect and following a consistent format. 

The four-page format of each unit consists of: 

• a teachers page 

• student page 1, which is a science literacy text about the concept with relevant diagrams or artwork 

• student page 2, which includes comprehension questions about the literacy text 

• student page 3, which involves a hands-on activity such as an experiment. 

FOUR-PAGE FORMAT 

Teachers page 

The first page in each four-page format is a teachers page which provides the following infor m ation: 

• A shaded tab gives the 

Science Understanding 

substrand. 

• The title of the four-page 

un i t is given. 

• The content focus (the 

particular aspect of the unit 

covered in that set of four 

pages) is given. 

• The inquiry skills focus 

covered within the four pages 

is set out. 

What are fungi and what do they do? 

Coaut(Otld; Tbebeuiourofl'uogi..tlbdrroleln 

foodproduaionaod:spoibge 

I.Teacher clteck;answerscwld iRdude:theycanbegood orbad, 

big or small. Theycu klll ormre.Theycan destroy food or be 

lmporlllntinprodudngfood.'ff,eyareabltllkeplantsand abitlke 

anlmalsyettheyare nelther. 

2.{1)Theydecomposedeaclorgmic:1!12!1er.Theyfeedasparasiles on 

lrang.llesh. 

{b)eJIZ}ID8 

3.(a)fromtheoul:!ide.ib 

(b)fromtb.einsidewi: 

4. (a)Inrespirat,onlyarboodlol:idelsproduced .In +---+ 

fermenl2iloD,tkohol lsalsoproduud 

(b)ResptratioooccunitotKpresence olatr.FermenW:lonoccurs 

witbllttlcocoou 

5.( a)cubondloxkleproducecwrtngmplratioo 

(b )alooholpnxb:eddurin&fermentatioo 

6. {a)Enzymesproducedbytbemouldbreakdownthebeans illlo a 

, ... 

.. 

{b)F.nzymesprodl1Cl'dbytbe)edbre3klhepmedowntoaliquid 

and produce de5irab!iblwn;. 

Teacherrheclr. 

,,.. 

Studc ntswilldisr.ofctha1flllglgrowlnall condltionscxccptlnfreezing 

temperature;. the gt'('1iC gr°"1h oooirs where conditions arc warm 

mdd,mp. 

• Answers and explanations are 

provided where appropriate 

for student pages 2 and 3 (the 

comprehension questions 

relating to the text and the final 

activity in the set of four pages). 



Display Copy 

• Preparation states any 

material or resources the 

teacher may need to collect to 

implement a lesson, or carry 

out an experiment or activity. 

• Background information, ---+---- 

--------+-- • The lessons provides 

information relating to 

implementing the lessons on 

the following student pages. 

which includes additional 

IF'i!''ui:!· "!!:!:I" ir1!· ·CHI::!!' CEi:':l:!7':!ll-ili:, ·:l:i&·1•+11v:nnm&:c&+ill¥N•-:-.J••••11 fl!+:!· 1111111 moam -- m-ii 

information for teacher and 

student use and useful websites 

relating to the topic of the 

section, expands on the unt. 

AUSTRALIAN CURRICULUM SCIENCE (Year 6) 

- 

www.ricpublications.com.au R.I.C. Publications ®

. 


FOUR-PAGE FORMAT (continued) 

Student page 1 

The second page in the four-page format is a science literacy text which introduces the topic. This page provides the following infonnation: 

• A shaded tab down the side gives the Science 

Understanding substrand. 

• The title of the unit is given. This is in the fonn of 

a question to incorporate science inquiry skills and 

overarching ideas. 

• The science literacy text is provided. 

• Relevant diagrams or artwork enhance the text, 

or are used to assist student understanding of the 

concepts. 


hat are fungi and what do they do? - I 

Fungi ore s!ronge organisms. They ore ooilher 

planl nor ooimol but ar11 similar to bath. They 

eonbe110tir,y !hot omicroecopeleneededk> 

see !hem or'° lorge thlJI 1hcy oon be seen 

:: !t:i;=:o:;;,Joo 

Olh&rs,likeciflafhcopandcfestroyingcmgei.. 

eonldllyou.Some fl.mgicon curuinfeclion$ 

(rrom perricillium comes the penicillin 

= 

I.'. 

Mouds ood yeosts are types of fungi. They 

oon deslroy food. Mould will grow on any 

moislfooditem lhotisl11nlong11nough 

In worm conditions. But some yooel!I and 

=: e b: 1 i::::, 

oon oolonthesugarin canncd sondfinks 

ondtcrmoorbondiwdde. 

5om9 c11e1111118 are mould rip&ned. The 

: :! :e::i;t i:t!::d a == 

"-"'"'· ,·· fl) Oheflo=bocomes.Brie o,odc.-, 

eJCisl in al Y!lrieties of environment: in air, 80i l The longer 

Unli11f"enplante,f1Jngi do nolneed 

sunligh1 10 grow.They obtointheirfoodfrom 

dead orgonic molter or they ve as parasites 

on lvlngflesh.Fungl ore lmportant ln olfood 

webs. AB they feed, they produce subskmces 

ai led 6flZ}'11SSWhich break dow n the orgonic 

mctter,releosing energybockinlolhesoil 

in lheformotnutrients.Fungi grawbe!ltin 

domp,wam,oondltlons. 

lhe cheese Is left, the stronger 

ore coated with a ne layer ofwhire mould 

oodlheflavourdevelops fromthe outside in. 

Thisis coll8dsurfaca ripening.SHtonand 

OanlshblueorelnJectedwllhbluemouldond 

lhaflavourd11velop5fromtheinside. 

Wlhout yeost,breadoould nolrlseoncl 

fruitand cel'80Igroin could natfem,ent lo 

produc:ewineandbeer. 

Yeost woos in two ways. Wnh oir, the yeast 

mnvertssugar ta oorbon diaxide.This 

prooeooisoolledrespilTJtion.Wnhttreorno 

air,sugorisoonverted to olcohot ondcarbon 

diaxide.This processis called'9tm6ntation. 

lnbreoclmaklng, balh processeoccur. 

Carbon dioxid11 from r11Spiration causes 1111 

doughtorie.eondfermentafionpmduche 

deliciov$smcll.The olcohol lholitproduced 

indot>ghis dHtroyed durlngboking. 

In me production of soy aouoe, 1"$1 o mould 

is oddcd 10 breok down the soy beons in100 

pasle.Ayeostthenfeedsonthepaste ond 

ln dolng soproduoes anquldwllhdeslroble 

llowura.Anar obout arnanth,lhe liquidill 

1eodytobe separatad,sterilisedtakilllhe 

yoosts ondmoutds,ondbollledreodyfor 

llllleossoy souce. 

1 1· ,I f-c.i IE 

The second student page consists of a series of questions or activities relating to the literacy text. They aim to gauge student understanding of the 

concepts presented in the text. Many of these questions relate to overarching ideas relevant to that age level as stated in the Australian Curriculum 

Science. 

