This course is designed for students who have an interest in the physical sciences. Its precise focus should be established in discussion with students, as it could easily be broadened to include an investigation into the environmental impacts of energy strategies. It also lends itself to cross-curricular learning opportunities involving mathematics and/or technology.
The following statements form the basis of this course:
The following five questions could be investigated via a student-centred inquiry approach.
Could we power our own homes and contribute electricity back into the national grid?
Look at the science behind the different energy sources – hydro, wind, natural gas, solar, tidal, thermal, and geothermal – that can be used to generate electricity for home use. How does electricity generation and transmission get paid for? Starting with power bills, unpack the knowledge behind the science concepts of voltage, current, resistance, and power.
What appliance choices do we make for use in our home?
How is energy transformed and transferred in common household and portable appliances? Some common appliances are TV, microwave, induction hobs, and portable electronic devices. Starting with these appliances, unpack the science concepts of convection, induction, conduction, and radiation.
Why are different materials selected for use in and around the home?
Building materials use a range of metals (for example, copper, zinc, steel, and aluminium) for different purposes in the construction of a house.
Students dissect a typical house to examine the different materials used for roofing, framing, cladding, cabling, insulation, etc., and explore their physical and chemical properties, relating these to the use of each metal.
How do we heat and insulate our homes?
Different methods and materials are used in outer and inner construction to provide insulation for a house.
There are pros and cons for each different heating choice: oil-filled heaters, natural gas burners, solid wood heaters, and heat pumps.
Students examine the materials used for insulation by conducting suitable experiments and visiting experts in the building industry.
What impact does our heating choice have on the environment?
Look at how a selected energy source (for example, hydroelectricity or wind power) affects an ecosystem. Consider the impact on the carbon cycle when fuels such as natural gas and wood are burned for heating.
These questions could also be considered as socio-scientific issues.
Use invoices from a range of electricity providers to spark a discussion on our use of electricity:
Building on their prior knowledge of voltage, current, resistance, and power, students set up a range of circuits to model those used in homes, including parallel lighting circuits, two-way switches and room dimmers.
They explore a range of appliances and types of bulb to consolidate their understanding of how electricity is used and measured.
By measuring voltage and current through selected resistors students investigate Ohm’s law. (This task could be assessed using the internally assessed standard for carrying out a practical investigation that leads to a linear relationship.)
Students research and compare, from a socio-scientific perspective, the different electricity generation methods used in Aotearoa New Zealand.
Consider how feasible it is for households to generate their own electricity and feed any excess back into the national grid. Look at local farms or industries that are generating their own electricity as examples.
Inquire into local electricity generation and use, providing a link to focus question 2 (on energy transformation and transfer).
Students understand how electricity use is measured.
Students build on their prior knowledge of concepts related to the context of electricity. (Build knowledge about the concepts of voltage, power, and current, linking it to reasons.)
This learning could be assessed using a number of related achievement standards.
Last updated December 12, 2012