Design & Technologies - Years 5-6

Ready-Ed

Acknowledgements i.

Front cover image: www.istock.com/anyaberkut

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Section images on pages 6,15,23,32,38,51: www.istock.com/anyaberkut

© 2019 Ready-Ed Publications Printed in Australia Author: Lisa Craig Illustrator: Alison Mutton

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Publications

Title: Design & Technologies: Years 5-6

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Contents Curriculum Links Teachers' Notes

4-5 5

or eBo st r e p ok u Section 5: Food And Fibres S

Traditional Food Systems Pagoda Gardens In Cambodia From Farm To Family 1 From Farm To Family 2 A Fabulous Fibre Plant And Animal Relationships 1 Plant And Animal Relationships 2 Farms And Biodiversity 1 Farms And Biodiversity 2 Preparing Food Design Challenge 1 Design Challenge 2

39 40 41 42 43 44 45 46 47 48 49 50

Section 6: Design Templates Design Brief Template Flowchart Template Negotiating Success

52 53 54

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Section 1: Designs For Safety And Wellbeing Great Designs 7 Wearables 8 Food And Drink Safety 9 Food And Drink Packaging 10 Menu Design 11 Safe Cooking Designs 1 12 Safe Cooking Designs 2 13 Living In Earthquake Zones 14

Section 4: Electrical Technologies Shine A Light 33 Game Circuit 34 Sensors 1 35 Sensors 2 36 Pedestrian Crossings 37

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18 19 20 21 22

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Section 2: Sustainable Designs Sustainable Verges Harvesting Rainwater 1 Harvesting Rainwater 2 Sustainable Building Designs Wardrobe Waste 1 Wardrobe Waste 2 Wardrobe Waste 3

. te And Creating Section 3: Critiquing o c .

Designs c e her24 r Cloud Waterer o st s r upe Answers Lacky Storage 25 Receipt Design Design Problems 1 Design Problems 2 Design Scenarios Bunting Flags 1 Bunting Flags 2

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26 27 28 29 30 31

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Curriculum Links their environmental suitability when selecting suitable plants or animals for an environment • sequencing the process of converting ‘onfarm’ food or fibre products into a product suitable for retail sale, that is, the ‘paddock to plate’ supply chain, or when making yarn or fabric from fibre • using current food guides and government-endorsed food policies to plan food choices • experimenting with tools, equipment, combining ingredients and techniques to design and make food products or meals for selected groups for healthy eating taking into consideration environmental impacts and nutritional benefits • considering traditional and contemporary methods of food preparation used in a variety of cultures, including Aboriginal and Torres Strait Islander methods Investigate characteristics and properties of a range of materials, systems, components, tools and equipment and evaluate the impact of their use (ACTDEK023) • identifying the properties of materials for the design and construction of a sustainable household item, for example a product for storing harvested water • comparing the design and production of products, services and environments in Australia and a country in the Asia region Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and processes to achieve intended designed solutions (ACTDEP024) • exploring the steps involved in the process to satisfy a design brief, need or opportunity • investigating designed solutions from around the world to make suitable, quality decisions that meet the design brief, challenge or scenario Generate, develop and communicate design ideas and processes for audiences using appropriate technical terms and graphical representation techniques (ACTDEP025) • generating a range of design ideas for products, services or environments using prior knowledge, skills and research

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Examine how people in design and technologies occupations address competing considerations, including sustainability in the design of products, services, and environments for current and future use (ACTDEK019) • reflecting on the features of designed solutions that ensure safety and wellbeing of users, for example smoke alarms • evaluating the sustainability implications of materials, systems, components, tools and equipment, for example materials can be recycled or re-used to reduce waste; systems may benefit some, but disadvantage others • considering the impact designed products, services or environments have in relation to sustainability and also on local, regional and global communities, including Aboriginal and Torres Strait Islander communities and countries in the Asia region • identifying the impact of the designed features of an environment, for example a modification to a home to reduce environmental impact; restoring a natural environment and retaining access for the public Investigate how electrical energy can control movement, sound or light in a designed product or system (ACTDEK020) • deconstructing a product or system to discover how movement, sound or light can be controlled, for example deconstructing a torch or buzzer and exploring circuit design • investigating the properties of materials to solve problems requiring the control of movement, sound or light, for example the amount of light reflected from different surfaces to control a sensor • investigating the technologies in a control system for an identified need or opportunity and user, for example a system that allows safe passage at pedestrian crossings Investigate how and why food and fibre are produced in managed environments and prepared to enable people to grow and be healthy (ACTDEK021) • describing the relationship between plant types and animal breeds and

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experimenting with materials, tools and equipment to refine design ideas, for example considering the selection of materials and joining techniques to suit the purpose of a product Select appropriate materials, components, tools, equipment and techniques and apply safe procedures to make designed solutions (ACTDEP026) • matching material and joining techniques to the design intention, for example accurately cutting and sewing the fabric pieces to make a community banner or joining components to produce an electric circuit • using appropriate personal protective equipment required for the use of some tools and equipment, for example protective eyewear

Negotiate criteria for success that include sustainability to evaluate design ideas, processes and solutions (ACTDEP027) • independently and collaboratively identifying criteria for success, processes and planning, for example using visual representations such as a flowchart • evaluating the suitability of materials, tools and equipment for specific purposes Develop project plans that include consideration of resources when making designed solutions individually and collaboratively (ACTDEP028) • setting milestones for production processes and allocating roles to team members • identifying when materials, tools and equipment are required for making the solution

or eBo st r e p ok u S Teachers’ Notes

What is Design and Technologies?

Design and Technologies is an area of the Australian Curriculum that challenges students to draw upon their experiences and imagination to develop designed solutions that can be ideated, constructed and enjoyed. The embedded use of digital technologies enables students to collaborate and communicate their solutions.

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Section 3: Critiquing And Creating Designs Generating, communicating and critiquing designed solutions for a variety of everyday problems is featured in this section. A silent wind chime, a messy soup ladle and designing bunting for an event are just some of the challenges presented.

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Section 1: Designs For Safety And Wellbeing In this section, students will investigate designed solutions that ensure people are safe and comfortable in different environments. They will determine how food packaging and refrigeration contribute to a healthy life and evaluate meal deals in a school canteen. Other tasks include finding solutions for unsafe cooking practices and house designs in earthquake-prone areas.

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What is in each section of this resource?

Section 4: Electrical Technologies Students will explore the inner workings of a flashlight’s circuitry and the wonderful functions of sensors in household appliances and remote cameras. The age-old question – Does pushing the button at the pedestrian crossing give a ”walk” signal faster? – will also be addressed.

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Section 2: Sustainable Designs The focus in this section is living sustainably.

Students will be invited to design a street verge, compare how rainwater is harvested and stored in Australia and Thailand and tackle the growing problem of wardrobe waste.

Section 5: Food And Fibres Activities include: identifying the benefits of wild-harvesting food in indigenous communities, examining the processes involved in bringing food from the farm to the family table and discovering how alpacas are raised in Australia for more than just their fleece.

