Context and Rationale

This module of work has been designed for a year 9 Science class to begin at the commencement of term 3. The

coursework has been developed in response to the year 9 physical science strand; In particular substrand

ACSSU182, “Energy transfer through different mediums can be explained using wave and particle models.”

(School Curriculum and Standard Authority, 2014) The content descriptors, literacy and numeracy components and

ICT aspects involved in this module have been specifically developed in conjunction with the SCSA curriculum.

Students have an understanding of basic energy definitions, forms and transfer methods due to studying substrand

ACSSU155 in year 8, “Energy appears in different forms, including movement (kinetic energy), heat and potential

energy, and energy transformations and transfers cause change within systems.” (SCSA, 2014) Students in year 8

also studied the ACSSU151 module in chemical sciences, involving, “Properties of the different states of matter

can be explained in terms of the motion and arrangement of particles.” (SCSA, 2014) Students will be able to draw

on existing Science Understanding knowledge to build and develop an understanding of the content presented in

ACSSU182. For example, students can apply the particle theory from ACSSU151 to the way in which energy is

transfers through mediums by energy transfer between neighbouring particles. This module will equip students with

a solid foundational understanding of how energy is transferred through matter and conserved, how this is

transmitted through waves, different wave types and forms, and electrical circuitry understanding and will build

upon existing knowledge of particle theory, heat transfer, potential and kinetic energies and particle theory.

This course also covers a number of, ‘Science as a Human Endeavour’ and, ‘Science Inquiry Skills.’ Theses

curriculum descriptors relate to scientific progressions within our society, use and influence of science on our daily

lives and conducting quality experiments. (This involves planning, experimental design, evaluation and scientific

communication.) The 3 strands of the curriculum overlap and are delivered in an integrated fashion across a 2-year

band. This will ensure that each of the strands receives measured and properly weight involvement in the module.

A range of teaching and learning strategies have been implemented to ensure that students are exposed to a wide

range of interactive and engaging activities. Each resource has been screened for student appropriateness and

quality content to ensure meaningful and genuine learner interaction is taking place. The module includes a series

of interactive resources, videos, scientific experiments and research opportunities which will inspire curious minds

and allow for hands-on learning in the classroom. Due to the very nature of scientific studies, the potential to utilise

these interactive resources is of the utmost importance as it supports a wide range of learner types and allows for

real world application. Coupled with the school textbook, classroom learning and additional resources, (such as

ICT and real world scenario studies,) the module is a comprehensive and interactive study into energy transfer.
 Year 9
Term 3
Science Unit Overview – Physical Sciences

Weeks Topic Focus and Skills Links to the Assessment Resources

Curriculum
1&2 Discuss Wave and Particle Models and describe how they SU: The particle theory of
are useful for understanding the concept of energy ACSSU180 matter
transfer. ACSSU180 – Video (1:30)
 Revisit Particle theory from ACSSU151 ACSSU182
Physics – Waves –
 Solids, Liquids, Gas Introduction – Video
Discuss the conservation of energy theory. SHE: (2:51)
 Energy of an isolated system remains constant ACSHE157
over time
Describe and draw a transverse waveform, noting key Slinkys and
soundwaves – Video
features such as;
(2:18)
 Wavelength, amplitude, troughs & crests and
direction.
Waves Basics –
Compare and contrast transverse waves and longitudinal Interactive Resource
waves.

Link E.M. Seismic Slinky – An

component with analogy for P and S
ACSSU175 waves – Video (5:17)
elaboration, Electromagnetic Waves
“investigating the – Electromagnetic
effects on humans of Work Sheet Radiation – Video
exposure to (1:50)
KTP – Waves transfer energy. Not Matter! electromagnetic
radiations such as
X-rays and The Electromagnetic
Electromagnetic Waves and Radiation. Spectrum: NASA –
 Describe difference between all E.M. waveform. microwaves.”
Video (2:58)
 Describe a photon
List types of electromagnetic radiation, sources, and
characteristics of each.
 Radio, Microwave, Infrared, Visible, Ultraviolet,
X-Ray, Gamma.
3&4 Energy Transfer SU: Newton’s Cradle –
 Describe energy transfer through a range of ACSSU182 Choose an E.M. Incredible science
differing mediums by using the particle theory waveform of your – Video (0:52)
 Consider the influence of factors such as SHE: choice. Research
temperature, density, distance from source and ACSHE157 common sources,
apply prior learning to explain findings wavelength size – use .44 Magnum vs.
SIS: examples, Type of water balloons –
Energy storage and conservation ACSIS170 waves, Energy content, Video (If
 Understand and apply conservation of energy applications of the appropriate.)
theory to energy transfer energy to daily living, Otherwise, utilise
 Consider how some forces and energies are impact/influence on the example only.
absorbed, conserved and stored human body etc.
 Compare and contrast conservation of matter Guided assignment Cornstarch Goo
check list will be – Cool Science
Non-Newtonian Liquids provided. Assignment Experiment –
 Oobleck case study can be created using Video
ICT or Physical
methods.
(Reference)
Forces and Energy
 List energy origins and resources such as;
 Fossil fuels & biofuels Non-Newtonian
 Wind& Geothermal power Fluid on a speaker
 Tidal Power & Hydroelectricity cone – Video
 Solar (1:18)

