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Pearson Science New South Wales 9 Teaching Program
4 weeks
Chapter 5
Overview
NSW Syllabus strand
Stage 5 content addressed in this chapter
Knowledge and Understanding
PW3 Scientific understanding of current electricity has resulted in technological developments designed to improve
the efficiency in generation and use of electricity.
Students:
a.
b.
c.
d.
describe voltage, current and resistance in terms of energy applied, carried and dissipated
describe qualitatively the relationship between voltage, resistance and current
compare the characteristics and applications of series and parallel electrical circuits
outline recent examples where scientific or technological developments have involved specialist teams from
different branches of science, engineering and technology, e.g. low-emissions electricity generation and reduction
in atmospheric pollution [CCT] [PSC] [L]
PW4 Energy conservation in a system can be explained by describing energy transfers and transformations.
(ACSSU190)
Students:
a.
b.
c.
d.
apply the law of conservation of energy to account for the total energy involved in energy transfers and
transformations
describe how, in energy transfers and transformations, a variety of processes can occur so that usable energy is
reduced and the system is not 100% efficient
discuss, using examples, how the values and needs of contemporary society can influence the focus of scientific
research in the area of increasing efficiency of the use of electricity by individuals and society (ACSHE228,
ACSHE230)
discuss viewpoints and choices that need to be considered in making decisions about the use of non-renewable
energy resources
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Pearson Science New South Wales 9 Teaching Program
4 weeks
Chapter 5
Additional Content
Physical world
Students:

explain the relationship between resistance, voltage and current, using Ohm’s Law

investigate the energy efficiency of appliances and relate this to a household energy account

research how engineers and architects employ scientific concepts and principles in designing energy-efficient
devices and buildings
Chemical world
Students
Working Scientifically

research the structure of small portable electrochemical cells, e.g. mercury cells and rechargeable batteries

construct simple electrochemical cells using fruit and describe energy transfer
WS4 Students question and predict by:
a.
b.
formulating questions or hypotheses that can be investigated scientifically (ACSIS164, ACSIS198)
predicting outcomes based on observations and scientific knowledge
WS5.1 Students identify data to be collected for an investigation by:
a.
b.
c.
d.
describing the purpose of an investigation
explaining why certain types of information need to be collected in a range of investigation types
selecting possible sources of data, including secondary sources, relevant to the investigation
justifying why variables need to be kept constant if reliable first-hand data is to be collected in controlled
experiments
WS5.2 Students plan first-hand investigations by:
a.
planning and selecting appropriate investigation methods, including fieldwork and laboratory experimentation, to
Copyright © Pearson Australia 2014 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 6566 1 Page 2
Pearson Science New South Wales 9 Teaching Program
b.
c.
d.
e.
4 weeks
Chapter 5
collect reliable data (ACSIS165, ACSIS199)
describing a logical procedure for undertaking a range of investigation types
designing controlled experiments to collect valid first-hand data
specifying the dependent and independent variables for controlled experiments
accounting for the use of an experimental control as appropriate
WS5.3 Students choose equipment or resources for an investigation by:
a.
b.
c.
d.
identifying appropriate equipment and materials
identifying the appropriate units to be used in collecting data
selecting equipment to collect and record reliable data or information, using digital technologies as appropriate,
e.g. data loggers
assessing risks and addressing ethical issues associated with these methods (ACSIS165, ACSIS199)
WS6 Students conduct investigations by:
a.
b.
c.
d.
e.
f.
individually and collaboratively using appropriate investigation methods, including fieldwork and laboratory
experimentation, to collect reliable data (ACSIS165, ACSIS199)
safely constructing, assembling and manipulating identified equipment
selecting and using appropriate equipment, including digital technologies, to systematically and accurately collect
and record data (ACSIS166, ACSIS200)
using appropriate units for measuring physical quantities
reporting data and information, evidence and findings, with accuracy and honesty
evaluating the effectiveness of the planned procedure, considering risk factors and ethical issues, and suggesting
improvements as appropriate
WS7.1 Students process data and information by:
a.
selecting and using a variety of methods to organise data and information including diagrams, tables, models,
spreadsheets and databases
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Pearson Science New South Wales 9 Teaching Program
b.
c.
d.
e.
f.
