wa course construction guide for ... level 5 year 8 level 6 year 9 year 10 working scientifically 1...

1

CHAPTER 12

1.1 STEPS IN INVESTIGATING

Planning an investigationThere are four main steps in a scientificinvestigation, as shown.

1 Planning the investigation★ Identify the problem.★ Identify the variables.★ Write a research question or a hypothesis

that can be tested.★ Work out which variable you will change,

which you will measure and which youwill control.

★ Select the methods and equipment youwill use.

2 Conducting the investigation★ Carry out the experiment.★ Observe, measure and record data.

3 Processing data★ Organise the data, draw graphs

and do calculations.★ Identify patterns in the data and

relationships between the variables.★ Use scientific knowledge to explain

the patterns and relationships.

4 Evaluating the investigation★ Evaluate the design of the experiment

and the methods used.★ Are the results reliable?

Is the conclusion valid?★ Evaluate the findings in relation to the

original problem, question or hypothesis.

COURSE CONSTRUCTION GUIDE FOR

SCIENCEWORLD Stannard and Williamson (Macmillan)

There are many opportunities throughout ScienceWorld to develop the planning,conducting, processing data and evaluating outcomes of Investigating Scientifically.☞

ScienceWorld 3 p 2

Level 6

Level 5}}

WA19-10-01

The ScienceWorld junior science series published by Macmillan is designed to allowteachers to implement the Western Australian Curriculum Framework. Content forthe series has been selected to allow students to develop science learning outcomesfrom:

• Working Scientifically,

• the four conceptual strands, and

• the Overarching Statement.

Levels for the Science Learning Outcomes (as specified in the Outcomes andStandards Framework) have not been used in this guide, as different students can beexpected to demonstrate achievement of these outcomes at different levels. However,as a general guide, ScienceWorld aims to:

• develop the learning outcomes for Working scientifically and the fiveconceptual strands at Levels 5 and 6, and

• revise outcomes from below Level 5.

The Level 5 outcomes are developed mainly in ScienceWorld 1 and ScienceWorld 2,while the Level 6 outcomes are developed in ScienceWorld 2 and ScienceWorld 3.

ScienceWorld Book 1 Year 8



It should be noted that in ScienceWorld there is a strong emphasis on thedevelopment of Working Scientifically outcomes, especially Investigating. There aresome chapters devoted almost exclusively to the development of these outcomes, egScienceWorld 1 Chapter 4, but in most chapters the development of WorkingScientifically, concept and overarching outcomes is fully integrated.

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How ScienceWorld matches the Curriculum FrameworkEach chapter in ScienceWorld aims to provide opportunities for the development ofoverarching, Working Scientifically and Understanding Concepts outcomes. However, thesummary grid on page 5 provides an overall guide by placing each ScienceWorld chapter in theoutcomes category to which it contributes most strongly. Pointers (or specific outcomes) foreach chapter are listed on pages 6-45, along with text references and links to the CurriculumFramework outcomes. These outcomes are based on the Main Ideas at the end of each chapterand have been used to develop the assessment items in Test Yourself and the Testmaker CD-ROM.

Working ScientificallyThis strand has been divided into its five components: investigating, communicatingscientifically, science in daily life, acting responsibly and science in society. Investigating hasbeen divided into the four sub-strands of planning, conducting, processing data and evaluating,according to the Outcomes and Standards Framework.

Throughout ScienceWorld there are many opportunities for open-ended investigationsin which students can develop Investigating Scientifically outcomes. For example:

ScienceWorld 1 Chapter 4 Working Scientifically

p 211 inventing a device containing electric circuits and/or simple machines

p 72 investigating the variables that affect stopping distance

ScienceWorld 2 p 6-7 investigating the variables that affect reaction rates

p 153 Which type of material keeps you warmest in winter?

ScienceWorld 3 Chapter 1 Science is investigating

In Chapter 1 of ScienceWorld 3 there is an Investigating checklist designed to providea framework for open-ended investigations and based on the Working Scientificallysupport document produced by the Education Department of Western Australia(www.eddept.wa.edu.au/centoff/outcomes/science/sc6.htm).

Science research projects are an ideal way for students to demonstrate Investigating Scientifi-cally outcomes, and there are suggestions for projects throughout the text, for example:

ScienceWorld 1 p 73 Solve everyday problems by experimenting

p 256-258 Doing a project

ScienceWorld 2 p 192, 199 Further Activities

p 284 Do a consumer test like the ones in Choice magazine

ScienceWorld 3 p 16-19 On your own

☞

ScienceWorld 3 p 16

Investigation checklist

Planning the investigation (AIM and METHOD)

1 What are you going to investigate? If possible write thisin the form of a research question or a hypothesis that youcan test.

2 Which variables will you need to control to make it a fairtest? Describe your experimental set-up using a labelleddiagram and explain how you will collect your data.

3 What equipment will you need? Check with your teacherthat it is available.

4 What do you predict will happen? Explain why.

5 Do a risk assessment.

Conducting the investigation (RESULTS)

6 What happened? Describe yourobservations and record your results.

7 Can your results be presented in a graph? Which type ofgraph would be best?

8 Are there any patterns or trends in your data? What is therelationship between the variables you investigated? Doesthe data support your hypothesis?

9 Can you use your knowledge of science to explain yourresults? What is your conclusion?

Evaluating the investigation (DISCUSSION)

10 What did you find out about the problem you investigated?Did the results agree with your prediction? Explain.

11 What difficulties did you have in doing the investigation?

12 How could you improve the investigation to make it faireror more accurate?

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Contents of ScienceWorld Book 1

8 The living world8.1 Classifying things8.2 The five kingdoms8.3 Animals and plants

9 The Earth in space9.1 Observing the night sky9.2 Exploring the solar system9.3 Stars and galaxies

10 How things work10.1 Electrical things10.2 Simple machines10.3 Pulleys and gears

11 Matter11.1 Properties of matter11.2 Solid—liquid—gas11.3 Using the particle theory11.4 Atoms and molecules

12 Chemical reactions12.1 What is a chemical reaction?12.2 Elements and compounds12.3 Doing a project

13 Food for life13.1 The need for food13.2 Digesting food13.3 Moving and storing food

1 Working in a laboratory1.1 Laboratory equipment1.2 Safety in the laboratory1.3 Using a burner

2 Science skills2.1 Observing2.2 Inferring and predicting2.3 Measuring2.4 Writing a report

3 Mixing and separating3.1 What is a mixture?3.2 Solutions3.3 Separating mixtures

4 Working scientifically4.1 What is science?4.2 Experimenting4.3 Solving problems

5 Pushes and pulls5.1 Forces around you5.2 Friction5.3 The pull of gravity

6 Forces and energy6.1 What is energy?6.2 Forms of energy6.3 Energy comes—energy goes

7 Cells and reproduction7.1 Cells7.2 Growth and reproduction7.3 Reproduction and survival

Overarching OutcomesThese are developed in all chapters of ScienceWorld and are integrated withthe development of the other outcomes. In particular, many language skills(OO 1) are developed through the Workbooks which accompany the text-books. These workbooks also have a strong emphasis on problem solving(OO 6). The pointers from the workbooks are indicated in red on pages 6-45.