Potential and Kinetic Energies

 Determine that P energy is stored and K energies
are doing work. List examples. CYMANTICS:
Science Vs. Music
– Nigel Stanford –
Video (5:52)
5&6 Heat SU: Assessment Worksheet Heat Transfer –
 Compare and contrast convection, conduction ACSSU182 – Beginning of week 5 Conduction,
and radiant forms of heat to check knowledge Convection and
 Describe which you may find in the average SHE: from weeks 1 & 2 and Radiation – Video
home ACSHE157 3 & 4. (5:50)
ACSHE158
Heat Transfer Graffiti mat in small
SIS: groups of 2-3.
 Apply the particle model to the transfer of heat ACSIS170 Think about and record
 Develop an understanding of how induction all the different ways
cooking works we can heat/cook our
 Consider energy losses in a system food. What about
 Compare and contrast the effectiveness of each other examples?
heating type, in regard to energy required and Commercial kitchen,
quality of transfer. camping etc.
 Consider energy transfer via water (boiling)
Induction cooking
investigation –
Research the science
behind induction
cooking and answer the
questions on the
worksheet.
7&8 SU: Wiring: The
Electricity ACSSU182 parallel circuit vs.
 Investigate how energy is generated Wiring: The series
 Draw a flow chart showing the pathway of SHE: circuit (Interactive)
electricity from; ACSHE157 Utilise water
 Power station to your home ACSHE160 analogy in activity.
 A switch to an appliance
SIS: Per group - 3
Electrical circuits ACSIS165 lemons, 3 zinc
 Investigate the flow of energy in an electrical ACSIS166 Complete, ‘Lemon coated nails, 3
circuit ACSIS170 Battery’ worksheet as strips of copper
 Investigate how we can add or remove energy ACSIS171 experiment is being wire, 1
from the circuit demonstrated. globe/buzzer/fan,
 Describe the function of switches in a circuit (Exp. small groups of 2 and multimeter.
 Compare and contrast series and parallel circuits -3) See, ‘How to make
 Lemon Battery Activity a Lemon Battery,’
video and discuss
 Define;
(Lemon powered bulb
 Voltage
activity – Measure the Use data to create a
 Ampere’s
output of a single small individual
 Electrical Power
lemon. Then utilise 3 presentation on
 Electrical Work
lemons in both series your findings.
and parallel. Have Provided
Electromagnetism
students report on the guidelines – A3
 Define the concept of electromagnetism and
differences and results.) card, Title/Name,
provide real world examples and applications.
Purpose,
 Explain how the phenomenon works using
Hypothesis,
diagrams
Materials used,
Variables,
Procedure,
Conclusions
9 & 10 Explore the properties of waves, and real life situations SU:
where energy is transferred in the form of waves, such as; ACSSU182
 Ocean Waves
 Seismic Waves SHE: 4 ton wrecking ball
 Mexican Wave an Battle Ropes ACSHE157 in slow motion –
 Demolition Video (2:25 – 6:00
(Provide large force real world examples) SIS: minutes)
Relate the following concepts to wave energies and ACSIS170
provide simplified examples Battle
 Harmonic Motion ropes/skipping rope
 Resonance
Effects of waves on media; End of unit exam
 Explore the ways in which sound waves interact covering all content
from the module
with real world factors;
Standard examination
 Sound waves and glass/liquids
conditions
 Seismic waves and buildings
 Light waves and water
 Ocean waves/Tsunami’s while at sea/land
 Forward Planning Document

Term: 3 Weeks: 1 - 10 Year level: 9 Teaching and Learning area: Science (Physical Sciences)
Overarching learning goals:
As a result of this module of work students will be able to As a result of this module of work students will be able to As a result of this module of work students will be able to:
know: understand that:  Label and interpret transverse and longitudinal
 That waves transfer energy between systems and not  We can use the particle model to explain all energy wave diagrams, noting features such as wavelength,
mass. transfers and that waves travel through different amplitude, trough & crests and direction.
 How potential and kinetics energies relate to energy mediums at different rates.  Apply the theory of conservation, particle theory
transfer within systems.  Heat can be transferred via methods of convection, and wave forms to understanding how energy is
 How to apply wave and particle models to energy conduction and radiant exchange. transferred through different mediums
transfer.  Electricity flows within a system via circuits.  Describe differing forms of energy waves and
explain energy content and how they are produced.
Achievement standard:

ACSSU182 - Energy transfer through different mediums can be explained using wave and particle models.

Curriculum links
Science Understanding Science as a Human Endeavour Science Inquiry Skills
 ACSSU151  ACSHE157  ACSIS164
 ACSSU155  ACSHE158  ACSIS165
 ACSSU175  ACSHE160  ACSIS166
 ACSSU182  ACSIS169
 ACSIS170
 ACSIS171
General capabilities
Literacy Numeracy  ICT  Critical and creative Ethical behaviour Personal and social Intercultural
thinking  competence  understanding
Cross-curriculum priorities
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability
 KEY RESOURCE ACTIVITY VIDEO/INTERACTIVE LESSON STAGE