4 weeks
Chapter 5
selecting and extracting information from tables, flow diagrams, other texts, audiovisual resources and graphs,
including histograms and column, sector or line graphs
accessing data and information by using a range of appropriate digital technologies
applying numerical procedures and mathematical concepts and using digital technologies, where appropriate
identifying data which supports or discounts a question or hypothesis being investigated or a proposed solution to
a problem
describing specific ways to improve the quality of the data (ACSIS171, ACSIS205)
WS7.2 Students analyse data and information by:
a.
b.
c.
d.
e.
f.
g.
analysing patterns and trends, including identifying inconsistencies in data and information (ACSIS169, ACSIS203)
describing relationships between variables (ACSIS169, ACSIS203)
assessing the validity and reliability of first-hand data
using knowledge of scientific concepts to draw conclusions that are consistent with evidence (ACSIS170, ACSIS204)
synthesising data and information to develop evidence-based arguments
evaluating conclusions and evidence, including identifying sources of uncertainty and possible alternative
explanations (ACSIS171, ACSIS205)
critically analysing the validity of information from secondary sources (ACSIS172, ACSIS206)
WS8 Students solve problems by:
a.
b.
c.
d.
e.
f.
g.
describing strategies to develop a range of possible solutions to an identified problem
assessing strategies that have been identified as possible solutions to an identified problem
applying the processes of Working Scientifically in developing creative solutions to problems
using cause-and-effect relationships to explain ideas
using models to explain phenomena and make predictions
applying critical thinking in considering suggested proposals, solutions and conclusions, including a consideration of
risk
evaluating different approaches used to solve problems (ACSIS172, ACSIS206)
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Pearson Science New South Wales 9 Teaching Program
4 weeks
Chapter 5
WS9 Students communicate by:
a.
b.
c.
d.
e.
selecting and using in presentations, for different purposes and contexts, appropriate text types including
discussions, explanations, expositions, procedures, recounts or reports
selecting and constructing an appropriate table, type of diagram, table or graph (histogram or sector, column or
line graph) to present information and show relationships clearly and succinctly using digital technologies as
appropriate
using appropriate units for physical quantities and symbols to express relationships, including mathematical ones
proposing ideas that demonstrate coherence and logical progression
presenting scientific ideas and information for a particular purpose, including constructing evidence-based
arguments and using appropriate scientific language, conventions and representations for specific audiences
(ACSIS174, ACSIS208)
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Pearson Science New South Wales 9 Teaching Program
4 weeks
Chapter 5
Unit 5.1 Measuring electricity
NSW Syllabus
Strand
Content covered in this unit
Suggested teaching and learning
strategies
Pearson Science
NSW 9 resources
Knowledge and
Understanding
PW3 Scientific understanding of current
electricity has resulted in technological
developments designed to improve the
efficiency in generation and use of
electricity.
Electric circuits
Student Book 9 p. 170
Students:
a.
b.
describe voltage, current and
resistance in terms of energy applied,
carried and dissipated
describe qualitatively the relationship
between voltage, resistance and
current
Using various components, demonstrate an
electric circuit to the class, explaining the
purpose of each component. Draw a circuit
diagram for the circuit. Change the
components and ask students to draw a
circuit diagram.
Current
Student Book 9 p. 171
Define electric current and ampere (A), and
describe how an ammeter is used in a circuit.
Skill Builder: Connecting up an ammeter
Student Book 9 p. 171
Students should memorise how to connect
and draw an ammeter in a circuit.
Voltage
Student Book 9 p. 171
Define voltage in terms of a measure of the
energy electrons have in passing around a
circuit, and its measurement in volts (V).
Skill Builder: Connecting up a voltmeter
Student Book 9 p. 172
Students should memorise how to connect
up a voltmeter in parallel and how to show it
in a circuit diagram.
Practise drawing a few circuits.
Supply voltage
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4 weeks
Chapter 5
Explain how voltage differs between mains
voltage (240 V) and other sources such as
dry cells. Describe the use of transformers in
reducing the voltage for use in devices such
as laptops.