Section 6: Design Templates Templates are provided to help students organise their ideas, assign roles in design projects and negotiate success criteria.

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Designs For Safety And Wellbeing

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Activity

Great Designs

Designs can increase our safety and wellbeing.

RR Study the following designs below with a friend. How do the designs affect people’s safety or wellbeing? Jot down your thoughts about each design. Add your own design example. Write down its benefits.

A. Skylight

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B. Raised flowerbed

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C. Electric car charger

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(ACTDEK019) Elaboration: considering the impact of environments on users, for example a school vegetable garden, a protected outdoor play area

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Activity

Wearables

Many wearables are designed to keep us safe and healthy. Wearables are designs that are becoming very popular. Let’s explore the features of a wearable device that reminds you that you’re slouching and need to sit up straight.

Straight Back - A new solution for slouching

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Device is placed on spiine to detect angle. Adhesive strip to keep device in place

Device app downloaded to phone

Device has sensors. Small motor in device has off-centre weight that vibrates to alert person about posture

1. How is a user of this designed solution alerted to the fact he or she is slouching?

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_ _________________________________________________________________

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• 2. How does slouching affect your health and wellbeing?

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3. Design a wearable that is used to increase the safety or wellbeing of its user. Draw and label all the features of your design. Share it with the class.

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4. What other wellbeing wearables do you know of?

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_ ___________________________________________________________________ (ACTDEK019) Elaboration: reflecting on the features of designed solutions that ensure safety and wellbeing of users, for example smoke alarms

Activity

Food And Drink Safety

There have been many designs created to keep food and drink fresher for longer and therefore keep consumers safe.

RR Look at the designs. Jot down notes beside each image about how they have been designed to keep food or drink fresher for longer. Create your own safe food design in the last box. Label its features.

B. Esky

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A. Refrigerator

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C. Metal Drink Bottle

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(ACTDEK019) Elaboration: reflecting on the features of designed solutions that ensure safety and wellbeing of users, for example smoke alarms

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Activity

Food And Drink Packaging Packaging has been designed to keep us safe.

1. Today, designers of packaging for food and drink must include all ingredients. How does this keep us safe?

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2. You have found a muesli bar in the cupboard. Its label says Best before: 09/03/19.

Today is the 30th of March 2019. How is this information keeping you safe?

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muesli bar

_____________________________________________________ Best before: 09/03/19 _____________________________________________________ 3. In the space below, paste a food wrapper taken from your lunch box. Label the features on the packaging which are designed to keep the consumer safe.

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(ACTDEK019) Elaboration: reflecting on the features of designed solutions that ensure safety and wellbeing of users, for example smoke alarms

Activity

Menu Designs

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RR Study these canteen meal deals ordered by three children in Year 6.

Do you think the canteen menu deals have been well-designed? To help you jot down your thoughts below, consider The Australian Guide To Healthy Eating.

the Australian Guide to healthy eating

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• POLENTA

Vegetables and legumes/beans

ROLLED OATS

BEETROOT

frozen vegetables

cous cous

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QUINOA

HOKKIEN NOODLES

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CHICKPEAS Wholegrain Cereal

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CHICKPEAS

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TUNA

tofu

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Grain (cereal) foods, mostly wholegrain and/or high cereal fibre varieties

Baked Beans

Low Fat Milk

PEACHES

MILK

Fruit Lean meats and poultry, fish, eggs, tofu, nuts and seeds and legumes/beans

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skim milk

powder

soy milk

Milk, yoghurt, cheese and/or alternatives, mostly reduced fat

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(ACTDEK021) Elaboration: using current food guides and government-endorsed food policies to plan food choices

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Activity

Safe Cooking Designs 1

RR Read how nearly three billion people in the world cook their food every day, then complete the task on this page and the following page.

or eBo st r e p ok u S Breathing in the fumes from cooking fires

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In many parts of Asia and Africa people cook all their meals over an open fire or on simple stoves made from bricks or pieces of metal. These stoves use fuels such as wood, animal dung and dry vegetation. Cooking takes place inside the house or on patios with women preparing the family meal and children doing their homework next to the glowing light of the fire.

can have serious impacts on people’s health.

The smoke pollution can cause eye problems, pneumonia and can lead to heart disease. This pollution particularly affects the physical development of young children. Then there’s the chore of collecting fuel for the stove. Women could suffer back injuries from carrying heavy firewood over many years, and children might wander off and get lost searching for fuel or even be attacked by large animals.

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is in the cooking process itself. Burns are common from open fires. Kerosene used as a fire starter can cause flames to quickly get out of control and destroy homes.

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(ACTDEK021) Elaboration: considering traditional and contemporary methods of food preparation used in a variety of cultures, including Aboriginal and Torres Strait Islander methods

Activity

Safe Cooking Designs 2

RR Complete this activity page after reading the information on the previous page and studying the image of the cook-stove design.

1. Can you design something simple and cheap to reduce smoke pollution from the cook-stove? Sketch and write your design ideas below.

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2. Discuss in a small group how cook-stoves could be redesigned to prevent children getting burnt from the flames. Remember the design must be simple and accessible. Sketch and write your design ideas below.

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3. How could different cook-stove designs improve the lives of children in developing countries?

_____________________________________ _____________________________________ _____________________________________ (ACTDEP024) Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and processes to achieve intended designed solutions

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Activity

Living In Earthquake Zones

Many Asian countries are located in intense earthquake risk zones. The design of public buildings and houses to withstand seismic shock plays a vital role in saving people’s lives. Today, you will consider how building designs, materials and processes are proving to be more effective in preventing the collapse of buildings.

RR Use your research skills to investigate designed solutions from around the world that meet the needs of people in earthquake zones. Make sketches of the designed solutions that you find and annotate how decisions were made to make the construction more earthquake-resistant. An example has been provided to start you off.

prevents injury from collapse.

strengthened styrofoam bricks; quick to build.

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or eBo st r e p ok A. Japanese Dome u House B. S Made from Light material that

Can be erected for permanent or temporary homes.

C.

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(ACTDEP024) Elaboration: investigating designed solutions from around the world to make suitable, quality decisions that meet the design brief, challenge or scenario

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Sustainable Designs

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Activity

Sustainable Verges

Traditionally, verges were created with thirsty lawns that needed mowing and trees that needed maintenance. Times have changed! Today, recent designs of verges are both aesthetic (look great) and sustainable (environmentally-friendly).

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Across Australia, communities are designing and developing verges that are more sustainable, but look great too. A verge is a strip of land between the street and the footpath (see left).

RR Your task is to plan a design for a verge which considers aesthetic and sustainable purposes. Complete the table to help you.

Design Choice Aesthetic purpose Sustainable purpose Types of plants, trees, © ReadyEdPubl i cat i ons greenery

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Watering system

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Other unique features

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(ACTDEK019) Elaboration: considering the impact of environments on users, for example a school vegetable garden, a protected outdoor play area

Activity

Harvesting Rainwater 1

RR Read the information about rainwater, then answer the questions.

