Assignment 1 Template

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School

TAFE NSW - Sydney Institute *

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EDSE101

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Electrical Engineering

Date

Feb 20, 2024

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Your name EDSE101 – Assignment 1: Portfolio of Science Activities Please list the three modules you are covering: 1. Evolution 2. Electricity 3. Chemistry Is one of your activities from Group A? Yes No Is one of your activities marked EXP? Yes No Have you completed and attached all Risk Assessment forms? Yes No

Your name EDSE101 – Assignment 1: Portfolio of Science Activities Part A – Activities Activity 1 – Evolution: Activity 4/ Anatomical evidence for evolution Aim The purpose of this activity is to explore some of the anatomical evidence for evolution: homologous structures. This activity is modified from Science by Doing: Evolution, Student Guide, Activity 3.3 This activity aims at developing further knowledge about the following common misconception: Evolution is just a theory not supported by rigorous scientific evidence Introduction The forelimbs of a range of vertebrate animals share homologous bones: that is bones with very strong similarities, which suggests they were inherited from a common ancestor and have been modified by natural selection over extremely long periods of geological time (millions of years). For example, the Figure below shows the forelimb bones of a human arm, dog foreleg, bird wing and whale front flipper. Forelimb bones of four vertebrate species Legend Humerus Ulna Carpal Phalanges Radius Figure 1: Homologous bones of four vertebrate species Image source: Волков Владислав Петрович (Own work) [CC BY-SA 4.0 (https://creativecommons.org/licenses/by-sa/4.0)], via Wikimedia Commons"

Your name EDSE101 – Assignment 1: Portfolio of Science Activities Objectives To observe similarities and differences in homologous structures in vertebrate forelimbs To consider the differences as adaptations to different environmental conditions and habitats Procedures Step 1 List some of the similarities and differences of the forelimbs between these 4 species in Table 1 below Table 1: Similarities and differences in the bones of vertebrate forelimbs Similarities Differences • Each of the four vertebrate species has each of the same bones. • The human, dog and bird all have similar length to each bone. • Each of the bones in the human, dog and bird forearms is similar shapes • The joints in the human, dog and bird arm are alike. • Each of the phalanges bends at a different angle. • Compare to the other 3 animals the whales’ bones are much more condensed and due to their structure do not have much length to each. • Each of the vertebrates humerus join the ulna and radius. . Step 2 The forelimbs of these four species are shown in the table below, together with two other vertebrates. Think about how the differences between the limbs of the different species might reflect adaptations to their habitat (i.e. the place where they live and get their food). The first one has been done for you as an example. Feel free to do a bit of research to help you if you are not sure what these adaptations might be. Table 2: Possible adaptive advantage of observable differences in vertebrate forelimbs Forelimb structure Differences/ Modifications Adaptations to habitat Human arm Long separated phalanges with opposable thumb and last digit Facilitates manual dexterity: gripping with fingers and fine motor movements Advantageous in making and manipulating tools

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Your name EDSE101 – Assignment 1: Portfolio of Science Activities Long humerus, ulna and radius Helps reaching objects. Whale flipper Much shorter humorous and Ulnar and radius are much different structure to the other animals’ forearms. They are much more compact. Phalanges are almost identical to that of the human hand. Long phalanges provide for a longer fin with will help with their ability to man over in the water. Much closer together humerus, ulnar and Radius would increase the strength once again to gain advantage in the water. Dog front leg The joints in the dogs leg are different to those of the humans as the dog uses their leg for strength and speed. This is evident in that the dogs’ phalanges (paw)are bent in the opposed direction to the human phalanges. The humerus in the dogs leg also displays a much more evident curvature than the other vertebrates. The curvature of the dogs assists in providing them with the agility to run and jump. Their shoulder bends forward opposed to their knee which bends backwards. Bird wing The humerus in a bird’s arm is once again much shorter. Whist their phalanges, ulnar and radius remain longer in length. The long ulnar and radius assist in the movement “up/down” of the wing. By maintaining long ulnar and radius this advantages the bird in that they have better wing stability and direction. The short humerus would provide the strength for the ‘up/down’ movement of the wing.

