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Science Tracks 7
Geoffrey Thickett, Jim Stamell, Lynette Thickett
Sample Teaching Program
For NSW Stage 4 Science
Copyright © Geoffrey Thickett, Jim Stamell, Lynette Thickett 2000
Published by MACMILLAN EDUCATION AUSTRALIA
Enquiries to NSW State Office
Level 2, St Martin’s Tower
31 Market Street, Sydney NSW 2000
Phone 02 9264 0522 Fax 02 9264 0770 E-mail:
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Titles in the series
ISBNs and titles (March 2000):
0 7329 5594 7Science Tracks 7Available now
0 7329 5596 3Science Tracks 8Publish September 2000
0 7329 5946 2Science Tracks 9Available now
0 7329 6337 0Science Tracks 10Publish December 2000
0 7329 5595 5Science Tracks 7 Teacher Resource CD ROMAvailable now
0 7329 5597 1Science Tracks 8 Teacher Resource CD ROMPublish January 2001
0 7329 5947 0Science Tracks 9 Teacher Resource CD ROMPublish June 2000
0 7329 6338 9Science Tracks 10 Teacher Resource CD ROMPublish January 2001
CHAPTER 1: INVESTIGATIONS
Prescribed Focus Area: The Nature and Practice of Science.
Suggested Time: 4 weeks
General Outcomes and Skills
These syllabus outcomes apply to the entire chapter:
1
4.13.3
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
4.14
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
f)demonstrate the use of safe and hygienic work practices including the correct use of safety equipment
4.22.1
a)independently plan and conduct investigations, communicate information and understanding and solve problems
b)set and work to realistic timelines and goals
c)accept responsibility for maintenance of a safe working environment for themselves and others
d)evaluate the effectiveness of their performance in completing tasks
4.22.2
a)identify the specific roles needed when working in a team
d)accept specific roles in a team while planning and conducting investigations, communicating information and understanding and solving problems
e)set and work to realistic timelines and goals as a team
f)accept personal responsibility for maintenance of a safe working environment for the team
g)monitor the progress of the team towards completion of a task
h)evaluate the process used by the team and effectiveness of the team in completing the task
4.23demonstrates confidence and a willingness to make decisions and to take responsible actions
4.24respects and is honest and fair in dealing with others
Assessment:
1.Correctly light a Bunsen and identify the uses of blue and yellow flames.
2.Correctly setup/identify/draw the apparatus used in heating a liquid.
3.Read scales eg measuring cylinder.
- Use an electronic balance to measure the mass of an object/substance.
- Filter a solid from a liquid.
6.Extract information from tables and graphs.
7.Make simple observations of an animal/plant/ chemical reaction in a test tube.
8.Identify safety concerns from a diagram and explain safe practice.
Topic test (p. 40–1).
Additional activities and exercises: Science Tracks 7 Teacher Resource CD-ROM
Literacy / vocabulary: p. 39, 43, 47, 59, 60, 68, 69, 71
Resources: Science Tracks 7, Science Tracks 7 Teacher Resource CD-ROM
Science Tracks 7 Sample Teaching ProgramChapter 1 Investigations1
Syllabus Outcomes / Content / Teaching and Learning Activities / RegistrationINTRODUCTION
1. How scientists work
Facts, laws and truthsp. 1, 2
4.19c) think critically to predict outcomes and generate plausible explanations directly related to a relevant set of observations or experimental results / CORE SECTION 1
2. Welcome to the lab.
a)Starting to investigate
- Motivational activities involving observing, recording and predicting p. 2, 3, 4, 5.