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Harvesting rainwater in Thailand Look at this harvesting system in Thailand that has been in use for more than 4000 years! Think about how it works, then respond to the questions below.

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Freshwater makes up 2.5% of all water on Earth. The volume of freshwater hasn’t changed for millions of years but the number of people wanting to drink, cook, wash and garden with it certainly has. In many regions of the planet, including Australia, freshwater scarcity is becoming a serious problem. However, rainwater can be harvested and stored to be used later in times of drought or in dry seasons.

© ReadyEdPubl i cat i ons 1. How does the roof ofe Thai make harvesting rainwater possible?

• f o rdesign r evi whouses pur po seso nl y• _____________________________________________________________________

_____________________________________________________________________

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2. Do you think clay (ceramic) or concrete is a suitable material for the jars? Give a reason for your response.

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o c . che e r _____________________________________________________________________ o r st super 3. Would there always be a lid on the jar? Why or why not?

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4. Why do you think the jars are often decorated in traditional designs?

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_____________________________________________________________________ (ACTDEK023) Elaboration: identifying the properties of materials for the design and construction of a sustainable household item, for example a product for storing harvested water

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Activity

Harvesting Rainwater 2

Rainwater tanks are typically used in Australian rural areas. However, tanks for harvesting rainwater are increasingly being used in Australian urban backyards too.

RR Study the rainwater tank system (left).

1. Describe how rainwater is harvested. _________________________________________________

or eBo st r e ptank is made from polyethylene.ok 2. u The Is this a suitable Smaterial for tanks? Give a reason for your answer.

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3. Compare the rainwater tank above with the jar storage system in Thailand on page 17. Complete the comparison chart using information from this page and the previous page. You might also want to conduct further research and use your own knowledge.

© ReadyEdPubl i cat i ons Feature Australian tank Thai jar tank •f orr evi ew pur posesonl y• How is the rainwater

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collected?

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How do you think the tanks might be cleaned?

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(ACTDEK023) Elaboration: comparing the design and production of products, services and environments in Australia and a country in the Asia region

Activity

Sustainable Building Designs

Adapting your house to the climate zone you live in has many benefits for the environment. The main benefit is that it saves energy and reduces greenhouse gas emissions.

RR Read the list of sustainable design features that could be incorporated into the building of an Australian home.

or eBo st r e p wind turbine double-glazed okwindows solar panels u skylights S pergola choice of building materials (brick, timber, etc.) north-facing house

shade sails

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Sustainable Design Features

insulation

Choose two of the sustainable designed features from the text box above to investigate further. Identify how each feature uses the sun or wind to maintain a comfortable living temperature all year round. You could make notes or make a sketch and annotate it.

© ReadyEdPB. ub l i cat i ons A. _________________________________ _________________________________

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(ACTDEK019) Elaboration: identifying the impact of the designed features of an environment, for example a modification to a home to reduce environmental impact; restoring a natural environment and retaining access for the public

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Activity

Wardrobe Waste 1

Textile waste is one of the world’s biggest polluters! This means that throwing away clothes is bad for the environment. Discarded clothes end up in landfill and they do not break down. Plus, the dyes from the clothes leak into the soil and are harmful to our Earth.

Hang on!

Textile Waste isn't fashionable

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RR Create a poster about textile and clothing waste in Australia. Your design should highlight the dangers of textile waste to modern day Australians. You will need to conduct some research before you begin.

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(ACTDEK019) Elaboration: evaluating the sustainability implications of materials, systems, components, tools and equipment, for example materials can be recycled or re-used to reduce waste; systems may benefit some, but disadvantage others

Activity

Wardrobe Waste 2

Australians are spending more than $5.2 billion a year on fashion items – 85% of which will end up in a landfill. One sustainable solution is buying organic clothing designs.

$5.2 billion

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1. Research a clothing company like People Tree, which is dedicated to designing organic clothing and reducing pollution.

Compete your findings in a form of your choice below.

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Slow Fashion

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2. Define the following design solutions to combat textile waste.

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S-t-r-e-t-c-h task! Another solution to disposing of unwanted

clothing is to donate it to charity. However, only 10%-30% of donated clothing ends up on the racks in charity shops. Dig deeper into this situation to find out where the donated clothing might actually be going. Share what you’ve discovered with the class.

(ACTDEK019) Elaboration: evaluating the sustainability implications of materials, systems, components, tools and equipment, for example materials can be recycled or re-used to reduce waste; systems may benefit some, but disadvantage others

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Activity

Wardrobe Waste 3

RR Write notes, make doodles and describe your solutions under the headings in the boxes.

The Problem:

My Solution:

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Doodles:

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Mum cut the legs off some old jeans to make shorts. She doesn’t want to waste the cut-off parts.

Have I experienced or seen a problem like this before?

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RR Discuss your solution with a peer. After this discussion, is there anything you would like to add, remove or adapt in your design?

_____________________________________________________________________

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(ACTDEK019) Elaboration: evaluating the sustainability implications of materials, systems, components, tools and equipment, for example materials can be recycled or re-used to reduce waste; systems may benefit some, but disadvantage others

Critiquing And Creating Designs

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Activity

Cloud Waterer

1. Study the design below. Read the annotations about its design features.

Design: Cloud Waterer "Cloud" is made from fade resistant plastic, so suitable for outdoors.

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“Cloud” also provides shade for the plant during day so it doesn't dry out.

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Small holes in “cloud” give herbs a slow, gentle shower – doesn’t flood soil or drown herbs.

Multiple cloud waterers can fit together to form a colourful panel.

© ReadyEdPubl i cat i ons 2. Work with another peer.

Look at the criteria inp theo table below that asks• you to • f o r r e v i e w p u r s e s o n l y comment on the design of the “Cloud Waterer”. Discuss this product with your

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Can you identify any problems with the product?

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partner and make notes about its design in the table.

o c . che e r o r st super Would you use this product?

Can you think of one way that this product could be improved?

Why, why not?

3. With your partner, give an oral presentation of your critique of the “Cloud Waterer” to peers. Give this designed product a thumbs up rating from 0 (poor) to 5 (excellent).

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(ACTDEP024) Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and processes to achieve intended designed solutions

Activity

Lacky Storage

1. Study the design below. Read the annotations about its design features.

Design: Lacky Storage Handy for organising stationery, hairbrushes, small tools etc., on walls or fridges.

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Plastic discs can be customised with peel-off images.

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Different sized strong, stretchy bands that loop around plastic discs.

Anchored to wall with screws or adhesive tape.

© ReadyEdPubl i cat i ons 2. Work with another peer.

Look at thep criteria ino the table below that asks you to • f o r r e v i e w u r p s e s o n l y • comment on the design of “Lacky Storage”. Discuss this product with your partner

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Can you identify any problems with the product?

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and make notes about its design in the table.

o c . che e r o t r s s r u e p Would you use this product?

Can you think of one way that this product could be improved?

Why, why not?