Lesson Curriculum Links Specific lesson objectives Assessment Teaching and Learning experiences Learner Resources
(include code) As a result of this lesson (for learning, as (including key inquiry questions) diversity
SU SHE SIS students will be able to: learning, of (G&T,
learning) SWD,
EALD,
SAER)
1 Energy Scientific Define particle theory in Intro: Short review of particle theory and types of G&T – The particle Theory of Matter –
transfer understanding relation to solids, liquids & energy, (Kinetic/Potential etc). Watch, ‘The Create an Video (1:30)
, including gases. particle theory of matter,’ video. Discuss the ways iMovie
through
models and in which particles interact in a solid, liquid and a explaining
different theories, is gas. how
mediums contestable waveforms
can be and is refined Explain that energy waves Body: Graffiti mat activity are linked Physics – Waves – Introduction –
over time transfer energy from the Student Group results discussion with class – with energy Video (2:51)
explained
through a source and interact with Student Group Sound, Light, EM radiation, Ocean waves, transfer.
using wave
process of external factors in differing Activity: Seismic waves etc. Link waveforms with the SAER –
and review by the ways. List the types of transfer of energy. Provide a
particle scientific energies that Address questions or and introduce topic to class simple
models community travel in waves – before showing, ‘Physics – Waves – Introduction,’ summary
(ACSHE157) Identify transverse wave How many can video. sheet of the
(ACSSU18 Link wave types discussed above with those terms and
from a diagram. you list? shown in the video. theories
2) Graffiti mat is revisited
small table Conclusion: Finish the class by drawing a and new
groups. transverse wave on the board. Have the class content
copy the wave down in their notebooks and make from today.
note of key components.
2 Energy Label a transverse wave, Intro: Student group activity. G&T –
transfer noting key components such In table groups, each group will be given 1 x A4 Peer
as wavelength, amplitude, sheet and 1 x set of components of a wave + teaching Arrange 1 x A4 piece of paper for
through
frequency and direction. Student Group: definitions. (As finished on last lesson.) Without of theories each table group with a blank
different referring to their notebooks, students are required
mediums Label a large to populate the 6 main parts of the transverse wave
and key transverse wave. Include blank
can be transverse wave – Wavelength, Amplitude, Frequency, Peaks, ideas. sections on diagram which students
Define the law of diagram in table Troughs and Direction. Also name which type of need to fill in. Also include pre-
explained
conservation of energy. groups using key wave is displayed. SAER – cut-out components/definitions and
using wave
terms on paper. Ensure have these pre-distributed with the
and that during blank wave diagram before
particle Discuss the nature of Body: Discuss the theory of conservation of group students arrive.
models transverse wave and give real energy and apply directly to waveforms of activities,
(ACSSU18 world examples. differing types – Ocean/Sound etc. Determine that students of
waves transfer energy NOT matter!
2)
What does the theory of energy conservation
different
literally mean for transverse waves? understand
ings are
grouped
Conclusion: Use a length of rope to demonstrate together.
the transfer of energy in a transverse wave. Ask
students to describe what they see.
 KEY RESOURCE ACTIVITY VIDEO/INTERACTIVE LESSON STAGE

3 Energy Identify a longitudinal wave Intro: Introduce the concept of Longitudinal waves to the G&T – 1 x Metal Slinky
class. Using a metal slinky and a member of the class, Definite 1 x Volunteer from the class
transfer from a diagram and label
show how a, ‘section’ of the slinky will transfer between types of
through key parts. ends. Follow up the presentation by watching the video, energies that
different ‘Longitudinal waves in a spring in slow motion,” and ask move in L.
students to report on what they see – Watch video more waves and Longitudinal waves in a spring in slow
mediums than once if required. Compare and motion- Video (0:47)
can be Differentiate between a
How is this wave different from a Transverse wave? contrast
transverse and a longitudinal diagrammatic
explained
wave, discussing that Students are to Body: Watch, ‘Slinkys and Soundwaves,’ video. Which ally with
using wave type of motion represents a soundwave? energies that
medium displacement compare and Slinkys and Soundwaves – Video
and What are some examples of Longitudinal waves that we move in T.
parallel/perpendicular. contrast the 2 (2:18)
particle can come up with as a class? waves.
wave types. Think, Pair, Share activity.
models Label an example Students will access, ‘Wave Basics,’ on their laptops. SAER –
(ACSSU18 List 3 longitudinal wave of each and Students are to read through the article and use the flash Provide pre-
player to attempt to recreate both a transverse and a populated Wave Basics Website – Interactive
2) examples and justify. highlight main Resource.
longitudinal wave. sheet on L.
differences. waves, where http://outreach.physics.utah.edu
Think, Pair, Conclusion: Is a Mexican wave a transverse or a students /Labs/WaveBasics/waves.htm
Share exercise longitudinal wave? Watch the video and see if students match key
can explain why! definitions
Biggest Mexican Wave in History and
understandin Biggest Mexican Wave in history –
gs. Video (0:20)
4 Energy Relate earthquakes to the Intro: Wave in a bottle expierment – Utilise oil and
coloured water in a bottle. Agitate to show movement of G&T –
transfer action of seismic wave Graffiti mat
the wave and highlight energy transfer – Not mass! Knowledge
through activity and utilise wave Activity: Body: Seismic waves, magnitudes quest!
different theory to explain how What do you Ocean waves and Tsunamis. Which type Butchers paper + markers
mediums energy is transferred. know about Graffiti mats – What do you know about Seismic waves? of Seismic
waves would
can be Seismic waves?
explained Discuss the concept of P and S waves – Primary and cause the
In table groups, Secondary. What causes Earthquakes? most damage
using wave State how the energy from a list as many Surface and Body Waves; to a
and particle deep sea earthquake is things as you can Body waves broken into P and S waves; hypothetical
models P-Wave – Compression (Longitudinal)/Fastest/Travels city? Draw a
transferred from the earth to in 3 minutes!
(ACSSU182 through S,L&G diagram or
the ocean. S-Waves – Transverse/Slower/S only create a short Seismic Slinky – An analogy for P
The theory iMovie to and S waves -
Watch, ‘Seismic Slinky’ – An analogy for P and S explain and Video (5:17)
of plate Waves,’ video justify.
tectonics Describe why an object,
Tsunami – Definitions, causes, impacts and effects.
explains ‘bobs’ on ocean waves How is energy transferred in a Tsunami? Both SAER – label
global instead of being moved Longitudinal and Transverse. a simple
patterns of along. diagram
Conclusion: Look at why a rubber duck appears to Bob showing how
geological up and down only when waves pass under it. Why is waves move
activity and this? Why does the duck not move forward with the through the
continental direction of waves? Consider what the particles are earth from an
movement doing! Displacement and disruption. Ocean waves shift epicentre.
from T. waves to L. waves as they reach the shore.
(ACSSU180
Explain how and why this is so using diagrams and your
iPad. Illustrate where the waves change forms.
 KEY RESOURCE ACTIVITY VIDEO/INTERACTIVE LESSON STAGE