IWhat are rungl and what da they da? - 2 

u .. 1111 tut on 7 IO eompi.te the following. 

I. In your own woros, explain why funi;rl are st range organtsm, 

-· 

2. (a} Fungi obtainltoodtromlwol!OUl'Ces.What are they? _______ 

(b} Fungioon eo,rg0nic m0tterbeoousethey produe9sub&l0nces rhotbre0k lt 

Wh

. 

. 


FOUR-PAGE FORMAT (continued) 


The third student page provides a hands-on activ i ty. It may be an experiment, art or craft activity, research activity or similar. 

• A shaded tab gives the Science Understanding 

subst r and. 

• The title is given. This will be different from the 

previous two pages, but will be a related to the 

concept focus of the unit. 

• An adapted procedure for an experiment, craft 

activity or a research activity is given. 

Science as a Human Endeavour units and questions 

I 

---------' 

i 

:::- .:,:: = .. h•b

(g JeaA) :l:JN:11:JS Wn1n:JIUHn:J ffltl1l'111SnY m 

 

' 

Physical sciences 

..__, 

' 

'-" t 

' ' 

 

6-- 

' 

; 

' 

..__, 

' 

Earth and space 

sciences 

I 

' ' 

t!;; 

J,._ 

V, 

' 

r 

' 

..__, 

' 

Chemical sciences 

'-" 

'-" 

' ' 

N 

N 

V, 

' 

f 

..... 

' 

t 

..__, 

' 

Biological 

sciences 

:; I 'r' 

.!.. 'D 

'-" 

' ' 

1-= 

N 

J, J8 

• 

ois- :::C ro· 

= "' § 

ne·woo·suO!tBO!IQndO!J"MMM a,SUO!lBO!IQnd ":JTII 

.gs· 

5'q9.. c:i.. s 

[ 

' 

 

a 

a .g. g; 

=· g• ..... 

= ::, 

The growth and survival of living things "' e1 

o. 

, 

g. 

1 are affected by physical conditions of their 

environment 

"' e§. ("l 

(ACSSU094) 

"'e:.. 

0 

Changes to materials can be r e versible or 

irreversible (ACSSU095) 

0 

Sudden geological changes and extreme 

weather events can affect Earth's surface 

"' C"> 

- 

- 

"' e:.. 

0. tn 

 

f6 

 

f 

g 

= 

(ACSSU096) 

e =- IYCI 

Electrical energy can be transferred and 

tr a nsformed in electrical circuits and can 

be generated from a range of 

sources (ACSSU097) tl!"/!!i 

W 

"' .,, 

- -[ 

 

!;; e:.. 

§ =· 

' 

' 



Display Copy 

• 

• • • 

,1, 

,1,1,1, 

' 

' ' ' ' 

' 

' ' 

• 

• ' • 

' • 

• • 

• 

,1, 

,1, 

' 

' ' 

' 

' 

• 

• • 

,1,1, 

,1,1,1, 

' ' ' ' 

' ' ' 

' ' ' ' 

' ' 

• 

Science involves testing predictions 

by gathering data and using evidence 

to develop explanations of events and 

phenomena and reflects historical and 

cultur a l contributions (ACSHE098) 

e 

Scientific knolwedge is used to solve 

problems and inform personal and 

community decisions (ACSHElOO) 

e 

=- :g z 

tr.I §. o. 

9 "' 

@ a & 

g, 

"' g; 

- 

§ 

"' "' p_. 

g, 

With guidance, pose clarifying questions 1:'; '2 

, I and make predictions about scientific g, § - 

investigations 

(ACS!S232) 

\W °"' 

Identify, plan and apply the elements of 

scientific investigations to answer questions 

' I ' I and solve problems using equipment and 

materials safely and identifying potential 

risks (ACS!S103) 

\W 

Decide variables to be changed and 

measured in fair tests, and observe measure 

' ' I and recrod data with accuracy usng digital 

technologies as appropriate 


tl!"/!!i 

'5li' 

' 

' 

' 

Construct and use a range of 

representations, including tables and 

, I graphs, to represent and describe 

observations, patterns or relationships 

in data using digital technologies as 

appropriate (ACSIS107) 

W 

Compare data with predictions and use 

' I as evidence in developing explanations 


g- "'" - 

0 

Reflect on and suggest improvements to 

scientific investigations (ACS!S108) 

e 

Communicate ideas, explanations and 

,1,1,1,1,1,1,1,1,1,1,1,1, ,1,1,1, ' , I processes using scientific representations 

in a variety of ways, including multi-modal 

texts (ACSISllO) 

e 

(9 JDaA) aouanbas puo acloos 

f00 

§ 

p_. 

I 

00 

s· 

 

 

E:l .a. 

p_. 

s· § 

o' p_. 

9 § 

g-f 

C Jg" 

i 

g- 

oo 

C"> 

0 

§ 

§. 

("l 

g- 

oo 

i 

 

 

 

 

r 

 

 

 

 

]- 

Scientific method 

Subject 

Question 

Background research 

Hypothesise 

Test hypothesis 

Analyse data 



Display Copy 

Communicate results 


m 

www.ricpublications.com.au 

R.I.C. Publications ®

_____ l_n_v_e_s_tigation format 

Title 

(What am I investigating?) 

Prediction 

(What do I expect to discover?) 

Procedure 

(How am I going to 

set up the investigation?) 

Equipment 

(What do I need? 

How do I use it?) 

Reliability 

(How will I ensure a fair test?) 

Observations/Measurements 

(How will I record what I 

see and/or measure?) 

Analysis of results 

(What do my results show? 

How do they relate to my prediction?) 

Developing explanations 

(What do my results mean?) 

Communicating 

(How will I present my results?) 



Display Copy 

Reflecting on methods 

(How effective was my method 

for this investigation? 

How would I change the method to 

provide more meaningful data?) 


m 

AUSTRALIAN 


How does electricity flow? 

Content focus: A complete circuit is needed for 

electricity to flow 

Inquiry skills: Questioning and predicting 

Planning and conducting 

Processing and analysing data and 

information 

Communicating 

Background information 

• Electrons in the outer shell of each atom in a metal wire are not 

fixed to a specific atom. When a circuit is complete and the battery 

provides the force (voltage) for the electrons to flow, the electrons 

in the outer shells move from one atom to the next. They continue 

to travel in this way until there is a break in the circuit and the flow 

stops. 

• Household wiring can be arranged as series and parallel circuits. 

From the mains to the meter box, the circuit is in series. This is why 

when there is a power cut, there is no power to the house, and when 

an electrician is working in the house, he or she can tum off the 

mains switch and know for sure that there is no power. 

• Students may notice the difference in light intensity of the globes in 

each circuit. The flow of electricity is affected by the resistance within 

the circuit. All globes act as resistors. In a series circuit, there is 

twice as much resistance so each globe is half as bright as a single 

globe in series would be. In a parallel circuit, each globe has its own 

circuit branch and the resistance for each is the same as for a single 

globe in series so each globe glows equally brightl y. 