3. With your partner, give an oral presentation of your critique of “Lacky Storage” to peers. Give this designed product a thumbs up rating from 0 (poor) to 5 (excellent).

(ACTDEP024) Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and processes to achieve intended designed solutions

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Activity

Receipt Design

RR Study this image of a receipt given to a customer in a café.

or etheBcustomer’s st Data from order is r e o registers to turn the p processed from casho u k One function receipt into a paper “app.”

S gives nutritional information about one of the purchases.

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Additional information has been added to the receipt, for example, a historical event linked to the date, thought for the day or community news.

1. Work with a partner to discuss the plus, minus and interesting aspects of this receipt design. Write your ideas in the table below.

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Interesting © Ready EdPubl i cat i ons •f orr evi ew pur posesonl y•

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2. Would you change anything about the receipt? Would you like to add something?

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(ACTDEP024) Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and processes to achieve intended designed solutions

Activity

Design Problems 1

RR Study the wind chime and read about the problem with its design. Write notes, make doodles and describe your solution under the headings in the boxes.

The Problem:

Why is this problem happening?

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Doodles:

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This wind chime design has been made from recycled materials. Looks great, but the keys don’t make much of a noise in the wind.

Solution:

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o r st super RR Discuss your solution with a peer. After this discussion, is there anything you would like to add, remove or adapt in your design?

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________ (ACTDEP025) Generate, develop and communicate design ideas and processes for audiences using appropriate technical terms and graphical representation techniques

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Activity

Design Problems 2

RR Study the ladle and read about the problem with its design. Write notes, make doodles and describe your solution under the headings in the boxes.

The Problem:

Why is this problem happening?

Solution:

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

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Doodles:

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After serving the soup, the ladle turns on its side and spills soup on the clean tablecloth or kitchen bench.

o c . che e r o r st super RR Discuss your solution with a peer. After this discussion, is there anything you would like to add, remove or adapt in your design?

_____________________________________________________________________

_____________________________________________________________________

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(ACTDEP025) Generate, develop and communicate design ideas and processes for audiences using appropriate technical terms and graphical representation techniques

Activity

Design Scenarios

1. With a partner, study the design scenarios below. To create these designs, what joining technique/s have been applied? What equipment has been used? Write your responses in the space beside each image.

B. pyramid

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C. catapult

D. toy figure

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A. marshmallow tower

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o c . che e r o t r s s r u e p 2. With supervision, you might have access to instant glues (super-glue, epoxy) at

home to create your own designs. What do the following hazard warnings often found on instant glues mean?

a. _______________

!

b. _______________

c. _______________

(ACTDEP025) Elaboration: experimenting with materials, tools and equipment to refine design ideas, for example considering the selection of materials and joining techniques to suit the purpose of a product

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Activity

Bunting Flags 1

Nothing brightens up a special event at school like bunting flags. Bunting can be made with different materials, using a range of techniques, tools and equipment. The best thing about bunting is that reusing materials from school and home can make the most spectacular flags.

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1. Work in groups of 3 or 4. Collaborate to make decisions to create your group’s preferred design of bunting flags. Here are some points to consider: zz How can we prevent fabric zz What material/s will the flags flags from fraying? be made of? zz What materials can we reuse to zz What will we hang the flags on? make the flags? zz How will we attach the flags? zz Will our bunting have a theme? zz Do we need to sew the flags? zz Do we need to make holes in the flags?

2. Before you plan your bunting flags, think about the safety aspects by completing the table below.

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Electric glue gun

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© ReadyEdPubl i cat i ons •f orr evi ewRisk pur poseson l y• Tool/Equipment Advice

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Step-ladder to hang bunting

Scissors to cut string

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(ACTDEP026) Elaboration: matching material and joining techniques to the design intention, for example accurately cutting and sewing the fabric pieces to make a community banner or joining components to produce an electric circuit

Activity

Bunting Flags 2

RR Put your heads together to come up with a one-of-a-kind idea for a bunting design.

Your teacher will enlarge this template to A3 so you can plan in small groups.

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materials

tools & equipment

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bunting design

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our group

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(ACTDEP026) Elaboration: Select appropriate materials, components, tools, equipment and techniques and apply safe procedures to make designed solutions

s h a p e s

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Electrical Technologies

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Activity

Shine A Light

RR Study the image of the inside of a flashlight, then complete the tasks below.

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Cross-section of a battery-operated flashlight

© ReadyEdPubl i cat i ons batteries bulb switch plastic filament reflector metal •f orr evi e w casing pur p oses onl y •spring

1. Work in pairs to label the flashlight's different parts using the terms below.

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2. Discuss! For a flashlight to work, there must be a complete circuit inside the flashlight. Sometimes when a flashlight is dropped or hasn't been used for a while and you try to switch it on, nothing happens. Work with a partner to discuss things that could be causing the problem with the flashlight.

3. Concentrate on one possible cause for the problem. Create a troubleshooting guide in four steps to help someone put the shine back into their flashlight.

. te o Step One:_____________________________________________________________ c . che e _____________________________________________________________________ r o r st super Step Two:_____________________________________________________________

_____________________________________________________________________

Step Three:____________________________________________________________

_____________________________________________________________________

Step Four:_____________________________________________________________

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4. Circulate around the class to read other troubleshooting guides.

(ACTDEK020) Elaboration: deconstructing a product or system to discover how movement, sound or light can be controlled, for example deconstructing a torch or buzzer and exploring circuit design

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Activity

Game Circuit

Merah wants to make a Steady Hands Game Circuit to play with during the holidays. The objective of the game is to move a small metal loop along bent wire with nerves of steel. If the metal loop touches the wire, a light bulb will glow and it is game over.

1. In groups of three, respond to the questions.

or eBo st r e p ok u S _ ________________________

a. Has anyone seen or played this type of electronic game before? Is it fun? _______________________

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RR Study Merah’s plan for her game circuit.

b. Will Merah’s design work?

Yes/no, because …

_ ________________________ _ ________________________

_l ________________________ © ReadyEdPub i cat i ons 2. Merah has decided that she wants a buzzer on her Steady Hands Game Circuit.

•f orr evi ew pur posesonl y• Draw a circuit diagram with appropriate symbols that includes the buzzer. Use a

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pencil and ruler.

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3. Complete this table with notes about making this design.

Tools/equipment needed

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Help from an adult needed

(ACTDEK020) Elaboration: deconstructing a product or system to discover how movement, sound or light can be controlled, for example deconstructing a torch or buzzer and exploring circuit design

Activity

Sensors 1 Some electronic systems work with sensors. Sensors respond to information in the environment around them. The information can be in the form of sound, light, movement and heat (temperature).

Sensors act on the information they gather to control the flow of electrical energy in a circuit. In other words, sensors act like a switch that enables an electronic device to perform its function.

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A. refrigerator

B. smoke detector

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1. Work in a small group. What kind/s of sensors do you think the following designed products have? Think about the functions of the products. Annotate the images with your group’s ideas.

