1
ScienceWorld
Second Editions
by Peter Stannard and Ken Williamson
Stage 4 Syllabus Checklists
for New South Wales Science 7-10 syllabusto be implemented in 2005
Published by MACMILLAN EDUCATION AUSTRALIA
These checklists form part of the revised 2004 NSW Course Construction Guides for ScienceWorld. They have been prepared by Margaret Shepherd, Freeman Catholic College, Bonnyrigg Heights, and the authors. They are available free of charge to NSW Schools as a hard copy or as Word (2002) or PDF files (Acrobat v5.0) from the series web page at
The Word file incorporates ‘tracked changes’ allowing users to see the revisions to the new syllabus compared to the 1999 syllabus. To display tracked changes, on the Reviewing toolbar change view to ‘Final showing markup’.
Schools may copy portions of this document into their own teaching programs.
Other documents comprising the revised 2004 ScienceWorld NSW Course Construction Guides are available from the series web page or from Macmillan offices:
Stage 5 Syllabus Checklists
Core and Additional Content for ScienceWorld 7
(giving details of the principal outcomes and additional content covered by the textbook)
Core and Additional Content for ScienceWorld 8
Core and Additional Content for ScienceWorld 9
Core and Additional Content for ScienceWorld 10
CONTENTS
Introduction
ScienceWorld 7 & 8 Second Editions – Contents List
Summary Grid of ScienceWorld 7 & 8
Stage 4 Prescribed Focus Areas Checklist
Stage 4 Domains Checklist
Stage 4 Skills Checklist
Stage 4 Syllabus Checklists for the series ScienceWorld Second Editions by Stannard & Williamson Published by Macmillan Education Australia
1
Introduction
The Second Editions of the ScienceWorld junior/middle series published by Macmillan Education Australia enables teachers to implement the revised NSW Science Years 7-10 Syllabus from 2005 onwards.
Stage 4:
- ScienceWorld 7 Second Edition – Year 7
- ScienceWorld 8 Second Edition – Year 8
Stage 5:
- ScienceWorld 9 Second Edition – Year 9
- ScienceWorld 10 Second Edition – Year 10
The content of the series assists teachers:
- to cover the five Prescribed Focus Areas (PFAs) and the Domain content, and
- to develop knowledge, understanding, skills, values and attitudes through appropriate contexts.
Each chapter addresses at least one of the Prescribed Focus Areas and all five PFAs are covered in each book. There are some chapters which concentrate on the skills domain, such as ScienceWorld 7 Chapters 1 and 2, but in all chapters the development of skills is fully integrated with other domain content.
The ‘Getting started’ section at the beginning of each chapter establishes a context and checks what students know already.
Outcomes and core content checklists
This documents comprises checklists which indicate the match between ScienceWorld and the NSW Syllabus for Stage 4. The references in the checklists are to the first two books in the ScienceWorld series. These checklists indicate where the core content is covered in ScienceWorld. Stage 4 outcomes are developed in ScienceWorld 7 and 8, while Stage 5 outcomes are developed in ScienceWorld 9 and 10. (It should be noted that values and attitudes are not included in these checklists since they are very general and should be kept in mind at all times.) In the summary grid, each ScienceWorld chapter has been placed in the domain to which it contributes most strongly. Details of the way in which ScienceWorld facilitates the development of the outcomes and core content are provided in separate documents, listed on the first page.
Through the Experiments, Activities, Exercises, Challenges and Further Activities, ScienceWorld provides ample practical experiences to occupy at least 50 per cent of the allocated course time. Many of these practical experiences are designed for small groups of students, allowing opportunity for the development of Skill 4/5.22.2 (work in teams). Many of the skills, for example solving problems (4/5.20), are developed in the Workbooks which accompany ScienceWorld, and the chapter details on pages 11–29 include references to these Workbooks.
Contexts
Each 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 content of the chapter.
For example, to introduce ScienceWorld 7 Chapter 6 Pushes and pulls, students are asked to work in small groups to solve everyday problems involving forces.