• Useful websites: 

- 

- 

Preparation 

• 1\vo A4 cards, one w i th 'positive ( +)' and the other with 'negative 

(-)' written clearly in the centre. Small balls, enough for one per 

student. 

• Teachers will need to collect the electrical components as listed on 

page 61. 

The lessons 

• The most important thing for students to understand is that electricity 

travels as a continuous flow of electrons. If there is a break anywhere 

in the circuit, the electrons (and hence electricity) will cease to flow. 

• The movement of electrons in a circuit can be demonstrated. Students 

stand in a circle, all facing the same direction. Nominate one student 

to be the battery. This student wears a large positive sign ( +) on his 

or her back and a large negative sign (-) on the front. Nominate one 

student to be the switch. When the 'switch' student stands in line with 

the others, the switch is closed and the current flows. When he or 

she steps out of line, the flow stops. Each student is an atom of the 

metal wire. Give each a ball which represents the electrons in the 

outer shell of each atom. When the switch is closed, each student 

passes his or her ball forward with the left hand, receives the ball 

from behind in the right hand and transfers it to the left hand before 

passing it on. On command, the switch steps out of line and all ball 

movement must stop. 

• If students have difficulty making the activity on page 61 work, they 

can consider how accurately they have assembled each circuit and 

the possibility that the batteries may have run down or the globes 

have blown. 

Answers 

Page60 

1. (a) The current will not flow because there is a break in the circuit. 

(b) The current will flow because there are no breaks in the circuit. 

( c) The current will not flow because there is a break in the circuit 

as the switch is open. 

2. (a) electrons - negatively charged particles 

(b) current - the flow of electrons from one atom to another 

( c) resistance - the force that acts against the flow of electrons 

( d) load - something that uses electricity 

(e) voltage - the force that pushes electrons around a circuit 

3. (a) False (b) True (c) True 

4. (a) Electrons flow from the negative end of the battery, through a 

circuit to the positive end. 

(b) Answers should be similar to: the negatively charged electrons 

are pushed from the negative end of the battery, through a 

circuit and return to the positive end of the battery. 

Science as a Human Endeavour question 

Use and influence of science 

• • 

 

Students can complete the activity using their own 

general knowledge or by researching the information. 

Page61 

1. Hypothesis/Results 

Switch 1 - This is a series circuit and the current has only one path 

along which to flow. When the switch is turned off, both bulbs go out 

because there is no longer any current flowing. 

Switch 2 - This switch is arranged in series so when it is switched 

off, neither globe will work because the current has stopped flowing. 

When it is turned on, the globes will only work if their switches are 

also turned on. 

Switches 3 and 4 - These are arranged in parallel with their globes. 

If they are turned on, the globes will work if switch 2 is also turned 

on. If it isn't, neither globe will work. If either switch is turned off 

the other will still work if switch 2 is turned on. 

2. Switch 1 - series; Switch 2 - series; Switch 3 - parallel; Switch 4 - 

parallel 

3. Answer should be similar to: electrical components arranged in 

series will only work if there are no breaks in the circuit. Arranged 

in parallel, the components can work independently of one another. 



Display Copy 

AUSTRALIAN CURRICULUM SCIENCE (Year 6) PP.I · 

www bl . . ncpu 1cat1ons.com.au · 


How does electricity flow? - I 

Imagine riding a bicycle on a path around a lake. If there are no obstacles on the path, you can 

easily complete the circuit and end up back where you started. In the same way, if there are no 

breaks in an electrical circuit, a current will start at a battery and flow around the circuit until it is 

back at the battery. If when cycling an obstacle falls on the cycle path behind you, it won't stop 

you completing the circuit because you have already passed that point. However, if a break 

occurs anywhere in an electric circuit at any time, the electricity stops flowing. 

On the bicycle path, there may be a tunnel to ride through or a bridge crossing over a stream, 

but these won't stop your progress. In an electric circuit, there may be a light globe or a door bell 

that uses the electricity but, like the tunnel or the bridge, they do not stop the flow of electricity. 

Perhaps a train line crosses the cycle path. When a train is due, warning lights flash and a gate 

comes down across the path, blocking the way. Until the train has passed and the gate is lifted, 

you will not be able to continue. A switch in an electric circuit is like that gate. It stops and starts 

the flow of electricity. 

Electric current 

Everything is made up of atoms, each of 

which has a positively charged core (called 

a nucleus) and number of concentric shells 

surrounding it. These shells contain tiny 

negatively charged particles called electrons. 

In metals, electricity is the flow of electrons 

from the outer shell of one atom to the outer 

shell of another. This flow of electrons is 

called a current. The path of the current is 

called a circuit. 

+ve 

a- battery 

-ve 

® light 

gloue 

--/' --- open switch 

e e closed switch 

+ve 

flow of electrons 

closed switch 

Electric circuit 

A simple circuit consists of a battery 

to provide power, wires to carry the 

current and a load that uses the 

electricity; for example, light globe. 

The wires are connected from the 

positive end to the negative end of 

the battery. In between, a light globe 

is attached. A switch can be added to 

create or break the circuit so the globe 

can be switched on and off. 

1 

+ve 

open switch 



Display Copy 

Voltage 

To make the electricity flow, 

a force is needed to push the 

electrons around the circuit. This 

force, which is called the voltage, 

is provided by the battery. The 

electrons flow from the negative 

terminal of the battery, along 

a wire to the load, then along 

another wire to the positive end of 

the battery. 

Resistance 

As a current flows through a circuit, the wire exerts 

a force against the flow of electrons. This force 

is called resistance. It causes friction by slowing 

down the movement of electrons. 

A thin wire slows the electrons more than a thick 

wire and creates more resistance. This is the 

same for the longer wire. 

It takes energy for electrons to move against the 

resistance along a wire. 


m 

AUSTRALIAN 


How does electricity flow? - 2 

Use the text on page 59 to complete the following. 

I. For each circuit, state whether the current will or will not flow. Explain why or why not. 

(a) 

(b) 

(c) 

! 

c ! 

][ 

,___--®-- 

+ve ! 

r 

 

,___--@-1 

r 

2. Match each word with its meaning. 

The current will/will not flow because ... 



(a) electrons • • something that uses electricity 

(b) current • • the force that pushes electrons around a circuit 

• 

(c) 

(d) 

resistance 

load 

• 

• negatively charged particles 

• the flow of electrons from one atom to another 

(e) voltage • • the force that acts against the flow of electrons 

3. Tick as true or false. 

(a) 

(b) 

(c) 

Electrons pass more easily along a thin wire than a thick wire. 

More energy is lost in a longer wire than a shorter wire. 

A thick, short wire has less resistance than a thin, long wire. 

4. In an electric circuit, electrons flow from the battery in one direction only. 

True 

D 

D 

D 

(a) Tick which you think is the correct end to the statement. Electrons flow from ... 

(b) 

• the positive end of the battery, through a circuit to the negative end . 

• the negative end of the battery, through a circuit to the positive end . 

