Teaching the Curriculum: Junior Secondary Science
The following report details two scientific investigations suitable for a year 9 class. The investigations are centred on a contemporary issue, relevant to the local North Queensland context. Australian Curriculum links and descriptions of learning outcomes are included. The Temperature Control investigation was performed for proof of concept and as a tool for reflective learning; data is recorded and discussed in relation to learning goals, a conclusion on the efficacy of the overall investigation is also given.
The Issue
Global warming is a serious international issue with many social, economic and environmental
repercussions if left unaddressed. While some contention exists surrounding the causes of global
warming, evidence indicates that energy consumption and the release of carbon dioxide (CO2
)
through the burning of fossil fuels, play a significant role (World Wide Fund for Nature, 2018;
Houghton, 2009). The impact of global warming can include; significant polar ice melts, raising sea
levels, ocean acidification, and more frequent and extreme weather events (Australian Government,
2020).
Among the most frequent and damaging extreme weather events and natural disasters affecting Australia are Bushfires and Heatwaves (Australian Government, 2020). Heatwaves in particular have claimed more lives than any other natural hazard in Australia (Coates, Haynes, O’Brien, McAneney, & De Oliveira, 2014). A study from Cowan, et al. (2014) used climate modelling techniques to predict heat wave patterns in Australia for the remainder of the 21st century. The mean projected outcome shows that northern tropical regions will experience the largest increase in heat wave frequency and duration (Cowan, et al., 2014). This information, coupled with increasingly longer, hotter seasons, can lead Australians towards consuming more energy in cooling their residents and businesses.
Approximately 40% of energy used in the home is directed towards heating and/or cooling (Commonwealth of Australia, 2020), for commercial buildings and office spaces, this figure is approximately 30% (Commonwealth of Australia, 2020). Over 90% of the Energy consumed in Australia is generated from the burning of fossil fuels (Commonwealth of Australia, 2019). Given that the burning of fossil fuels is heavily implicated in global warming, it is clear that a cyclic effect is being generated. As temperature rise, more energy is consumed in cooling, which in turn increases the demand for fossil fuel-based electricity in Australia and thus further contributes to raising temperatures.
The local context
The context for the following investigations is a city in North Queensland. This area is described as
having a dry tropical climate; a prolonged dry season punctuated by an intermittent wet season
(Bureau of Meteorology, 2020). While the city is considered an urban location, it services many
neighbouring rural and remote communities, and thus has heavy agricultural and industrial
influences (Townsville City Council, 2020). Recently, the region has experienced controversy
regarding the approval for construction of the new Adani Carmichael coal mine. The controversy
stems from the weighing of economic benefits, from the creation of jobs, against environmental
costs, such as immediate damage to local flora and fauna and contribution to climate change and
global warming.
Relevance to Cohort
The aforementioned controversy poses a dilemma for local students. Many of the students’ families
rely on the mining and related industries for their livelihood; however, students are also being
regarded as the future custodians of the planet, and local environment. The present cohort are year
9 students, enrolled in science, mathematics and technology. As such, they are encouraged to
engage with cross-curriculum priorities in order to expand their world views and help develop the
tools and language to better engage with and understand the wider community (ACARA, 2014).
Specifically, this topic is directly related to the sustainability priority, in which students are learning
to appreciate and respect competing world views regarding ecosystems, social justice and
community needs, as well as develop systems of thinking necessary for the design and creation of a
more equitable and sustainable future (ACARA, 2014; Barr, et al., 2008).
Additionally, this topic will draw on year level appropriate concepts, as set out by the Australian
Curriculum, Assessment and Reporting Authority (ACARA). Specifically, students will be asked to
apply their science, mathematics and technology learning to investigate solutions for minimising
energy consumption. This can be best observed in the below concept map (figure 1).
Assumed Prior Learning
The present cohort is assumed to have successfully completed year 8 science, mathematics and
technology subjects, demonstrating a sound achievement standard in each curriculum. Specifically,
students are able to describe matter in terms of the arrangement and motion of particles and
explain the different forms energy can take, and how it is transformed within and transferred
between systems. Students are also assumed to have been studying year 9 science for two
semesters. As such, they are now familiar with thermal energy transfer and the wave and particle
theories of electromagnetic energy.
Relevance to Issue
This Investigation requires students to work in small groups and develop a solar powered device. The device must (a) utilise energy transfer theory, (b) have a justifiable application in the household, and (c) be accompanied with a schema detailing energy flow from the Sun. The aim of the device is to assist in reducing reliance on non-renewable energy sources, thereby reducing household contributions to global warming and climate change.
Engagement and Motivation
Inquiry-based learning is the key strategy used to facilitate student engagement with and motivation
for science learning and participation with this investigation. In short, students are provided a
problem/scenario in which they are challenged to apply fundamental science concepts in
constructing a contextually relevant solution (Goodrum, 2019). This investigation is not only openended, it also requires students to work in small groups (2-3 students per group). Therefore, it
utilises hands on learning for engagement and enhancing understanding, as well as conceptual
refinement through group discussion (Goodrum, 2019).
Learning Goals and Success Criteria
Students are learning about natural thermal energy transfer via conduction, convection and
radiation. Students are also learning how thermal solar energy is harnessed and utilised in the realworld context for day to day living.
Students will demonstrate their learning by selecting appropriate materials and developing designs
based on scientific understanding, to build a solar powered device. The device will utilise one or
more of the energy transfer methods in its operation. Students will also be able to describe this
operation through the use of a detailed schema which includes a correctly labelled energy flow
diagram. Finally, students will provide evidence of the efficacy of their device by collecting and
analysing data.
Working Scientifically
Note; as this investigation is open-ended, students’ specific approaches can vary. However, below is a general model of the science inquiry skills utilised in this investigation. This model is derived from the Australian Curriculum (2014) and supported by arguments from Dawson, Venville, and Donovan (2013).
Questioning and Predicting
Students pose questions about how different household appliances/tools work to utilise/produce
heat. Students make predictions about the effectiveness of various materials and methods for
harnessing solar energy in replicating the effects of these appliances/tools.
Planning and Conducting
Students work in groups to discuss and refine their designs and investigation strategies. Students also plan measurement strategies for testing the efficacy of their devices. They will make observations and record appropriate data.
Processing and Analysing Data and Information
Students tabulate the data from their recordings. Observations and calculations are made of the data in order to compare and contrast the patterns and results of different variables on their devices. Conclusions are made based on understanding of scientific concepts.
Evaluating
Students make judgements on the reliability and validity of their investigations. They identify
possible sources for error as well as potential for improvements to their design.
Communicating
Students use a variety of methods to explain their designs and the results achieved. This can be achieved through the schematic of energy flow, as well as by presenting collected data as a table or graph.
Student Management and Safety Considerations
This investigation is designed to be conducted during a mixture of class and home time. Preliminary
learning of related science contexts occurs in the classroom, and will require adequate classroom
management. However, students are encouraged to work closely with their group members for the
majority of the project. In this case, class time should be offered for the teacher to answer
questions, assess designs and provide general guidance. In this way, the teacher facilitates studentcentred, inquiry-based learning (Panasan & Nuangchalerm, 2010).
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