5 Energy Identify that sound waves a Intro: Revisit the longitudinal soundwave theory G&T – The boy who could see like a bat
and discuss practical applications for the class. Investigate
transfer longitudinal due to the (Echolocation) – Video (3:52)
Discuss Pitch, Volume, etc. How do we measure how sound
through perpendicular displacement waves can be
different of the wave. sound?
used to break
mediums a glass.
can be Breathing – 10 dB Explain this
Normal Conversation – 50 – 60 dB phenomenon
explained Compare and contrast Heavy Traffic – 90 dB with
using wave ultrasound, echolocation and reference to
Fireworks – 140-150 dB
and particle sonar. pitch,
models Body: Consider uses for sound – Echolocation, volume,
(ACSSU182 proximity
Ultrasound, Sonar. What animals use The Interactive Ear – Interactive
and time.
)
Illustrate a flow diagram echolocation or sonar? Resource.
which clearly shows how Show, ‘The boy who could see like a bat,’ video. SAER – “The Human Ear,” worksheet
Multi- How do they differ? How are they similar? Draw a
cellular sound waves travel from a Human Ear Compare and contrast! picture of a
organisms source into our ear and interactive Have students access, ‘The interactive ear’ bat and show
rely on highlight interaction resource & website on their laptops. Use the interactive how
coordinated between key structures. worksheet. model to complete the attached worksheet – “The echolocation Non-Newtonian fluid on a speaker
and is used to
human ear” cone – video (1:17)
interdepend determine
Soundwave interactions – Oobleck their
ent internal Video, ‘Non-Newtonian fluid on a speaker.’ surrounds.
systems to Discuss what is happening and why? How are the
respond to sound waves interacting with the, ‘liquid?’ Can
changes to anyone guess what a, ‘Non-Newtonian’ liquid is?
their Conclusion: Activity – Why does your recorded
environment voice sound different to your, perceived’ voice?
(ACSSU175
)
6 Energy Recognise that all Intro: Introduction to the Electromagnetic Spectrum via, G&T – The Electromagnetic Spectrum:
“The Electromagnetic Spectrum: NASA” Video Knowledge
transfer electromagnetic waves only Quest! NASA – Video (2:58)
through differ in the amount of Body: Introduction to the types of E.M. on the Spectrum
Discover how
far radio waves
different energy. and explain each. can travel from
Draw/Use diagram of the spectrum showing a source. Plot
mediums wavelengths/size of wave + discuss why they are the distance
can be different. Ask students to note 1 – 2 common and decay on a
Interpret the uses/sources for each. graph to
explained
electromagnetic spectrum All EM waves are transverse. illustrate.
using wave Show EM waves in M diagram to highlight length of
and explain the model in Notebook
and waves using real examples.
simple terms. SAER – Draw
particle Consider Light and sound waves in conjunction with EM and label a
– Why is thunder heard after you see lightning? Why is simple diagram
models the smoke from a starter’s pistol usually seen before the showing
sound? source,
(ACSSU18 Draw conclusions that all direction, and
2) electromagnetic waves are ‘A self guided destination of a
Conclusion: Students are to access, ‘A self-guided tour
transverse. tour of the of the electromagnetic spectrum’ and complete the
travelling radio
wave.
electromagnetic worksheet. A self-guided tour of the
spectrum,’ electromagnetic spectrum –
interactive Interactive media & Worksheet.
resource and
worksheet.
 KEY RESOURCE ACTIVITY VIDEO/INTERACTIVE LESSON STAGE