Your name EDSE101 – Assignment 1: Portfolio of Science Activities Monkey arm* The monkey arm near identical to the structure of the human arm. With long separated phalanges. And long humerus, ulnar and radius. The humerus provides much of the strength for the arm as they swing on trees. The separated phalanges provide as grips on the tress as they can be individually move. Bat wing* The bats wing whilst having the same bones as the other vertebrates forearms, they are structurally very different. The bats wing consists of a short humerus and short ulnar and radius’ and very long very separated phalanges. These extended separated phalanges assist the bat in flight and hanging on trees, *Image source: Science by Doing, Student Guide, Activity 3.3

Your name EDSE101 – Assignment 1: Portfolio of Science Activities Activity 2 – Electricity: Activity 1/ Exploring Electricity Aim The aim of this activity is to explore your understanding of electricity using simple electric circuits. This activity addresses Diagnostic Questions 1 – 13. It aims at developing further knowledge about the following common misconceptions: EL1 Charges move very quickly through empty wires EL2 Charges slow down as they go through a thin piece of wire EL3 A battery provides a constant current irrespective of what you connect it to EL4 Current is consumed by circuit components. Part A – Explore your understanding of electricity Using your own words and recalling what you learnt from school and over the years, write down your understanding of the term “Electricity” Electricity is positively charged particles that run through an electrical current and assist in the working of electrical appliances. Using your own words and recalling what you learnt from school and over the years, write down your understanding of the term “Current” Current is the direction in which the positively charged electrical particles flow. Using your own words and recalling what you learnt from school and over the years, write down your understanding of the term “Voltage” Voltages is how many electrical particles are flowing through a circuit at any one time. Using your own words and recalling what you learnt from school and over the years, write down your understanding of the term “Resistance” Resistance is the amount of negative force applied to an electrical circuit.

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Your name EDSE101 – Assignment 1: Portfolio of Science Activities Part B – Models of electric flow Read pages 212 -216 about the different analogies used to represent current, voltage and resistance and the relationship between them. Which model do you find most adequate to represent these concepts? Which model do you find the least adequate? Explain your answers by referring to the criteria you used to compare between the various models. I found that the bread delivery model is the most adequate representation of current, voltage and resistance and clearly states the relationship between them. Each component of the model represents a working part in an electrical circuit and is very easily demonstrated and practical to re model. It is a visual representation of the process and can be turned practical for children with little effort. I found that the bicycle chain (loop) model is probably the weaker of models in adequately representing the electrical circuit process. Similarly, to the other model it utilises an every day process to demonstrate the process it lacks components that explain the relation between the flow of electrons and how they are carried and an electrical component (e.g) globe. Part C – Revisiting your understanding Based on your review of the various models above, describe whether and how your understanding of the following concepts has changed. Electricity I now understand that electricity is actually a form of energy resulted from the movement of protons and electrons. Current I have now come to the understanding that current is not the direction of the electrical charge but instead the rate of flow. The measure of the flow of electrons Voltage I confused current and voltage and have now the understanding that voltage is the name for the electric force that causes electrons to flow. It's the measure of potential difference between two points in the circuit. Voltage comes from an electrical component such as a battery.

Your name EDSE101 – Assignment 1: Portfolio of Science Activities Resistance Resistance is how well a material or object conducts electricity. My original understanding was that resistance was negative flow not an object. It explains the relationship between voltage and the current. Part D – Ohm’s Law In this section of the activity, you will explore the relationship between current, voltage and resistance. Examine the following data set. The data truly represent actual measurements that were taken in a real life scenario. Circuit Diagram Battery Voltage Total Resistance Current 1. 1.5 V 3 0.50 A 2. 3.0 V 3 Ω 1 A 3. 4.5 V 3 1.5 A 4. 1.5 V 6 0.25 A 5. 3.0 V 6 0.5 A 6. 4.5 V 6 Ω 0.75 A 7. 4.5 V 9 Ω 0.50 A

Your name EDSE101 – Assignment 1: Portfolio of Science Activities Building on the data above, and using evidence to support your claims, explain what happens when: The resistance is the same but the voltage has changed As the battery voltage increases this results in an increase in current. The resistance remains the same as there is only 1 light globe evident in the electrical circuit. The voltage is the same, but the resistance has changed The voltage in diagram 1 and 4 is the same the difference effecting the resistance is that an additional light globe has been added to the circuit. This increases the total resistance in the circuit resulting in a decline in current. Deduce the effect of a resistance in a circuit Without a resistance the more the voltage increases the current will imitate this trend and also increase. Describe Ohm’s law both quantitatively and qualitatively Ohm's Law states that the current in a circuit is directly linked to the applied voltage and related to the resistance in the circuit. In other words, by doubling the voltage across a circuit the current will also double. Ohms law is calculated using a mathematical triangle with voltage over current and resistance so same as time,speed,distance. To find the voltage you would times the current and the resistance. To fine either the current or resistance voltage would be applied over wither current or voltage ( the opposite to which is trying to be discovered)