ContextsEach chapter begins with a practical experience page called GETTING STARTED.This has two functions:

★ to establish an everyday context for the chapter, and

★ to help the teacher establish what students already know about the contentof the chapter.

For example, to introduce ScienceWorld 1 Chapter 6 Energy, students areasked to work in small groups to brainstorm their ideas about energy. Inaddition, in the workbooks for ScienceWorld 1 and 2 each chapter begins witha section called WHAT DO YOU KNOW ALREADY?

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1 Investigating reactions1.1 Reaction rate1.2 Speeding up reactions1.3 Energy and mass in reactions

2 Living together2.1 Living in a food web2.2 Cycles in food webs2.3 Living places2.4 Living in groups

3 Environments3.1 Survival in the environment3.2 Physical environments3.3 Problems in the environment

4 Rocks4.1 Rocks from fire4.2 Earth's changing face4.3 The rock cycle

5 Life in the past5.1 Fossils and how they form5.2 Inferring from fossils5.3 How life has changed

6 Light and sound6.1 About light and sound6.2 Light and colour6.3 Light and sound waves

7 Investigating heat7.1 Heat and temperature7.2 Heat transfer7.3 On your own

8 Everyday substances8.1 Metals8.2 Carbon compounds8.3 Plastics and fibres

9 Living with acids and bases9.1 What are acids and bases?9.2 Explaining acids and bases9.3 Reactions of acids and bases

10 Responding10.1 Nerves and hormones10.2 Responses in plants10.3 Body balance

11 Dynamic Earth11.1 Changes in the Earth11.2 Earthquakes11.3 Earth plates

12 Using electricity12.1 Electrical safety12.2 Measuring electricity12.3 Generating electricity

13 Consumer science13.1 Consumer testing13.2 Options

Contents of ScienceWorld Book 2 Contents of ScienceWorld Book 3

1 Science is investigating1.1 Steps in investigating1.2 Processing data1.3 On your own

2 How cells work2.1 Cells and cell growth2.2 Cell processes2.3 How materials get into cells

3 Our genes3.1 Genes and chromosomes3.2 Genes at work3.3 DNA and the genetic code

4 Communications technology4.1 Communicating4.2 Electronics4.3 Television and radio

5 Exploring the universe5.1 The universe from Earth5.2 Stars

5.3 Star life cycles

6 Road science6.1 Speed and acceleration6.2 Stopping6.3 Collisions

7 Space travel7.1 Living in space7.2 Getting into space7.3 Orbiting the Earth

8 Disease8.1 Types of diseases8.2 Our defence against disease

8.3 Stopping the spread of disease

9 Elements and compounds9.1 The periodic table9.2 Chemical families9.3 Extracting metals

10 Our energy future10.1 Energy today10.2 Renewable energy10.3 Managing energy

11 Species survival11.1 Variations and selection11.2 Evolution11.3 Selecting genes

12 Ecosystem Earth12.1 Living in ecosystems12.2 Survival in ecosystems12.3 The Earth as an ecosystem

13 Chemicals in the environment13.1 Air pollution13.2 Water pollution13.3 Options

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Level 5

Year 8

Level 6

Year 9 Year 10

Working Scientifically 1 Working in a laboratory 13 Consumer science 1 Science is investigating

2 Science skills

4 Working scientifically

Earth and Beyond 9 The Earth and beyond 4 Rocks 5 Exploring the universe

5 Life in the past 7 Space travel

11 Dynamic Earth

Energy and Change 5 Pushes and pulls 6 Light and sound 4 Communications technology

6 Energy 7 Investigating heat 6 Road science

10 How things work 12 Using electricity 10 Our energy future

Life and Living 7 Cell and reproduction 2 Living together 2 How cells work

8 The living world 3 Environments 3 Our genes

13 Food for life 10 Responding 8 Disease

11 Species survival

12 Ecosystem earth

Natural and Processed Materials 3 Mixing and separating 1 Investigating reactions 9 Elements and compounds

11 Matter 8 Everyday substances 13 Chemicals in the environment

12 Chemical reactions 9 Living with acids and bases

SUMMARY GRID OF SCIENCEWORLD – CURRICULUM FRAMEWORK MATCH

Curriculum Framework Strands➔

➔

➔

➔

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OUTCOMES AND POINTERS FOR SCIENCEWORLD BOOK 1

Chapter 1 Working in a laboratory

Students:

correctly identify items of laboratory equipment p 2-4 Investigating Scientifically—ConductingWbk p 7

work safely in a laboratory p 6-7

use a Bunsen burner correctly p 8-10

correctly follow the instructions for an experiment p 9-13Wbk p 10 (Ex 8)

demonstrate laboratory skills such as heating a liquid in a test tube p 10-13

correctly draw scientific apparatus, eg for heating a flask of water p 5 Communicating Scientifically

write complete sentences Wbk p 11 (Ex 9)

Text referencesPointers Curriculum Framework outcomes

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Chapter 2 Science skills

Students:

use their senses to make observations p 18-21 Investigating Scientifically—Conducting

record observations in a data table p 19-21

distinguish between qualitative and quantitative observations p 25

recall the units used to measure quantities such as volume p 25

read a scale correctly p 26,30Wbk p 16

make and record observations and measurements accurately over a number of trials p 27, 33Wbk p 14

use simple measuring instruments such as a thermometer p 27-29

evaluate and modify experimental procedures Wbk p 20 (Ex 11) Investigating Scientifically—Evaluating

make inferences and predictions based on their observations p 22-25 Investigating Scientifically—Processing Data

display results in a bar graph p 33-34

make generalisations in relation to a set of observations Wbk p 19 (Ex 9)

write a report using the headings aim, method, results and conclusion p 31-34 Communicating Scientifically


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Chapter 3 Mixing and separating

Students:

test the solubility of common substances p 40-41 Investigating Scientifically—Conducting

solve simple problems involving the separation of mixtures p 53-54Wbk p 21-22 (Ex 1), 26

correctly use the terms solute, solvent, dilute, concentrated and saturated p 39, 41 Communicating Scientifically

use a flow chart to show how a mixture can be separtated Wbk p 27 (Ex 11)

give examples of how everyday suspensions are separated p 44 Science in Daily Life

correctly identify examples of pure substances and mixtures p 38 Natural and Processed Materials

distinguish between a solution and a suspension p 39

work safely in a laboratory p 40-41, 45-46 Overarching Outcome 1348-49, 51-52

correctly use the laboratory techniques of filtering, decanting, evaporation, distillation and p 45-52 OO 4paper chromatography

use a Bunsen burner correctly p 48-49 OO 4

Text referencesPointers Curriculum framework outcomes

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Chapter 4 Working scientifically