P1.2 Chemical magic p. 3
P1.3 Balancing birthday candles p. 5
4.16b) use key words, skimming and scanning techniques to identify appropriate information / b)Safety in the lab
- Eye protection p. 6
- Chemical p. 6
- Glass p. 7
- Fire p. 7
- Safety symbols p. 11
APractical applications of lab safety rules p. 10
4.2g) identify that the nature of observations made depends upon the understanding the observer brings to the situation
4.13.1b) propose possible sources of data and /or information relevant to the investigation
4.13.1c) identify what type of data or information needs to be collected
4.15a) make and record observation and measurements accurately over a number of trials / 3. Using your senses
Making and recording observations p. 12 / A1.1 Making and recording observations p. 12
P1.4Using a Bunsen burner p. 13
P1.5 Hottest part of the flame p. 15
P1.6 Boiling water p. 18
H1.1 Observing and safety p. 19
CORE SECTION 2
4. Skilling up – Lab techniques
- Transferring solids and liquids p. 21
P1.8 From bottle to beaker p. 23
P1.9 From beaker to beaker p. 23
P1.10 Using a dropper p. 23
- Separating solid from liquid p. 23
- Dissolving a solid in a test tube of water p.24
4.15a) make and record observation and measurements accurately over a number of trials
4.15b) use a range of data collection technologies and strategies independently
4.13.1a) describe a problem, hypothesis or question that can be tested or researched
4.13.1b) propose possible sources of data and /or information relevant to the investigation
4.13.1c) identify what type of data or information needs to be collected
4.13.1d) justify why particular types of data or information are to be collected.
4.13.1e) identify the appropriate units to be used in collecting data
4.14d) record data using the appropriate units /
- Weighing p. 25
4.13.1b) propose possible sources of data and /or information relevant to the investigation
4.13.1c) identify what type of data or information needs to be collected
4.13.1d) justify why particular types of data or information are to be collected.
4.13.1e) identify the appropriate units to be used in collecting data
4.14d) record data using the appropriate units
4.15a) make and record observation and measurements accurately over a number of trials
4.15b) use a range of data collection technologies and strategies independently
4.16b) use key words, skimming and scanning techniques to identify appropriate information / Reading a liquid volume p. 26 / P1.14 Reading liquid volumes p. 26
AComprehension covering knowledge and understanding of lab techniques p. 26, 27
APractical applications of lab techniques p. 28
5. Scales, tables and graphs
- Scales p. 29
4.13.1g) formulate a means of recording the data to be gathered or the information to be collected
4.17d) organise data using a variety of methods including diagrams, tables, spreadsheets and databases /
- Tables p. 31
4.13.1g) formulate a means of recording the data to be gathered or the information to be collected
4.17d) organise data using a variety of methods including diagrams, tables, spreadsheets and databases
4.16c) extract information from column graphs, histograms, divided bar and sector graphs, line graphs, composite graphs, flow diagrams, other texts and audio visual resources
4.18f) select and draw the appropriate type of graph (from column graph, histogram, divided bar, sector or line graph) or diagram to convey information and relationships clearly and accurately. /
- Graphs p. 32
E1.1 Other types of graphs p. 33, 34
6. Review
- Key Ideas p. 39
- Spelling p. 39
- Topic test p. 40
Resource CD-ROM: Further activities and a choice of possible assessment items.
P = Practical A = Activity H = Homework E = Extension L = Literacy
Science Tracks 7 Sample Teaching ProgramChapter 2 Classification of Living Things1
Chapter 2: CLASSIFICATION OF LIVING THINGS
Prescribed Focus Areas: The History of Science & the Nature and Practice of Science
Suggested Time: 3 weeks
General Outcomes and Skills
These syllabus outcomes and skills apply to the entire chapter:
P = Practical A = Activity H = Homework E = Extension L = Literacy
Science Tracks 7 Sample Teaching ProgramChapter 2 Classification of Living Things1
Students will learn about:
4.2 The nature and practice of science to:
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
4.5 Current issues, research and development to:
c)identify scientific skills that can be useful in a broad range of careers.
d)identify possible career paths in science
4.4 Implications of science for society and the environment to:
a)discuss viewpoints about some issues with a major scientific component
c)identify choices that need to be or have been made when considering whether to use particular scientific advances
4.13.2 Plan first-hand experiences to:
d)establish an appropriate timeline for an investigation
4.14 Perform first-hand investigations to:
a)follow the planned procedure when performing an investigation
b)use time and resources effectively
4.16 Gather information from secondary sources to:
b)use key words, skimming and scanning techniques to identify appropriate information
d)summarise information from identified oral and written secondary sources
b)distinguish between relevant and irrelevant information
4.19 Think critically to:
a)Present information to justify inferences in light of gathered information
4.22.2 Work in teams to:
e)set and work to realistic timelines and goals as a team.
g)monitor progress of the team towards completion of a task.
h)evaluate the process used by the team and effectiveness of the team in completing the task.