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . c e her r 2. Study the image of the alarm clock at the top of the page. o t s sup er a) What activates this type of sensor? b) Could another type of sensor be used for the same purpose?

_ ___________________________________________________________________

_ ___________________________________________________________________

_ ___________________________________________________________________

_ ___________________________________________________________________

_ ___________________________________________________________________ (ACTDEK020) Elaboration: investigating the properties of materials to solve problems requiring the control of movement, sound or light, for example the amount of light reflected from different surfaces to control a sensor

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Activity

Sensors 2

Capturing images of shy animals in their habitat can be an enormous challenge for scientists wanting to gather information. Most types of remote wildlife cameras are triggered by infrared sensors that detect movement.

1. Use your preferred search engine to discover more about remote wildlife cameras. Use your research to draw a diagram to show how you could set up a remote camera to take digital photos of an animal of your choice. Make annotations on the diagram to explain the system. You could consider:

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zz zz zz zz

the energy source of the camera what the remote camera casing is made from how you could attract an animal to the sensor zone possible problems with this system for collecting data

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or eBo st r e p ok zz how the sensor detects an animal u zz where the remote Scamera is placed

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(ACTDEK020) Elaboration: investigating the properties of materials to solve problems requiring the control of movement, sound or light, for example the amount of light reflected from different surfaces to control a sensor

Activity

Pedestrian Crossings

The push button at a pedestrian crossing is part of a connected system. This system controls the flow of traffic and allows people to cross the street in safety. Find out how a traffic signal system works by researching the answers to the following questions.

RR Research! Jot down your notes in the spaces provided.

A. What happens when you push the button? Describe the sequence of events in a flow chart like this:

B. A traffic signal controller is central to this system. What does it control? Where is it located?

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button 

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or eBo st r e p ok u S pedestrian pushes

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C. How does the traffic signal controller receive data about the amount of traffic in an area?

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D. How have push buttons been designed to help blind or deaf people cross safely? Do other users benefit from this design commonly used in Australia?

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(ACTDEK020) Elaboration: investigating the technologies in a control system for an identified need or opportunity and user, for example a system that allows safe passage at pedestrian crossings

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or eBo st r e pSection 5: ok u S

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Food And Fibres

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Activity

Traditional Food Systems

RR Read the information, then complete the question.

Many traditional bush foods have made their way into supermarkets and restaurants: wattle seeds in cereals, rosella jam, quandong syrup and stir-fried bunya nuts to name a few. Indigenous Australians have been wild harvesting bush foods for thousands of years. Now they are developing healthy products from the bush that have impacts at a local and national level.

or eBo st r e p ok u _____________________________________________________________________ S b) Why do you think wild harvesting is a sustainable activity?

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1. a) What do you think wild harvesting means?

_____________________________________________________________________

_____________________________________________________________________

2. Below is a case study on the development of bush tomatoes (also called desert raisin) into commercial food products. Make your own notes in the spaces under the headings.

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Bush tomatoes are wild harvested in arid regions of Central Australia in cooler months. This sun-dried fruit is rich in many vitamins and has properties to help prevent heart disease.

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© ReadyEdPubl i cat i ons Benefits for local Benefits for wider Product development •f orr evindigenous i ew pu r posesAustralian onl y• community community

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To increase production, bush tomatoes are grown on garden plots in indigenous communities with water wise irrigation systems. Tomatoes can be produced eight months of the year.

Indigenous tomato growers inform product buyers about where the fruit comes from and community stories about the food – how it is a totem for some people.

(ACTDEK019) Elaboration: considering the impact designed products, services or environments have in relation to sustainability and also on local, regional and global communities, including Aboriginal and Torres Strait Islander communities and countries in the Asia region

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Activity

Pagoda Gardens In Cambodia

RR Read about how Cambodian rural communities are managing the way they grow and distribute food to increase their food security.

Currently, Cambodia imports half of the vegetables the people eat, from Vietnam and Thailand. Why is there a shortage of locally-grown, fresh vegetables and fruits in this Asian nation? During several decades of conflict, farmers stopped growing many of the traditional crops and concentrated on rice cultivation. This meant that the Cambodians’ diet became poorer and farming knowledge about other plants was lost.

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To turn this situation around, Cambodian communities are relearning the skills needed to grow organic, traditional foods using natural fertilizers. They still grow rice but have other nutritious vegetables to eat from their community gardens.

What’s more, money isn’t being spent on expensive imported vegetables.

Harvested food is brought to the local pagoda under the care of Buddhist monks.

Here the villagers can exchange or sell surplus food and share their new sustainable gardening knowledge.

RR Annotate this illustration with your ideas about the impacts this food system has on the rural communities and environment in Cambodia. Look at the example.

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The people’s diet will become more nutritious and varied.

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(ACTDEK019) Elaboration: considering the impact designed products, services or environments have in relation to sustainability and also on local, regional and global communities, including Aboriginal and Torres Strait Islander communities and countries in the Asia region

Activity From Farm To Family 1 Olive oil has been used by people for over three thousand years. It has been used for cooking, as fuel for lamps, as medicine, an ingredient in soaps and for religious rites. Olive trees arrived in Sydney in the early 1800s and today are planted extensively across Australia.

RR How does the fruit of this ancient tree end up on our tables as olive oil?

1. Study the images which show the farm-to-table process of converting olives into a retail product. The images are not in the correct sequence. Cut out the images and paste them into your workbooks in the correct order.

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or eBo st r e p distribution ok pressing u quality control S

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bottling

. te o c 2. Some olive farmers prefer to sell their products directly from their farms to . cande egate marketing. Can you r consumers, restaurantsh local shops. This is called farm o r softthis system? s think of two advantages and two disadvantages uper Advantages

Disadvantages

(ACTDEK021) Elaboration: sequencing the process of converting ‘on-farm’ food or fibre products into a product suitable for retail sale, that is, the ‘paddock to plate’ supply chain, or when making yarn or fabric from fibre

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Activity

From Farm To Family 2

1. Using the previous page as a guide, create a sequence of images with notes to explain how an “on-farm” food is converted into a quality product for consumers.

Here are some suggestions for you to research:

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2. Complete your process diagram in this space.

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3. Circulate around the class to learn about other farm to table sequences.

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(ACTDEK019) Elaboration: considering the impact designed products, services or environments have in relation to sustainability and also on local, regional and global communities, including Aboriginal and Torres Strait Islander communities and countries in the Asia region

Activity

A Fabulous Fibre

Australia’s wool industry is well-established and world famous. But sheep aren’t the only animals to produce a valuable fibre. Over 2,300 farmers raise alpacas in Australia for their fabulous fleece.

RR Find out more about alpaca fleece by completing the mind map with your research.

Why is alpaca fleece a quality fibre?

Are alpacas shorn like sheep?

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Where do alpacas originally come from?

Are alpacas farmed for other products?

What products are made from the fleece?

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Why are alpacas considered to be an environmentally-friendly farm animal?

Fun Fact 1 Alpacas have no upper teeth!