Practical investigation 1: Dry cell voltages
Student Book 9 p. 178
Students measure the voltage of various dry
cells using a voltmeter.
Science4Fun: Investigating batteries
Student Book 9 p. 173
A fun activity looking at the use of ‘batteries’
in devices.
Worksheet 5.1: Reading meters
Activity Book 9 p. 55
Students practise reading various scales to
find the current.
Resistance
Student Book 9 p. 173
Explain the concept of resistance and how it
depends on material, length and thickness of
the wire. Discuss ohms as the unit of
resistance. Show students a multimeter and
describe its use.
Define electrical conductor and insulator and
give some examples.
Practical investigation 2: Graphite light globe
Student Book 9 p. 178
Students observe a strip of graphite glowing
as an electric current passes through it.
Relating current, voltage and resistance
Student Book 9 p. 175
Relate voltage, current and resistance
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Pearson Science New South Wales 9 Teaching Program
4 weeks
Chapter 5
qualitatively to each other.
If you intend to cover Additional material on
Ohm’s law, now is a suitable time to do this.
Worksheet 5.2: Analogies
Activity Book 9 p. 56–7
Students learn how analogies are used in
science and whether a water analogy helps
them understand electric circuits.
Additional content
Students:
• explain the relationship between
resistance, voltage and current, using
Ohm’s Law
Additional: Ohm’s law
Student Book 9 p. 175
Use V = IR to explain the relationships
between V, I and R in a circuit.
Additional Skill Builder: Using Ohm’s law
Student Book 9 p. 75
Use a memory triangle to correctly relate V,
I and R in Ohm’s law.
Additional Worked Example: Using Ohm’s
law
Student Book 9 p. 175
Practise using Ohm’s law to calculate V, I or
R.
Additional Practical investigation 3: Ohm’s
law
Student Book 9 p. 179
Students investigate whether a light globe
circuit obeys Ohm’s law.
Additional Worksheet 5.3: Ohm’s Law
Activity Book 9 p. 58–9
Students practise using Ohm’s law to do
calculations.
Additional Worksheet 5.4: Plotting Ohm’s
Activity Book 9 p. 60
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Pearson Science New South Wales 9 Teaching Program
4 weeks
Chapter 5
Law
Students plot a graph of voltage and current
to determine whether a light globe is
obeying Ohm’s law.
Working Scientifically
Unit assessment
WS4a, 5.2d, 6b, 6c, 6d, 6e, 7.1a, 7.1e, 7.2a,
7.2d, 9a, 9e
WS7.2d, 9e
Practical investigation 1: Dry cell voltages
Student Book 9 p. 178
Practical investigation 2: Graphite light globe
Student Book 9 p. 178
WS6d, 7.1b, 7.1d
Worksheet 5.1: Reading meters
Activity Book 9 p. 55
WS4a, 5.2d, 6b, 6c, 6d, 6e, 7.1a, 7.1d, 7.1e,
7.2a, 7.2b, 7.2d, 7.2e, 8f, 9a, 9b, 9c, 9e
Additional Practical investigation 3: Ohm’s
law
Student Book 9 p. 179
WS7.1b, 7.1d, 7.1e, 7.2a, 9c, 9e
Additional Worksheet 5.3: Ohm’s Law
Activity Book 9 p. 58–9
WS7.1a, 7.1b, 7.1d, 7.1e, 7.2a, 7.2d, 9b, 9c,
9e
Additional Worksheet 5.4: Plotting Ohm’s
Law
Activity Book 9 p. 60
Complete selected unit review questions
SB: p. 176–7 Unit review
Research portfolio
SB: p. 177 Inquiring Q1–2
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Pearson Science New South Wales 9 Teaching Program
4 weeks
Chapter 5
Unit 5.2 Practical circuits
NSW Syllabus
Strand
Content covered in this unit
Suggested teaching and learning
strategies
Pearson Science
NSW 9 resources
Knowledge and
Understanding
PW3 Scientific understanding of current
electricity has resulted in technological
developments designed to improve the
efficiency in generation and use of
electricity.