Student research project
ScienceWorld provides many opportunities for teachers to meet the syllabus requirement for student research projects. In ScienceWorld 7 there is a section called Doing a project (pages 59–61) which provides information on choosing a project and hints on doing the project and preparing a report. This is revisited in ScienceWorld 8 on page 40. In addition there are many suggestions for student projects throughout the series.
Stage 4 Syllabus Checklists for the series ScienceWorld Second Editions by Stannard & Williamson Published by Macmillan Education Australia
1
ScienceWorld 7 & 8 Second Editions – Contents List
ScienceWorld 7 Second Edition
/ScienceWorld 8 Second Edition
1Working in a laboratory1.1Laboratory equipment
1.2Safety in the laboratory
1.3Using a burner
2Science skills
2.1Observing
2.2Inferring and predicting
2.3Measuring
2.4Writing a report
3Everyday reactions
3.1What is a chemical reaction?
3.2Some common gases
3.3Doing a project
4Seeing and hearing
4.1About light and sound
4.2Eyes and seeing
4.3Ears and hearing
5Our bodies
5.1Skeletons
5.2Muscles
5.3Healthy bodies
6Pushes and pulls
6.1Forces around you
6.2Friction
6.3The pull of gravity
7Using magnets
7.1Magnetic forces
7.2Magnetic fields
7.3Electricity and magnets
8Rocks
8.1Rocks from fire
8.2Earth’s changing face
8.3The rock cycle
9The Earth in space
9.1How the Earth moves
9.2A trip to the moon
9.3Sun–Earth–moon
10Living things and places
10.1Living in a food web
10.2Living places
10.3Living in groups
11How things work
11.1Simple machines
11.2Pulleys and gears
11.3How things fly
12Structures
12.1Designing structures
12.2Structures and material
12.3Supporting structures / 1Mixing and separating
1.1What is a mixture?
1.2Solutions
1.3Separating mixtures
2Working scientifically
2.1What is science?
2.2Experimenting
2.3Solving problems
3Building blocks of life
3.1Cells
3.2Growth and reproduction
3.3Reproduction and survival
4The living world
4.1Classifying things
4.2The five kingdoms
4.3Animals and plants
5Energy in our lives
5.1What is energy?
5.2Forms of energy
5.3Energy comes—energy goes
6What are things made of?
6.1Properties of matter
6.2Solid—liquid—gas
6.3Using the particle theory
7The Earth and beyond
7.1Observing the night sky
7.2Exploring the solar system
7.3Stars and galaxies
8Building blocks of matter
8.1Atoms and molecules
8.2Elements and compounds
8.3Chemical reactions
9Electricity
9.1Electric charges
9.2Electric currents
9.3Electric circuits
10Food for life
10.1The need for food
10.2Digesting food
10.3Using food
11Environments
11.1Survival in the environment
11.2Physical environments
11.3Problems in the environment
12Investigating heat
12.1Heat and temperature
12.2Heat transfer
12.3On your own
Stage 4 Syllabus Checklists for the series ScienceWorld Second Editions by Stannard & Williamson Published by Macmillan Education Australia
1
Summary Grid of ScienceWorld 7 & 8
Syllabus elements
/Integrated with domain content
Prescribed Focus Areas
/Stage 4
/Stage 5
Year 7
/Year 8
/Year 9
/Year 10
The physical world
/ 4Seeing and hearing6Pushes and pulls
7Using magnets / 9Electricity
5Energy in our lives
12Investigating heat / 3 Light and Sound
6 Using electricity / 2 Communications technology
4 Road Services
Matter / 3Everyday reactions / 1Mixing and separating
8Building blocks of matter
6What are things made of? / 1 Investigating reactions
5 Everyday substances
9 Living with acids and bases / 6 Explaining reactions
7 Metals and non-metals
11 Electrochemistry
Domains / The living world / 5Our bodies /
3Building blocks of life
4The living world10Food for life / 4 How cells work
7 Living with microbes
10 Responding / 8 Our genes
9 Species survival
Earth and space / 8Rocks
9The Earth in space / 7The Earth and beyond / 2 Life in the past
8 Dynamic Earth / 3 Exploring the universe
5 Space Travel
Interactions / 10Living things and places
11How things work / 11Environments / 11 Ecosystem Earth
12 Consumer science / 10 Our energy future
12 Chemicals in the environment
Skills / 1Working in a laboratory
2Science skills
12Structures / 2Working scientifically / 1 Science is investigating
Stage 4 Syllabus Checklists for the series ScienceWorld Second Editions by Stannard & Williamson Published by Macmillan Education Australia
1
Stage 4 Prescribed Focus Areas Checklist
Showing which chapters in ScienceWorld 7 and ScienceWorld 8 cover the Stage 4 Prescribed Focus Areas.