Rewrite the correct sentence in your own words. 

False 

D 

D 

D 



Display Copy 

D 

D 

List different ways electricity is used at home and in the wider community. 

Show your information in a table, then compare it to that of another student and include 

any additional information to your own. 


m 



Connecting circuits 

Electrical circuits can be connected in two ways: 

Series 

In a series circuit , the current flows along a 

single path from the battery, throu gh each 

component in turn and back to the battery. 

Parallel 

The current in a parallel circuit can flow 

along more than one path and through the 

components in each branch of the circuit at 

the same time. 

You are going to investigate both types of circuit. 

You will need: 

• 2 batteries • 4 light globes 

• 4 switches • 13 connecting wires 

What to do: 

• Set up each circuit as shown in the diagrams. 

+VB 

••t-------9..-' ..·- 

-VB 

+vs 

- battery 

-vs 

® lightglobe 

+VB 

e--, openswitch 

e e 

closed switch 

- 

·----------, 

 

0 

0 In the table, record: 

(a) what you think will happen to each globe when each switch is opened and closed 

(b) what happened to each globe when each switch was opened and closed. 

Switch (a) Prediction (b) Results 

I 

2 

3 



Display Copy 

4 

f) Write either series or parallel to indicate how each switch is connected. 

Switch I _________ _ 

Switch 3 _________ _ 

Switch 2 _________ _ 

Switch 4 _________ _ 

8 What can you conclude from this investigation? 


m 

AUSTRALIAN 


What are electrical conductors and insulators? 

Content focus: The difference between electrical 

conductors and insulators 

Inquiry skills: Questioning and predicting 

Planning and conducting 


information 

Evaluating 

Communicating 


• Ensure students understand the meaning of resistance. Refer to page 

59. It is a force that acts against something. In electricity, resistance 

acts against the flow of electrons. It slows them down and doesn't want 

them to pass through. Electrical conductors have a low resistance to 

the flow of electrons, which means they allow electrons to flow easily. 

Insulators have a high resistance to electron flow. Effective insulators 

can halt the flow of electrons, stopping them completely. 


- 

- 

-

What are electrical conductors and insulators? - I 

Some materials have a low resistance 

to electricity and will allow it to easily 

pass through them. These are called 

electrical conductors. Electrical insulators 

are materials that have a high resistance 

to electricity and won't allow it to flow 

through them. Some materials are 

better as conductors and some better as 

insulators. So what makes a material one 

or the other? 

All materials are made up of atoms. These 

are tiny particles, each with a positively 

charged core called a nucleus with a 

number of concentric shells surrounding 

it. The shells contain tiny negatively 

charged particles called electrons. In all 

but the outer shell, the electrons are held 

securely in place. In materials that are 

good electrical insulators, the electrons 

in the outer shell are also held firmly. But 

in some materials, the electrons in the 

outer shell are held only loosely. These 

electrons easily flow from one atom to 

another when an electrical force (voltage) 

is applied. Metals are examples of this 

type of material and many metals are 

good electrical conductors. 

Did you know that the human body is a good 

conductor of electricity? Water is a good 

electrical conductor and the human body 

is about 55% to 65% water! This is why it 

is important to never plug in an electrical 

appliance if your hands are wet or if you are 

standing in water. 

The strength (voltage) of electricity supplied to 

our homes is very low compared to the voltage 

in power lines, but at 220-240V it is still deadly. 

So how are we able to use electricity safely? 

Bare copper wire used for carrying electricity is 

enclosed in a protective sheath made from an 

insulating material, usually plastic. The sheath 

stops the electricity escaping from the wire and 

flowing through any other conducting material. 

The wire in the sheath is then insulated in a 

thicker outer plastic cable. 

Household appliances have at least two lengths 

of wire within the outer cable. The 'live' wire is 

in a brown sheath and the 'neutral' wire is in 

a blue sheath. A third, 'earth' wire in a yellow/ 

green sheath can also be included. 



Display Copy 

Although silver is the best conductor of 

electricity, it is very expensive. Copper 

is almost as good a conductor and much 

cheaper than silver, so copper wiring is 

often used in electrical appliances and 

to conduct electricity from one place to 

another. 

R.I.C. Publications" www.ricpublications.com.au 

m 

Wires are encased in insulating material to 

protect us from electric shock or even death, so 

if you can see any exposed copper wiring in a 

cable at home, maybe it's time to replace it! 

AUSTRALIAN 


What are electrical conductors and insulators? - 2 


I. Answer as true or false. 

(a) Good conductors have a low resistance to electricity. 

(b) Insulators allow electricity to flow through them. ( ) 

(c) Electrons in the outer shell of conductors are held loosely. 

(d) Electrons in the outer shell of insulators are held loosely. 

2. Explain why insulating materials do not conduct electricity. 

3. Why is copper used instead of silver in electrical wiring? 

4. Why is the human body a good electrical conductor? 

5. (a) How do insulating sheaths protect us from electrocution? 

(b) 

Describe how bare copper wire in appliance cables is insulated. 

(___) 

( ) 



Display Copy 

6. (a) If all the wires in household circuits are insulated for safely, why do you think the brass 

pins on an electric plug are not? 

(b) 

Why do you think people put plastic covers on sockets that are not being used? 


m 



Conductor or insulator? 

All materials are either conductors or insulators of electricity. 

You are going to plan and then carry out a two-part investigation. 

I. Test a number of materials to determine if they are conductors or insulators. 

2. Determine which materials are the most effective insulators. 

What equipment 

will you need? 

What materials will 

you test? 

Method -what will 

you do? 

Hypothesis - 

Explain what you 

expect to discover. 

How will you 

present your 

results? 

Part One: 

Part One: 

Part Two: 

Part Two: 



Display Copy 

Conclusion -What 

have you learned? 

Evaluation -How 

could you improve 

your investigation? 

Communicating 

- How will you 

present your 

information? 


m 

AUSTRALIAN 


How do light globes work? 

Content focus: The features of some electrical devices: 

globes and electromagnets 

Inquiry skills: Planning and conducting 


information 

Communicating 


• Thomas Alva Edison is credited with being the inventor of the first 

practical incandescent light globe, which is still used today. Students 

may wonder why, in an incandescent globe, it is necessary to coil a 

long piece of tungsten wire. Why not simply use a short length? The 

answer is related to resistance. Resistance slows the flow of electrons 

but it does not stop them colliding with atoms, the activity which 

releases energy. The longer the wire, the greater the resistance so the 

slower the flow of electrons and the greater the build up of energy. 

Initiall y, this energy is just in the form of heat. When the temperature 

is hot enough, over 2000 °C, approximately 10% is released as visible 

light energy. The wire needs to be coiled so that a high enough 

temperature can be reached for visible light energy to be released. 

• The electrons that flow in a current come from the outer shell of the 

atoms of the conducting metal. With greater resistance, as heat is 

produced and the atoms vibrate, electrons in the shell beneath the 

outer shell start to collide w i th those in the outer shell. As the lowershell 

electrons fall back into their original places, they release extra 

energy in the form of light. At lower temperatures, the light emitted is 

invisible infrared light, but as the temperatures increase, it is visible 

blue light. 