Science4Fun: Tongue circuits
Student Book 9 p. 180
Students:
c.
compare the characteristics and
applications of series and parallel
electrical circuits
A fun way to investigate a circuit.
Series circuits
Student Book 9 p. 181
Show students a series circuit and circuit
diagram, and describe some problems with
series circuits – all globes on or off, all go out
if one blows, and globes dimmer as more are
added.
Parallel circuits
Student Book 9 p. 181
Show a parallel circuit and circuit diagram,
and explain how they overcome the
problems with series circuits.
Practical investigation 1: Series and parallel
circuits
Student Book 9 p. 187
Students set up series and parallel circuits
and compare them for brightness, current
and voltage.
Combination circuits
Student Book 9 p. 182
Demonstrate a combination circuit
containing series and parallel circuits.
Worksheet 5.5: Predicting current and
voltage
Activity Book 9 p. 74
Students use circuit diagrams to predict
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Chapter 5
voltage and current.
Household wiring
Student Book 9 p. 182
Explain why parallel circuits are used in
household wiring . Describe the colour
coding on household wiring and also show
them some old wiring that used red and
black. Explain the purpose of an earth wire.
Electrical safety
Student Book 9 p. 183
Discuss the use of fuses, circuit breakers and
safety switches (RCDs).
Practical investigation 2: Fuses
Student Book 9 p. 188
Students setup a model circuit
demonstrating how a fuse works.
Practical investigation 3: Binary counting
Student Book 9 p. 188
Using a circuit to show how binary numbers
used in electronic circuits can be generated.
Practical investigation 4: Morse code
Student Book 9 p. 189
Students learn how an old system of
communication called morse code was used.
Working Scientifically
WS6a, 6b, 6c, 6d, 6e, 7.1a, 7.1b, 7.1d, 7.2a,
7.2b, 8d, 9a, 9c, 9e
Practical investigation 1: Series and parallel
circuits
Student Book 9 p. 201
WS6b, 6c, 6d, 6e, 9a, 9e
Practical investigation 2: Fuses
Student Book 9 p. 202
WS4a, 4b, 5.2d, 6b, 6e, 7.1a, 7.1b, 7.1d,
7.2a, 7.2d, 7.2e, 8f, 9a, 9d, 9e
Practical investigation 3: Binary counting
Student Book 9 p. 203
WS4b, 5.1a, 5.1c, 5.2a, 5.3a, 5.3c, 5.3d, 6a,
6b, 6c, 7.1a, 7.1b, 7.1c, 7.1d, 8c, 8f, 9a, 9b,
Practical investigation 4: Morse code
Student Book 9 p. 204
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Pearson Science New South Wales 9 Teaching Program
4 weeks
Chapter 5
9e
WS4b, 7.1b, 7.1d, 7.1e, 7.2a, 7.2d, 9c, 9e
Unit assessment
Worksheet 5.5: Predicting current and
voltage
Activity Book 9 p. 62
Complete selected unit review questions
SB: pp. 185–6 Unit review
Research portfolio
SB: p. 186 Inquiring Q1–3
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Pearson Science New South Wales 9 Teaching Program
4 weeks
Chapter 5
Unit 5.3 Electromagnets, motors and generators
NSW Syllabus
Strand
Content covered in this unit
Suggested teaching and learning
strategies
Pearson Science
NSW 9 resources
Knowledge and
Understanding
There are no specific content statements at
Level 5 relating to this unit. However, the
information is necessary for students to
understand how an electric current is
generated by interaction of magnetic and
electric forces. Unit 5.4 on power
generation assumes students will have this
knowledge.
Magnetism
Student Book 9 p. 190
Revise the idea of a magnetic field.
Electromagnetism
Describe how a current in a wire creates a
magnetic field around the wire, forming a
pattern of concentric circles of field lines.
Electromagnets
PW3 Scientific understanding of current
electricity has resulted in technological
developments designed to improve the
efficiency in generation and use of
electricity.