SW7
/SW8
4.1identifies historical examples of how scientific knowledge has changed people’s understanding of the world.4.1the history of science to:
a)identify some of the scientific ideas that different cultures have contributed to science throughout history
b)describe (using examples including those developed by Aboriginal peoples), ideas developed by different cultures to explain the world around them
c)describe some models and theories that have been considered in science and then been modified or rejected as a result of available evidence
d)discuss examples where societal, religious or ethical values have had an impact on scientific developments
e)describe historical cases where developments in science have led to the development of new technologies
f)describe historical cases where developments or improvements in technology have transformed science. / 6
7, 8
7 / 6, 8, 9
7, 11
7, 8, 12
7
6
3, 7
4.2uses examples to illustrate how models, theories and laws contribute to an understanding of phenomena.
4.2the nature and practice of science to:
a)evaluate the importance role of using creativity, curiosity, objectivity and logical reasoning in describing phenomena, carrying out investigations in their surroundings, stimulating investigations about phenomena and in the devising and testing of hypotheses
b)distinguish between scientific argument and economic or legal argument
c)apply scientific processes to test the validity of ideas and theories
d)describe how an idea can gain acceptance in the scientific community as either theory or law
e)use examples which show that scientists isolate a set of observations, identify trends and patterns and construct hypotheses or models to explain these
f)give examples that demonstrate the benefits and limitations of using models
g)identify that the nature of observations made depends upon the understanding that the observer brings to the situation.
** Covered in more than one chapter in this book / 9
5
10
8, 10
9, 11
2 / **
4
8
4.3identifies areas of everyday life that have been affected by scientific developments.
4.3applications 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
c)identify and describe examples where technological advances have impacted on science
d)give reasons why society should support scientific research.
** Covered in more than one chapter in this book / **
7
1
5 / **
4.4identifies choices made by people with regard to scientific developments.
4.4implications 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
c)identify choices that need to be or have been made when considering whether to use particular scientific advances
d)analyse reasons why different cultures or groups within a society, including Aboriginal people, may have different views in relation to scientific issues
e)discuss the place of ethical considerations in scientific practice and in applications of science. / 5
5 / 11
2
2
4.5describes areas of current scientific research.
4.5current issues, research and developments to
a)describe some recent scientific contributions made by male and female scientists, including Australians, and discuss the effect of their contributions
b)evaluate the potential impact of some issues raised in the mass media that require some scientific understanding
c)identify scientific skills that can be useful in a broad range of careers
d)identify possible career paths in science. / 4, 10, 12
4, 10, 12 / 2,11
11
2
2, 3, 8, 11
Stage 4 Syllabus Checklists for the series ScienceWorld Second Editions by Stannard & Williamson Published by Macmillan Education Australia
1
Stage 4 Domains Checklist
Showing which chapters in ScienceWorld 7 and ScienceWorld 8 cover the Stage 4 Domains.
SW7
/SW8
4.6Identifies and describes energy changes and the action of forces in common situationsModels, Theories and Laws related to the physical world; Structures and systems
4.6.1the law of conservation of energy
a)identify situations or phenomena in which different forms of energy are evident
b)use models to describe different forms of energy
c)identify objects that possess energy because of their motion (kinetic) or because of other properties (potential)
d)qualitatively account for the total energy involved in energy transfers and transformations
4.6.2Newton’s Laws – forces
a)identify changes that take place when particular forces are acting
b)use the term ‘field’ to describe forces acting at a distance.