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How are alpacas used as guard animals?

o c . che e r o r st super Fun Fact 2 Alpaca fleece comes in more than 20 colours!

Fun Fact 3 Alpacas love being with people as pets!

(ACTDEK021) Elaboration: describing the relationship between plant types and animal breeds and their environmental suitability when selecting suitable plants or animals for an environment

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Activity

Plant And Animal Relationships 1

Farms provide us with a rich variety of foods that are essential for our health. To be able to produce these foods, farmers strive to maintain a sustainable balance between their farm animals and the native fauna and flora of the environment.

RR Study this food chain in northern Australian grasslands (savannah).

1. Identify the following in the food chain above.

owl

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tussock grass

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a) PRODUCER/S: _ ______________________________________________________ b) PREDATOR/S: ________________________________________________________

© ReadyEdPubl i cat i ons d) PRIMARY CONSUMER: ________________________________________________ •f orr evi ew pur posesonl y• c) TOP CARNIVORE: _ ___________________________________________________

2. In this environment, are there more dunnarts or owls? Why is this so?

_____________________________________________________________________

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There would be more dunnarts / owls because:______________________________

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o c . che e r o t r s s r u e p a) large numbers of feral donkeys appeared on a cattle property?

3. The savannah grasslands of the Top End are important grazing lands for Australia’s beef industry. Cattle graze primarily on native tussock grasses. What would happen to the balance in this environment if the following happened:

_____________________________________________________________________ _____________________________________________________________________ b) trees were cleared on the property? _____________________________________________________________________ _____________________________________________________________________ 44

(ACTDEK021) Elaboration: describing the relationship between plant types and animal breeds and their environmental suitability when selecting suitable plants or animals for an environment

Activity

Plant And Animal Relationships 2

This task is linked to the information on the previous page. You can choose a different biome for the task on this page.

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RR The Australian Savannah is a complex biome where low rainfall does not allow forests to grow. Which other plants and animals make the grasslands their habitat?

Use the Australian Savannah food chain and your own research to build a food web that includes other producers and consumers in this environment. Draw your food web below.

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(ACTDEK021) Elaboration: describing the relationship between plant types and animal breeds and their environmental suitability when selecting suitable plants or animals for an environment

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Activity

Student a

Farms And Biodiversity 1

About half the Australian continent is farming land that has been changed to grow crops and graze livestock.

Land is cleared of trees, boulders blasted, and wetlands drained so that farms can expand to produce food for Australia’s growing population. In this process, native fauna and flora can be lost. However, farmers have discovered that conserving the biodiversity on their farms and making a living are both possible.

or eBo st r e p o u Investigate the threats to native vegetation along creeks andk Sor cattle farm. What can farmers do to waterholes on a sheep protect this habitat for native plants and animals?

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YOUR TASK

RR In the space below, make sketches of solutions with annotations.

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RR Choose a partner with the STUDENT B worksheet. Use your annotated sketches to explain how native vegetation can be protected to promote biodiversity on a farm.

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(ACTDEK021) Elaboration: describing the relationship between plant types and animal breeds and their environmental suitability when selecting suitable plants or animals for an environment

Activity

Student B

Farms And Biodiversity 2

About half the Australian continent is farming land that has been changed to grow crops and graze livestock.

Land is cleared of trees, boulders blasted, and wetlands drained so that farms can expand to produce food for Australia’s growing population. In this process, native fauna and flora can be lost. However, farmers have discovered that conserving the biodiversity on their farms and making a living are both possible.

or eBo st r e p o u Investigate the threats to native insects and animals that k Scan farmers do to attract native pollinate plants. What pollinators to their farming system?

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YOUR TASK

RR In the space below, make sketches of solutions with annotations.

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RR Choose a partner with the STUDENT A worksheet. Use your annotated sketches to explain how native vegetation can be protected to promote biodiversity on a farm.

(ACTDEK021) Elaboration: describing the relationship between plant types and animal breeds and their environmental suitability when selecting suitable plants or animals for an environment

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Activity

Preparing Food

RR Study these traditional Torres Strait Islander methods of food preparation. How the traditional food is prepared, cooked and shared has been handed down from generation to generation. In the right-hand column, draw or describe similar methods you have seen or used in your family’s cooking traditions.

Torres Strait Islander

My Family

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Cooking over a fire/hot rocks

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Slow-cooking (Kup-mari)

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Wrapped food

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Collected food

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(ACTDEP028) Elaboration: experimenting with tools, equipment, combining ingredients and techniques to design and make food products or meals for selected groups for healthy eating taking into consideration environmental impacts and nutritional benefits

Activity

Design Challenge 1

1. Read the information about this design challenge.

The Problem

design challenge

Australia imports more than $500 million of unprocessed fruit and vegetables each year from places as far away as Turkey, the US and Brazil.

RRDesign and make a product that uses in its ingredients locally grown fruit and /or vegetables.

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The cost of transporting these goods is expensive in terms of the carbon footprint on the environment and waste from packaging.

2. Before you get down to the planning process, fill in the thought bubbles with your first impressions of the challenge.

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3. To help you research and locate what locally grown fruit and vegetables are produced in your area, visit this website:

https://www.localharvest.org.au/

(ACTDEP028) Develop project plans that include consideration of resources when making designed solutions individually and collaboratively

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Activity

Design Challenge 2

1. Time to do research on the locally-grown food available to make your product.

Complete your research findings under the headings in small groups.

A. Which kinds of fruits and vegetables are being grown in your local area?

B. Which fruits and vegetables are in season now?

C. Did you find any traditional bush foods among the produce?

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you as ingredients for your design challenge.

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or eBo st r e p ok u S foods that appeal to D. Draw the locally-produced

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© ReadyEdPubl i cat i ons E. How can the locally-grown foods be combined with other ingredients to make a orr evi ew pur posesonl y• product? •f other ingredients

. t e textures, smell and taste of G. Whoc o be the user F. What might the colours, would . che this combination of ingredients be like? of this food product? e r o r st super

2. Discuss your group’s design options. You might like to adapt ideas from several suggestions. Write your group’s design choice below.

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(ACTDEP028) Develop project plans that include consideration of resources when making designed solutions individually and collaboratively

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or eBo st r e p Section 6: ok u S

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Design Templates

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Activity

Design Brief Template

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RR Before you design, this template will help you to: analyse what you need, assign roles to group members and agree on a timeline for completing the design.

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(ACTDEP028) Elaboration: identifying when materials, tools and equipment are required for making the solution: setting milestones for production processes and allocating roles to team members.

Activity

Flowchart Template

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RR Complete the flowchart with the steps for making your designed solution. You might not fill all the shape frames or you might have to add a few.

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(ACTDEP024) Elaboration: exploring the steps involved in the process to satisfy a design brief, need or opportunity

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Activity

Negotiating Success

1. To be able to evaluate if a designed solution has achieved its brief, your group should first negotiate its success criteria. Don’t just concentrate on what your final product will be like, consider other aspects like: whether it meets the needs of the target user, sustainability of the components, the process of working together and the skills you will learn.

