Levels 5 and 6 Britt Gow STEM specialist teacher May 2017 What is STEM A Flying a drone B Testing a ramp C Building a bridge D All of the above What is STEM The acronym stands for Science Technology Engineering and Mathematics but it is more ID: 622185
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Slide1
STEM and Simple CircuitsLevels 5 and 6
Britt Gow
STEM specialist teacher
May 2017Slide2
What is STEM?
A = Flying a drone?
B = Testing a ramp?
C = Building a bridge?
D = All of the above? Slide3
What is STEM?
The acronym stands for Science, Technology, Engineering and Mathematics, but it is more
than
the sum of its parts
Not just a collection of content areas, but a transdisciplinary approach that provides authentic contexts for modern learning
The focus is on developing skills such as collaboration, critical thinking, creativity, problem solving and effective communicationSlide4
How many electronic devices have you been in contact with today?
A = None
B = 1 to 3
C = 4 to 6
D = more than 6Slide5
Levels 5 and 6 Science understanding
Science as a human endeavour
Scientific understandings, discoveries and inventions are used to inform personal and community decisions and to solve problems that directly affect people’s lives
(VCSSU073)
What are the social, economic and environmental impacts that electricity has made on society?Slide6
Levels 5 and 6 Science understanding
Physical sciences
Light
from a source forms shadows and can be absorbed, reflected and
refracted
(VCSSU080)
Energy
from a variety of sources can be used to generate electricity; electric circuits enable this energy to be transferred to another place and then to be transformed into another form of
energy
(
VCSSU081)Slide7
Sources of energy
Sunlight is the ultimate source of energy on earth
Fossil fuels (coal, oil and gas) are ‘trapped sunlight’ or chemical energy that is burned to create steam and turn turbines which produce electrical energy
Some renewable energy (wind, hydro-electric, tidal and wave) turns kinetic into electrical.
Solar energy turns sunlight into electrical energy. Slide8
Energy transformations
Kettles and toasters transform electrical energy into heat
A hair dryer transforms electrical energy into heat, kinetic energy (movement) and sound
Mobile telephones and TVs transform electrical energy into sound and light Slide9
Levels 5 and 6
Design and Technologies
Technologies and society
Investigate how people in design and technology occupations address competing considerations, including sustainability, in the design of solutions for current and future use
(VCDSTS033)Slide10
Levels 5 and 6
Design and Technologies
Technologies contexts
Investigate
how forces or electrical energy can control movement, sound or light in a designed product or system
(VCDSTC034)
Investigate
characteristics and properties of a range of materials, systems, components, tools and equipment and evaluate the impact of their use
(
VCDSTC037)Slide11
Levels 5 and 6
Design and Technologies
Creating designed solutions
Investigating
Generating
Producing
Evaluating
Planning and managingSlide12
Levels 5 and 6
Personal and Social Capabilities
Self awareness and management
Recognition and expression of emotions
Development of resilience
Social awareness and management
Relationships and diversity
CollaborationSlide13
Simple circuits
A simple circuit consists of
A power source (battery or mains)
A load (LED, globe, motor or buzzer)
Conductors (wires, metal strip)
It may or may not contain a switchSlide14
Vocabulary
Insulator –
prevents the flow of electrons
Conductor –
allows the flow of electrons
Resistance –
a measure of the insulating properties of a material
Open circuit –
does not allow electrons to flow back to the power source
Closed circuit –
a continuous loop that allows electrons to flow through the power source and the load. Slide15
Simple circuits – five weeks
Design and Technology, Science and Personal and Social Capabilities
Squishy circuits
Paper circuits
Soft circuits
Make a torch or lanternSlide16
Make the doughs
Conductive dough
500 ml
of water
250 g
plain flour
150 g
salt
6
Tb
cream of tartar
2
Tb
vegetable oil
1-3 drops of
green food
colouring
Insulating dough
250 g
plain flour
200 g
sugar
6
Tb
vegetable oil
240 ml
distilled water
Red food colouring
Keep in an airtight container in the fridge as it can go mouldySlide17Slide18Slide19
Mathematics - Measurement
Level
5 -
Choose appropriate units of measurement for length, area, volume, capacity and mass
Level 6
- Convert between common metric units of length, mass and capacitySlide20
Discussion about measurement
What is the mass of 500 ml of water? (1.0 ml = 1cm x 1cm x 1 cm = 1.0 g)
What is the volume of 250 g flour and 200 g sugar?
Discuss the difference between volume and capacity
Density is mass per volume – sugar is more dense than flourSlide21Slide22
Squishy circuits
Conductive dough
Insulating dough
Power source (9V battery or similar) and conducting wires
LEDsSlide23
Some tips to remember
Don’t use a voltage higher than the LED rating
Remember that LED’s are like valves – they only work in one direction
Wipe the wires clean after use, or they tend to corrode after being in contact with the playdough
Store the playdough in an airtight container in the refrigerator as it can get mouldySlide24
Paper circuits
3V coin battery
Adhesive copper tape
Light emitting diodes (LEDs)
Thin cardboard, and coloured pens or pencilsSlide25Slide26Slide27Slide28
Some tips to remember
Start with a simple circuit and one LED
Check your LEDs just with a coin battery before incorporation into the circuit
Keep the copper strips smooth – any wrinkles can prevent the flow of electrons
Corners can be tricky – make sure you have a copper to copper contact and not a copper and glue sandwich
Tiny adhesive LEDs are available from
Chibitronics
Creating a working circuit requires patience and persistenceSlide29
Soft circuits
Felt
3V coin battery
Conductive thread
LEDs
Buttons, cotton thread, pipe-cleaners, press studs and other decorationsSlide30Slide31Slide32Slide33
Where to buy?
Shops
Jaycar
(
MultiComm
)
Altronics
stores
Online
Chibitronics
-
https
://chibitronics.com/
Little Bird Electronics (Sydney)
SparkFun
(US)
AliExpress
(China)Slide34
Other Resources:
Chibitronics
website
https
://chibitronics.com
/
Makezine
– LED pop-up cards
http://makezine.com/projects/led-pop-up-cards
/
Paper curiosities from MIT
http://papercuriosities.media.mit.edu
/
Tinkering at the Exploratorium
http
://
regionalstem.org.au/wp-content/uploads/2015/11/paper_circuits.pdfSlide35
Make a torch or lantern
Ask students to draw a cross-section of
a
torch and label the following parts:
globe
batteries
switch
conducting path
Then ask students to describe the path of electrons.Slide36
Make a torch or lantern
Encourage students to draw a plan of their torch and collect the materials that they have identified and labelled in their plan
The ‘best’ torches have a switch that can be operated with one handSlide37
Make a torch or lantern
Provide the following materials to make a torch:
cardboard tube
batteries
globe
conducting wires
paper clips, aluminium foil, drawing pins
adhesive tapeSlide38
How is it authentic wearable tech?
Clothing and accessories with integrated circuits
FitBits
, light-up shoes, GPS in AFL, smart watches
Smart helmets that monitor heart-rate etc.
Boxing gloves that track performance
Backpacks with inbuilt solar panels
LEDs and sensors on your fingernailsSlide39
Questions?
compton.leanne@edumail.vic.gov.au
9032 1698
Leanne Compton
Curriculum Manager, Technologies