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Your name EDSE101 – Assignment 1: Portfolio of Science Activities Activity 3 – Chemistry Activity 3 – Risk Assessment Activity title and brief description Identified/potential hazards Risk score Controls and actions that you will take Paper clips Child chocking on paper clip found. Keep paperclips out of reach of small children and pack up after use Dropping glass scales Scales breaking andshattering Keep scales on away from edges of bench, do not allow children in the area whist performing task Dropping messuring jug Shattering glass Wear enclosed shoes, keep glass away from children and away from edge of benches and try not to carry large distances full. Chemistry – Activity 1 Aim The aim of this activity is to use the particle theory of matter to explain the concept of density and to describe what happens during changes of state and dissolving. This activity addresses Diagnostic Questions 1 – 17. It aims at developing further knowledge about the following common misconceptions: CW1 Matter is continuous and static CW2 Molecules break up and reform when a substance boils and cools (incorrect or incomplete understanding of changes of state) CW3 There are bonds between gas particles (incorrect or incomplete understanding of effects of pressure, volume and temperature on gases) CW4 A solid disappears when it dissolves in a liquid and the mass of the liquid does not change CW5 Difficulty explaining density in terms of a simple particle model

Your name EDSE101 – Assignment 1: Portfolio of Science Activities IMPORTANT NOTE TO STUDENTS This activity is made up of FIVE exercises. Some of the exercises are experiments (denoted with an asterisk*). Some of the exercises require you to complete a risk assessment. This is stated at the start of each exercise. Exercise 1 (NO risk assessment required) Complete the tables below with: the names and sizes of five or six things you can see, but are very small the names and sizes of five or six things that are too small to see with our eyes An example has been provided in each table as a guide. You may use the internet as a guide for this exercise. Small items we can see Size A grain of sand 0.0625 mm - 2 mm Human hair 100m Flea 0.1 to 0.32 cm Needle tip 5 mm Sesame seed 1mm Small items we can’t see Size A plant cell 10 - 100 micrometers (μm) A blood cell 6.2 – 8.2 μm Human cell about 100 μm Atom 10 -10 meters Dust particle 1 to 100 μm Answer the following questions? (a) What is the smallest size we can see with our eyes? ~0.058- 0.072 mm (~55-75 micrometres) (b) Why can’t we see the things in the second table? Because they are not visitable to the naked eye due to their tiny size and are only visible through a microscope. (c) What are all these small things made from? Atoms

Your name EDSE101 – Assignment 1: Portfolio of Science Activities (d) What does this tell us about the size of atoms? Tiny Exercise 2 (Risk assessment IS required) Equipment Packet of paper clips (all of the same size and colour) Carry out the following steps using paperclips: • Take a pile of paper clips (all of the same size and color). • Divide the pile into two equal piles. • Divide each of the smaller piles into two equal piles. • Repeat step 3 until you are down to a pile containing only one paper clip. • Now, take a pair of scissors and cut that one paper clip in half. Answer the following questions: (a) What is the smallest ‘ unit ’ in the paper clip pile? 0.5 paper clip, ½ paper clip? (b) Will one paper clip work as a paper clip (i.e., hold loose papers together)? Yes, one whole paper clip will. (c) Can a broken paper clip work as a paper clip? Explain your answer. No, as it is not in its original design it cannot forfill it purpose of holding paper. (d) If you do the same thing with any element, you will reach an indivisible part that has the same properties of the element, like the single paper clip. What is this indivisible part called? A single atom

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Your name EDSE101 – Assignment 1: Portfolio of Science Activities Exercise 3 (NO risk assessment required) Procedure Step 1: Predict what the particles (atoms) of a solid, liquid and gas look like. Illustrate your prediction with a drawing. Solid Liquid Gas Step 2: you will need an internet connection for this activity. Also ensure that the latest version of Java is installed on your computer. Open your web browser and go to the following site: https://phet.colorado.edu/ Yo u can register and create an account for free by clicking on the “Register” on the top right hand corner of the screen. Those of you who already have an account can simply log on. Step 3: Click on the “Play with simulations” tab. This will take you to a li st of all the simulations available on the website. Click on the simulation titled “States of Matter: Basics” ( https://phet.colorado.edu/en/simulation/states-of-matter-basics ). At this point, you have a choice of downloading the simulation and saving it to your computer for your use or simply using the simulation in the browser. Step 4: Once you have opened the simulation, you will see two options titled “States” and “Phase Changes”. Click on “States”. This screen shows you a container of particles and you can choose from a list of atoms or molecules on the right hand side for your investigation. Observe the characteristics of the three states of matter by using the solid, liquid and gas buttons on the right hand side. Observe the shape, volume and motion of particles in each state. Explore what happens when heat energy is added to or removed from the container. You can do this using the slider. Track changes in temperature using the thermometer