Students will learn to:
4.23
a)develop a positive view of themselves and their capabilities
b)exhibit self-direction in their own learning
c)initiate and persevere with activities to completion to achieve a reasonable point
d)demonstrate a willingness to make decisions and to take responsibility for their actions
4.25
b)realise that the knowledge base of society grows continually
c)retain a healthy curiosity about the world around them
4.26
a)value a scientific problem-solving approach
b)experience satisfaction in applying the processes of science
d)appreciate that scientific information should be disseminated objectively
Options:
The problem with viruses and prions, p. 58; Using a wide range of keys p. 71; Core enrichment: Classifying by environment p. 68.
Assessment:
1.Topic test (p. 73).
2.Use a simple key.
3.Construct a simple key using structural features.
4.Identify various specimens as living or non-living based on the characteristics of living things.
Additional activities and exercises:Science Tracks 7 Teacher Resource CD-ROM
Resources: Science Tracks 7, Science Tracks 7 Teacher Resource CD-ROM
P = Practical A = Activity H = Homework E = Extension L = Literacy
Science Tracks 7 Sample Teaching ProgramChapter 2 Classification of Living Things1
Syllabus Outcomes / Content / Teaching and Learning Activities / Registration4.1a) identify some of the scientific ideas that different cultures have contributed to science throughout history
4.1b) describe, using examples, ideas developed by different cultures to explain the world around them
4.1c) describe some models and theories that have been considered in science and then modified or rejected as a result of available evidence / CORE SECTION 1
Classification principles
- Grouping by similar characteristic p. 44
- Reasons for classifying things p. 44
- Early examples of classification p. 45
- Modern methods of classification p. 45
- New species p. 46
4.8.2a) classify living things according to structural features and identify that theyhave patterns of similarities and differences
4.8.2b) identify a range of plants and animals using simple keys
4.13.1b) propose possible sources of data and/or information relevant to the investigation
4.13.1c) identify what type or data needs to be collected
4.13.1d) Justify why particular types of data or information are to be collected
4.13.1f) recommend the use of an appropriate technology or strategy for collecting data or gathering information
4.13.1g) formulate a means of recording the data to be gathered or the information to be collected
4.13.2c) describe a logical procedure for undertaking a simple or controlled experiment
4.15a) make and record observations and measurements accurately over a number of trials
4.18e) use drawings, diagrams, graphs, tables and flow charts to show relationships and present information clearly and/or succinctly / Infobox 2.1
Introduction to classifying using keys p. 47 / P2.1 Classification of screws p. 48, 49, 50
P2.2 Sorting the class p. 50, 51
A2.1 Problem solving: Classification p. 52
H Classification p. 53, 54
A2.3 Using a wide range of keys p. 71
4.8.3b) explain that reproduction in unicellular organisms takes place by cell division
4.13.1a) describe a problem, hypothesis or question that can be tested or researched
4.13.1b) propose possible sources of data and/or information relevant to the investigation
4.13.1c) identify what type or data needs to be collected
4.13.1d) justify why particular types of data or information are to be collected / CORE SECTION 2
Living and non-living p. 55
- Reproduction p. 56
- Growth p. 56
- Development p. 56
- Response to stimuli p. 57
- Taking in materials p. 57
- Processing materials p. 58
- Giving out materials p. 58
- Death p. 58.
ALanguage-based questions consolidating knowledge and understanding p. 59, 60
ACommunication exercise ‘Life Forms on Kryptos –3’ p. 61, 62.