7 Energy Determine the approximate Intro: Electromagnetic riddles G&T –

Introduce topic of lesson with props – Have
transfer position of an X-ray on the
Models/Image students
through E.M. spectrum and use this illustrate an
different to explain the energy X-ray
Body: Draw the EM spectrum and have students machine at a
mediums content. highlight the area where X-Rays roughly sit. hospital.
can be
Watch, ‘Electromagnetic Radiation,’ Video and discuss Electromagnetic Radiation –
explained Show key
concept of photon’s and energy. components Video (1:50)
using wave Describe practical Teacher to record key teaching points on board such as
and particle applications of X-Ray and and students to copy into note books. imaging
models PowerPoint Presentation – X-Rays and plate,
Ultrasound technologies,
(ACSSU182 Electromagnetic Radiation + Spinal Pathologies Machine,
and briefly explain their patient,
) Worksheet
effects on tissue. Discuss worksheet as a class direction of X-Rays and Electromagnetic
wave travel Radiation - PowerPoint
Multi- Think, Pair, Share! Compare and contrast the etc.
cellular Assessment similarities & list 3 uses for X-Ray vs. U/S.
organisms Demonstrate an worksheet, Assessment worksheet - Electromagnetic waves SAER –
rely on understanding that X-rays “Electromagnetic Provide a
coordinated pass through tissue due to waves.’ 5 minutes Conclusion: Lesson content is summarised. simple
and Students are to write 1 piece of information they summary
differing absorption rates of to complete –
interdepend learned in the class or 1 question they may have. sheet of E.M
tissue and the wavelength of Individual, energies +
ent internal Students stick these on the board on the way out.
these rays. Assessed. word sleuth
systems to answers.
respond to
changes to
their
environment
(ACSSU175
8 Energy Draw conclusions that Intro: Refraction of light through a prism demo. G&T – Using
Designed to show students how refracted white light can your laptop or
transfer visible light is the only iPad, Explore
be split into the visible light spectrum – The Only visible
through source of E.M. that can be type in the E.M. spectrum
the phenomena
of a rainbow.
different seen with the naked eye. Illustrate a
Body: Can we see Infra-red light? Can animals? simple diagram Timer
mediums Confusing colours experiment – Hold a piece of showing how
can be Small, coloured cellophane squares
coloured cellophane over one eye for 2 – 3 minutes. the sun’s rays
Discuss the ways in which Light waves After this time, remove the square and look through one are split into
explained
light waves can be worksheet – eye at a time – What has happened? Why? coloured light.
using wave Light Waves – Can pass through materials, may be
influenced by media, Knowledge SAER – Use
and scattered by a material, or be reflected entirely or
considering reflection, Quest! your laptop to
particle absorbed. (Transparent, Translucent and Opaque) How see how many
refraction and absorption. What % of light do colours of affect light interaction? colours the Light waves worksheet &
models can pass through Reflection occurs when the light is not absorbed at all. It human eye can Knowledge Quest!
is reflected at the same angle that it strikes the surface. see. Find 1
(ACSSU18 a medium that is animal that can
Refraction can bend or separate light.
2) Classify media by classified as see more and 1
Light Waves Worksheet & Knowledge quest.
transparent, translucent & transparent, Watch, ‘The speed of light in glass,’ video. This will
that can see
less. Draw a
opaque and relate this to translucent & explain why light slows as it passes through glass but diagram to
how light rays interact with opaque? Give an then speeds up again after exiting. Conservation of compare and Speed of light in glass – Video
energy theory contrast.
each. example of each! (1:41)
Conclusion: (Teacher) Set up a mirror maze and use a
laser pointer to try and hit a target. Ask students to
amend and adjust placement of mirrors. Describe what
they see and attempt to explain. Mirrors and laser pointer + paper
target
 KEY RESOURCE ACTIVITY VIDEO/INTERACTIVE LESSON STAGE

9 Energy Draw parallels between Brainstorm Intro: Introduction to energy travelling though different, G&T –
‘Media’ brainstorm. Compare 2
transfer how energy is transferred List 6 – 8 Media similar
Discuss with the class.
through through media via particle types on a Does energy move slower or faster through a solid than materials and
different interaction. placemat and through a gas? determine
number them which will
mediums Body: Why? Relate to particle model to explain to class! transfer
can be according to how energy more
Energy is transferred from particle to particle – Dense =
Compare and contrast how fast energy is Faster. quickly. E.g.
explained
energy is transferred transferred  Dry Air – 330m/s Fresh water
using wave vs. Salt
between media of different through it.  Water – 1500 m/s
and  Steel – 5000 m/s water.
states. (Under Headings Explain why
particle Why is a solid better at transferring energy than a gas?
Solid/Liquid/Gas) Does this also extend to heat? Sound? using the Whiteboard
models E.g. Granite, Whiteboard demo – Particles & energy pathways particle Markers
(ACSSU18 Apply the conservation of steel, water, air theory.
2) energy theory to transfer of etc. Discuss how some energy transfers are absorbed,
SAER –
deflected, stored and/or conserved! .
energy. Knowledge
 Utilise particle theory and conservation of
quest! Use
energy to support your claims
your iPad to
What else impacts energy interactions? Colour?
explain why
Texture? KAHOOT Quiz
energy is
KAHOOT Quiz! Energy transfer through mediums
KAHOOT Quiz passed ‘Energy transfer through mediums’
through
Conclusion: Investigation at home!
solids the
Watch alarm under water. Use a watch beeper or alarm ‘Home investigation,’ worksheet
most quickly.
to see how it interacts with the medium? Is it stronger
Draw a
than through air? What about through a table or other
simple
solid?
particle
diagram to
illustrate.
10 Energy Interpret the action of Intro: Newton’s cradle – Example and think-pair-share. G&T – Newton’s Cradle – Incredible science
What forces are at work? How is the energy being Observe a
transfer Newton’s cradle as energy swinging
– Video (0:52)
transferred? Link with Pendulum/Bubble screensaver.
through transfer between particles in Body: Revisit theory of potential and kinetic energies.
pendulum.
What forces
different a solid material. Energy Transfer (K+ as P-) Which does Newton’s cradle have? At which keep the
question from point does a ball have Kinetic or potential energy? pendulum Newton’s cradle model
mediums Note that energy is being transferred by form. (P to K) swinging? If it
can be text, “How would
Students sketch 2 different positions that the balls can be remains
Compare and contrast the interaction in, (Snapshot) and indicate which balls have P and which untouched, it
explained
potential and kinetic between the balls have K. will eventually
using wave stop. Why?
energies, as applied within be different if Energy Transfer Question from text. Compare and
Textbook
and What other P to K examples can we think of?
an energy transfer model they were filled contrast with
particle  Catapult Newton’s
such as Newton’s cradle. with, a) air, b)  Tennis ball on Bball – Drop both at once cradle.
models water? What if  Human down a slide
Notebooks
SAER –
(ACSSU18 the balls were  Effect of gravity on mass Consider a
2) Definite additional force made of a Sketch and label another example and explain what swinging
forces are being transferred. Either between
interactions during energy heavier/light pendulum. At
objects/particles or the transfer of P to K energies. which point is
transfer, such as friction, material? Justify Conclusion: Consider an elastic band. If we were to, the energy P
gravity, air resistance etc. your answers ‘flick the band’ across the room, how are why does the and at which is
energy change? What forces are acting on the band to point is the
with reference to energy K?
both slow and ultimately sop the band?
the particle Justify your
answer.
theory.”
 KEY RESOURCE ACTIVITY VIDEO/INTERACTIVE LESSON STAGE