Your name EDSE101 – Assignment 1: Portfolio of Science Activities (change to degrees Celsius using the drop down menu). Complete the table below as you carry out this activity. Substances Photographic illustration Solid Liquid Gas Neon Temperature: -159 Illustration: All compact togtehr shaking quite fast Temperature: -246 Illustration: Still compact together but spread out across the bottom Temperature: -217 Illustration: All floating around spead out Argon Temperature: -230 Illustration: All compact together Temperature: -187 Illustration: Bunched at the bottom but a little bit of space between Temperature: -84 Illustration: All spread out floating around Oxygen Temperature: -246 Illustration: All compact together at bottom Temperature: -216 Illustration: Still all compact togeterh at bottom, shaking a little less Temperature: -160 Illustration: Floating around near bottom half of container Water Temperature: -127 Illustration: Sahking quite a lot, less compact than the others Temperature: 13 Illustration: Spread out across bottom of container shaking a lot. Temperature: 156 Illustration: Foating all around

Your name EDSE101 – Assignment 1: Portfolio of Science Activities *It’s important to know that due to the small number of particles in the container, the temperature is calculated using the total energy of the system. Due to this, latent heat is not included in the model and you will notice that temperature of a substance does not plateau during a phase change. How do the Oxygen and Water diagrams compare to Neon and Argon on the simulation? Draw each. Why do you think that could be? Oxygen and water are compound elements. What is the white part of each water molecule and what are the red parts? Include an illustration (black and white is fine) The white part is 2 oxygen the red part is 1 hydrogen Summarize your findings by writing a description of how the particles in solids, liquids and gases compare to each other. Focus on the arrangement and behaviour of particles. When the particles are solid they are still moving but very compact and close to each other, when in liquid form they fill the container they are in but the particles are more spreat out and it depends on the temperature to how much they move ‘shake” , in gas form the particles all float around separtly and fill the area they are in. Challenge Question : Use the simulation to explain why an ice-cube floats in a container of liquid water. Hint: Compare the arrangement of water molecules in the solid and liquid phases (you can use the pause button to better compare the structure of water as a solid and as a liquid).

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Your name EDSE101 – Assignment 1: Portfolio of Science Activities In liquid form the particles are closer together than they are in solid state, this means that the liquid acts as like a barrier supporting the solid holding it up as it has more space between its particles. Write down your understanding of the following terms: (a) Freezing – decreasing of temperature to below 0 and the particles stop moving. (b) Melting – defrosting from frozen state, particles start to move more their for increasing temperature of liquid. (c) Boiling – increasing the rate at which the particles move in the liquid increasing the temperature of the liquid Step 5: Click on the “Phase Changes” tab. This screen is similar to the previous screen but with additional features such as the ability to add particles using the pump or to measure pressure in the container. You can also move the container lid to cause a phase change to occur. Select a substance to investigate from the list on the right hand side and come up with at least 3 ways to cause a phase change to occur. Describe your findings below and include a screen shot of one of your three experiments.

Your name EDSE101 – Assignment 1: Portfolio of Science Activities Investigate and describe ways to change pressure in the container. Heat the substance in the container and push down a little bit. What causes pressure in the container (you can use the pause and step forward buttons to observe this closely)? An increase or decrease in temperature, and pushing down the chamber Step 6: The graph below shows the relationship between temperature and kinetic energy (motion). Use the graph and the “Phase Changes” tab on the simulation to answer the following questions. What happens to atoms when you add heat to them? They move faster

Your name EDSE101 – Assignment 1: Portfolio of Science Activities Use what you have learnt in this activity to describe how temperature relates to kinetic energy of atoms. The more the susbatnce is heated the more the particles move, the more the pasrticles mover the more kinetic energy they produce. Now re-visit your descriptions of freezing, melting and boiling from above and see whether you may want to change/add to your descriptions: (a) Freezing where a liquid turns into a solid when its temperature is lowered below its freezing point. (b) Melting Transition of a substance from a solid to a liquid. This occurs when the internal energy of the solid increases, typically by the application of heat or pressure (c) Boiling vaporization of a liquid, which occurs when a liquid is heated to its boiling point *Exercise 4 (Risk assessment IS required) Equipment Kitchen Scale Plastic glass half filled with water Sugar Spoon Procedure Step 1: Use the kitchen scale to measure the mass of the water and the glass. Step 2: Measure out 10 g of sugar and add it to the water. Measure the mass of the glass of water with the sugar at the bottom of the glass. Step 3: Stir until sugar is completely dissolved in the water. Measure the mass of the glass of water again. Step 4: Fill in the boxes in the diagram below to show what the mass of the beaker and its contents would be when the sugar was first added, and then after it could no longer be seen.

