Syllabus links

The particular statements in the NSW Board of Studies Stage 4/5 syllabus that relate directly to this resource are:

Stage 4 Syllabus - Working Scientifically (Year 7-8)
A student:

  • identifies questions and problems that can be tested or researched and makes predictions based on scientific knowledge SC4-4WS
  • collaboratively and individually produces a plan to investigate questions and problems SC4-5WS  
  • follows a sequence of instructions to safely undertake a range of investigation types, collaboratively and individually SC4-6WS
  • processes and analyses data from a first-hand investigation and secondary sources to identify trends, patterns and relationships, and draw conclusions SC4-7WS
  • selects and uses appropriate strategies, understanding and skills to produce creative and plausible solutions to identified problems SC4-8WS
  • presents science ideas, findings and information to a given audience using appropriate scientific language, text types and representations SC4-9WS

During the Stage 4 course students are required to complete a research project. The working scientifically skills outcomes addressed above are also supported as students complete this task. The Stage 4 task may be completed individually or by a team.

Stage 4 Syllabus – Physical World (Years 7-8)

PW2 The action of forces that act at a distance may be observed and related to everyday situations.

a. use the term 'field' in describing forces acting at a distance
b. identify ways in which objects acquire electrostatic charge
c. describe the behaviour of charged objects when they are brought close to each other
d. investigate everyday situations where the effects of electrostatic forces can be observed e.g. lightning strikes during severe weather and dust storms
i. investigate how magnets and electromagnets are used in some everyday devices or technologies used in everyday life

PW3 Energy appears in different forms including movement (kinetic energy), heat and potential energy, and causes change within systems. (ACSSU155)

c. relate electricity with energy transfer in a simple circuit
d. construct and draw circuits containing a number of components to show a transfer of electricity
e. investigate some everyday energy transformations that cause change within systems, including motion, electricity, heat, sound and light

PW4 Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations. (ACSHE120, ACSHE135)

a. identify that most energy conversions are inefficient and lead to the production of heat energy, eg in light bulbs
b. research ways in which scientific knowledge and technological developments have led to finding a solution to a contemporary issue, eg improvements in devices to increase the efficiency of energy transfers or conversions
c. discuss the implications for society and the environment of some solutions to increase the efficiency of energy conversions by reducing the production of heat energy

Recommendation for stage 4 student support
A website presence focusing on forces acting at a distance (especially electrostatic fields and safety around high voltage and transformer farms) and the applications of electricity in running electric motors.


Stage 5 Syllabus - Working scientifically (Years 9-10)

A student:

  • develops questions or hypotheses to be investigated scientifically SC5-4WS
  • produces a plan to investigate identified questions, hypotheses or problems, individually and collaboratively SC5-5WS
  • undertakes first-hand investigations to collect valid and reliable data and information,
  • individually and collaboratively SC5-6WS
  • processes, analyses and evaluates data from first-hand investigations and secondary sources to develop evidence-based arguments and conclusions SC5-7WS
  • applies scientific understanding and critical thinking skills to suggest possible solutions to identified problems SC5-8WS
  • presents science ideas and evidence for a particular purpose and to a specific audience, using appropriate scientific language, conventions and representations SC5-9WSItem 2

During the Stage 5 course students are required to perform at least one Research project. The working scientifically skills outcomes addressed above are supported as students complete this research task that must be based on a first hand investigation and be performed individually.

Stage 5 Syllabus – Physical World (Years 9-10)

PW3 Scientific understanding of current electricity has resulted in technological developments designed to improve the efficiency in generation and use of electricity.

a. describe voltage, current and resistance in terms of energy applied, carried and dissipated
b. describe qualitatively the relationship between voltage, resistance and current
c. compare the characteristics and applications of series and parallel electrical circuits
d. outline recent examples where scientific or technological developments have involved specialist teams from different branches of science, engineering and technology, eg low emissions electricity generation and reduction in atmospheric pollution.

PW4 Energy conservation in a system can be explained by describing energy transfers and transformations. (ACSSU190)

a. apply the law of conservation of energy to account for the total energy involved in energy transfers and transformations
b. 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
c. 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)
d. discuss viewpoints and choices that need to be considered in making decisions about the use of non-renewable energy resources

Syllabus outcomes for experiments 

The experiment syllabus outcomes can be reviewed here.

Electrical cord