Sample Program Based On

year 9 science

sample program based on

CORE SCIENCE 3: MARIAN HAIRE, EILEEN KENNEDY ET AL

Reference:BOS (2003) Science 7-10 Syllabus
BOS (2004) Science 7-10 Advice on Programming and Assessment
BOS (1999) Science Stages 4-5 SyllabusSupport Document
Student Text:Haire et al (2004), Core Science 3 (2nd Ed)
COURSE AIMS: / To provide learning experiences through which students will:-

acquire scientific knowledge and skills and develop understanding about phenomena within and beyond their experience;
develop an appreciation of science as a human activity and apply their understanding to their everyday life;
develop positive values about and attitudes towards themselves, others, lifelong learning, science and the environment.

COURSE OBJECTIVES: / Prescribed Focus AreasA student will gain knowledge and understanding of:-

the history of science.
the nature and practice of science.
applications and uses of science.
the implications of science for society and the environment
current issues, research and developments.

DomainsA student will gain knowledge and understanding of:-

models, theories and laws.
structures and systems.
interactions.

SkillsA student will gain skills in working scientifically through:-

planning investigations.
conducting investigations.
communicating information and understanding.
developing scientific thinking and problem-solving techniques.
working individually and in teams.

Values & Attitudes

A student will develop positive values about, and positive attitudes towards, themselves, others,

lifelong learning, science and the environment.

UNIT I: Forces at WorkText: Chapter1: Forces at Work Suggested Time: 3 weeks

Syllabus OutcomesSyllabus Outcomes

Syllabus Content Statement

/ Core Learning Experiences & Resources / Reg / Optional Experiences / Reg
A student:-
5.3 evaluates the
impact of
applications of
science on society
and the
environment / Students learn to/about:-
5.3applications and uses of science to:
(a) identify and describe examples of scientific concepts and principles that have been used in technological developments (including Australian examples)
(b)discuss, using examples, the positive
and negative impacts of applications of
recent developments in science / Simple Machines

Activity 2, p 3
Define a machine as a device that makes tasks easier and recognise common examples.
Identify common examples of 1st, 2nd and 3rd class levers, p 4.
Define the advantage gained by machines like levers as force or speed multipliers, p 4.
Expt. 1.2, p 5
Discuss the use of inclined planes through the ages, p 6.
Expt. 1.3, p 6
Investigate a variety of adaptations of the inclined plane; eg wedge, chisel, screw: Expt. 1.4, p 7
Activities p 7
Examine a variety of wheel and axles; demo of Expt. 1.6, p 9.
Describe a wheel and axle as a force or speed multiplier.
Set up a variety of pulley systems and calculate the mechanical advantage

Expt. 1.7, p 10

Examine a variety of gear arrangements and relate the size of each gear with their function p 12-13. Use diagrams of bicycle gears.

Compound Machines

Discuss the positive and negative impact of compound machines such as cars (Activity,

p 14). /

Activity 1, p 3

Expt. 1.1, p 5

Remember and Think activities p 9

Activities, p 11

Expt. 1.8, p 12
Activities, p 13
Reflection activities, p 23

Remember and Think activities, p 15

Class

Date Commenced

/ Date Completed / Signed / Evaluation (Deviation from Program/Additional Experiences or Resources)
Assessment for Learning:
Assessment of Learning:

UNIT II: The Earth & its ResourcesText: Chapters4: Material World 5. Chemical Energy Suggested Time: 5 weeks

8. Dynamic Earth

Syllabus Outcomes

Syllabus Content Statement

/ Core Learning Experiences & Resources / Reg / Optional Experiences / Reg
A student:-
5.9relates the development of the universe and the dynamic structure of Earth to models, theories and laws and the influence of time. / Students learn to/about:-
5.9.2the theory of plate tectonics to:
(a)discuss evidence that suggests crustal plates move over time
5.9.4natural events to:
(f)relate movements of Earth’s plates to convection currents in the mantle and to gravitational forces /

Introduction to the Earth

Draw a labelled diagram of the earth’s inner structure. Provide details on the Earth’s lithosphere and mantle, p 180.
Recognise through discussion that regions of the earth’s lithosphere are active.
Brainstorm to identify regions of recent volcanic activity.
Distinguish between magma and lava; extinct, dormant and active volcanoes, p 180-181.
Access the learning object on the student CD Rom: what lies beneath.