Students::

outline the steps in doing an experiment p 58-59 Investigating Scientifically—Planning

identify and control variables in an experiment p 62-64 Planning & Conducting

design and carry out an experiment to test a hypothesis p 72-73 Planning & Conducting

draw line graphs, correctly identifying the independent and dependent variables p 66-67 Processing DataWbk p 33-34 (Ex 7)

make generalisations in relation to a set of observations Wbk p 32 (Ex 5) Processing data

write a report using the headings aim, method, results and conclusion p 64 Communicating Scientifically

demonstrate comprehension of a short passage on the work of a scientist, by introducing and Wbk p 35thanking a guest speaker

describe some recent contributions made by male and female scientists, including Australians, p 74-76 Science in Societyand discuss the effects of their contributions

use a thermometer correctly to measure temperature p 68 Overarching Outcome 4

use the skills of observing, inferring, predicting and generalising p 59-61 OO 5

interpret information in tables and graphs p 70 OO 5

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Chapter 5 Pushes and pulls

Students:

measure forces using a spring balance p 86 Investigating Scientifically—Conducting

use a mind map to demonstrate their understanding of forces Wbk p 42 Communicating Scientifically

outline Sir Isaac Newton's contribution to our understanding of gravity p 98 Science in Society

identify examples of forces in everyday life p 81 Energy and Change

distinguish between contact and non-contact forces p 84

give examples of balanced and unbalanced forces p 85

give examples of friction in everyday life p 91

describe ways of reducing friction p 91-92

explain gravity in terms of Newton's law of gravitation p 95

explain the difference between mass and weight p 95-96

devise a solution for an everyday problem Wbk p 36, 39 (Ex 5) Overarching Outcome 7


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Chapter 6 Energy

Text referencesPointers

Students:

measure the energy released by a burning peanut p 103 Investigating Scientifically—Conducting andProcessing Data

explain how fossil fuels are non-renewable p 116-117 Acting Responsibly

define energy as the ability to do work p 102 Energy and Change

list the various forms of energy p 105-108

distinguish between kinetic and potential energy p 105-106

distinguish between an energy transfer and an energy transformation (change) p 107-110

use an energy chain to describe a series of energy changes, eg electricity from fossil fuel p 113, 115-118

discuss the efficiency of energy converters p 113-114

identify their preferred learning style Wbk p 44 Overarching Outcome 12

Curriculum Framework outcomes

12

Chapter 7 Cells and reproduction

Students:

demonstrate a knowledge of plant and animal cells by participating in a role play Wbk p 60 Communicating Scientifically

describe historical cases (microscope) where developments or improvements in technology p 124-125 Science in Societyhave transformed science *

use the correct terminology to describe the basic structure of cells p 126 Life and Living

distinguish between cells, tissues and organs p 128

distinguish between sexual and asexual reproduction p 130

describe the structure and function of the male and female reproductive organs in humans p 132-133

distinguish between external and internal fertilisation p 136

give examples of how reproductive behaviours can enhance the chance of survival of organisms p 136-137

describe the life cycle of a flowering plant p 137-138

use a microscope to observe plant and animal cells p 124, 127 Overarching Outcome 4


* It would be appropriate here to discuss the history of the microscope and the way inwhich this led to many important discoveries in science. Robert Hooke (1635-1703)was an English scientist who, among other things, improved the then existingmicroscope and discovered the cells in plants. Another famous microscopist was theDutchman Antony van Leeuwenhoek (1632-1723) who examined all sorts of thingsin the world around him using a microscope he made himself. Many other scientistsfollowed his example by making microscopes too, and imitating and extending hiswork.

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Chapter 8 The living world


Students:

observe the features of some animals p 159-160 Investigating Scientifically—Conducting

describe how an idea (how to classify organisms) can gain acceptance in the scientific community p 150 Science in Society

classify animals using structural and functional characteristics p 146-148 Life and Living

list the five kingdoms used to classify all living things p 7150-155

describe some of the characteristics of fungi p 152-153

discuss whether viruses are living or non-living p 155

list the major animal groups p 147, 157-158

list the major plant groups p 160-162

use a dichotomous key to classify objects p 144-145 Overarching Outcome 5

identify the characteristics of effective and ineffective groups Wbk p 61-62 OO 12

identify the specific roles needed when working in a team Wbk p 63-64 OO 12

use paragraphs appropriately for written presentation Wbk p 69-70 OO 1


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Chapter 9 The Earth and beyond

Students:

use a concept map to demonstrate their understanding of the solar system Wbk p 72, 77 Communicating Scientifically

apply their knowledge of the chapter by writing a science fiction story Wbk p 77

outline how knowledge about the solar system has changed over time p 167-170 Science in Society

describe ideas developed by different cultures to explain astronomical observations p 167

discuss examples where societal, religious or ethical values have had an impact on scientific p 167developments *

describe how the telescope has transformed science p 168-169

describe the basic features of asteroids, meteorites and comets p 178-179 Earth and Beyond

describe the structure of spiral, elliptical and irregular galaxies p 182-183

describe how stars change their appearance at different stages in their lives p 184-185

extract information on space research and exploration from text and library resources, including p 172-178 Overarching Outcome 3the internet

compile and interpret tables and graphs of planetary data p 177 OO 5

infer from planetary data what living conditions would be like on the planet p 178 OO 5

write a compare and contrast essay about the planets Wbk p 74-76 OO 1


* The history of astronomy, for example, the life of Galileo Galilei (1564-1642)provides an excellent opportunity to develop the content of Science and Society6.1. Galileo’s support for Copernicus’ theory that the Earth and all the planetsrevolve around the sun got him into trouble with the Roman Catholic Church. In1633 the Inquisition convicted him of heresy and forced him to publicly withdraw

his support of Copernicus. He was sentenced to life imprisonment but becauseof his age he was allowed to serve his term under house arrest at his villa. Thevalidity of Galileo’s work was not recognised by the Vatican until 1993. There aremany excellent resources on Galileo on the internet. For example es.rice.edu/ES/humsoc/Galileo contains suggestions for student assignments.

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Chapter 10 How things work

Students:

set up simple electric circuits p 191, 193-195 Investigating Scientifically—ConductingWbk p 81

make generalisations about the relationships between load, effort and the position of the pivot p 199- 200 Processing Datain levers Wbk p 82-83 (Chall)

compare the effectiveness of various pulley systems when lifting a load p 204- 205 Conducting

investigate the relationship between the number of teeth on gears and how fast they turn p 207 ConductingWbk p 85-86 (Chall)

apply their knowledge of circuits to invent a useful electrical device * p 211 Planning, Conducting and Evaluating

use the terms electric circuit, current and voltage correctly p 190 Communicating Scientifically

explain how simple machines modify and control forces p 198 Energy and Change

give examples of simple machines and explain how they work p 198-199, 201-202

recall the meaning of common electrical symbols p 192Wbk p 81

distinguish between series and parallel circuits p 193-194

give examples of common conductors and insulators p 190-191 Natural and Processed Materials

solve everyday problems involving simple machines and electric circuits Wbk p 79 (Ex 1) Overarching Outcome 7

relate the arrangement of driving and driven gears to input and output forces in machines such p 206-207 OO 5as the bicycle Wbk p 85 (Core)

Text referencesPossible student outcomes Elements of syllabus

* Could be the basis for a student project.

