This document outlines a project where students built a model disco as part of their Stage 3 science curriculum. It included building a circuit to power lights and music. Students researched circuits and electricity online and in texts. They collaborated to design and construct their model, which included a motorized mirror ball, music, and series of lights. The project addressed syllabus outcomes around built environments, energy, and investigations while linking to other subject areas like dance, writing, and math.

1. DISCO FEVER
Shannon Barber 17032339
Kellie Crook 17043540
Katie Jacka 17001973
Lili Prasnicki 17042390

2. SYLLABUS OUTCOMES AND INDICATORS
STAGE 3 YEAR 6
 Year 6 students are most suited to this project as they have had experience in the
world of disco and also are close to the experience of their year 6 farewell.
 Built Environments BE S3.1
 Creates and evaluates built environments demonstrating consideration of sustainability and aesthetic, cultural, safety and functional
issues.
For example, the music played in the disco and the lighting patterns.
For example, building a place where social activities can occur.
 Physical Phenomena PP S3.4
 Identifies and applies processes involved in manipulating, using and changing the form of energy. A complete circuit is needed for an
electrical device to work
For example, all lights, sounds and movement was created by power from a circuit.
PROCESS OUTCOMES
 Investigating INV S3.7
 Conducts their own investigations and makes judgements based on the results of
observing, questioning, planning, predicting, testing, collecting, recording and analysing data, and drawing conclusions.
For example, implementation in the classroom of this task would enable students to develop their own procedures that would enable them
to build the model.
 Using Technology UT S3.9
 Evaluates, selects and uses a range of equipment, computer-based technology, materials and other resources to meet the
requirements and constraints of investigation and design tasks.
For example, using technology to investigate simple circuits and how they can achieve their final product using parallel and series circuits.

3. CORE CONCEPTS IN SCIENCE AND
TECHNOLOGY
 Built environments are man made places that are separate to nature.
The built environment is often the result of a need in a community.
For example ‘the disco’, a place where a community can fulfil its
needs to socialise and relax.
 Our disco shows a built environment that addresses a community
need. Students will find this project interesting as it can be related to
the farewell that they are preparing for and they can see what goes
into meeting the need in the community.
 An electrical circuit is a conducting loop of wire and an energy
source like a battery that allows electrons to travel and move around.
This link shows how to build a very simple circuit and shows how simple
circuits are formed. http://www.allaboutcircuits.com/vol_6/chpt_2/3.html

4. LINKS TO OTHER KLA’S
 PD/H/PE
 Dance DAS 3.7
Performs a range of dance styles and sequences confidently.
For example, after making the model students could develop a dance to go with the music.
 English
 Writing and Representing
 Composes, edits and presents well-structured and coherent texts EN3-2A.
For example, students would write a persuasive text to explain how they would have designed their own dance
space.
 Thinking imaginatively, creatively, interpretively and critically
 Thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies
connections between texts when responding to and composing texts. EN3-7C
For example, students can create a fictional piece of writing that is about an event that could occur at a disco.
 Maths
 selects and applies appropriate problem solving strategies, including the use of digital technologies, in
undertaking
Investigations MA3-2WM
For example, in determining the voltage of the battery power that is required to run the circuit, the students are
required to determine the power required by the motor, sound and lighting in order for them to work in unison.

5. GROUP COLLABORATION
Shannon: developed the concept, construction
Kellie: co-created power point, purchase of materials
Lili: photography, aided construction
Katie: co-created power point, purchase of materials
Collaboratively: regular group meetings, research, links to syllabus
outcomes, links to other KLA’S, core concepts.

6. VIDEO OF CONSTRUCTION

7. CIRCUITRY
 Mirror Ball: motor, parallel circuit.
 Music: parallel circuit.
 Lights: series circuit.

8. JAYCAR BANKSTOWN
 Visit 1 Shannon and Kellie
 Determined that the use of LED lights was possible and team
decided that all materials were good and construction to begin.
 LED lights drained too much power from power source and were
unable to be used.
 Visit 2 Shannon and Kellie
 New lighting discussed with Barnabe voltage tested the circuit on
the multi-meter and determined that the use of the new
lighting, though dull would enable use of all systems without
increasing amount of battery power required.

9. IMPLEMENTATION
 How would you implement everything we have just shown you?
GOASA- INQUIRY BASED LEARNING.
 Initiating event – show students your artifact that you built at
university along with the circuit diagram.
 Gather – Split the class into two groups, half research the internet
whilst the other half research a selection of texts on circuits.
 Organise – In the groups of two students create a list of 5 main
points they have learnt relating to circuits.
 Analyse – As a whole class create a procedural text that includes
a diagram on how to build a simple circuit.
 Synthesise – Students return to pairs and attempt to build a
simple circuit following their written procedure and diagram.
 Apply – Students further develop their circuits to include other
electrical devices. These devices are then used to make their built
environment with all aesthetic detail left to the students..

10. BUDGET
 This project came in under the budget using resources that were
mainly recycled from old children’s toys. However, batteries and
lights were purchased. All other materials were sourced from
everyday items that are normally thrown away. As a teacher using
these resources allows children to understand that the use for
things can be changed and also place value on things that might
not otherwise seem valuable.

11. REFERENCES
 Australian Academy of Science. (n.d) Electric Circuits. Retrieved 2013 from www.science.org.au
 AG3 – Battery Specifications. (n.d) Retrieved April 2013 from http://www.ag3battery.com/
 Board of Studies NSW. (2012) Science and Technology K-10 (Incorporating Science and Technology K-6)
Syllabus. Retrieved fromhttp://www.boardofstudies.nsw.edu.au/syllabus-draft-k10/pdf_doc/science-k6-10-draft-
syllabus-v2-s1.pdf
 Energizer. (n.d) How to build a simple circuit. Retrieved April 2013 fromhttp://www.energizer.com/learning-
center/science-center/Pages/make-simple-circuit.aspx
 Pengilly, R. (2012). All about circuits. Retrieved from http://www.allaboutcircuits.com/vol_6/chpt_2/3.html
 UCI Summer Science Institute. (1999) Electricity: Simple Circuits. Retrieved from http://www.can-
do.com/uci/lessons99/electricity.html
 Woolfolk, A., & Margetts, K. (2009). Educational psychology (2nd ed.). Frenchs Forest, N.S.W.: Pearson