Crustal Activity

Refer to a continental map and recognise the pattern in volcanic activity, p 182. Relate this pattern to the boundaries of continental plates, p 183.
Discuss and describe the evidence suggesting that continental plates are moving, p 183.
Plot the movement of continental plates and recognise zones of subduction and oceanic ridges, p 183.
Relate crustal plate motion to convection currents is the asthenosphere and to gravitational forces, p 182-183.
Draw cross sectional diagrams to represent the activity at subduction zones and oceanic ridges, p 182.

(e)explain how interactions at plate boundaries may result in earthquakes, volcanic activity and new landforms /

Discuss how much volcanic and earthquake activity can be explained by the motion of crustal plates at subduction zones, p 182.
Access the learning object on the student CD Rom: Volcanoes; On the edge; Plates on the move.

Activities, p 183

Syllabus Outcomes

Syllabus Content Statement

/ Core Learning Experiences & Resources / Reg / Optional Experiences / Reg
A student:-
5.9relates the development of the universe and the dynamic structure of Earth to models, theories and laws and the influence of time. / Students learn to/about:-
5.9.4 natural events to:
(f)explain some impacts of natural events including cyclones, volcanic eruptions and earthquakes on the atmosphere, hydrosphere, lithosphere and/or biosphere. / Folds and Faults

Use schematic diagrams to explain how rock strata can become folded or faulted.
Compare syncline and anticline folds.
Remember activities, p 185

Impacts of Natural Events

Explain some impacts of volcanic activity, earthquake activity and cyclones on the atmosphere/ hydrosphere/ lithosphere/ biosphere p 186-188.

Expt. 8.2, p 188
Expt. 8.3, p 189

5.10 assesses human
impacts on the
interaction of
biotic and
abiotic features
of the
environment / 5.10 ecosystems to:
(a)distinguish between biotic and abiotic
features of the local environment
(b)describe the importance of cycles of materials in ecosystems /

Contrast the Biotic and Abiotic features of an ecosystem, p 186.
Access the learning object on the student CD Rom: Biotic & abiotic.
Explain using a flow diagram the carbon and nitrogen cycles and describe the importance of the cycling of materials in ecosystems, p 202.

Activities, p 203

5.11 analyses the
impact of human
resource use on
the biosphere to
evaluate methods
of conserving,
protecting and
maintaining
Earth’s resources / 5.11.1energy resources to:
(a)discuss the importance of energy as a resource
(b)identify properties that make some natural resources economically important and describe their uses / Energy Resources

Describe fossil fuels such as coal, oil and natural gas as naturally occurring hydrocarbon compounds (p 90-91) and formed from decayed plant and animal matter (p 116, 194, 196).
Identify the location of coal, oil and gas reserves in Australia, p 195-196.
Distinguish between peat, brown coal and black coal in terms of the development of coal, p 194.
Account for the location of oil and gas deposits in rock strata, p 197.

Using data, activity, p 117
Think activity, p 117
Investigate activity, p 117
Use data to interpret the

relationship between hydrocarbon
length and physical state, p 117.

Access the learning object on the

student CD Rom: Aluminium

Syllabus Outcomes

Syllabus Content Statement

/ Core Learning Experiences & Resources / Reg / Optional Experiences / Reg
A student:-
5.11 analyses the
impact of human
resource use on the
biosphere to
evaluate methods
of conserving,
protecting and
maintaining
Earth’s resources / Students learn to/about:-
5.11.2waste from resource use to:
(a)relate pollution to contamination by unwanted substances
(b)identify excessive use of fossil fuels as a contributing factor to a greenhouse effect. /

Use a schematic diagram to explain how fractional distillation separates crude oil into various fractions (p 116-117).
Remember activity, p 117
Familiarise students with common uses of fossil fuels and derivatives, p 117.
Remember and Think activities, p 197
Explore the negative impact of fossil fuels, particularly in the context of the greenhouse effect.
Access the learning object on the student CD Rom: Drilling into history.
Remember activity, p 119
Think activity, p 119
Using data activity, p 119
Distinguish between renewable and non-renewable sources of energy and discuss factors determining their economic viability, p 120, 197.

Create activity, p 197
Imagine activity, p 197

Imagine activity, p 119
Expt. 5.6, p 121
Activities, p 121

5.10 assesses human impacts on the interaction of biotic and abiotic
features of the
environment / 5.10 ecosystems to:
(c)describe some impacts of human activities on ecosystems / Mining and the Environment

Discuss the issues affecting the profitability of a mining venture, p 198.
Describe some impacts of mining activity on ecosystems, p 198-199.