** Covered in more than one chapter in this book / **
7 / 5
5
5
5
9
Structures and Systems related to the physical world
4.6.3electrical energy
a)associate electricity with energy transfer in a simple circuit
b)construct and draw circuits to show transfer of energy
4.6.4sound energy
a) describe sound as a form of energy requiring a medium for propagation
4.6.5light energy
a) describe light as a form of energy not requiring a medium for propagation
4.6.6heat energy
a)identify processes of heat transfer by conduction, convection and radiation
b)describe how the transfer of heat can be controlled
4.6.7frictional force
a)describe friction as a contact force which opposes motion
b)identify everyday situations where friction acts
4.6.8electrostatic force
a)describe ways in which objects acquire an electrostatic charge
b)identify everyday situations where the effects of electrostatic forces can be observed
c)describe the behaviour of charges when they are brought close to each other
4.6.9magnetic force
a)describe the behaviour of magnetic poles when they are brought close to each other
b)identify everyday situations in which magnets and electromagnets and magnetic strips are used
4.6.10gravitational force
a)identify that all objects exert a force of gravity on all other objects in the universe / 4
4
6
6
7
7
6 / 9
9
12
12
9
9
9
4.7describes observed properties of substances using scientific models and theories
Models, Theories and Laws related to Matter
4.7.1the particle theory of matter
a)identify thatdescribe the behaviour of matter is madein terms of particles that are continuously moving and interacting
b)describe expansion and contraction of materials in terms of a simple particle model
c)relate an increase or decrease in the amount of energy possessed by particles to changes in particle movement
describe diffusion in terms of the random movement of particles. / 6
6
6,12
6
Structures and Systems
4.7.2properties of solids, liquids and gases to:
a)relate properties of solids, liquids and gases to the particle theory model of matter
b)identify when adescribe the physical changes that occur duringby observations ofing evaporation, condensation, boiling, melting and freezing
c)explain density using in terms of a simple particle model
d)relate increases or decreases in frequency of particle collisions toexplain the changes in pressure of gases in terms of increases or decreases in frequency of particle collisions.
4.7.3change of state to:
a)relate changes of state to the motion of particles as energy is removed or added
b)relate energy transfersand the particle model toin melting and freezing point, condensation, evaporation and boiling to the particle model.
4.7.4elements to:
a)classify elements as metals or non-metals according to their common characteristics
b)identify internationally recognised symbols for common elements
4.7.5mixtures to:
a)identify some common mixtures
b)identify, using examples, the importance of water as a solvent
c)describe aqueous mixtures in terms of solute, solvent and solution
d)identify situations where the processes of filtration, sedimentation, sieving, distillation, chromatography, evaporation, condensation, crystallisation and magnetic attraction are appropriate to separate components of a mixture
4.7.6compounds and reactions to:
a)distinguish between elements and compounds
b)identify when a chemical reaction is taking place by observing changes in temperature, the appearance of a new substance or the disappearance of an original substance
c)distinguish between compounds and mixtures / 2
3 / 6
1, 6
6
6
6
6
8
8
1
1
1
1
8
8
8
4.8describes features of living things
Models, Theories and Laws related to the Living World
4.8.1cell theory
a)identify that living things are made of cells
b)identify and describe the functions of: nucleus, cytoplasm, cell membrane, cell wall, chloroplast
c)identify that nutrients and oxygen move in and wastes movesubstances move into and out of cells
d)distinguish between unicellular and multicellular organisms / 3
3
10
4
Structures and Systems Students related to the Living World
4.8.2 classification
a)classify living things according to structural features and identify that they have patterns of similarities and differences
b)identify a range of plants and animals using simple keys
c)identify that some organisms produce their own ‘food’ while others consume their ‘food’
4.8.3unicellular organisms
a)identify that most microorganisms havethe beneficial and harmful effects and somethat microorganisms can have harmful effects on living things andor the environment
