Building Our Energy Devices

Overview

Lesson 7 of 9 focuses on constructing students’ energy devices using their designs from previous lessons. Students will safely gather materials, build a working electrical circuit, and check how energy transfers and transforms in their device.

Learning intentions

• WALT construct a circuit prototype that includes a suitable electrical energy source, conducting pathways, and a control component such as a switch.
• WALT investigate how circuit components and connections affect whether electricity flows and what energy changes occur.
• WALT represent the circuit clearly and use scientific language to explain how it works.
• WALT build a repeatable, safe investigation setup by testing, adjusting, and retesting responsibly.

Success criteria

• I can build a functional prototype that completes the circuit and produces the intended effect (e.g., bulb lights or device runs).
• I can identify which parts are conductors and which parts act as insulators in my device.
• I can describe what happens when I open/close the switch and link this to electricity flowing.
• I can record basic observations and make a clear improvement plan after testing.

Curriculum links

• AC9S6U03: Students investigate the transfer and transformation of energy in electrical circuits, including the role of circuit components, insulators and conductors.
• AC9S6I02: Students plan and conduct repeatable investigations, selecting variables to change and measure, and using safe equipment and materials.
• AC9S6I04: Students construct and use appropriate representations (tables/diagrams) to organise and describe patterns and relationships in circuit behaviour.
• (Unit skill connection) AC9S6I01: Students predict how changes to a circuit will affect function, based on a diagram or design.

Lesson structure (45 minutes)

1. 0–5 min · Safety and purpose check. Teacher reviews circuit safety (no mains power, careful with batteries, dry hands) and explains that today they will build their designed energy device. Students repeat the safety rules and identify their device goal (what it should do).

2. 5–12 min · Materials gather and circuit plan. Teacher confirms what each group needs (energy source, conductors, insulators, switch, target component such as bulb/motor, and connections) and checks students’ circuit diagrams. Students collect materials and do a quick “parts checklist” against their design.

3. 12–26 min · Build phase (prototype construction). Teacher circulates, modelling troubleshooting questions (Is the circuit complete? Are connections making contact? Is the switch placed in the correct part of the circuit?). Students construct their circuit using their plan, ensuring conductors connect properly and insulators prevent unintended contact.

4. 26–35 min · Test, measure (as applicable), and record. Teacher prompts repeatable testing: same battery orientation, same switch positions, same time for observation; introduces optional measurement with a simple current meter if available. Students test: (a) switch open, (b) switch closed, then record observations in a small table (effect/no effect, brightness/speed if applicable, and one note about what changed).

5. 35–42 min · Improve and re-test. Teacher asks each pair to choose one adjustment (e.g., tighten contacts, reposition switch, replace a faulty wire, improve insulation placement) and justify it using their understanding of conductors/insulators. Students implement one change and re-test, aiming for a functional prototype.

6. 42–45 min · Quick share-out and wrap. Teacher selects 2–3 groups to explain what worked best and why (linking energy flow to circuit completion). Students do a 30-second self-check against the success criteria and pack up safely.

Resources

• Battery holders and low-voltage batteries (e.g., AA/AAA) as per school safety procedures
• Bulbs with holders or small motors (device choice from designs)
• Conductive wire (copper) and/or conductive tape connectors
• Switches (push-button or toggle) suitable for classroom circuits
• Insulating tape, electrical tape, insulating spacers, heat-shrink or suitable alternatives
• Circuit diagrams from previous lessons (paper copies or worksheets)
• Observation recording sheet (open/closed results table)
• Optional: simple ammeters/current sensors (only if your kit supports safe use)
• Safety glasses, wipes, and a battery-handling procedure card
• Troubleshooting prompt cards (e.g., “Is the circuit complete?” “Are contacts secure?”)

Assessment

• During building: teacher uses a checklist for correct circuit components, safe handling, and whether students can explain conductors/insulators in their device.
• During testing: students’ observation table shows understanding of how switch position affects circuit function.
• Exit check (final 3 minutes): each student states one cause of their device success/failure and one next improvement.

Differentiation

• Pairing for collaboration: allow students to work in pairs or small roles (builder, tester, recorder, safety checker) to support engagement and success.
• Scaffolded sentence starters: “When the switch is closed, the circuit is complete, so electricity can flow…”, “My insulator stops…”, “I changed ___ because…”.
• Provide structured choice of one of three troubleshooting strategies for students who need support (loose contact, switch placement, insulation issue).
• Extension for fast finishers: ask them to compare two design variations they can test quickly (e.g., different wire placement or switch type) and predict which will produce a stronger effect using circuit reasoning.