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NSW Syllabuses

Science Life Skills Stage 6 - Life Skills - Physical World Science Life Skills Physical World Science LS – Module 2: Energy


A student:

  • SCLS6-3

    participates in investigations individually or collaboratively to collect primary or secondary data and information

  • SCLS6-4

    collects and represents qualitative or quantitative data and information using media as appropriate

  • SCLS6-7

    communicates information about an investigation using scientific language and terminology

  • SCLS6-10

    explores models and descriptions of phenomena

Related Stage 6 outcomes INS11/12-3, INS11/12-4, INS11/12-7, INS11-10, INS11-11

Content Focus

Students explore models of energy to develop an understanding of how energy can be transferred and transformed. They observe, explore or construct electrical circuits and recognise how an understanding of energy transformations has led to technological applications that people use in their everyday lives.

Working Scientifically

In this module, students collect and represent data and information, construct models and communicate information in relation to energy.


  • Energy is Necessary for a Range of Activities

  • Inquiry question: How is energy used in everyday life?
  • Students:
  • recognise that energy is needed to make something work, for example:
  • humans need energy from food
  • food needs heat to cook it
  • kitchen appliances need energy from electricity to operate
  • sailboats need energy from the wind to move
  • identify different forms of energy, for example: dd
  • heat
  • light
  • sound
  • electrical
  • mechanical
  • chemical (as found in fuel and gas)
  • explore ways in which energy is obtained, for example: CC
  • the Sun provides heat, known as solar energy
  • fuel, eg gas or oil can provide heat and light
  • water is used to generate electricity
  • wind
  • recognise a variety of uses of energy in a range of environments, for example: CC
  • electricity for lighting (lamp or lights)
  • electricity for heating (radiant heaters)
  • electricity for sound (radio or television)
  • electricity (kitchen appliances)
  • gas for cooking (stoves)
  • petrol for movement (car)
  • identify a variety of machines that need energy to work, for example: WE
  • bicycle
  • motorbike
  • car
  • clock
  • lawnmower
  • workplace machinery
  • explore the energy source for a variety of machines, for example: CCT
  • watches (battery), clocks (battery or electricity)
  • lawnmowers (petrol or electricity)
  • power tools (battery or electricity)
  • workplace machinery (electricity, oil, gas)
  • hot-water system (solar, electricity, gas)
  • bicycle (mechanical)
  • explore sources of energy used for travel, for example: WE
  • cars (petrol, diesel or gas)
  • boats (diesel, petrol or wind)
  • planes (aviation fuel)
  • investigate the use of energy in heating and cooling systems, for example: CCTWE
  • refrigerators
  • air conditioners
  • predict the consequences of an energy supply being unavailable CC
  • Energy Transfer and Conversion

  • Inquiry question: How are energy transformations used in a range of contexts?
  • Students:
  • investigate how energy is changed from one form to another in order to be of practical use, for example: CCTCC
  • electrical energy makes lights work
  • gas is converted into heat in a stove
  • sound is converted into electrical energy through a microphone to make a recording and reconverted back into sound energy so that it can be replayed
  • kinetic energy is converted into electricity in generators
  • light is converted into chemical energy by cameras and reconverted back into light to view the photographs
  • recognise an electrical circuit as a representation of the movement of electricity
  • explore an electrical circuit to recognise how a light comes on when the switch is activated ICT
  • engage in safe practices when investigating electrical circuits WE
  • construct or draw simple series circuits to represent a transfer of electricity CCTICT
  • Energy Efficiency

  • Inquiry question: How can energy be used more efficiently in the home?
  • Students:
  • identify which energy sources are the most efficient and cost-effective in particular circumstances, for example: SE
  • gas stove versus electric stove
  • gas heating versus oil heating
  • recognise the cost of using energy in the home N
  • collect and compare data on the cost of running a range of appliances in the home N
  • explore a range of ways to save energy in the home, for example: SE
  • use of gas as opposed to electricity
  • using energy-efficient light bulbs
  • plugging gaps under doors to ensure heat does not escape
  • switching off and unplugging appliances when they are not in use
  • turn off lights when areas are not in use
  • use a microwave instead of a conventional oven
  • purchase electrical appliances that have high efficiency ratings
  • use insulation to reduce heating and cooling costs