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Chapter 11 Matter

Students:

calculate the density of an object by measuring its mass and volume p 219-220 Investigating Scientifically—Processing Data

distinguish between an observation, an inference and a prediction Wbk p 91 (Ex 4)

use the correct terminology to describe changes of state p 223 Communicating Scientifically

use a table to summarise information on solids, liquids and gases Wbk p 92 (Ex 5)

interpret illustrations of changes of state Wbk p 93

compare the properties of solids, liquids and gases p 215-216 Natural and Processed Materials

relate the properties and uses of an object p 220

explain states of matter and changes of state using the particle theory p 224-227

use the particle theory to explain various properties of matter, eg diffusion, expansion and p 230-233contraction, conduction of heat

explain conduction of heat in terms of the particle theory p 232

make simple models of atoms and molecules p 235

explain density in their own words Wbk p 90 (Ex 3)

use a balance to measure mass p 217 Overarching Outcome 4

use the formula density = mass/volume to calculate densities p 219, 221-222 OO 2


17

Students:

observe chemical reactions and record their observations in a data table p 241-243 Investigating Scientifically—Conducting

assemble apparatus and use it safely p 250-252

make a simple compound, eg iron sulfide, from its elements p 250-251

work individually or in a team to complete a science project p 256-259 Planning, Conducting & Processing Data

distinguish between physical changes and chemical reactions p 240 Natural and Processed Materials

write word equations to describe chemical reactions p 243-244, 253Wbk p 97 (Ex 3)

list the signs for recognising when a chemical reaction has occurred p 244Wbk p 98

give examples of everyday chemical reactions p 244-245

list some common elements, with their symbols p 247-248Wbk p 100

distinguish between an element and a compound p 249

use molecular models to represent simple molecules p 249

explain what a chemical formula tells you p 249

translate information from text to table Wbk p 99 Overarching Outcome 1

Chapter 12 Chemical reactions


18

Chapter 13 Food for life


Students:

calculate the energy they use in a typical day p 264 Investigating Scientifically—Processing Data

test foods for glucose, starch and protein p 266 Conducting

investigate the action of saliva on the digestion of starch p 270 Conducting

discuss the ethical and moral issues in using a fish to observe blood circulation p 278 Science in Society

list the four main food types p 265 Life and Living

describe the process of photosynthesis in plants p 267

list in order the parts of the human digestive system, and briefly describe their function p 269

describe how digested food is used by cells p 272

explain briefly how plants transport and store nutrients p 275-276

describe the human circulatory system p 276-277

use creative writing to describe the digestive process Wbk p 105 Overarching Outcome 10

write short responses to dietary questions in a teenage magazine Wbk p 107 OO 1


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Chapter 1 Investigating reactions

Students:

design experiments to investigate factors which affect reaction rates p 3-4, 6-7 Investigating Scientifically—Planning

identify the independent and dependent variables in an investigation p 4 Processing Data

draw a best-fit curve through a set of plotted points p 4 Processing Data

design an experiment to verify the law of conservation of mass p 17 Planning and Conducting

define a hypothesis as a generalisation which can be tested Wbk p 8 Planning

construct word equations from observations and written descriptions of chemical reactions p 2, 14-15 Communicating ScientificallyWbk p 11 (Ex 10)

relate the work of the Lavoisiers to the socio-political climate of the day p 16 Science in Society

give examples of fast and slow reactions p 2 Natural and Processed Materials

list the variables that affect reaction rates p 5-6, 9

give examples of how catalysts work p 9-10

apply the particle theory of matter to explain reaction rates p 5-6

give examples of reactions in everyday life p 13

differentiate between endothermic and exothermic reactions p 14

demonstrate understanding of the law of conservation of mass p 17

use models to demonstrate what happens in simple chemical reactions p 18 Overarching Outcome 2

use cause and effect relationships to explain ideas Wbk p 9-10 OO 5




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Chapter 2 Living together

Students:

draw inferences and conclusions from given data on feeding relationships p 26 Investigating Scientifically—Processing Data

make inferences about the survival of organisms in their habitats p 37

use data tables and graphs to make inferences about the changes in populations of organisms p 41-42, 44

deduce the feeding relationships among organisms in a given habitat p 25 Life and Living

describe the functions of decomposers and scavengers in food webs p 26-28

explain how decomposers cycle the chemical elements carbon and nitrogen in food webs p 31-32

describe a terrarium as an ecosystem p 36

identify the living and non-living factors that influence the survival of organisms p 37

list the factors that affect the growth of populations p 40

translate information on food webs from the text to a diagram Wbk p 14-15 Communicating Scientifically


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Students:

carry out investigations into the effect of temperature, dissolved oxygen and buoyancy in p 57-58 Investigating Scientifically—Conductingaquatic environments

design an experiment to investigate ways of cleaning up oil spills p 67 Planning and Conducting

express points of view about the environment by writing in role Wbk p 27 (Chall) Acting Responsibly

explain how the various adaptations of an organism enables it to survive in its habitat p 49-50 Life and Living

classify adaptations into three groups—structural, functional and behavioural p 50

differentiate between the living environment and the physical environment p 48

list the factors that affect the survival of aquatic organisms p 55-56

list the factors that affect the survival of land organisms p 59-60

describe how natural selection can change the composition of organisms in a population p 51

describe the adaptations used by plants and animals in an arid environment p 61

give examples of how organisms are adapted to fire, flood and drought in the Australian p 52, 64-65environment

use a physical model to explain the effect of colour variation on survival p 50-51 Overarching Outcome 6

use library resources, including the internet, to research toxic wastes p 67 OO 3

produce creative solutions for problems Wbk p 23 (Chall) OO 10Wbk p 26 (Chall)

Chapter 3 Environments


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Chapter 4 Rocks


Students:

investigate how the crystal size of igneous rocks is affected by the rate of cooling p 75 Investigating Scientifically—Conducting

design an experiment to make and compare sedimentary rocks p 84 Planning and Conducting

observe the properties of rocks and use these observations to classify them p 86 Conducting

use a Dreamtime legend as an example of how the Australian aborigines explain the world p 88 Science in Society around them

describe how magma can break through the Earth's crust as lava p 73 Earth and Beyond

distinguish between volcanic and plutonic rocks, and give examples p 74

explain the difference between rocks and minerals p 74

distinguish between physical and chemical weathering and erosion p 78-79

give examples of sedimentary rocks and how they are formed p 83

explain how the three types of rocks are linked in the rock cycle p 85

relate the properties of rocks to their uses p 87 Natural and Processed Materials

formulate cause and effect relationships Wbk p 35 (Ex 7) Overarching Outcome 5


23

Chapter 5 Life in the past

Students:

make moulds and plaster casts p 97 Investigating Scientifically—Conducting

compare and contrast two competing inferences to explain the extinction of the megafauna in p 111 Processing DataAustralia

list the ways in which fossils can be formed p 94-96 Earth and Beyond

use fossil evidence to describe how animal life in Australia has changed over geological time p 107-110

distinguish between the relative age and the absolute age of a fossil p 101-102

describe the technique of radioactive dating p 102-103

make inferences about organisms by observing parts of them or tracks left by them p 99-101 Overarching Outcome 5

make inferences about rocks based on the fossils they contain p 104 OO 5

use a model to describe the geological time scale p 107-108 OO 6

summarise information from a range of sources Wbk p 43-45 OO 3

use a range of sources, including the internet, to access information Wbk p 43-45 OO 3

research and present a short talk on a prehistoric animal Wbk p 45 OO 1 & 3


24

Students:

demonstrate how the law of reflection applies to light and sound p 119-120 Investigating Scientifically—Conducting

set up equipment to show how images are formed by lenses p 121-122

demonstrate how the colour of an object depends on the absorption and reflection of the various p 126-128colours in light

apply their knowledge of the eye to laser surgery and cataracts p 123-124 Science in Daily Life

use a knowledge of the properties of light to explain why the sky is blue and why rainbows form p 130, 135