11 Energy Recognise that energy needs Intro: CYMANTICS: Science Vs. Music Video – Ask G&T – How CYMANTICS: Science Vs. Music –
students to watch the video as it highlights interactions does an engine
transfer to be, ‘introduced’ into a of another type
Nigel Stanford – Video (5:52)
between sound waves and external factors. Ask the
through system for it to function. students to note 4 interactions they see in the video and
produce and
transfer power?
different Link this notion with the describe what is happening. Discuss as a group. (Diesel/Electric
conservation of energy. Body: Forces and energy /Hybrid) Use
mediums List energy origins and resources such as; your iPad to
can be  Fossil fuels & biofuels find out! Draw
Consider the ways in which  Wind& Geothermal power a simple
explained
energy is produced, stored  Tidal Power & Hydroelectricity
diagram
using wave showing
and transferred. Use flow  Solar energy transfer.
and diagram examples such as What are some of the main uses for each?
particle How do we store the energy from these sources? SAER - Use
fossil fuels – produce your iPad to
models Consider an internal combustion engine – How does it
electricity – stored and generate power? find the 3
required
(ACSSU18 transported – into home – Label a flow diagram to describe the flow of energy in a components of
2) light etc. petrol motor vehicle. Consider fuel/air & spark, engine a (petrol)
components, driveline to wheels. internal
Highlight the fact that cars lose a large amount of energy combustion Notebooks
Recognise that systems loses Mind map through transfer to the wheels and through by-products. engine. What
energy due to a number of activity, “By- Mind map activity in table groups (Groups of 4) happens if one
of these is
external factors and list products and What are some by-products of the internal engine?
missing?
(Heat, Light, Noise, Mechanical loss through driveline
examples such as drag, energy transfer in
and articulating parts, Friction, Air resistance…)
resistance, heat, light, sound, the internal Write 1 way in which you could reduce the impact of
ineffective energy transfer engine” each by product Large sheets of butchers paper
etc. Conclusion: Can you improve the design of design of the 1 per group of 4
combustion engine? Create a hypothetical model.
12 Energy Demonstrate an Intro: Can water balloons stop a bullet? G&T – .44 Magnum vs. water balloons –
.44 magnum Vs. Water Balloons. Check Research
transfer understanding of energy Video (If appropriate.) Otherwise,
appropriateness of example at school. Can you a Non- utilise example only.
through transfers in a system using whiteboard scenario if preferred/video. Newtonian
different real world applications. Body: Real world interaction with Oobleck. Liquids.
(Worksheet to accompany class.) Record a
mediums Knowledge Quest! Find a recipe for Oobleck and definition
can be record. What sort of liquid is Oobleck? and see if
Evaluate the properties of a Student groups will create a bucket of lightly coloured you can find
explained Cornstarch Goo – Cool Science
non-Newtonian liquid and solution. Split the class into 4 groups via 1,2,3,4 2 – 3 others.
using wave
discuss. numbering method. Experiment – Video (Reference)
and Oobleck acts as both a liquid and a solid – How can this
‘Properties of
particle be? How can we make the solution behave like one or SAER – 4 x plastic buckets
Oobleck,’ the other? Link particle theory and transfer of energy. Draw a
models Support findings regarding worksheet  Can you make a ball of Oobleck in your simple 4 x Oobleck solution ingredients
(ACSSU18 non-Newtonian liquids and hands? How can you keep the form of a ball particle 1 water : 1.5 - 2 parts cornstarch
2) energy transfers within for a longer time? diagram to 4 different food colourings
 What happens when you drop the ball back illustrate Disposable gloves – pair per
through hands on into the liquid Oobleck? what changes
approaches and links with happen to student
 Place one hand into the solution and then
the particle theory. remove it – 1 x quickly, 1 x slowly. Oobleck Protective glasses – 1 each
Hypothetical question – If you walked across a vat of when a force Plastic sheet for draping
oobleck, would you sink? What if you ran? is applied.
Would it be better to wear stilts or large, ‘teardrop’ snow
shoes when moving across Oobleck? Why?
Conclusion: Suggest Liquid Body Armour as a potential
use for Oobleck. Ask the students to think about how it
would work. What would it work well against?
(Bullets/High forces) What would it work poorly
against? (Sharp instruments/Low Force)
Lesson Plan
Lesson Topic: Electromagnetic Waves & Radiation Year Level: 9 Time: 10:00 – Date: 26.07.2018
10:50am
Learning Area: Science Students’ Prior Knowledge:

Strand/Substrand/Content Descriptor from the West Energy appears in different forms, including movement (kinetic
Australian Curriculum: energy), heat and potential energy, and energy transformations
and transfers cause change within systems (ACSSU155)
Energy transfer through different mediums can be
explained using wave and particle models. 6 lessons covering ACSSU182 have been studied prior to this
class, covering the following;
 Particle Theory
(ACSSU182)  Waveforms – Transverse and Longitudinal
 Conservation of energy
 Seismic waves & Ocean waves
 Soundwaves
 Electromagnetic Spectrum

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT competence Critical and Ethical behaviour Personal and Intercultural
  creative thinking Social understanding
 competence
Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Sustainability
histories and cultures Asia
Proficiencies:(Mathematics only)

Understanding Fluency Problem Solving Reasoning

Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

 Determine the approximate position of an X-ray on the E.M. spectrum and use this to explain the energy content.
 Demonstrate an understanding that X-rays pass through tissue due to differing absorption rates of tissue and the
wavelength of these rays.
 Describe practical applications of X-Ray and Ultrasound technologies, and briefly explain their effects on tissue.
(Link with ACSSU175)

Teacher’s Prior Preparation/Organisation:
 Download or preload, ‘Electromagnetic Radiation’
video and ensure CC are functional
 Preload PowerPoint of X-Rays – File Server & USB
 Prepare and Print Assessment Item and PowerPoint
slide for class, 1 for each student.
 Check Whiteboard Markers
 Source Bone Model/Skeleton/X-Ray motivation
 1 placemat for each table group of 4 students
Provisions for Learner diversity (G&T, SWD, EALD,
SAER)
 Position students any SWD towards the front of the
class. Utilise large fonts and use Media CC (closed
caption) where possible.
 Include Challenge Questions on Assessment for
G&T. Utilise G&T students for peer learning where
possible and appropriate.
 Ensure adequate, ‘Scaffolding’ of challenging
material for those who may have difficulty with the
concepts presented (SAED and/or EALD). Check
Understanding often and adjust worksheets and
assessments as required. Allow additional time for
reading and understanding.

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

 Could the students recognize the difference between E.M types on a Waveform diagram?
 Were the media items used in the class effective and engaging?
 Was the work sheet an appropriate difficulty for the class?
 Did the PowerPoint encourage class engagement? If not, how could you improve it for next time?
 What part of the class did the students find most challenging?
Teacher self-reflection and self-evaluation:
 Was the inclusion of the X-Rays and pathology discussion enjoyed by the class?
 Did they enjoy the opportunity to share their own experiences?
 Did each student in the class meet the required objectives? If not, why?
 Were any sections of the class/boring/too long/too difficult? How will you improve this for next time?
 Are there concepts that you will need to revisit with the class to ensure adequate understanding by all students?
[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Time Stages of the Lesson Resources/References
Align these with the segment where they will be
introduced.
Stage 1 Introduction – Teacher at front of class. Greet students as
10:01 they enter the classroom.  Electromagnetic Riddles;
-
10:06 Electromagnetic Magnetic Radiation Riddles on the whiteboard. o Whiteboard
o Markers
What type of E.M. Wave Am I?

 Radio – I transmit pictures and sounds

 Microwave – You might use me to heat up your food
 Infrared – You can see me with night-vision goggles
 Visible Spectrum – The only waves you can see with the
naked eye
 UV – You can’t see me but excess exposure can cause
burns
 X-Ray – I can pass through tissue but not bone
Questioning technique for the class – Write the
 Gamma – I transformed Bruce Banner into the Hulk
names of each student on a popsicle stick. Place
name-side down into a container and choose at
Students can think, pair, share with the student next to them. Select
random.
7 students from the popsicle sticks to come and write one answer up
on the board.
 X-Ray Image/Bone Model/Skeleton
Discuss answers briefly and introduce topic and lesson objectives for
today’s class using an X-Ray image/Model Skeleton to generate
interest and engagement.
Stage 2 Body of lesson – Teacher between front of class and table
groups as required.
10:06
- Revisit the structure of electromagnetic waves to begin the body of
10:10 the lesson.
 Whiteboard
Draw the E.M. spectrum on the board and ask students to copy it  Markers
down.

Ask each student to use a highlighter or red pen to roughly highlight

the area where X-rays would occupy on the spectrum. Question the
class – Does this mean that X-Rays have a lot of energy or not much
energy? Which waves have more energy than X-Rays? Impact on
humans?

 Electromagnetic Radiation –
Video (1:50)
http://education.abc.net.au/home#!/media/30366
10:10 . /
- Play Video – ‘Electromagnetic Radiation’
10:18
Ask students to write an answer the following questions while
watching the video;
  Whiteboard
What’s the main difference between each type?  Markers
What are the 2 things that an E.M wave does?

List Key Points on the board while the video is playing and have
students copy them into their books;

 Energy directly influences the wavelength

 A photon is a tiny bundles of energy
 Photons travel away from source at the speed of light and  X-Rays and Electromagnetic Radiation
oscillate. –PowerPoint
 How do high energy photons interact with the body?  Spinal Pathologies Worksheet

Confirm with class that X-Rays are, ‘high-energy’ forms of E.M.