Syllabus Outcomes

Syllabus Content Statement

/ Core Learning Experiences & Resources / Reg / Optional Experiences / Reg
A student:-
5.11 analyses the impact
of human resource
use on the
biosphere to
evaluate methods
of conserving,
protecting and
maintaining
Earth’s resourceswaste from resource
5.4discusses evidence
supporting
different
viewpoints / Students learn to/about:-
5.11.2 waste from resource use:
(c) discuss strategies used to balance human activities and needs in ecosystems with conserving, protecting and maintaining the quality and sustainability of the environment
5.4 implications of science for society and the
environment to:
(a)discuss viewpoints about some issues with a major scientific component
(b) give examples to show that different societal groups may use or weight criteria differently to make a decision about an issue involving a major scientific component
(d)analyse reasons why different cultures or
groups within a society, including
Aboriginal people, may have different
views in relation to scientific issues /

Discuss strategies used to balance human activities with the need to protect ecosystems, p 198-201.
Using case studies, account for the disparate views within society concerning mining activity. Present the major issues by debate or group presentation.

Research and report on the views of traditional owners of land sought by mining companies eg Jabiluka

Account for rising soil salinity in various parts of Australia, p 208

Try this activity, p 201
Activities, p 201

(c) identify choices that need to be or have been made when considering whether to use particular scientific advances
(e)discuss the place of social and ethical considerations in scientific practice and in applications of science. /

Discuss the role of ethics in the application of science and technology and the importance of objective scientific research in assessing the possible effects in mining for example, p 198.

Class

Date Commenced

/ Date Completed / Signed / Evaluation (Deviation from Program/Additional Experiences or Resources)
Assessment for Learning:
Assessment of Learning:

UNIT III: Materials and EnergyText: Chapter 4: Material World Suggested Time: Completed Concurrently with

Chapter 5: Chemical Energythe 8 week SRP

Syllabus Outcomes

Syllabus Content Statement

/ Core Learning Experiences & Resources / Reg / Optional Experiences / Reg
A student:-
5.7relates properties of elements, compounds and mixtures to scientific models, theories and laws / Students learn to/about:-
5.7.3compounds and reactions to:
(d)identify a range of common compounds using their common names and chemical formulae /

Materials

In groups, develop a concept map on

CHEMICAL MATERIALS; incorporate the
following terms: (Ref p 78-95)
- synthetic, natural materials
- polymers, monomers
- polymerisation
- plastics
- thermoplastic; thermosetting
- nylon, polyester
- petroleum
- ceramics, porcelain, clay
- essential oils, perfumes
- metals, alloys, brass, bronze,
stainless steel /

Access the learning object on the

student CD Rom: Metals
5.3 evaluates the impact of applications of science on society and the environment / 5.3 applications and uses of science to:
(b)discuss, using examples, the positive and negative impacts of applications of recent developments in science
(c)identify and describe examples where technological advances have impacted on science
(d)give reasons why society should support scientific research /

In groups, choose one manufactured chemical substance from chapter 4 and describe:

- the substance(s) from which it is derived, is it a natural or synthetic chemical?
- the technology used in its manufacture
- positive and negative impacts of the applied science involved in the manufacture
- reasons for supporting research in the use/ production of this material.
Energy

Describe energy as the ‘ability to do work’ i.e., to make things happen.
Brainstorm in groups the various forms which energy can take eg kinetic, heat, light, gravitational potential, electric potential, elastic potential.
Illustrate schematically how energy can be transformed to other forms (p 106) but cannot be created nor destroyed.
Think activity, p 107

The Energy Game, p 103

Demonstrate that chemical reactions can produce or absorb energy (Expt. 5.1, p 105)
Think activities, p 105
Investigate activity, p 107

A student:-
5.7relates properties of elements, compounds and mixtures to scientific models, theories and laws / Students learn to/about:-
5.7.2elements to:
(a) identify the atom as the smallest unit of an
element and distinguish between atoms and
molecules / Electrochemistry

Recall that atoms are the building blocks of all matter; solids, liquids and gases.
Represent the constituents of atoms diagrammatically, p 110.
Describe how a chemical reaction can cause atoms to gain or lose electrons and so become ions, p110.

Access the learning object on the student CD Rom: Atoms

5.6applies models, theories and laws to situations involving energy, force and motion / 5.6.3 electrical energy to:
(a) design, construct and draw circuits
containing a number of components /

Explore how an electrochemical cell can be constructed and so convert chemical energy to electrical energy (the electrons are carriers of energy!) p 112-113.
Expt 5.3, p112
Remember activity, p 113.