recall the law of reflection of light p 118 Energy and Change

describe how light refracts when it passes from one medium to another p 120-121

recall that white light can be dispersed into the spectrum of colours p 126

differentiate between the processes of making colours by addition and subtraction p 128-129

compare and contrast light waves and sound waves p 132-135

list the types of radiation making up the electromagnetic spectrum p 134

use a model to show how sound travels through air p 132-133 Overarching Outcome 7

use the problem-solving strategy of working out a rule or formula Wbk p 47 (Ex 1) OO 6

produce creative solutions for problems Wbk p 51 (Ex 9) OO 6

Chapter 6 Light and sound


25

Chapter 7 Investigating heat

Students:

investigate the variables that affect how much heat is needed to change the temperature of p 143-144 Investigating Scientifically—Planning & Conductingsubstances

design experiments to solve everyday problems to do with heat * p 151, 153, 158-159 Planning and Conducting

use an experimental control p 153 Planning

design, conduct and evaluate an experiment to answer the research question Which type of p 153 Planning, Conducting, Processing data and Evaluatingmaterial keeps you warmest in winter?

interpret labelled diagrams p 147-149 Communicating Scientifically

give examples of how the principles of heat transfer are applied in everyday life p 147-150 Science in Daily Life

apply a knowledge of heat to solve everyday problems Wbk p 55 (Ex 2)

explain the difference between heat and temperature p 141 Energy and Change

apply the particle theory of matter to explain heat p 142 Natural and Processed Materials

locate and understand information in the textbook Wbk p 56-57 Overarching Outcome 3

design and write a leaflet on how to save energy in the home Wbk p 59 OO 1


* The open-ended investigations on these pages could be the basis for astudent research project. You may wish to use the InvestigationChecklist in ScienceWorld 3 p 16, or design a planning and reportingworksheet (see the Working Scientifically support document atwww.eddept.wa.edu.au/centoff/outcomes/science/sc6.htm).

26

Chapter 8 Everyday substances

Students:

use safe laboratory techniques to make a sample of soap p 170 Investigating Scientifically—Conducting

demonstrate understanding of molecular and structural formulas p 167 Communicating Scientifically

use simple sketches to explain how soap works p 171

translate information from the text and illustrations to tables Wbk p 62-63, 65-66

identify choices that need to be made or have been made when considering the use of p 172, 177 Acting Responsiblydetergents and plastics

investigate ways in which the plastics industry is using recycling technology p 177

use alloys as an example of how the properties of materials can be changed to make them more p 163-164 Natural and Processed Materialsuseful

describe several ways of preventing iron from rusting p 165-166

explain how hydrocarbons, soaps, detergents, plastics and fibres are produced p 168-178

describe how fractional distillation is used to separate crude oil into its various components p 168-169

demonstrate understanding of the terms polymer and polymerisation p 174-175

relate the properties of hydrocarbons, plastics and fibres to their molecular structures p 169, 176, 179

use models to build molecules of common covalent compounds p 168 Overarching Outcome 6


27

Chapter 9 Living with acids and bases


Students:

correctly use pH paper and universal indicator solution p 195 Investigating Scientifically—Conducting

observe the reactions of acids with metals and with carbonates p 200-201 Conducting

design a test to compare the effectiveness of different antacids p 204 Planning, Conducting & Processing Data

demonstrate understanding of the terms dilute and concentrated p 187 Communicating Scientifically

write word equations for the reactions of acids p 200-202Wbk p 71 (Ex 2),

p 74 (Ex 11)

use a concept map to demonstrate their understanding of acids and bases Wbk p 76

give examples of the importance of pH in everyday life p 194 Science in Daily Life

give everyday examples of neutralisation p 203

discuss viewpoints about the issue of acid rain p 205 Acting Responsibly

use examples to explain how ions can be formed from atoms p 196-197 Natural and Processed Materials

describe what happens to an ionic compound when it dissolves in water p 197

explain acids and bases it terms of H+ and OH

– ions p 196-198

distinguish between acids, bases and alkalis p 187

give examples of metal salts and how they are formed p 194

apply a series of logical steps to reach a conclusion Wbk p 72 (Ex 4), Overarching Outcome 5p 74 (Ex 10)


28

Students:

test for some common reflex actions in humans p 214 Investigating Scientifically—Conducting

set up equipment to investigate the response of germinating seeds to gravity p 221

use safe laboratory techniques to observe the structure of a mammalian brain and kidney p 212, 228

complete exercises which require them to write in role Wbk p 80, 83 Communicating Scientifically

apply a knowledge of nerves and hormones to explain how poisons, insecticides and drugs work p 215 Science in Daily Life

use diabetes to illustrate internal control mechanisms in humans p 218

identify the main parts of the brain and the spinal cord p 212 Life and Living

distinguish between motor nerves and sensory nerves p 2413

compare and contrast the way nerves and hormones coordinate actions in the body p 213-217

recall how growth hormones stimulate growth in plants p 222

use a knowledge of plant growth hormones to predict the growth of shoots and roots p 223

apply the principle of negative feedback to explain how the body regulates internal conditions p 225-229such as temperature and water

formulate cause and effect relationships Wbk p 82 Overarching Outcome 5

use a fact sheet when researching information Wbk p 81 OO 3

compile a bibliography Wbk p 84 OO 3

write a cause and effect essay on heat and water balance in the body Wbk p 84-86 OO 1

Chapter 10 Responding


29

Students:

identify data which support or discount a hypothesis Wbk p 92 Investigating Scientifically—Processing Data

interpret information in tables and graphs Wbk p 89 (Chall),p 90 (Ex 4)

outline the contributions made by various scientists to the development of the plate tectonic theory p 248-250 Science in Society

describe the inferred structure of the interior of the Earth p 236 Earth and Beyond

compare and contrast the formation of faults and folds p 236-237

infer changes that might occur to sediments when subjected to certain conditions over a very p 238long period of time

differentiate between the types of earthquake waves p 242-243

use the plate tectonic theory to explain how earthquakes and volcanoes form p 250-251

use models to explain phenomena or make predictions p 243 Overarching Outcome 4Wbk p 88 (Chall)

use data on earthquake waves to calculate the epicentre of an earthquake p 245 OO 2

use the Richter scale to predict the effects of earthquakes of various magnitudes p 246 OO 5

write a newspaper article about an earthquake Wbk p 91 OO 1

Chapter 11 Dynamic Earth


30

Chapter 12 Using electricity

Students:

deduce Ohm's law by collecting data on the current and voltage in a circuit and drawing a p 263-264 Investigating Scientifically—Processing Databest-fit line

use animated diagrams on the internet to explain how power stations work p 272 Communicating Scientifically

interpret a graph of electrical power demand over 24 hours p 2374 Science in Daily Life

explain the difference between AC and DC p 256 Energy and Change

demonstrate understanding of the importance of circuit-breakers, fuses and earthing in household p 259-260circuits

demonstrate how electricity can be generated by the relative motion of a magnet and a coil of wire p 271

explain how a chain reaction can be controlled to generate heat in a nuclear power station p 273

demonstrate understanding of electrical power by using the equations P = E/t and P = VI p 264-269 Overarching Outcome 2Wbk p 98 (Chall)

rearrange simple formulas, eg if V = IR, then I = V/R p 229-233 OO 2Wbk p 97 (Core)

use the problem-solving strategy of drawing a diagram or making a model Wbk p 94 OO 6


