Designing Energy Projects

Overview

In this final lesson of the unit Understanding Energy: Forces at Play, students choose and refine their science fair project ideas about energy in circuits and energy transfer. They set clear goals, identify required components and processes, and outline a fair test plan using appropriate representations and safety considerations.

Learning intentions

• Students will identify an appropriate energy-related question for their project and refine it to be investigable.
• Students will plan a repeatable investigation by deciding variables to change, measure and control (with safety procedures).
• Students will outline key circuit components (such as a source, conductors, insulators, switches, and bulbs) and explain how they enable energy transfer.
• Students will represent their circuit and procedures using a simple diagram and an organised project plan.

Success criteria

• I can write an investigable question and make a reasoned prediction based on what I know about energy in circuits.
• I can list the components in my circuit and explain the role of at least two components (including conductors/insulators and switches).
• I can describe my fair test plan, including the variable I will change, what I will measure, and what I will keep the same.
• I can produce a clear project outline with a basic circuit representation and safety notes.

Curriculum links

• AC9S6U03 — investigate the transfer and transformation of energy in electrical circuits, including the role of circuit components, insulators and conductors.
• AC9S6I01 — pose investigable questions, identify patterns, test relationships and make reasoned predictions (including predictions based on circuit function).
• AC9S6I02 — plan and conduct repeatable investigations, choosing variables for fair tests and including risk/safety planning.
• AC9S6I04 — construct and use appropriate representations to organise and process information (including circuit diagrams and organising data).

Lesson structure (45 minutes)

1. 0–5 min · Project warm-up (recap). Teacher displays three prompt cards: energy source, conductors/insulators, switch role and quickly reviews key ideas from the unit. Students turn and talk: which parts of a circuit control the flow of electricity and why.

2. 5–12 min · Choose your project idea. Teacher shows a shortlist of project themes (e.g., “Which material is the best conductor/insulator for completing a circuit?”, “How does adding a switch affect bulb brightness/operation?”, “How can a simple circuit demonstrate energy transfer and transformation?”). Students independently select one theme and draft a one-sentence project question.

3. 12–19 min · Make it investigable + predict. Teacher models converting a vague question into an investigable one and reminds students they must be able to measure outcomes. Students use a “Question → Prediction” template: refine their question and write a reasoned prediction linked to how circuits work (e.g., what will happen if insulation blocks current, or if a switch breaks the circuit).

4. 19–29 min · Plan a fair test (variables + controls). Teacher leads a brief checklist:

• Variable changed (what you will alter)
• Variable measured (what you will record)
• Variables controlled (what you will keep the same)
• Safety and materials handling Students complete their investigation planning table and identify at least one controlled factor (such as wire length/material, battery type, bulb type, distance, or number of components).

5. 29–37 min · Circuit components + representation. Teacher explains that a project plan must clearly show the circuit and explain component roles: source, conductors, insulators, switch, and bulb. Students draw a simple circuit diagram (or circuit sketch) and add 2–3 labels that describe the function of components in their design. If they choose a conductor/insulator investigation, they label which materials are tested and where they are placed.

6. 37–43 min · Safety and feasibility check. Teacher runs a quick safety reminder: low-voltage handling, rules for batteries/power supplies, careful wiring, and asking before using tools; emphasise hazards and safe work practices. Students do a partner “feasibility + safety” check: confirm they can safely complete the steps and that the plan is repeatable.

7. 43–45 min · Exit ticket (submit readiness). Teacher collects a short exit ticket: project question + variable plan (changed/measured/controlled) + one circuit component role.

Resources

• Project choice prompt cards
• Investigation planning template (variables table + safety notes)
• Question-to-prediction sentence starters
• Diagram paper and circuit symbol guide (or class conventions handout)
• Low-voltage circuit kits (batteries, wires, bulbs/LEDs, switches, holders)
• Materials samples for conductor/insulator testing (e.g., metal, plastic, rubber, paper) where permitted
• Marker pens, rulers, clipboards
• Student science fair planning checklist (teacher-provided)

Assessment

• Teacher observation checklist during drafting: investigable question quality and variable identification.
• Review of circuit diagrams and component role explanations for accuracy and clarity.
• Exit ticket to confirm readiness: question, prediction link to circuit function, and fair test variables.

Differentiation

• Support: provide sentence starters for investigable questions and predictions (e.g., “I predict that if ___ then ___ because ___.”). Offer a partially completed variables table for students needing structure.
• Support: provide a “circuit roles” word bank (source, conductor, insulator, switch, bulb, current path).
• Extension: challenge students to include an additional test (e.g., comparing two switch types, or testing two conductor lengths) while keeping the same fair-test structure.
• EAL/SEN: allow drawing/annotating instead of long writing for circuit explanations; pair students with a partner for oral rehearsal before writing. Ensure instructions are also modelled visually.