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Your name EDSE101 – Assignment 1: Portfolio of Science Activities Where did the sugar go? Explain your answer. The sugar dissolved into the water. The diagrams below represent the particles present at the different stages when sugar is dissolved in water. Not all the particles are shown. Why does the liquid taste sweet when sugar is added to water? Because the sugar and water particles are dissolved in the water particles. 250 261 254

Your name EDSE101 – Assignment 1: Portfolio of Science Activities *Exercise 5 (Risk assessment IS required) Equipment 500 mL capacity measuring jug Kitchen scale Water Calculator Procedure Step 1: Measure the mass of the measuring jug using the kitchen scale. Enter the mass in the table below. Step 2: Remove the measuring jug from the scale and add 100 mL of water to it. Measure the mass of the jug and the water and enter this into the table below. Step 3: Calculate the density of the water and record your answer in the table (remember to include units). Step 4: Repeat your experiment with 300 mL of water. Calculate the density of the water. Step 5: Obtain a third measurement of the density of water using any amount of water (within the capacity of your measuring jug). Step 6: List the three results you obtained for the density of water. Calculate an average value. Mass of jug (g) Volume of water (mL) Mass of jug and water (g) Mass of water (g) Density of water = Mass/Volume (g/mL) * 110 100 210 100g 1000 110 300 410 300g 1000 110 500 610 500g 1000

Your name EDSE101 – Assignment 1: Portfolio of Science Activities 110 1000 1110 1000g Average = 1000 *The most appropriate units for density are grams (g) per millilitres (mL) or grams per cubic centimetres (cm 3 ). Millilitres tend to be used for liquids whereas cubic centimetres are used for solids. Note that 1 mL is the same as 1 cm 3 . Therefore, grams per millilitre (g/mL) is the same as grams per cubic centimetre (g/cm 3 ). The standard value of the density of water is 1.00 g/mL at 25°C. How does our average value compare with this? Way too high What could have caused your results to differ from the standard value of the density of water? Did not calculate right When you calculate the density of water, does the amount of water used make any difference? Explain the reasons for your answer. No because the mass and volume are always going to be the same. Why do scientists repeat experiments? To get it right

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Your name EDSE101 – Assignment 1: Portfolio of Science Activities Part B – Reflections For one of your activities: how did that activity help you address at least one misconception you had (incorrect answer in the diagnostic test). You need to present your new understanding of that particular idea (Answer between 130-150 words) In Activity 2 I gained a much better understanding on what an electrical circuit consists of, and all the different components that make it work. I now know the exact purpose and roll of each element, electrical supply (battery), electrons, neutrons. I also now better understand the difference between, current, voltage and resistance and how they apply in simple and advance electrical circuits and the relationship between the three. List three science process skills that you practiced in completing the three activities? What were some difficulties associated with these process skills? (Answer between 250-270 words) =Proposing a hypothesis before the completion of an experiment, I personally struggle with hypothesis expecially if I am unfamiliar with the topic of the experiment. I Struggle with the unpredicstability and the hypothesis potentially being wrong at the end of the experiment. = Completing a risk assessment – I struggle with filling these out as I have a tendancy to miss the obvious risks and think of the most unlikely ones and not the most obvious possibly much more lickey to occur risks. =Performing scientific investigations- I struggle with completing online simulated investigation. I much prefer concrete experiments. Scientists describe science as a Blend of Logic and Imagination. Refer to the activities you did to illustrate how science requires both agencies of logic and imagination. (Answer between 130-150 words) Scientist need to apply both agiencies of logic and imagination when developing scientific theories and experiment tohelp support these theories.Whilst the scientist has to be imaginative to come up withideas of topics/subjects and theories to test they also habve to apply logic to come up with logical and scientific ways to test these theories.

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Your name EDSE101 – Assignment 1: Portfolio of Science Activities Part C – List of References https://www.electronics-notes.com/articles/basic_concepts/resistance/what-is-ohms-law-formula- equation.php https://moodle.une.edu.au/pluginfile.php/3158505/mod_resource/content/0/Pages%20212- %20216.pdf

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