31

Students:

outline the steps involved in testing a consumer product p 280-282 Investigating Scientifically—Planning

design and carry out open-ended experiments to test various consumer products p 284, 288, 290 Planning & Conducting

collect data and display it in tables and graphs p 288, 290 Conducting & Processing Data

use safe procedures when doing open-ended experiments p 288-290 Conducting

differentiate between an objective test and a subjective test p 282 Planning

use a simple smoking machine to demonstrate the effects of smoking on their bodies p 296 Conducting

evaluate the design of an experiment and suggest ways to improve it p 284, 288, 298 Evaluating

design a survey to gather consumer information Wbk p 105 (Ex 3) Planning

interpret information in a table and on a label Wbk p 105 (Ex 2), Processing DataWbk p 106

write a report of a consumer test, justifying their decisions and conclusions p 284, 290 Communicating Scientifically

apply persuasive techniques to write a radio advertisement for an imaginary product Wbk p 107 Overarching Outcome 1

Chapter 13 Consumer science

Text references Curriculum Framework outcomesPointers

32

Students:

demonstrate understanding of the four main steps in planning an investigation p 2 Investigating Scientifically—Planning

formulate questions for investigation p 3 (Act), p 9 (Ex 5) Planning

identify and control variables in an investigation p 3, 18 Planning, Conducting, Processing Data

evaluate conclusions for validity p 3-4 Processing Data

evaluate and modify experimental procedures p 3-4, 6, 10 (Chall 3) Evaluatingp 8 (Ex 2)

Wbk p 7-8 (Ex 3)

draw valid conclusions from experimental data p 3-4, 9-10 Processing Data

outline the design of a blind experiment and a double-blind experiment p 7 Planning

use a best-fit graph to deduce the relationship between two variables p 11-12 Processing DataWbk p 8-9 (Ex 4)

use a graph to interpolate and extrapolate p 13 Processing DataWbk p 8-9 (Ex 4)

use a scatter graph to determine the degree of correlation between two variables p 13-14 Processing DataWbk p 10 (Ex 6)

plan and carry out open-ended experiments using an investigating checklist * p 16-19 Planning

write a report of an experiment using the five headings AIM, METHOD, RESULTS, CONCLUSION and p 6 Communicating ScientificallyDISCUSSION

discuss the ethical and moral issues involved in the use of animals to test drugs, cosmetics etc p 8 Acting Responsibly

identify that the nature of observations made depends upon the understanding that the observer p 7-8 Science in Societybrings to the situation

solve a problem by breaking it down into manageable parts then working through them one stepWbk p 5-6, 11 Overarching Outcome 6at a time

Chapter 1 Science is investigating




* You may wish to use one of the planning and reporting sheets in the Working Scientificallysupport document. Could be the basis for a student project.

33

Students:

test the effect of temperature and exercise on the action of muscles p 34 Investigating Scientifically—Conducting

observe the effects of the diffusion of solutes in plant tissues p 39

apply a knowledge of cell division to skin grafts p 26 Science in Daily Life

discuss viewpoints about cancer and its treatment p 29-30

recall how cell division occurs for the growth and replacement of cells p 26-27 Life and Living

apply the principle of diffusion to explain the exchange of gases in muscle tissue and osmosis p 38-41in cells

identify the differences between skeletal muscle cells and other body cells p 31-32

distinguish between the processes of aerobic and anaerobic respiration p 33

demonstrate an understanding of the effects of light intensity and colour on the rate of p 35photosynthesis

explain how carcinogens can cause uncontrolled cell division in the lungs p 28-29

calibrate a microscope and measure the sizes of cells p 24-25 Overarching Outcome 4

use a microscope to identify parts of the cell undergoing cell division p 27 OO 4

use the problem-solving strategy of viewing the problem from different perspectives Wbk p 12-13, 18 OO 6

Chapter 2 How cells work


34

Students:

apply a knowledge of genetics to write in role (respond to a letter and write a play scene) Wbk p 23-24 Communicating Scientifically

make decisions about matters concerned with genetic counselling p 66 Acting Responsibly

recall that the gene for a given characteristic is found at a particular location on a chromosome p 46 Life and Living

calculate the chances of having a male or female child p 49

use Punnett squares and pedigrees to determine the genotypes and phenotypes of offspring p 52-55

determine the genotypes and phenotypes of offspring produced by genes showing incomplete p 56dominance

use pedigrees to show the inheritance of X-linked genes p 58

explain how the genetic code on DNA determines the amino acid sequence in proteins p 60-62

use pedigrees to solve problems on genetic disorders p 67 (Chall 3)Wbk p 27

use a model to show the assortment of chromosomes during the formation of sex cells p 48 Overarching Outcome 6

deduce the genotypes of the parents of children with various blood types p 56-57 OO 5

use the problem-solving strategy of working backwards to eliminate other possibilities Wbk p 19-20, 27 OO 6

Chapter 3 Our genes


35

Chapter 4 Communications technology

Students:

set up equipment to demonstrate internal reflection and to show how optical fibres work p 76 Investigating Scientifically—Conducting

set up circuits using various electronic components p 81-82

use illustrations or flow diagrams to explain how a telephone network encodes, transmits and p 74 Communicating Scientificallydecodes messages

describe historical cases where developments in science have led to the development of new p 79, 83, 86 Science in Societytechnologies *

use the terms encode, decode and feedback to explain the steps in the process of communication p 71 Energy and Change

outline the way a speaker and microphone encode, transmit and decode messages p 72

describe the function of diodes, resistors, transistors and capacitors in electronic circuits p 79-80

explain how coloured images are formed on a television screen p 86-87

apply knowledge of atomic structure to explain how semiconductors conduct electricity p 83 Natural and Processed Materials

interpret analogue and digital signal graphs p 73 Overarching Outcome 2

use graphs to compare and contrast AM and FM radio transmission p 89-90 OO 2

collect information about a modern communication system from a variety of print and p 77, 88 OO 3electronic media (Cool Web Sites)

locate information and distinguish between the relevant and irrelevant Wbk p 30-33 OO 3

use the problem-solving strategy of drawing a diagram or making a model Wbk p 28-29, 35 OO 6


* There are many opportunities in this chapter to develop this content. For example—• invention of the telephone (Alexander Graham Bell)• invention of diodes, triodes and transistors• development of computer chips (note especially the work done by CSIRO)• how the cathode ray oscilloscope (CRO), initially a research tool, has become commonplace as the TV picture tube• history of radio (Guglielmo Marconi) and television (John Logie Baird)

