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Unit Title: Real world problem solving (applying Subject: Advanced Technologies (STEM)
STEM skills to business and industry)
Topic: SA Power Networks Year level: 9
Number of students: 21
Context:
Through STEM, students use a range of skills and integrate knowledge from various disciplines to solve real-world
problems through inquiry and project-based learning.
In this unit students will attend an excursion to SA Power Networks training and innovation centers in Adelaide,
which will form the basis for a project that students will be involved in for the rest of the course. SA Power Networks
operates a distribution network that stretches across South Australia, comprising thousands of kilometers of
powerline and hundreds of substations.
The key services they provide the South Australian community include: delivering electricity from the high voltage
network through poles and wires to properties and business; installing, maintaining and reading meters; providing
an emergency response in the event of blackouts; and repairing street lighting. Due to SA Power Networks being an
electrical-based company students will review and/or build on their understanding of Year 9 Science regarding
electrical energy, touching on concepts such as circuits; energy; power generation; and fuses/circuit breakers.
The project will involve students working in groups in which they apply their STEM skills to come up with solutions
or provide insights into issues experienced by SA Power Networks, which are novel or useful. They will then
present their findings to representatives of SA Power Networks and/or This project will allow students to develop
skills in teamwork; communication; critical and creative thinking; personal and social skills; problem-solving skills
and using logical thought processes when faced with a problem.
Learning Objectives
As a result of engaging with this unit, students will:
Understand that:
What is learnt in the classroom can be applied to their lives outside of school.
Teamwork and collaboration are essential skills for school and in the workplace.
Problem solving involves a repeating cycle of questioning; researching; testing; and reviewing.
The role of SA Power Networks in South Australian Demonstrate the use of a logical thought process when
electrical services. presenting a solution.
The meanings of electrical terms such as circuits; Create a physical or digital model as a possible solution to
fuses; circuit breakers; substations; and transformers. the issue being investigated.
Essential Questions
1) Where does energy come from?
2) How can I apply what Ive learnt to experiences outside of school?
3) Why STEM?
Assessment Evidence
Formative: Summative:
Circuit making Group Log (Google Docs)
Weekly quizzes Oral presentation & model
Weekly and individual group reflections (Exit Cards) Reflection & Evaluation
http://www.stem-nsw.com.au/
https://www.newcastle.edu.au/about-uon/governance-and-leadership/faculties-and-schools/faculty-of-
engineering-and-built-environment/science-and-engineering-challenge/teachers
SA Power Networks
http://www.sapowernetworks.com.au/centric/corporate/about_sa_power_networks.jsp
Interactive on the decision to build a wind farm (Intro on how to go about problem solving)
http://www.scootle.edu.au/ec/viewing/L898/index.html
Site on how to make things (catapaults etc.)!! Great for extra activities
http://www.stormthecastle.com/catapult/how-to-make-a-catapult-out-of-cardboard.htm
Differentiation/Accommodation/Modifications
Differentiation and diversity:
Using a range of teaching and learning strategies to cater for the different learning styles of the students (group work,
individual tasks, class and small group discussion, lecturing, hands on activities, use of a range of multimedia-videos,
images, animations, games and simulations)
Setting tasks varying in difficulty and sometimes offering students a choice in the task; research topic they choose; or
choice in way they present their learning
Determining prior knowledge of students through pre-assessment tasks
Using a range of assessment tasks with similar weighting so that each student can demonstrate their understanding
Author: Joyce Manuel
ESL students:
Make it visual
Give student the option of using word recognition software such as Dragon Speak
Give student a list of key concepts/dates/information prior to lessons (make available to all students to prevent this
student feeling different)
Adjust assessment tasks to ensure appropriate challenge and success (length, scaffolding, detail)
Allow use of translators
Provide web links and one-on-one support for extra assistance in developing student understanding
Adapted from Tomlinson and McTighe, Integrating Differentiated Instruction + Understanding by Design, ASCD, 2006.
Lesson Sequence
Understand:
- Major projects require the use of a problem solving cycle over and over to come to
the best solution (eg. scientific method)
- That major problems are not solved overnight. They require lots of research,
questioning and testing to come to the best possible solution
- That they are trying to impress a real industry in SA Power Networks
Do
-Think more broadly about each questions possible outcomes
-Create a thinking board for each question (photos, questions, facts, information,
possible outcomes)
General capabilities:
- Literacy, ICT, critical & creative thinking
Lesson Context
Students will have gone on an excursion to SA Power Networks to see what this company
does and gather information that will help them find potential solutions to SA Powers
problems.
Students will be introduced to the process of problem solving and look at examples of how
other industries solve problems in their company and will use this same process to apply to
SA Powers problems. During this lesson students will analyse and breakdown each
question and as a class brainstorm ideas and thinking around each question by creating
thinking boards for each question.
Introduction
How will I get learners motivated, curious and ready to learn?
Example of another school that did some problem solving for an industry and the industry
has implemented their design into their work.
Before lesson:
- Prepare 3x butcher paper
Author: Joyce Manuel
thinking/ideas boards
- Stick them around the room
- Freeze computer on lateral thinking
puzzle
Materials/resources
3x pre-prepared butcher paper, sticky notes, computers, textas, blue tak or sticky tape
PPT:
Author: Joyce Manuel
Learner Assessment
How will I know whether the learners achieved what I wanted them to achieve?
Ideas boards-ask students if they have swapped the question they might be interested in.
Lesson Evaluation
How will I evaluate the success of the lesson?
Student engagement, input and information on the ideas boards.
Author: Joyce Manuel
Problem: All of South Australia recently experienced a power outage, including a loss of
supply from the National Electricity Grid. What contributed to the outage and what could be
done to future proof our network?
Ideal outcome/aims:
What do we know? What do we need to Possible outcomes Pictures/diagrams
(root cause/causes, find out? (key (how could we
who/what will be terms, background present our findings)
affected information,
questions)
Problem: Our network of poles and wires go through bushfire prone areas where the mix of
electricity wires and vegetation can make a lethal combination. What is being done already and
what else could be done?
Ideal outcome/aims:
What do we know? What do we need to Possible outcomes Pictures/diagrams
(root cause/causes, find out? (key (how could we
who/what will be terms, background present our findings)
affected information,
questions)
Author: Joyce Manuel
Problem: Kangaroo Island has one under-sea sub transmission cable that supplies electricity to
the island. What happens if it fails? Are there other alternatives we could use to supply the
island?
Ideal outcome/aims:
What do we know? What do we need to Possible outcomes Pictures/diagrams
(root cause/causes, find out? (key (how could we
who/what will be terms, background present our findings)
affected information,
questions)