Students:
d.
outline recent examples where
scientific or technological
developments have involved specialist
teams from different branches of
science, engineering and technology,
e.g. low-emissions electricity
generation and reduction in
atmospheric pollution [CCT] [PSC] [L]
Student Book 9 p. 191
Student Book 9 p. 191
Describe how a coil carrying a current (a
solenoid) creates a magnetic field similar to
a bar magnet.
Describe how an electromagnet can be
made using the solenoid and an iron rod in
the centre. Describe uses of electromagnets
in speakers, starter motors, washing
machine valves, latches, etc.
Science4Fun: Pick-me-up!
Student Book 9 p. 192
Students make an electromagnet.
Electric motors
Student Book 9 p. 192
Describe how an electric motor is produced:
coil + magnet + electric current = movement.
Practical investigation 1: Force on a wire
Student Book 9 p. 196
Students investigate the interactions of the
magnetic field of a magnet and the magnetic
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Chapter 5
field created by a moving current in a
conductor.
Practical investigation 2: Make your own
motor
Student Book 9 p. 197
Students build an electric motor.
Generators
Student Book 9 p. 293
Describe how a generator produces an
electric current:
coil + magnet + movement = electric current
Describe a dynamo and compare it with a
generator.
Science4Fun: Solenoid generators
Student Book 9 p. 194
A fun way to see how an electric current is
produced by moving a magnet in a coil.
Working Scientifically
Unit assessment
WS4a, 5.2d, 6a, 6b, 6c, 6e, 7.1a, 7.1b, 7.1e,
7.2a, 7.2d, 7.2e, 9a, 9d, 9e
Practical investigation 1: Force on a wire
Student Book 9 p. 196
WS6b, 9a, 9e
Practical investigation 2: Make your own
motor
Student Book 9 p. 197
Complete selected unit review questions
SB: p. 195 Unit review
Research portfolio
SB: p. 195 Inquiring Q1–2
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Pearson Science New South Wales 9 Teaching Program
4 weeks
Chapter 5
Unit 5.4 Making, transmitting and using electricity
NSW Syllabus
Strand
Content covered in this unit
Suggested teaching and learning
strategies
Pearson Science
NSW 9 resources
Knowledge and
Understanding
PW3 Scientific understanding of current
electricity has resulted in technological
developments designed to improve the
efficiency in generation and use of
electricity.
Electricity from chemicals
Student Book 9 p. 198
Demonstrate an electrochemical cell
connected in a simple circuit and measure
the current with an ammeter or
galvanometer (or try an LED or globe).
Describe the structure and function the
electrochemical cell. Compare wet and dry
cells.
Practical investigation 1: Lemon cells
Student Book 9 p. 210
Students construct wet cells from lemons,
electrodes and wires , and measure the
current produced. (Note: Also covers
Additional content.)
Electricity from the Sun
Student Book 9 p. 199
Describe how photovoltaic cells create an
electric current.
Electricity from electromagnetism
Student Book 9 p. 199
Discuss the use of turbines to generate
electrical power – using wind and water.
Show some diagrams of hydroelectric power
stations and how the water spins the
turbines. Discuss use of tidal power, dams
and rivers.
Practical investigation 2: Power from water
Student Book 9 p. 210
Students:
d.
outline recent examples where
scientific or technological
developments have involved specialist
teams from different branches of
science, engineering and technology,
e.g. low-emissions electricity
generation and reduction in
atmospheric pollution [CCT] [PSC] [L]
PW4 Energy conservation in a system can
be explained by describing energy
transfers and transformations.
(ACSSU190)
Students:
a.
b.
apply the law of conservation of
energy to account for the total energy
involved in energy transfers and
transformations
describe how, in energy transfers and
transformations, a variety of processes
Students investigate how the depth of water
in a reservoir affects the water pressure and
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r
Pearson Science New South Wales 9 Teaching Program
c.
d.
can occur so that usable energy is
reduced and the system is not 100%
efficient
discuss, using examples, how the
values and needs of contemporary
society can influence the focus of
scientific research in the area of
increasing efficiency of the use of
electricity by individuals and society
(ACSHE228, ACSHE230)
discuss viewpoints and choices that
need to be considered in making
decisions about the use of nonrenewable energy resources
4 weeks
Chapter 5
how this may affect hydroelectric power
production.