We want our design to: 1.

3.

5.

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4.

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2.

2. When you have made your product, reflect on each of your group’s success criteria above to judge how well you have achieved the design’s objectives.

Criteria

© ReadyEdPubl i cat i ons How well did we carry this out?

•f orr e vi ew pur posesonl y•

3.

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4.

What went well?

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How we can improve the product

(ACTDEP027) Elaboration: independently and collaboratively identifying criteria for success, processes and planning, for example using visual representations such as a flowchart

Answers p.7 Possible answers A: healthy dose of vitamin D, visual appeal with connection to exterior, sustainable energy source; provides natural rather than artificial life which is good for metal health B: raised garden bed in easy reach for person in wheelchair to take care of garden, access to the exterior, enjoyment of being able to garden safely C: electric car charging post with convenient parking, lower greenhouse gas emissions for the environment; makes the air we breathe in cleaner D: Student’s own response

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p.11 Possible suggestions for Ben: swap a dairy product for a juice/piece of fresh fruit. Sam: add a salad to go with the chicken wings/cheese sandwich to lower fat content. Lou: could substitute hash browns with veggies or have a banana/piece of fruit/yoghurt instead of the muffin (reduce carbohydrates).

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p.8 1. A sensor begins to vibrate to alert the user when the spine is bent over at a certain angle.

2. Slouching can cause back pain and tired muscles. In later life it can lead to joint pain and rounded shoulders.

3. Student’s own design.

4. Other wearables include: step tracking devices for fitness, heart monitors and smartwatches.

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frame that ensures their peak nutritional value. Foods consumed well outside the recommended use by code, run the risk of being contaminated by microorganisms or deterioration in aspect. In the case of the muesli bar in this question, there would be little risk in eating it as it falls within the same month.

3. Student’s analysis of own label. Students to look for information such as: Best before; Keep refrigerated; Store in cool place out of direct light; Do not refreeze, etc.

© ReadyEdPHazard ubl i c at i on s that can lead 1: smoke/fume inhalation to respiratory problems.

Hazard 2: e Back injuries •f orr evi ew pur pos s onfrom l ycarrying • heavy

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loads of wood/fuel; animal attacks on children searching for fuel.

Hazard 3: burns/scalds from open cook-stoves.

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p.9 Refrigerator: low temperatures slow down the growth of microorganisms that spoil food and can make people sick.

Esky: an esky is a portable temperature regulator that keeps food cool or warm for several hours. Eskies have insulating material that protect foods/drinks by forming a barrier from exterior temperature changes.

Metal drink bottle: double-walled insulation in metal drinking bottles and strong screw tops keep water chilled for many hours. Unlike plastic does not leak harmful chemicals.

Student’s own design: will probably incorporate insulation and/or cooling system.

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p.13 1 and 2: designs could focus on improving the stability of the base of the cook-stove and improving the retention of heat, instead of the heat loss evident in the images.

3. By improving the cook-stove design, children would not be put in danger from having to collect fuel, respiratory and eye problems would be reduced and there would be lowered risk of burns and house fires. These improvements could mean more family time and time for studies.

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p.10 1. By listing all the ingredients contained in a food, consumers can see if the food has high rates of preservatives, unsaturated fats and sugars. Labels are particularly important for protecting people with severe food allergies.

2. Foods are best consumed in a time

p.14 Other designs that minimise earthquake impact in buildings include: vibrating barriers that are planted near buildings to absorb shocks, use of reinforced steel in building frames, strengthened concrete and lighter weight building materials such as wood.

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Answers Thai jars would have times where debris could end up in the water, however, fine nets are often used to cover the open jar to trap contamination. Use: In Australia, the urban rainwater tank is mainly used for household water needs like gardens, cleaning patios, etc. In Thailand, the jars provide safe drinking water. Cleaning: Both tanks have a tap located near the bottom of the tank. Water can be drained and the debris/sludge removed. In Australia, this is usually done by vacuuming/pumping done by experts.

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p.17 1. The steep, sloped roofline and connecting pipe, channel the rainwater into the ceramic jar.

2. Ceramic jars do not leak, are impermeable and provide a good barrier to exterior temperatures.

3. When it is not raining, the lid would be on to stop evaporation and contaminants entering. To collect water, the lid would be off.

4. Possible response: to celebrate the gift of water, to serve as a family motto to hand jar on to other generations, to express a blessing, prayer, etc.

p.19 Solar design features: panels, double-glazing, pergola, building materials, skylights, north facing house, shade sails, insulation. Wind design features: wind turbines, pergola.

Students’ annotations should identify how these design features help regulate exterior/ interior temperatures and are sustainable energy sources.

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p.16 Possible answers.

Types of plants, trees, greenery: aesthetic choices could include: shady trees, flowering plants to attract insects, animals. Sustainable choices could include: low maintenance plants (do not lose leaves) that are drought-tolerant, plants indigenous to the region. Watering system: aesthetic choices could include: under the ground drip-water systems, watering from harvested rain tanks, pop-up sprinklers.

Sustainable choices: using storm water / rainwater tanks to irrigate.

Other unique features: verges used for aromatic plants, community veggie gardens, designing corridors for wildlife to move through the street verges to parks etc.

© ReadyEdPubl i cat i ons p.20 A handy overview ofo then problem can be •f orr evi ew pu r po ses l y•

p.21 1. Organic clothing typically uses recycled materials without the harmful dyes.

Recycled clothing is usually made without exploiting overseas garment workers.

2. Slow fashion: concentrates more on fashion that values health, wellbeing, styles that do not go quickly out of fashion, sustainable production and artisan-made. Upcycling: upcycling makes use of already existing fashion items, it often uses few resources in its creation, is more sustainable and actually keeps ‘unwanted’ items out of the waste stream.

STRETCH Task: Students will be surprised to find out that a high percentage of clothes donated to help people is actually sold for profit and do not end up being distributed to those in need.

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p.18 1. Rain falls on the roofruns into gutteringwater goes down pipe inserted into guttering and fills tank. Tank owner uses tap to access water; may fit garden hose to the tap.

2. Polyethylene is a suitable material for tanks because it is seamless, which gives it added strength, does not leave a taste in the water like steel tanks and it does not rust/corrode.

3. Collection: students will note that the collection method is virtually the same, even though the Australian tank is in a more closed system. Protection: the Australian system is more closed and has more filters to stop debris, animals from entering. The 56

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accessed at: https://sustainability.uq.edu.au/projects/ recycling-and-waste-minimisation/fast-fashionquick-cause-environmental-havoc

Answers p.22 Student’s solution/s: cut off legs could be recycled as patches for other jeans, squares for patchwork quilts, pet blankets, pet warmers, oven gloves, dolls’ clothes, etc. p.24 - 28 The critiquing tasks in this section are designed to support students giving and receiving feedback on their design proposals. The focus is to generate ideas from which to choose the most practical solutions.

p.33 1.