• All light globes are sealed and the air replaced with argon, an 

inert gas that does not react with any elements. In the presence of 

oxygen, the filament in an incandescent globe would burn out before 

reaching the temperature required for releasing visible light energy. 

• In an incandescent globe, the wires supporting the filament and those 

carrying the electric current are supported by a glass mount. Glass 

is an electrical insulator, unable to conduct electricity and interfere 

w i th the electric circuit. 


- 

- 

- 

Preparation 

• Prepare large, coloured flow diagrams describing what happens 

w i thin each type of globe when electricity is flowing. 

The lessons 

• Bring to class clear incandescent and different shaped fluorescent 

globes for students to look at. Study the component parts that can be 

seen; but SAFE1Y FIRST: do not deliberately break any. 

• After reading the text, indicate the process on the prepared 

diagrams. Discuss government proposals to phase out incandescent 

globes in favour of fluorescent ones. What are the advantages and 

disadvantages of both? 

• Before commencing the activity on page 69, revise the basic 

principles of magnetism, including how opposites attract and likes 

repel, and that some materials can be magnetised by stroking it 

with a permanent magnet. Also revise the stages of investigations: 

questioning, predicting, planning, fair testing, observing, recording, 

analysing, concluding, evaluating, communicating. How are they 

going to do each of these? 

Answers 

Page68 

1. incandescent, fluorescent 

2. argon 

3. Glass does not conduct electricity and will not interfere with the 

electric circuit. 

4. (a) false (b) true (c) false 

5. It is a liquid at room temperature. It is poisonous. 

6. (a) ultraviolet light 

(b) The phosphor absorbs the invisible ultraviolet lig h t and emits 

visible light. 

7. A large force between the electrodes attracts electrons through the 

gas from one electrode to the other. 

8. (a) a build-up of electric current 

(b) A ballast controls the flow of electrons, stopping the current 

from becoming too high. 

9. Most of the energy released in a fluorescent globe is converted to 

visible light. 



Teacher check. Students may wish to research some 

existing signs, posters or warnings for inspiration. 



Display Copy 

Page69 

1. Teacher check 

2. Students should discover that: 

(a) the greater the number of coils, the stronger the 

electromagnetic field produced 

(b) the thicker the core, the stronger the electromagnetic field 

produced 

( c) only some metals can be used as the core ( those which can be 

magnetised) 

( d) the greater the voltage, the stronger the electromagnetic field 

produced. 


m 



How do light globes work? - I 

There are two types of globes we can buy for our lights at home: the traditional incandescent 

globe and the more energy-efficient fluorescent globe. 

Incandescent globe 

Fluorescent tube 

glass case 

inert gas 

tungsten filament 

electrode 

phosphor 

coating 

electrode 

support wires 

The components of an incandescent 

globe are housed in a sealed glass case 

containing a gas called argon. The metal 

filament coil is about 2.5 cm long. It is 

made from two metres of extremely thin 

tungsten wire. To fit into the space, the 

fine strip of wire is wound into a tight coil 

which is then wound around itself to make 

an even tighter coil. 

The filament is supported by two wires 

connected to a glass mount, and two stiff 

contact wires that form part of the circuit. 

The globe is connected to the circuit by 

two metal contacts, one at the foot of the 

globe and the other at the side. 

Current flows from the circuit through one 

contact, up the stiff wire to the filament, 

then down the stiff wire to the other 

contact and back into the circuit. 

As the electrons flow through the filament 

and crash into the tungsten atoms, they 

release energy so the filament gets hot. 

The resistance of the coiled thin wire slows 

the flow of electrons and the energy that 

is released by the bombardment of atoms 

increases. 

Only a little of the energy given off is light 

energy; 90% of it is released as heat. This 

is why incandescent globes get very hot. 

This is very inefficient and wastes a lot of 

energy. 

AC supply 

A fluorescent light globe is a sealed glass 

tube filled with argon and containing a small 

amount of mercury, a poisonous metal that 

is a liquid at room temperature. The glass 

tube can be a long strip, circular or coiled to 

fit in standard lamp fittings. 

There is an electrode at each end of the 

tube. When the globe is switched on, a 

large force between the two electrodes 

attracts electrons through the gas, from 

one electrode to the other. As the current 

flows, heat is produced which turns the 

mercury into a gas. When electrons and 

argon atoms collide with the atoms of 

mercury gas, energy is released in the form 

of ultraviolet light which the human eye can 

not see. 

However, the inside of the tube is coated 

with a layer of phosphor, a substance which 

can store energy and release it as light. The 

phosphor absorbs the invisible ultraviolet 

light and emits a bright visible light. The 

colour of the light can be varied by using 

different amounts of phosphor. 



Display Copy 

Most of the energy released in a fluorescent 

globe is converted to visible light energy. 

A ballast controls the flow of electrons 

through the gas. When a current flows 

through gas, there is not much resistance 

to the flow of electrons and the current 

can build up. This would cause the globe 

to blow; however, the ballast corrects this 

problem. 


m 

AUSTRALIAN 


How do light globes work? - 2 


C ;;M!h 

1 

I. What are the two types of light globes that we most often use in our homes?' 

2. Each globe is a sealed unit with air removed and a gas added. 

What is the name of the gas? 

3. Glass is a good insulator. In an incandescent globe, why do you think a glass mount is 

used? 

4. Answer as true or false. 

(a) 

(b) 

(c) 

The long coiled wire of a tungsten filament provides less 

resistance than a short straight piece of tungsten wire. 

Resistance causes the flow of electrons to slow. 

Most of the energy released by an incandescent globe is light energy. 

5. Mercury has two notable characteristics. What are they? 

and 

6. (a) What type of light does the mercury release? 

(b) 

Why is the inside of a fluorescent globe coated with phosphor? 

7. How does the electricity flow between the electrodes in a fluorescent globe? 



Display Copy 

( 

( 

( 

J 

) 

) 

8. (a) What might cause a fluorescent globe to blow? 

(b) 

How is this avoided? 

9. Why are fluorescent globes more energy efficient than incandescent globes? 

Electricity has become so important to our lives that it is hard to imagine life without it. But electricity 

can be dangerous. Make a collection of signs, posters and warnings that are used to remind us of the 

hazards of electricity. 


m 



Electromagnetism unplugged! 

Electromagnetism is a basic principle of science that has many 

applications for use in today's technological world. For example, 

doorbells, speakers, motors and even central locking systems in cars 

use electromagnetism. But what is an electromagnet? 

An electromagnet works just like a permanent magnet (likes repel and 

opposites attract), but only functions when an electric current is flowing 

through it. 

When electrons flow along a wire between the negative and positive 

terminals of a battery, they generate a small, circular magnetic field around the wire. The field is 

strongest close to the wire and weakens further out. The effect of the magnetic field of a straight 

wire is increased if the wire is coiled. This can be demonstrated by the effects a current flowing 

through a straight wire and a coiled wire have on a compass placed close by. 

