Summary of task
Students had investigated the ways in which the Australian Government treats our wastewater, and ways in which we can preserve and protect water resources in Australia. Students had learnt a variety of separation techniques and had researched different water treatment systems.
This task was designed to give students the opportunity to apply their knowledge of separation techniques to a real-life situation. Students were asked to design and construct a model of a wastewater treatment technique and to create a video demonstrating their model and explaining how the technique works. Students could choose from the following water treatment techniques:
- Septic tank
- Water or sewage treatment plant
- Composting toilet.
Students were asked to include labels that identify the different parts of their model and to detail the different separation techniques involved in each step of the process. They were asked to use scientific language when describing the processes and steps involved in their water treatment technique.
Two weeks of class and homework time were allocated to the task; students were encouraged to complete as much of the work as possible during school time. Access to a range of recyclable materials was provided.
By the end of Year 7, students describe techniques to separate pure substances from mixtures. They represent and predict the effects of unbalanced forces, including Earth’s gravity, on motion. They explain how the relative positions of Earth, the sun and moon affect phenomena on Earth. They analyse how the sustainable use of resources depends on the way they are formed and cycle through Earth systems. They predict the effect of human and environmental changes on interactions between organisms and classify and organise diverse organisms based on observable differences. Students describe situations where scientific knowledge from different science disciplines and diverse cultures has been used to solve a real-world problem. They explain possible implications of the solution for different groups in society.
Students identify questions that can be investigated scientifically. They plan fair experimental methods, identifying variables to be changed and measured. They select equipment that improves fairness and accuracy and describe how they considered safety. Students draw on evidence to support their conclusions. They summarise data from different sources, describe trends and refer to the quality of their data when suggesting improvements to their methods. They communicate their ideas, methods and findings using scientific language and appropriate representations.