36

Students:

identify some constellations in the southern sky and locate the alpha and beta stars p 96-97 Investigating Scientifically—Conducting

give examples of how our knowledge of the universe is incomplete and changes as more accurate p 110-114 Science in Societyobservations are made

use the Big Bang model to illustrate how scientists use argument and explanation as well as p 113-114exploration and experimentation

explain how light years are used to quantify the vast distances of space p 96 Earth and Beyond

explain the apparent movement of the stars around the South Celestial Pole p 98

use meteorites and comets crashing into the Earth to illustrate how events over time and in space p 101can lead to catastrophic changes

describe the structure of the sun p 103-104

use Einstein's E = mc2 equation to explain how the sun produces energy through nuclear fusion p 103, 105

explain how the size and surface temperature of a star is determined by its brightness and colour p 106-107

use a model of the evolution of stars to explain how white dwarfs, supernovas, neutron stars p 110-112and black holes form

describe how stars change their appearance at different stages in their lives p 110-112

describe scientists' ideas about black holes p 112

demonstrate understanding of the chapter by explaining aspects of the universe in simple languageWbk p 40-41

use a sky grid to estimate the azimuth and elevation of stars p 99-100 Overarching Outcome 2Wbk p 39

extract information from graphs, diagrams and text Wbk p 39-40 OO 3

use the problem-solving strategy of selecting relevant information Wbk p 36-37, 42 OO 6

express large numbers in powers of ten notation Wbk p 37-38 (Ex 1) OO 2

Chapter 5 Exploring the universe


37

Chapter 6 Road science

Students:

use a ticker timer to measure the speed and acceleration of a moving object p 124-125 Investigating Scientifically—Conducting

work as a team to use a bicycle or a trolley on a ramp to investigate the variables that affect p 130 Investigating Scientifically—Planning, Conductingbraking distance Processing Data & Evaluating

demonstrate understanding of the variables that affect reaction distance, braking distance and p 129 Energy and Changestopping distance

demonstrate understanding of the relationships between force, mass and acceleration (F = ma) p 138-139

apply their knowledge of sliding and rolling friction to explain what happens when wheels lock p 131 Science in Daily Lifeunder braking

demonstrate understanding of inertia in everyday situations p 134

solve simple problems that require an understanding of momentum p 134p 140 (Ex 8, Chall 7)

describe some of the safety features used in modern cars p 137-138

interpret distance-time and speed-time graphs p 119-121, 126-127 Overarching Outcome 2Wbk p 45-46, 51

solve numerical problems by substituting variables into mathematical equations, using the p 120-122, 126-128 OO 2correct units p 140

Wbk p 46 (Q7)

use a datalogger to measure the speed and acceleration of a moving object p 123-124 OO 4

extract information from tables of injuries to belted and unbelted drivers Wbk p 48-49 OO 5

use the problem-solving strategy of devising a table, chart or graph Wbk p 43-44, 51 OO 6


38

Students:

plan and carry out investigations on the motion of rockets p 154 Investigating Scientifically—Conducting

use a model to demonstrate the forces that act on a body in orbit p 158-159 Conducting

use data on the Space Shuttle to design the insulation on the outside of the spacecraft p 162-163 Processing Data

design a space station suitable for an extended stay in space * p 149 (Act) Planning

write an email describing life aboard the Space Shuttle Wbk p 53 Communicating Scientifically

describe the various types of satellite orbits around the Earth p 160-161 Science in Daily Life

evaluate the potential impact of an issue raised in the mass media (living in space) that requires p 144-150 Science in Societysome scientific understanding

explain the motion of rockets in terms of action and reaction forces p 153 Energy and Change

differentiate between solid-fuel and liquid-fuel rocket engines p 155-156 Natural and Processed Materials

describe some of the lifestyle changes necessary for living in space p 144-146 Life and Living

use weight-mass graphs to calculate the gravity on planets p 152 Overarching Outcome 2

apply the relationship F = ma to calculate the thrust and acceleration of rockets p 155 OO 2Wbk p 54

extract information from text and summarise it in table form Wbk p 55-56, 58 OO 3

use the problem-solving strategy of using a rule or formula Wbk p 52-53, 60 OO 6

Chapter 7 Space travel


* A possible student research project

39

Chapter 8 Disease

Students:

investigate how effective disinfectants and antiseptics are in killing micro-organisms p 186 Investigating Scientifically—Conducting

use a case study with sick chickens to relate cause and effect p 167, 173 Processing Data

discuss ethical issues in providing aid for HIV(AIDS) treatment p 175 Acting Responsibly

develop possible, probable and preferred solutions to the AIDS crisis Wbk p 65

discuss how people's attitudes and values can affect their conclusions about advances in science * p 182 (Cool Web Sites) Science in Societyp 189 (Act)

compare viruses with other living things p 171-172 Life and Living

list ways of preserving foods p 187-189

list ways in which the function and behaviour of organisams can be affected by infectious, p 168-172environmental and auto-immune diseases, and by genetic disorders

describe how the body reacts to the invasion of foreign microbes p 177-179

list ways of controlling pathogenic organisms p 180-182

use the internet to obtain information on a range of diseases p 170, 174 Overarching Outcome 3

use the internet to research the contributions of several scientists to the development of antibiotics p 183 OO 3

use the problem-solving strategy of prioritising to plan your solution Wbk p 61-62, 68 OO 6

explore alternative futures for a woman with breast cancer Wbk p 63 OO 7


* Possible discussion topics to develop this further are:• Should young children be immunised? Do the benefits outweigh any possible negative effects?• How useful are the new treatments for HIV(AIDS)? How should they be trialled?• Should everyone be required to use the new flu drugs such as Relenza?

40

Chapter 9 Elements and compounds


Students:

observe and explain the formation of copper ions in a solution p 199 Investigating Scientifically—Conducting andProcessing Data

identify an unknown metal solution using flame tests p 205 Conducting

demonstrate on a small scale the processes of froth flotation and smelting p 209-210 Conducting

safely perform a series of reactions to extract copper from copper ore p 212-213 Conducting

describe historical cases (buckyballs and froth flotation) where developments in science have p 207-209 Science in Societyled to the development of new technologies

describe the elements of the first three periods in terms of electron shells and valence electrons p197-198 Natural and Processed Materials

differentiate between an ionic bond and a covalent bond p 198

use a knowledge of valency to write chemical formulas for common ionic compounds p 200

use the periodic table to explain and predict the properties and reactions of elements p 201

explain the properties of metals in terms of their structure p 202

relate the properties of an alloy to its composition p 202p 207 (Chall 2 & 4)

identify the major groups of elements in the periodic table p 203, 205-206

write balanced equations for common reactions p 204

explain the differences between the allotropes of carbon in terms of their molecular structure p 206-207

use the periodic table to compare and contrast the properties of non-metals Wbk p 74

use the internet or other library resources to research the periodic table p 197 Overarching Outcome 3

use the problem-solving strategy of using evidence to reach a logical conclusion Wbk p 69-70, 76 OO 6


41

Chapter 10 Our energy future

Students:

analyse data that demonstrates the limited nature of our reserves of fossil fuels p 220-221 Investigating Scientifically—Processing Data

investigate the variables that affect the efficiency of a solar cell or panel p 226-227 Planning

describe how developments in electrochemistry could lead to the development of new p 238-239 Science in Daily Lifetechnologies (hydrogen economy)

compare the energy used per person per year in selected countries p 219 Acting Responsibly

use the nuclear energy debate to show that different societal groups may use or weight criteria p 223differently to make a decision

list renewable energy alternatives and identify their advantages and disadvantages p 225-231

list ways in which individuals can cut down on energy wastage p 234-236

prepare scenarios to illustrate overuse of Earth's resources p 240 (Chall 1 & 3)

model the way in which scientists are often required to justify their decisions and conclusions p 224 (Chall 3), Science in Societyto the community p 231 (Act), 232 (Chall 3)

