Science presentation disco

• 1. DISCO FEVER Shannon Barber 17032339 Kellie Crook 17043540 Katie Jacka 17001973 Lili Prasnicki 17042390

2. SYLLABUS OUTCOMES AND INDICATORS STAGE 3 YEAR 6 Year 6 students are most suited to this project as they have had experience in the world of disco and also are close to the experience of their year 6 farewell. Built Environments BE S3.1 Creates and evaluates built environments demonstrating consideration of sustainability and aesthetic, cultural, safety and functional issues. For example, the music played in the disco and the lighting patterns. For example, building a place where social activities can occur. Physical Phenomena PP S3.4 Identifies and applies processes involved in manipulating, using and changing the form of energy. A complete circuit is needed for an electrical device to work For example, all lights, sounds and movement was created by power from a circuit. PROCESS OUTCOMES Investigating INV S3.7 Conducts their own investigations and makes judgements based on the results of observing, questioning, planning, predicting, testing, collecting, recording and analysing data, and drawing conclusions. For example, implementation in the classroom of this task would enable students to develop their own procedures that would enable them to build the model. Using Technology UT S3.9 Evaluates, selects and uses a range of equipment, computer-based technology, materials and other resources to meet the requirements and constraints of investigation and design tasks. For example, using technology to investigate simple circuits and how they can achieve their final product using parallel and series circuits. 3. CORE CONCEPTS IN SCIENCE AND TECHNOLOGY Built environments are man made places that are separate to nature. The built environment is often the result of a need in a community. For example the disco, a place where a community can fulfil its needs to socialise and relax. Our disco shows a built environment that addresses a community need. Students will find this project interesting as it can be related to the farewell that they are preparing for and they can see what goes into meeting the need in the community. An electrical circuit is a conducting loop of wire and an energy source like a battery that allows electrons to travel and move around. This link shows how to build a very simple circuit and shows how simple circuits are formed. http://www.allaboutcircuits.com/vol_6/chpt_2/3.html 4. LINKS TO OTHER KLAS PD/H/PE Dance DAS 3.7 Performs a range of dance styles and sequences confidently. For example, after making the model students could develop a dance to go with the music. English Writing and Representing Composes, edits and presents well-structured and coherent texts EN3-2A. For example, students would write a persuasive text to explain how they would have designed their own dance space. Thinking imaginatively, creatively, interpretively and critically Thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts. EN3-7C For example, students can create a fictional piece of writing that is about an event that could occur at a disco. Maths selects and applies appropriate problem solving strategies, including the use of digital technologies, in undertaking Investigations MA3-2WM For example, in determining the voltage of the battery power that is required to run the circuit, the students are required to determine the power required by the motor, sound and lighting in order for them to work in unison. 5. GROUP COLLABORATION Shannon: developed the concept, construction Kellie: co-created power point, purchase of materials Lili: photography, aided construction Katie: co-created power point, purchase of materials Collaboratively: regular group meetings, research, links to syllabus outcomes, links to other KLAS, core concepts. 6. VIDEO OF CONSTRUCTION 7. CIRCUITRY Mirror Ball: motor, parallel circuit. Music: parallel circuit. Lights: series circuit. 8. JAYCAR BANKSTOWN Visit 1 Shannon and Kellie Determined that the use of LED lights was possible and team decided that all materials were good and construction to begin. LED lights drained too much power from power source and were unable to be used. Visit 2 Shannon and Kellie New lighting discussed with Barnabe voltage tested the circuit on the multi-meter and determined that the use of the new lighting, though dull would enable use of all systems without increasing amount of battery power required. 9. IMPLEMENTATION How would you implement everything we have just shown you? GOASA- INQUIRY BASED LEARNING. Initiating event show students your artifact that you built at university along with the circuit diagram. Gather Split the class into two groups, half research the internet whilst the other half research a selection of texts on circuits. Organise In the groups of two students create a list of 5 main points they have learnt relating to circuits. Analyse As a whole class create a procedural text that includes a diagram on how to build a simple circuit. Synthesise Students return to pairs and attempt to build a simple circuit following their written procedure and diagram. Apply Students further develop their circuits to include other electrical devices. These devices are then used to make their built environment with all aesthetic detail left to the students.. 10. BUDGET This project came in under the budget using resources that were mainly recycled from old childrens toys. However, batteries and lights were purchased. All other materials were sourced from everyday items that are normally thrown away. As a teacher using these resources allows children to understand that the use for things can be changed and also place value on things that might not otherwise seem valuable. 11. REFERENCES Australian Academy of Science. (n.d) Electric Circuits. Retrieved 2013 from www.science.org.au AG3 Battery Specifications. (n.d) Retrieved April 2013 from http://www.ag3battery.com/ Board of Studies NSW. (2012) Science and Technology K-10 (Incorporating Science and Technology K-6) Syllabus. Retrieved fromhttp://www.boardofstudies.nsw.edu.au/syllabus-draft-k10/pdf_doc/science-k6-10-draft- syllabus-v2-s1.pdf Energizer. (n.d) How to build a simple circuit. Retrieved April 2013 fromhttp://www.energizer.com/learning- center/science-center/Pages/make-simple-circuit.aspx Pengilly, R. (2012). All about circuits. Retrieved from http://www.allaboutcircuits.com/vol_6/chpt_2/3.html UCI Summer Science Institute. (1999) Electricity: Simple Circuits. Retrieved from http://www.can- do.com/uci/lessons99/electricity.html Woolfolk, A., & Margetts, K. (2009). Educational psychology (2nd ed.). Frenchs Forest, N.S.W.: Pearson