I • Plan your own investigations to discover more about the strength of an electromagnetic field. 

Using a long iron nail as the core and staples or small paperclips, determine the effect of 

A the number of coils of wire on the strength of the magnetic field produced. Measure the 

strength of the field in paper clips. 

B 

Use different thicknesses of material for the core. 

What effect do they have on the strength of the electromagnetic field? 

Use different materials for the core; for example: aluminium, 'lead' from a pencil, plastic, 

C wood. 

What effect do they have on the strength of the electromagnetic field? 

Use two batteries, connected in series. 

D 

What effect does this have on the strength of the electromagnetic field? 

2. When you have completed your investigations, write statements to describe the relationship 

between the strength of the electromagnetic field generated and: 

(a) 

(b) 

the number of coils in the wire 

the thickness of the core 



Display Copy 

(c) 

the type of material the core is made from 

(d) 

the voltage provided to run the current. 


m 

AUSTRALIAN 


How do wind and water generate electricity? 

Content focus: Energy transfer in the production of 

electricity 

Inquiry skills: Planning and conducting 


information 

Communicating 


• What is a hydro-electric power plant: A reservoir is an artificial 

lake that is constructed where a dam can be built at one end. The 

dam holds the water in the reservoir and houses the equipment 

for converting the water power into electricity. The water in the 

reservoir is still and so it has potential energy. Sluice gates control 

and measure the flow of water from the reservoir, down the penstock 

(a large pipe) to a turbine. As the water falls down the penstock, its 

potential energy is converted to kinetic energy. The further the water 

has to fall, the more kinetic energy it has and the more electricity it 

can produce. The height the water falls is called the head. The kinetic 

energy from the water flowing down the penstock is transferred to 

the blades of the giant turbine and causes them to tum, becoming 

mechanical energy which is 'doing work'. The turbine is connected 

to a generator in the power plant. As the turbine spins, it transfers its 

energy to the generator. As the generator spins, it converts its energy 

to electricity ( using electromagnetism). The water is either pumped 

back into the reservoir to be used again or it continues downstream. 

• Wind farms: Longer turbine blades have the capacity to generate 

more electricity as they can capture more of the wind's energy. Wind 

turbines are always tall because wind is stronger higher from the 

ground. 

• The blades of a turbine have an air foil design. (One surface is 

rounded while the other is f l at.) As wind moves across the rounded 

surface, it has to move faster to meet the wind that passes over the 

flat surface. 

• The major parts of a wind turbine are: 

- the rotor: As the wind pushes against the rotor blades, they 

absorb some of its kinetic energy and begin to tum. This makes 

the rotor hub spin with rotational energy. As the rotor spins, it 

transfers its energy to the shaft which begins to spin. As the shaft 

spins, it transfers its rotational energy to a generator 

- the generator: The generator converts the shaft's rotational energy 

into electricity as it passes through a magnetic field. Electricity is 

fed into the main electricity grid through a transformer 

- the nacelle: This is the casing that houses the shaft and the 

generator where the electricity is produced 

- an anemometer: Located in the nacelle, this measures wind 

speed. The turbines tum on and off automatically, working only 

between speeds of 15 and 90 km/h 

the tower: This supports the hub and the nacelle. It must be tall 

enough for the blades to clear the ground and to catch strong 

winds. Most towers are between 20 m and 30 m tall 

- the insulated cables that run down the tower and carry electricity 

from the generator to the transformer. 


- http://www.intemationalrivers.org/china/three-gorges-dam 

- 

- 

- 

Preparation 

• Discuss what students understand by the term 'energy' and its 

different forms; e.g. light, sound, electrical, mechanical. Ask: How do 

these compare and contrast? Discuss means of generating energyboth 

renewable (solar, geothermal, wind, water, tida l ) and nonrenewable 

sources ( coal, oil, natural gas). Revise electromagnetism. 

(Refer to page 69.) 

Answers 

Page 72 

1. 1. converted 2. form 3. transferred 

2. (a) (i) stored (ii) moving 

(b) (i) mechanical (ii) rotational (iii) electrical 

3. The kinetic energy of moving water or wind, converts to mechanical 

energy, which turns the blades of a turbine. This gives the shaft 

attached to it rotational energy, causing it to spin. The spinning shaft 

is attached to a generator. As the magnet spins, it generates a current 

in the coil, which is electricity. 

4. (a) A current in a wire generates a magnetic field and a moving 

magnetic field generates a current in a wire. 

(b) It is spinning and so the magnetic field around it also spins. 

5. (a) A step-up transformer increases voltage; a step-down decreases 

voltage. 

(b) Step-up transformers are needed to increase the voltage, so 

the effect of loss of power over distance is reduced. Step-down 

transformers are needed to decrease the voltage to a safe level 

for domestic and commercial use. 



Teacher check 



Display Copy 

Page 73 

1. Initially, the water from all holes travels a similar distance. As the 

carton empties and the pressure decreases, the distance the water 

travels from the uppermost hole also decreases. 

2. As water has weight, the higher the column of water above the hole, 

the greater the weight; therefore, pressure forces the water out of 

each hole. The downward pressure is greatest on the water leaving 

the lowest hole and so it travels further. 

3. By building the plant at the base of the dam, engineers are making 

the most of the water's potential energy. 


m 



How do wind and water generate electricity? - I 

We all know what water is, but what exactly is wind? Wind is created by the sun. Land 

absorbs heat energy from the sun and warms the air around it. As the warm air rises 

(because it is less dense than cool air), cool air rushes in to take its place. This fast moving air 

is wind. 

So how can water and wind generate electricity? The answer is all about the transfer of 

energy. Everything has energy of some form. It can't be created or destroyed, but it can be 

converted from one form to another when it is transferred between things. 

When water is lying still in a reservoir, it has potential (stored) energy. But when it is rushing 

down towards the turbines of a hydro-electric power plant, the potential energy is converted 

to kinetic (moving) energy. In the same way, still air has potential energy that is converted to 

kinetic energy when a wind develops. To turn the huge blades on a tower, wind speeds need 

to be at least I 5km/h. 

To look at, hydro-electric power plants and wind farms are very different but the way in which 

they generate electricity is very similar. 

When moving water or wind hits the blades of a turbine, the kinetic energy converts to 

mechanical energy and causes the blades to move. The turbine is attached to a shaft. As the 

blades turn, their mechanical energy is converted to rotational energy, causing the shaft to 

spin. The spinning shaft is attached to a generator, which is a magnet surrounded by copper 

coils. 



Display Copy 

The principle of electromagnetism is used to generate electricity. Just as a current in a wire 

generates a magnetic field around itself, so a moving magnetic field generates a current. 

Inside the generator, a magnet spinning inside a coil of copper wires generates a current in 

the coil-electricity! 