Wbk p 84

evaluate alternative energy sources in terms of efficiency, cost effectiveness and environmental p 231 (Act), 232 (Ex 5)consequences p 232 (Chall 2 & 3)

envision alternative futures in the use of energy resources p 238-239p 240 (Chall 2)

analyse data in tables and graphs on the production and consumption of energy p 219-221 Overarching Outcome 5

use graphs and a formula to assess the potential of wind generators p 229 OO 2

use graphs to assess whether our current rates of energy usage are sustainable p 234 OO 2

use a model house to test the effectiveness of insulation p 237 OO 7

use the problem-solving strategy of listing all the possibilities and selecting the most likely Wbk p 77-78, 84 OO 6

use key words, skimming and scanning techniques to extract information from text Wbk p 79-80 OO 3

research and present a speech on an environmental topic Wbk p 81-83 OO 1

use a range of resources, including the internet, to access information on energy supply systemsWbk p 84 OO 3


42

Students:

make judgements about the evidence that is used to support the theory of evolution p 251-254 Investigating Science—EvaluatingWbk p 90 (Chall)

use counts of two forms of moth to make inferences about their survival behaviour Wbk p 93 Processing Data

discuss, using genetic engineering and cloning, the positive and negative impacts of applications p 258-263 Acting Responsiblyof recent developments in science

assess how factors such as research funding, media coverage and questions of ethics influence p 261-262 Science in Societydevelopments in genetically modified foods

demonstrate how genetic and environmental factors determine the characteristics of a population p 245 Life and Livingof organisms

define the broad principles of the theory of natural selection as a mechanism for evolution p 246

discuss how societal, religious or ethical values have had an impact on the development of the p 251theory of evolution *

discuss how the theory of evolution has been developed and modified as a result of available p 255evidence

recall that artificial selection is used to breed organisms that serve a purpose p 257

describe the steps in transferring a gene from one organism to another p 258-259

use a model to investigate how environmental factors affects the phenotypes of a population p 247-248 Overarching Outcome 6

justify inferences in the light of gathered information p 251 OO 5Wbk p 89 (Chall)

use a model to work out the amino acid sequence in genetically engineered DNA p 260 OO 6

use a range of resources, including the internet, to research developments in human gene therapy p 263 OO 3

Chapter 11 Species survival


* To develop this content students could investigate the life of Charles Darwin(1809-1882). His book On the Origin of Species by Means of Natural Selection isoften referred to as the ‘book that shook the world’. It sold out on the first day of

publication and started a raging fire of argument. The thought that living thingshad evolved by natural processes contradicted the special creation of humans andseemed to many to place humans on the same level as other animals.

43

Chapter 12 Ecosystem Earth

Students:

use graphs to illustrate and compare various global warming scenarios p 286 Acting ResponsiblyWbk p 100

write a problem-solution essay about the hole in the ozone layer Wbk p 99

use a futures wheel to illustrate how agricultural practices, urbanisation, tourism and ecotourism p 276 Science in Societyoften result in modifications to habitats

explain how a great diversity of species increases the chance that at least some organisms will p 277-278survive large-scale changes in the environment

discuss how changes in biodiversity can be affected by conservation or preservation, introduced p 277-278species and human influence

use a case study of the Gippsland Lakes to illustrate the impact of human activities p 280

recall the names and characteristics of the three main layers of the Earth's atmosphere p 282 Earth and Beyond

evaluate the potential impact of global warming and ozone depletion p 282-288

describe the major effects of ozone depletion p 287

explain the greenhouse effect in terms of the transmission and reflection of heat energy p 283 Energy and Change

describe the flow of energy through an ecosystem p 272 Life and Living

explain why there is a limit to the number of links in food chains within an ecosystem p 272-273

describe how matter is cycled in an ecosystem p 271

identify the biotic and abiotic factors that influence the survival of organisms p 275

compare and contrast natural and urban ecosystems p 279

demonstrate understanding of the reactions that occur in the ozone layer p 287 Natural and Processed Materials

Text referencesPossible student outcomes Curriculum Framework outcomes

44

Chapter 13 Chemicals in the environment

Students:

test the pollutants from a car's exhaust p 294-296 Investigating Scientifically—Conducting

plan and carry out an investigation of dissolved oxygen levels p 301 Planning, Conducting, Processing Data, Evaluating

interpret data on BOD, rate of flow and algae counts to assess the state of a river and make Wbk p 106 Processing Datarecommendations

discuss, using examples, the positive and negative impacts of applications of recent p 305 (Further Act 1), Acting Responsiblydevelopments in science p 306-314,

Wbk p 105 (Ex 5)

identify choices that need to be or have been made when considering whether to use particular p 306-314scientific advances *

distinguish between scientific argument and economic or legal argument ** p 292 Science in Society

discuss how people's attitudes and values affect their conclusions about advances in science p 306-314

argue a position regarding stewardship of the Earth's resources, using gold as an example p 306-307

use a graph to explain the link between the concentration of dissolved oxygen and biological p 300 Life and Livingoxygen demand in a body of water

demonstrate understanding of the principle of biomagnification p 302Wbk p 105 (Ex 5)


* The options provide excellent opportunities to develop this content inrelation to:

• radioisotopes p 308-309• nuclear energy p 310-311• PVA plastic which produced effluent containing mercury p 313• dioxin p 314

** As well as the memo activity on p 292 other places where this content couldbe developed are as follows:• Maximum pollutant concentrations set by the National Health & Medical

Research Council (p 297) have obvious legal implications.• The costs to the community of reducing air pollution are considerable (p 297).

45

Chapter 13 Chemicals in the environment (continued)


list the major air pollutants and their sources p 293-294 Natural and Processed Materials

describe what photochemical smog is and how it is formed p 296

explain how catalytic converters and electrostatic precipitators work p 297-298

apply a knowledge of the structure of the atom to nuclear reactors and radioisotopes p 308-311

write a memo proposal concerning an aspect of air pollution p 292 Overarching Outcome 1Wbk p 103

correctly use the units parts per million (ppm) p 297 OO 2

extract information from tables and graphs p 298-305 OO 3

use the example of salinity to illustrate environmental consequences of humans changing the p 302-303 OO 7environment to suit their needs

analyse a range of data to assess the cause of a fish kill in a river 303-304 OO 5

46

Further informationThe ScienceWorld package consists of the following:

★ TextbooksAvailable from Macmillan Education AustraliaPO Box 92Como WA 6152Sue Knox Tel: (08) 9470 9930

Fax: (08) 9470 9931Email: [email protected]

★ Testmaker and Solutions CD-ROM (tests and answers to all Exercises and Challenges)ScienceWorld 1 and ScienceWorld 2 & 3Available from Macmillan

These contain tests and solutions to all Exercises and Challenges. The Testmaker containsready-made tests at two levels (Standard and Advanced) with answers and on-screen markingavailable. Customised tests can be constructed to suit different situations.

★ Course Construction GuideAvailable free from Macmillan as hard copy, disk or on their web site www.macmillan.com.au

★ WorkbooksAvailable from Firefly PressPeter Stannard Tel: 07 5445 5749

Fax: 07 5445 5171

For queries and feedback regarding ScienceWorld contact:Ken Williamson Tel: 07 3851 3103

Email [email protected]

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