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p.29 1. A. Marshmallows have been used as a joining technique; wooden skewers have been used as an additional material.

B. Bluetac has been used as a joining technique, straws have been used as an additional material.

C. Elastic bands have been used as a joining technique. A spoon and popsticks have been used as additional materials.

D. Twisting has been used as a joining technique. Piping has been used as the material.

2. a. flammable material b. corrosive (burns skin) c. hot

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Scissors: Risks: cuts and nip injuries. Advice: keep scissors in a holder until ready for use, use round scissors for cutting string.

2. Possible problem scenarios: batteries not inserted with correct polarity (positive towards head), batteries are flat, filament in bulb is broken (new bulb needed), poor battery contact with spring, making sure flashlight is screwed back together tightly after checking for batteries, etc., or after flashlight has been dropped. Students should begin troubleshooting steps with unscrewing the flashlight to inspect its components to discover why the circuit is incomplete.

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p.34 1. b Yes, it will work because she has built a complete circuit.

2. Students could combine symbols with pictorial design of the circuit. An example circuit with buzzer:

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p.30 2. In the use of the equipment/tools, there would be adult supervision.

Electric glue gun: Risks: burns from hot glue or metal component of gun, breathing glue fumes. Advice: wear protective gloves, don’t touch melted glue, work in a wellventilated area.

Needles & Pins: Risks: picking up scattered pins and needles could prick fingers, pins and needles could fall on floor and be stepped on. Advice: keep pins and needles in an appropriate container with a lid.

Step-ladder: Risks: losing balance and falling off ladder, non-slip safety feet are missing/damaged, making ladder unstable.

Advice: Put ladder on dry level surface, check for safety feet, stay in centre of ladder as you climb, have someone firmly holding the ladder.

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3. Tools/equipment: cell, switch, bulb, buzzer, insulated wire, flexible coat hanger (strong) 57

Answers wire. For a mount for the maze wire, a wooden/cardboard box. Adult help: cutting and bending coat hanger wire to make maze shape and loop.

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p.36 Motion sensing cameras take photos when an animal has wandered into the capture range.

They have infra-red motion sensors. Cameras are usually secured to trees at a height that enables the subjects to be photographed.

Batteries are used to power the cameras and large battery packs are recommended to ensure enough energy over days. Camera casings are made from durable plastic and are waterproof. Bait stations can be set up to lure the animals into the motion sensor range.

Possible problems with the remote camera includes: battery failure, tampering by curious animals and despite best efforts, animals do not appear in the area.

p.39 1. a) Wild harvesting means taking plants from their natural habitat. The plants are not grown on farms. b) It does not use machinery to harvest food over a wide area, which protects soil for future plants to regrow.

2. Bush tomatoes are wild harvested in arid regions of Central Australiabenefits local community by providing traditional healthy food source; benefits wider community by spreading health benefits of tomato for preventing heart disease. Bush tomatoes are grown on garden plots in indigenous communitiestomatoes can be consumed for most of the year locally, provides employment; food product is grown sustainably using water-wise irrigation. Indigenous tomato growers inform product buyers about where the fruit comespreserves community knowledge to hand on to others; educates other Australians about indigenous culture and its connection to the food.

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p.35 Possible answers: 1. Refrigerator: sensors to detect when door is open to activate light; sensors for controlling temperature in different compartments of the fridge; sensors to detect room temperature.

Smoke detector: sensors to detect large particles of smoke entering the chamber – light source in chamber makes particles scatter like dust and the sound alarm is set off.

2. a) This clock sensor is activated by sound. b) The clock could have a movement sensor (wave hand) or touch sensor.

C. The traffic signal controller receives information about the flow of traffic approaching intersections/pedestrian crossings from detectors (sensors, video cameras) that are buried on the roadside or on posts several metres before traffic lights.

D. The push buttons are large, and the arrow can be felt by blind people. For deaf users, a sound is emitted to alert people when to cross. This design is also very child-friendly as the button is not too high, which also benefits those in wheelchairs.

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p.37 A. Pedestrian pushes buttonsignal control is alerted to a pedestrian”WALK” sign is given as soon as possiblea ”WALK” signal appears and pedestrians can cross in safety.

B. A traffic signal controller is usually located in a box near pedestrian crossings. Its main function is to control the traffic patterns by giving green lights and red lights at timed intervals that depend on the time of day or how heavy the traffic is.

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p.40 Possible annotations could include: growing crops is more sustainable; natural fertilisers are better for villagers’ health, community sharing of produce builds better relationships, traditional farming methods won’t die out, villagers can earn money from their surplus crops, the pagoda monks could iron out conflicts.

Answers p.41 1. Order: harvesting, quality control, pressing, bottling, distribution, consumer.

2. Advantages: reduced carbon footprint, supporting local farmers, reduced transport costs. Disadvantages: Farmers need to be available to customers during the day, possible lack of quality control.

p.45 Food web should include multiple predators for consumers and more variation in producers.

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p.42 Students to research on-farm food transformation. Flow diagram should clearly identify steps.

p.43 Where do alpacas originally come from?

Alpacas are originally from the mountainous Andes regions of Peru, Bolivia, Ecuador and Chile.

Why is alpaca fleece a quality fibre?

Their fleece is durable and very silky.

What products are made from the fleece?

Coats, jumpers, hats and blankets.

Are alpacas shorn like sheep?

Alpacas are shorn, but not in the same way as sheep because of their rigid backbone.

Are alpacas farmed for other products?

Apart from fleece, alpacas are raised for their meat, which is very lean.

Why are alpacs considered to be an environmently-friendly farm animal?

Alpacas have adapted well to the Australian environment and their hooves are less damaging to soils. Alpacas graze on plants native to the area, removing weeds.

How are alpacas used as guard animals?

Alpacas are used as guard animals, chasing dogs and foxes away from sheep and lambs and are known for their territorial behaviour.

p.46 Possible solutions: planting native plants, shrubs to stop soil erosion, building barriers to cattle to stop free access to water, using native plants for water filtering

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Donkeys would also impact on food available for grazing cattle and contribute to soil degradation. b) If trees were cleared, owls would lose nesting sites near food sources and numbers would decrease.

p.47 Possible solutions: planting flowering native species at ends of rows in orchards and crops, building bee-hotels to keep bee population on property, reduce tree-clearing and destruction of bird nesting sites

© ReadyEdPubl i cat i ons p.48 Students toe reflect onn modern food preparation •f orr evi ew pur p o s s o l y • methods that are similar to traditional methods,

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for example, slow cookers/ovens, barbecues, sushi/rice paper/cabbage wraps, picking fruit from garden/fishing. p.49 – 50 Students’ research on local ingredients and recipe design.

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p.52 – 54 Design templates for planning and negotiating criteria for success.

p.44 1. a) tussock grass b) dunnart, owl c) owl d) beetle 2. Dunnarts because there is more food available to them and they can reproduce more rapidly.

3. a) donkeys would reduce/remove the tussock grass, thus reducing food sources (and protection) for beetles and dunnarts.

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