Electricity loses some of its power as it travels over 

a distance. To make sure it still has enough power 

when it reaches its destination, a step-up transformer 

boosts its voltage to a very high level. Huge metal 

towers called transmission towers support insulated 

cables that carry the electricity at this dangerously 

high voltage. Before it is connected for use, the 

electricity is passed through a step-down transformer, 

converting it to lower voltages that are safe for 

domestic and commercial use. 

Fi IAW-io-_, 


m 

AUSTRALIAN 


How do wind and water generate electricity? - 2 


I. Fill the gaps in the sentences. 

Energy can be ________ 1 from one ________ 2 to another when it 

is ________ 3 between things. 

2. (a) Write another word for each type of energy. 

(i) potential _________ _ (ii) kinetic _________ _ 

f 

a a 

a a 

a 

(b) Kinet i c en ergy co mes in many orms. Rea rrange the letters to find three of them. 

(i) cce hil mn ( 

(ii) iln o o r t t ( 

(iii) C ce eill r t ( 

3. Describe how the energy in moving water or wind is converted to electricity. 

4. (a) What is the two-way relationship between current and magnetic field? 

(b) 

In what way is the magnet in a generator moving and how does its magnetic field 

move? 



Display Copy 

) 

) 

) 

5. (a) What is the difference between step-up and step-down transformers? 

(b) 

Why are transformers needed? 

People in different parts of the world have access to a variety of sources of energy that can be used 

to generate electricity. Discover the main ways in which Australia and other countries across the world 

generate electricity. Are we doing enough to reduce the use of fossil fuels? 


m 



Making the most of water power 

Hydro-electric power plants are built at the base of dams where the 

water is forced onto the blades of turbines. 

In this investigation, you will discover why they are not built at the top 

of a dam. 

You will need: 

• I empty I -litre milk/juice carton • I large nail 

• masking tape 

What to do: 

0 Use a nail to make holes in the carton at 

2-cm intervals, as shown in the diagram. 

All holes must be the same size. 

f) Tape over all holes with one length of 

masking tape. 

8 Draw a line at the top of the carton. Fill the 

carton with water to this level. 

0 Hold the carton firmly at the edge of a 

kitchen sink and rip away the strip of tape. e 

Results: 

I. Untaping all holes at once 

How does the water empty through 

each hole and how does this change 

as the water level falls? 

2. Untaping one hole at a time 

Hole 

I. @2 cm 

2. @ 4 cm 

3. @ 6cm 

5-----t,,i: 

4 __ --4,..::::::::.i..::-"--'---- 

3 __ .....1,..,..::.,-.._ 

2-----t,,,::::--{I 

1 

................ r- 

C, Observe and record how the 

water empties through each hole and 

how it changes as the water level falls. 

C, Tape all the holes individually. 

0 

Observation 

Refill the carton. Untape one hole and 

measure the distance between the edge 

of the sink and where the water lands. 

Re-tape the hole. 

Repeat Step 7 for the remaining holes. 

Distance (cm) 



Display Copy 

4. @Bern 

Conclusion: 

3. Explain, using evidence, why hydro-electric power plants are built at the base of dams. 


m 

AUSTRALIAN 


How do we get power from the sun? 

Content focus: Harnessing power from the sun 

Inquiry skills: Communicating 


• The amount of energy provided by the sun is vast. It is there to be 

used now and forever. The effectiveness of solar energy-harnessing 

technology is progressing rapidly and many people are turning to 

solar energy to power their homes. 

• Advantages of solar power: 

- Solar energy generation produces little pollution. 

- The cost of installation is usually covered by reduced fuel bills in 

first few years. 

- Solar power is completely renewable. 

- Remote locations can have access to solar power. 

- Solar power battery chargers can store solar energy generated. 

• Disadvantages of solar power: 

- Initial cost of installation is high. 

- A large area is required for panels. 

- Pollution and clouds can reduce the efficiency of the photovoltaic 

cells. 

- Solar energy can not be generated at night. 

- The location of solar panels is critical. Anything that obstructs the 

sun's rays will reduce the efficiency of the system. 


- 

- 

- 

- 

Preparation 

• Draw a large flow chart showing how solar energy is converted to 

electricity suitable for use in the home. 

• Provide a number of solar-powered garden lights for students 

to dismantle and rebuild. Sets are available cheaply from large 

hardware stores. 

The lessons 

• Discuss how electricity has improved the ease with which household 

chores can be done and how domestic life is more comfortable; 

e.g. dishwashers, irons, washing machines, electric fans, air 

conditioners, electric fires. 

• Discuss the financial and environmental cost of using electrical 

appliances, the cost and savings of installing and using solar energy, 

and applications that use solar power; for example: calculators, 

swimming pool heaters, emergency telephones, domestic hot water 

systems. Ask: What are the advantages and disadvantages of solar 

energy? (For example: cost of installation, storage, aesthetic appeal 

of rooftop panels, reduction of fuel bills, clean, sustainable.) 

Answers 

Page 76 

1. (a) No, because solar power can only be generated by the light of 

the sun. 

(b) There are less hours of daylight and a greater chance of cloud 

cover, which reduces the rate of electricity production. 

(c) (i) voltaic (ii) photo 

2. (a) Electricity is generated immediately. 

(b) 1. sunny 2. cloudy 

3. (a) the amount of electricity being generated at a given moment 

(b) the amount of electricity being generated over time/the total 

amount of solar energy produced by the solar panels 

4. The inverter converts the direct current electricity that is made into 

the alternate current electricity that we use in our homes. 

5. (a) Excess electricity produced would be transported to the main 

electricity grid. 

(b) The solar panels would not produce enough electricity to satisfy 

the demand and the shortfall would be supplied by the main 

electricity grid. 


Nature and development of science/Use and 

influence of science 

Students may wish to compare lists and add to them. 

Revise the structure and language features of an 

exposition before the students write their own. 

Page 77 


2. (a) Generates electricity from sunlight. 

(b) Stores electricity generated by the solar cells; powers the 

controller board. 

(c) Keeps electricity generated by the solar cells flowing in one 

direction, towards the battery. 

(d) Tums on the LED. 

(e) Detects darkness and sends this information to the controller 

board. 

(0 Gives out light. 


4. Examples may include electronic charger docks for mobile phones, 

MP3 players, battery chargers, roadside assistance telephones, 

ceiling fans. 



Display Copy 


m 





Display Copy

How do we get power from the sun? - 2 


I. (a) Can solar power be generated 24 hours a day? Explain your answer. 

(b) Less electricity is produced by photovoltaic (PV) cells in winter because ... 

(c) 

Which part of the word photovoltaic means: 

(i) electricity? ___________ (ii) light? __________ _ 

2. (a) How long does it take for the PV cells in a solar panel to generate electricity? 

(b) 

More sun hours would be produced by a solar panel on a _________ 

day than on a _________ 2 day. 

3. (a) An ammeter measures ______________________ _ 

(b) 

A kilowatt per hour meter measures _________________ _ 

4. What is the purpose of an inverter? 



Display Copy 

5. (a) If a family went on holiday for a month during the summer, what would happen to the 

electricity generated by the PV cells in the solar panel on their roof? 