b)explain that reproduction in unicellular organisms takes place by cell division
4.8.4multicellular organisms
a)identify that there is a wide range of multicellular organisms, which includes flowering plants and humans
b)identify that tissues, organs and organ systems in multicellular organisms consist of different types of cells
c)explain why multicellular organisms require specialised organs and systems
d)identify the materials required by multicellular organisms for the processes of respiration and photosynthesis
e)describe the role of the root, stem and leaf in maintaining flowering plants as functioning organisms
4.8.5humans
a)describe the role of the digestive, circulatory, excretory, skeletal and respiratory systems in maintaining humans as functioning organisms
describe the nutritional requirements for maintaining humans as functioning organisms / 10
4
10
5 / 4
4
4
3
4
3
10
10
10
10
10
4.9describes the dynamic nature structure of Earth and its relationship to other parts of our solar system and universe
Models, Theories and Laws related to Earth and Space
4.9.1Newtonian model of the solar system
a)describe qualitatively relative sizes, distances and movements of components of our solar system
b)describe relative movements of the planets, moons and sun
c)explain night and day in terms of Earth’s rotation
d)explain the seasons in terms of the tilt of Earth’s axis and its revolution around the sun
Structures and Systems related to Earth and Space
4.9.2components of the universe
a)describe some major features of the universe, including galaxies, stars, nebulae and solar systems
b)use appropriate scales to describe differences in sizes of, and distances between, structures making up the universe
4.9.3the structure of Earth
a)describe the inner structure of Earth in terms of core, mantle, crust and lithosphere and asthenosphere
4.9.4the atmosphere
a)identify gases that comprise the greater percentage of air and explain the difference between Earth’s atmosphere and space
b)describe the importance of atmospheric gases, including ozone and greenhouse gases, to life on Earth / 9
9
9
8
3
3 / 7
7
7
4.9.5the hydrosphere
a)describe the water cycle in terms of the physical processes involved
b)describe the effect of the forces of the sun and moon on the hydrosphere
4.9.6the lithosphere
a)identify that minerals are basic building blocks of rocks are composed of minerals
b)explain that the breaking down of rocks is related toin terms of physical and chemical changes
c)relate the formation of landforms to weathering, erosion and deposition
d)explain the formation of sedimentary rocks as compaction of sediment followed by chemical changesdescribe the origins of sedimentary, igneous and metamorphic rocks / 9
8
8
8
8 / 6
4.10identifies the factors affecting survival of organisms in an ecosystem
InteractionsINTERACTIONS
4.10identifies factors affecting survival of organisms in an ecosystem
4.10ecosystems
a)describe some adaptations of living things to factors in their environment
b)describe, using examples of food chains and food webs from Australian ecosystems, how producers, consumers and decomposers in Australian ecosystems are related, using food chains and food webs are related
c)describe the roles of photosynthesis and respiration in ecosystems
d)discuss some effects of bushfires, drought and flood on Australian ecosystems / 10
10
10 / 11
11
11
4.11identifies where resources used by humans and where they are found, and describes ways in which they are used by humansexploited
Interactions
4.11natural resources
a)distinguish between natural and made resources
b)give examples of resources from living things and resources extracted from the air, Earth and oceans
c)identify fossil fuels and describe some of their uses
d)identify renewable and non-renewable sources of energy / 12
3, 8 / 6
5
5
4.12identifies, using examples, common simple devices and explains why they are used
Interactions
4.12technology
a)discuss technological developments that have extended the ability of scientists to collect information about, and monitor events in, the natural and physical worlds identify that technologies make tasks easier or more convenient
b)identify a variety of energy transformations in everyday devices involving either electrical, sound, light and/or heat energy / 12 / 7
5
Stage 4 Syllabus Checklists for the series ScienceWorld Second Editions by Stannard & Williamson Published by Macmillan Education Australia