Expt. 5.4, p113
Think activity, p 113
Explore how batteries are variations of electrochemical cells (p 114-115).

Class

Date Commenced

/ Date Completed / Signed / Evaluation (Deviation from Program/Additional Experiences or Resources)
Assessment for Learning:
Assessment of Learning:

SRP UNIT : Student Research ProjectText: Chapters:Core Science Skills Suggested Time: 8 weeks

Student Research Project

Syllabus Outcomes

Syllabus Content Statement

/ Core Learning Experiences & Resources / Reg / Optional Experiences / Reg
A student:- / Students learn to/about:- /

Introduction

Discuss the notions that:

-Science is an ever-expanding field of
knowledge and skills.
-Practising scientists contribute to the body
of science by investigating specific
problems or questions.

Use a flow diagram to illustrate a sequence of steps that could be used to solve a question/problem scientifically, p 249 and discuss the benefits of proceeding in stages, p 280.

5.20 selects and uses appropriate strategies to solve problems / 5.20 solve problems to:
(a)identify the nature of a presented problem
(b)describe different strategies that could be employed to solve an identified problem
(c)use identified strategies to develop a range of possible solutions to a particular problem
(d)evaluate the appropriateness of different strategies for solving an identified problem /

Using p 281 as a guide, examine a SRP case study, p 282-292, and after stating the problem investigated, identify the:

-experimental variables
-controlled variables
-control
and emphasise the importance of a scientific experimental design. /

Activities, p 251
Activities, p 253

Syllabus Outcomes

Syllabus Content Statement

/ Core Learning Experiences & Resources / Reg / Optional Experiences / Reg
A student:-
5.13identifies a problem and independently produces an appropriate investigation plan / Students learn to/about:-
5.13.1 identify data sources to:
(a)describe a problem and develop an hypothesis
or question that can be tested or researched
(b)propose possible sources of data and/or
information relevant to the investigation
(c)identify what type of information or data needs
to be collected
(d)justify why particular types of data or
information are to be collected
(e)identify the appropriate units to be used in
collecting data
(f)recommend the use of an appropriate
technology or strategy for collecting data or
gathering information
(g)formulate a means of recording the data to be
gathered or the information to be collected / SRP
(done individually, the experimentation and report write-up to be done at home)

Encourage students to keep a journal/log book of their progress.
Use the checklist, p 293 and the suggested time frame below in progressing through the SRP (done individually):

Week 1:

Choose a topic area and establish a problem to be investigated in consultation with colleagues and the teacher.

Week 2:

Research the topic area using secondary sources and record background information of relevance.

Syllabus Outcomes

Syllabus Content Statement

/ Core Learning Experiences & Resources / Reg / Optional Experiences / Reg
A student:-
5.13 identifies a problem
and independently
produces an
appropriate
investigation plan
5.14undertakes first-hand
investigations
independently with
safety and
competence / Students learn to/about:-
5.13.2 planning first-hand experiences to:
(a)identify variables that need to be held constant if reliable first-hand data is to be collected
(b)specify the dependent and independent variables when planning controlled experiments
(c)describe a logical procedure for undertaking a simple or controlled experiment
(d)establish an appropriate timeline for an investigation
5.13.3 choosing equipment or resources to:
(a)identify advantages and limitations of using particular laboratory equipment for a specific task
(b)select appropriate equipment (including safety equipment) and/or resources to perform the task
(c)describe ways to reduce the risk to themselves and others when working in the laboratory or field
5.14performing first-hand investigations to:
(a)follow the planned procedure when performing an investigation.
(b)use time and resources effectively
(c)safely and efficiently construct, assemble and manipulate identified equipment
(d)record data using the appropriate units
(e)evaluate and modify experimental procedures
(f)demonstrate the use of safe and hygienic work practices including the correct use of safety equipment / Week 3:

Design experiment(s), develop a timeline to be followed and commence experiment(s).
Model the use of a data logger in collecting data (pp.271-273).

Week 4:

Continue experiment(s)

Week 5:

Process the data obtained and develop tentative conclusions.
Model the use of a spreadsheet such as MS Excel to store data in tables and generate appropriate graphs (pp.264-269).
Students apply their skills in creating spreadsheets by completing the Using Data activities p. 270.

Syllabus Outcomes

Syllabus Content Statement