Design and Technologies knowledge and understanding
|
Investigate how people in design and technologies
occupations address competing considerations, including sustainability
in the design of products, services and environments for current and
future use (ACTDEK019)
|
Year 6
Teaching Idea 1: Smoke alarms
This teaching idea has been included to link with the technologies forces and electricity suggestion, circuits. Ideally, students will reflect on the features of designed solutions that ensure safety and wellbeing of users.
Teacher background:
A smoke detector is a circuit which relies on smoke being produced in the event of a fire which passes between a bulb and a LDR (light dependent resistor). The information online is very complicated and I found it difficult to find a simple explanation on how the circuit works. However, I found the two images below which show a smoke detector circuit before there is a smoke and then when there is smoke. You could use these images and ask students how they think the circuit works. Images came from this LINK.
Teacher background:
A smoke detector is a circuit which relies on smoke being produced in the event of a fire which passes between a bulb and a LDR (light dependent resistor). The information online is very complicated and I found it difficult to find a simple explanation on how the circuit works. However, I found the two images below which show a smoke detector circuit before there is a smoke and then when there is smoke. You could use these images and ask students how they think the circuit works. Images came from this LINK.
Lesson 1: How does a smoke detector work?
Ideally students should have access to fire detectors in order to pull apart and investigate. Invite students to dismantle the smoke alarms and draw/label a diagram of the circuit. To the right is a basic video on how smoke alarms work.
|
|
Lesson 2 & 3: Where should smoke alarms be installed in the home?
Invite students to draw a diagram of their home and draw the location of their smoke alarms. Ask students to share their diagrams of their homes and ask them if they notice any similarities or differences in terms of the location of smoke alarms? In groups, can they predict the ideal locations within a home for smoke alarms? Are their any rules they can develop? Can they conduct some research online about protocols (ideal locations) for placing smoke alarms within the home? Do their predictions (ie rules they developed) match those which are recommended by fire services?
Invite students to draw a diagram of their home and draw the location of their smoke alarms. Ask students to share their diagrams of their homes and ask them if they notice any similarities or differences in terms of the location of smoke alarms? In groups, can they predict the ideal locations within a home for smoke alarms? Are their any rules they can develop? Can they conduct some research online about protocols (ideal locations) for placing smoke alarms within the home? Do their predictions (ie rules they developed) match those which are recommended by fire services?
Lesson 4 & 5: Higher Order Thinking Activity
Invite students to answer some or all of the questions below.
Invite students to answer some or all of the questions below.
smoke_alarms_jvillis.docx | |
File Size: | 131 kb |
File Type: | docx |
Teaching Idea 2: Solar Cars
This teaching ideas has been designed to link with the Primary Connections unit called Essential Energy. This unit of work
"provides opportunities for students to explore how energy is used to make changes in their world, including energy from the Sun, water and wind" (source).
The Science content descriptor for this unit is:
Energy from a variety of sources can be used to generate electricity (ACSSU219)
I haven't purchase or used one myself but you may consider buying a few Solar-powered Volta Cars for students to explore. They cost US$24.99 which is rather reasonable. According to Ben Coxworth from Gizmag: "The car itself is reportedly made from “super-lightweight, eco-friendly, recyclable materials” (including bamboo axles) and can be put together without tools in about 15 minutes. Users can choose between assembling it in either of two solar panel configurations, and using either high- or low-speed gearing. It can move over a variety of terrains" (source).
"provides opportunities for students to explore how energy is used to make changes in their world, including energy from the Sun, water and wind" (source).
The Science content descriptor for this unit is:
Energy from a variety of sources can be used to generate electricity (ACSSU219)
I haven't purchase or used one myself but you may consider buying a few Solar-powered Volta Cars for students to explore. They cost US$24.99 which is rather reasonable. According to Ben Coxworth from Gizmag: "The car itself is reportedly made from “super-lightweight, eco-friendly, recyclable materials” (including bamboo axles) and can be put together without tools in about 15 minutes. Users can choose between assembling it in either of two solar panel configurations, and using either high- or low-speed gearing. It can move over a variety of terrains" (source).
Student tasks:
- Complete all of the tasks designed for the teaching unit 'Solar cars race through the desert' on ABC Splash.
- Using the Thinker's Keys evaluate solar cars by answering the following questions:
|
1. Reverse Key
List 4 thinks which a solar can cannot do compared to a regular car. 2. What If Key What if the price of petrol doubled immediately? 3. The Disadvantage Key List the disadvantages of solar cars and how you think they might be improved. List 2 safety issues of solar cars and how you think they might be improved. 4. The Combination Key List the attributes of a solar car and a windmill. Then combine the two objects to create a new invention. Explain how your new inventions contributes to sustainability. 5. The BAR Key BAR stands for bigger, add and replace. Apply this ideas to a solar car. |
6. The Alphabet Key
Compile a list of words from A to Z for solar car. 7. The Variations Key Hoe many ways can you create a solar car? 8. The Picture Key (left out) 9. The Prediction Key Predict and justify your reasons for the use of solar cars in 5, 10 and 50 years. 10. The Different Use Key List 10 different uses for a mini solar car. 11. The Ridiculous Key Solar cars are no good because they will use up all of the sun's energy. Justify. 12. The Commonality Key List the common features of a solar car and a tap. |
Student task: Constructing a solar car
I have never constructed one myself, however I believe it would be a very rewarding lessons for students. Below are a few links which may guide you in the right direction:
Build a mini solar car
Home Science Tools
I have never constructed one myself, however I believe it would be a very rewarding lessons for students. Below are a few links which may guide you in the right direction:
Build a mini solar car
Home Science Tools