Science4Fun: Milk carton turbine
Student Book 9 p. 200
A fun activity using water jets to spin a
suspended milk carton full of water.
Steam
Student Book 9 p. 201
Discuss the use of steam to spin turbines –
using fossil fuels, wood, nuclear power, solar
and geothermal.
Wasted energy
Student Book 9 p. 201
Define efficiency of energy conversion and
relate to the Law of conservation of energy.
Give some examples such as the efficiency of
a car at about 30%. Discuss Table 5.4.1.
Transmission of electricity
Student Book 9 p. 203
Describe the difference between AC and DC
current. Describe how energy is lost in
transmission and why transformers are
necessary (Figure 5.4.11).
Worksheet 5.6: Comparing methods of
power generation
Students compare some data on different
methods of generating power and propose
which are the best.
Using electricity
Discuss the efficiency of some devices in the
home, such as light sources – halogen,
compact fluorescent, LED etc.
Learning Across the Curriculum: Power to
Australia
Activity Book 9 pp. 63-64
Student Book 9 p. 204
Student Book 9 pp. 205–6
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Pearson Science New South Wales 9 Teaching Program
4 weeks
Chapter 5
Students learn about the release of
greenhouse gases from power generation
and how renewable technologies may be the
answer.
Additional content
Physical World
Students:


investigate the energy efficiency of
appliances and relate this to a
household energy account
research how engineers and architects
employ scientific concepts and
principles in designing energy-efficient
devices and buildings
Activity Book 9 pp. 65–8
Additional Worksheet 5.7: Household energy
accounts
Students calculate the cost of running
various electrical appliances and the total
cost of an energy bill. Students propose ways
of reducing household energy usage.
Inquiring questions 4, 5
Chemical World
Students:
Working Scientifically

research the structure of small
portable electrochemical cells, eg
mercury cells and rechargeable
batteries
Inquiring question 3

construct simple electrochemical cells
using fruit and describe energy transfer
Practical investigation 1
WS6b, 6c, 6d, 6e, 7.1a, 7.2a, 9a, 9c, 9d, 9e
Practical investigation 1: Lemon cells
Student Book 9 p. 210
WS4a, 4b, 5.1a, 5.2d, 5.3b, 6b, 6c, 6d, 6e,
7.1a, 7.1d, 7.1e, 7.2a, 7.2b, 7.2d, 9a, 9b,
9d, 9e
Practical investigation 2: Power from water
Student Book 9 p. 210
WS7.1b, 7.1d, 7.1e, 7.2a, 7.2d, 8d, 9a, 9b,
9c, 9d, 9e
Worksheet 5.6: Comparing methods of
power generation
Activity Book 9 pp. 63–4
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Pearson Science New South Wales 9 Teaching Program
WS7.1a, 7.1b, 7.1d, 7.1e, 7.2a, 7.2d, 7.2e,
8d, 9a, 9b, 9c, 9d, 9e
Unit assessment
4 weeks
Chapter 5
Worksheet 5.7: Household energy accounts
Activity Book 9 pp. 65–8
Complete selected unit review questions
SB: p. 207–8 Unit review
Research portfolio
SB: p. 208 Inquiring Q1–3,
4–5 (Additional)
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Pearson Science New South Wales 9 Teaching Program
4 weeks
Chapter 5
Chapter review
Suggested teaching and learning strategies
Pearson Science New South Wales 9 resources
Complete the chapter review questions at the end of the chapter
SB: p. 211 Chapter review
Complete the Thinking scientifically questions at the end of the chapter
SB: p. 212 Thinking scientifically
Reteach and relearn
Teacher companion
Quick quiz (revision)
Teacher companion
Interactive Quiz
Pearson eBook
Complete Activity book 5.8 – Literacy review
AB: p. 69
Review glossary of terms introduced in the chapter
SB: p. 213 Glossary
Chapter test
Pearson eBook
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Pearson Science New South Wales 9 Teaching Program
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Program review and evaluation
Topic
Modifications required in program
Additional practicals and working scientifically skill development
Assessment for learning strategies
Projects undertaken
Websites
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Chapter 5