10:18 radiation!
-
10:30 PowerPoint Presentation;
 “X-Rays and Electromagnetic Radiation”
 Spinal Pathologies worksheet
 1 Placemat for each group of 4

Compare and contrast differences and similarities between x-rays

10:30 and ultrasound. Try and write common 3 uses for each
- U/S – Uses sound waves – can we used for cleaning, muscle healing,
10:37 diagnostics and cutting.  Electromagnetic worksheet
X/R – Diagnostics in humans, aviation, construction, engineering

Electromagnetic Waves Worksheet.

10:38 (Distribute and explain conditions.)
- Inform students are to answer the questions individually and they
10:48 will be marked and collected at the end of the lesson. Closed-Book
with no reference material allowed.

Stage 3: Conclusion – Teacher at front of class. Farewell as

students leave.

10:48 How will you draw the lesson ideas together so that the students can
- evaluate what they have learnt? How will you prepare the students
10:50 for the next task?

Repeat the lesson outcomes, as discussed during the lesson

introduction. Ask a few final questions to random students using the
popsicle method, to check learning. Ask if anyone has any
questions.  Post it notes – All same colour.

Each student has to write one thing they have learnt OR one
question on a post it note as they leave class and stick it on the
board. Teacher to collect.
Transition: (What needs to happen prior to the next lesson?)

Teacher Prep for next lesson on light waves;

 (Reflection/Refraction/Absorption)  Prepare and source requirements listed.
 Source glass prism and cellophane squares for experiments
 Ensure lesson plan is complete and correct – Draw parallels
with other wave types and discuss conservation of energy
through different mediums

Review post it notes and look for common themes or

misunderstandings. Address at the beginning of the next lesson.
Assessment strategies: How will you identify what the students
have learnt and how will you record this?

 Ensure there is consistent and ongoing questioning

throughout the lesson; make a point of seeing all groups
during group activity where possible. Pay special attention
to EASLD, SAR, SWD to ensure content is being
understood and retained. Where possible, ensure that G&T
students have additional content.
 Collect and view worksheets to check learning and record.
Reference List;

4 ton wrecking ball in slow motion, (2017). Retrieved from https://www.youtube.com/watch?v=D7sj7L1uLiw

A Self guided tour of the electromagnetic Spectrum, (N.d.) Retrieved from

https://www-tc.pbs.org/wgbh/nova/assets/swf/1/electromagnetic-spectrum/electromagnetic-spectrum.swf

Armstrong, A. (N.d.) Bloom’s Taxonomy. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

Biggest Mexican Wave in History, (2014). Retrieved from https://www.youtube.com/watch?v=2MGJY6UqG10

Carey, G., (2017) Energy transfer through different mediums can be explained using wave and particle models. Retrieved from
https://prezi.com/my3ofcouaay1/energy-transfer-through-different-mediums-can-be-explained-using-wave-and-particle-
models/

CYMANTICS: Science vs. Music – Nigel Stanford, (2014). Retrieved from https://www.youtube.com/watch?v=Q3oItpVa9fs

Electromagnetic Radiation, (2011). Retrieved from http://education.abc.net.au/home#!/media/30366/

Heat transfer: Conduction, convection and radiation. (2016)

Retrieved from https://www.youtube.com/watch?v=gcY6832h_Nw

How does X-Ray work? (2017) Retrieved from https://www.youtube.com/watch?v=cz4o5Qsbjcc

How many balloons does it take to stop this bullet? (2015) Retrieved from
https://www.youtube.com/watch?v=p-z_2QVvI3c

How to make a Lemon Battery, (2012). Retrieved from https://www.youtube.com/watch?v=GhbuhT1GDpI

Newtons Cradle – Incredible Science, (2010). Retrieved from https://www.youtube.com/watch?v=0LnbyjOyEQ8

Non-Newtonian fluid on a speaker cone, (2008) Retrieved from https://www.youtube.com/watch?v=3zoTKXXNQIU

Physics – Waves – Introduction, (2014). Retrieved from https://www.youtube.com/watch?v=RVyHkV3wIyk

School Curriculum and Standards Authority [SCSA], (2014) Science Rationale.

Retrieved from https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/science-v8/overview/rationale

School Curriculum and Standards Authority [SCSA]. (2014) Science v8.1:

Energy transfer through different mediums can be explained using
wave and particle models (ACSSU182). Retrieved from
https://k10outline.scsa.wa.edu.au/home/teaching/curriculumbrowser/
science-v8

School Curriculum and Standards Authority [SCSA], (2014) Science Scope and Sequence
Retrieved from https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/science-v8/overview/Science_P-
10_Scope-and-Sequence_Phase_1_March_2016.PDF

Seismic Slinky – an analogy for P and S Waves, (2013) Retrieved for https://www.youtube.com/watch?v=KZaI4MEWdc4

Slinkys and soundwaves, 2016. Retrieved from https://www.youtube.com/watch?v=kxQj-wPePBU

The boy who could see like a bat, (Echolocation) (2011) Retrieved from https://www.youtube.com/watch?v=r9mvRRwu5Gw

The electromagnetic spectrum: NASA, (N.d). Retrieved from

https://www.pbslearningmedia.org/resource/phy03.sci.phys.energy.nasaspectrum/theelectromagnetic-spectrum-nasa/

Wiring: The parallel circuit (2011). Retrieved from http://www.scootle.edu.au/ec/viewing/L3060/index.html

Wiring: The series circuit (2011). Retrieved from http://www.scootle.edu.au/ec/viewing/L3059/index.html