(b) 

If a family had lots of visitors for a month during the winter and the weather was so bad 

they spent most of their time at home, how would this affect their electricity supply? 

A single power cut at home can make you realise Just how reliant we all are on electricity. Make a list 

of all the electrical devices in your home that are powered by mains electricity. Imagine that multiplied 

by all the homes in the world! 

Write an exposition to encourage people to install solar panels in an effort to reduce their use of energy 

derived from fossil fuels. 


m 



Solar-powered pathways 

Solar-powered garden lights are a simple application for using solar cells. 

Most solar-powered garden lights use an array of four solar cells which generate enough 

electricity during the day to provide a safe illuminated pathway at night. 

I • Examine the construction of the solar-powered garden light as you dismantle it into its 

component parts. 

The solar cells connect directly to a battery through 

a diode. The battery stores the electricity generated 

during the day and discharges it at night. The diode 

keeps the electricity flowing in one direction towards 

the battery. A fully charged battery can run for about 

15 hours, providing illumination equivalent to 50% of 

candle light. 

Power from the battery runs the controller board, 

which is connected to a photoresistor. At night, when 

the photoresistor detects darkness, it sends the 

information to the controller board which turns on the 

LED (light-emitting diode). 

glasscover 

solar-powered garden lights 

solar cells 

 

 

F'-•·w 

controller 1,oard 1,atter:y 

LEDglo1>e 

2. Describe the role of each component in a solar-powered garden light. 

Component 

(a) Solar cells 

(b) Battery 

(c) Diode 

( d) Controller board 

( e) Photo resistor 

Role 



Display Copy 

ti 

(f) LED 

3. On A4 paper, draw a diagram of the components of a solar-powered garden light. Label 

each component and include your description of its role. 

4. List other applications of solar power. 

r 


m 

AUSTRALIAN 


Which energy sources for the future? 

Content focus: The rise and fall of 

unsustainable sources of energy 

Science as a Human 

Endeavour substrand: Use and influence of 

science 

Inquiry skills: Communicating 


• A primary source of energy is one that is found in nature. It can be 

sustainable or unsustainable; for example: wind, water, coal and oil. 

A secondary source of energy is one that is generated by a primary 

source; for example, electricity is generated when coal is used to 

heat water which produces steam which drives a turbine, or when 

falling water is used to drive a turbine. The turbine, then spins a shaft 

which is connected to a generator which produces electricity. 

• Electricity is the main source of power in the world today. It is 

popular because it is usually reliable and is relatively clean and easy 

to use. 

• Generating electricity from unsustainable fossil fuels creates 

pollution. Because it is a secondary source of energy, electricity can 

be generated from other, more sustainable, sources which have a 

less detrimental effect on the environment. It is necessary for these 

sources to be developed and exploited as the use of fossil fuels is 

becoming a non-viable choice in terms of availability as well as 

pollution. 


- 

-

Which energy sources for the future? - I 

Electricity is needed to power electrical appliances, machinery and different forms of 

transport. The source of energy has to come from somewhere and it can be either 

sustainable or unsustainable. 

Sustainable sources of energy will not run out. They are available for this generation and for 

all generations that follow. Examples of sustainable energy sources are the sun (solar energy), 

wind, water, tides and the heat from the earth's core (geothermal energy). Producing electricity 

this way creates relatively little pollution. 

Unsustainable sources of energy are those produced by fossil fuels; coal, oil and natural 

gas that formed millions of years ago from the remains of dead plants and animals. They are 

unsustainable because once they are used up, they can not be replaced. We now know that 

burning fossil fuels to generate electricity creates environmental problems that damage the 

health of the planet; for example: 

Toxic waste: Toxic waste from fossil fuel combustion can 

seep into soil and water, damaging plant and animal life and 

destroying ecosystems. 

Acid rain: Burning fossil fuels releases damaging gases that 

rise into the atmosphere, and can combine with water vapour 

and fall as acid rain. Acid rain damages plant and animal life, 

and the soil, inhibiting crop growth. 

Greenhouse gases: The gases released from fossil fuels 

have the effect of trapping heat within the Earth's atmosphere. 

This may cause global warming and changes to the climate. If 

changes to climate do occur, rainfall may decline and average 

temperatures may rise. 

Ozone layer depletion: The Earth is protected from certain types 

of harmful sunrays by the ozone layer, which works like a protective 

blanket within the atmosphere. The build up of certain manufactured 

gases has depleted the strength of the ozone layer and allows greater 

amounts of types of harmful solar rays to reach the Earth's surface. 

Oil slicks: Transport accidents involving liquid fossil fuels have 

caused environmental disasters; for example, oil slicks from 

damaged oil tankers have spread across beach and ocean, 

destroying local habitats and wildlife. 

Access to sustainable sources of energy varies across the globe. 

• Regions with high volcanic activity can make use of geothermal energy. 

• High altitude areas or those with exposed coastlines favour wind energy. 

• Areas in the tropics where the hours of daylight are relatively constant throughout the year, 

could effectively utilise solar power. 

We need electricity but we don't need to burn fossil fuels to produce it. Renewable energy 

sources can be used to generate electricity with minimal impact on the environment. 


m 



Display Copy 

AUSTRALIAN 


Which energy sources for the future? - 2 


I. (a) What are the two types of energy sources? 

____________ and ____________ 

(b) 

What is the difference between them? 

2. 

(c) 

Give two examples of each type of energy source. 

[ ][ 

Write clues for the 

answers to the puzzle. 

Across 

T 

30 

T 

.G R E E N H 0 

3. I. 

A 

C 

I 

D 

R 

0 

u s E G A s E 

Down 



Display Copy 

N 

s 

] 

4. 2. -------------- 

5. 

3. Do you think all parts of the world can rely on all forms of sustainable energy sources? Give 

reasons and examples to support your answer. 


m 



Sustainable energy sources on tap 

cG\ 

r 

Across the globe certain types of sustainable energy sources are more accessible 

than others. It makes sense for a region to make the most of whichever source is most 

easily available. For example, in tropical areas with consistent hours of sunlight throughout 

the year, solar power might be most effective. In high altitude or coastal areas that experience 

strong winds, wind power might be the best option. 

In areas with high volcanic activity, geothermal energy is an obvious choice. 

You are going to research geothermal energy and its uses in New Zealand, a country with high 

volcanic activity. 

Use the table as a framework. Write notes to answer the questions before preparing a written 

presentation. Include diagrams in your presentation. 

What does the term 

'geothermal energy' 

mean and from where 

does it come? 

Why is geothermal 

energy sustainable? 

How is the energy from 

geothermal reservoirs 

harnessed for direct 

use? 



harnessed for heat 

pumps? 

Use of geothermal energy in New Zealand 



Display Copy 



harnessed for 

electricity generation? 

What are the 

advantages of 

geothermal energy? 


m 

AUSTRALIAN

20048 AC Science Year 6 Physical sciences

Create successful ePaper yourself

Delete template?

Save as template?