A2.2 Problem solving: Further exercises on features of living things p. 64, 65
E2.2 The problem with viruses and prions p.58, 59
4.19b) identify data which support or discount a hypothesis, a question being investigated or a proposed solution to a problem
4.19c) predict outcomes and generate plausible explanations directly related to observations made
4.19d) make generalisations in relation to a relevant set of observations or experimental results
4.20a) identify the nature of a presented problem
4.20b) describe different strategies that could be employed to solve an identified problem
4.21d) propose ideas that demonstrate coherence and logical progression
4.21e) apply critical thinking in consideration of the proposals
4.22.1a) independently plan and conduct investigation, communicate information and understanding and solve problems
4.22.1b) set and work to realistic timelines and goals
4.22d) evaluate the effectiveness of their performance in completing tasks /
- Key ideas p. 73
- Spelling p. 73
- Topic test p. 73–6
- Review
E2.2 Classifying by environment – problems with classification p. 68
ETechnical literacy exercise p. 69, 70
AComputer skill-based questions consolidating knowledge and understanding using word processing skills p. 70
EEvaluation exercise on current issues p. 71 (optional content)
P = Practical A = Activity H = Homework E = Extension L = Literacy
Science Tracks 7 Sample Teaching Program Chapter 2 Classification of Living Things1
CHAPTER 3: PARTICLES OF MATTER
Prescribed Focus Areas: The History of Science, the Nature and Practice of Science, Application and Uses of Science
Suggested Time: 3 Weeks
General Outcomes and Skills
These syllabus outcomes and skills apply to the entire chapter:
P = Practical A = Activity H = Homework E = Extension L = Literacy
Science Tracks 7 Sample Teaching ProgramChapter 3 Particles of Matter1
4.13.1
a)describe a problem, hypothesis or question that can be tested or researched
d)justify why particular types of data or information are to be collected
4.14
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
4.17
f)identify trends, patterns, relationships and contradictions in data and information
4.19
a)justify inferences in light of gathered information
b)identify data which support or discount a hypothesis, a question being investigated or a proposed solution to a problem
c)predict outcomes and generate plausible explanations directly related to observations made
d)make generalisations in relation to a relevant set of observations or experimental results
e)anticipate and/or respond to problems as they arise in practical situations
f)use models, including mathematical ones, to explain phenomena or make predictions
g)use cause and effect relationships to explain ideas
4.22.2
a)identify the specific roles needed when working in a team
b)match the tasks to the team members according to the requirements of the tasks and the skills of the individual
c)negotiate and allocate individual roles to members of the team
d)accept specific roles in a team while planning and conducting investigations, communicating information and understanding and solving problems
e)set and work to realistic timelines and goals as a team
f)accept personal responsibility for maintenance of a safe working environment for the team.
g)monitor progress of the team towards completion of a task
h)evaluate the process used by the team and effectiveness of the team in completing the task
4.23
a)develop a positive view of themselves and their capabilities
b)exhibit self-direction in their own learning
c)initiate and persevere with activities to completion to achieve a reasonable point
d)demonstrate a willingness to make decisions and to take responsibility for their actions
4.25
a)acknowledge the continued impact of science in many aspects of everyday life.
b)realise that the knowledge base of society grows continually
cretain a healthy curiosity about the world around them
4.26
a)value a scientific problem-solving approach
b)experience satisfaction in applying the processes of science
e)appreciate that scientific theories can only be judged on the basis of scientific evidence
Additional activities and exercises:Science Tracks 7 Teacher Resource CD-ROM
Assessment:
1.Write cause and effect statements relating the particle theory to properties of solids, liquids and gases.
2Research sublimation – what does it mean? What is dry ice? How is dry ice made? What is it used for?
Resources:Science Tracks 7, Science Tracks 7 Teacher Resource CD-ROM
P = Practical A = Activity H = Homework E = Extension L = Literacy
Science Tracks 7 Sample Teaching ProgramChapter 3 Particles of Matter1
Syllabus Outcomes / Content / Teaching and Learning Activities / Registration4.1a) identify some of the scientific ideas that different cultures have contributed to science throughout history
4.1b) describe, using examples, ideas developed by different cultures to explain the world around them
4.1f) describe historical cases where developments or improvements in technology have transformed science
4.3 c) identify and describe examples where technological advances have impacted on science / Historical perspective p. 78
4.7.1a) identify that matter is made of particles that are continuously moving and interacting / Core section 1
Matter and particles
a) Particle theory of matter p. 79
b) Inside the atom- Info box 3.1 p. 79
c) Matter occupies space p. 80
d) Matter has mass p. 80 / AKnowledge and understanding comprehension ‘Particles of matter’ p. 82
ALanguage-based exercise on ‘Particle theory of matter’; p. 82
4.13.2c) describe a logical procedure for undertaking a simple or controlled experiment
4.13.2 d) establish an appropriate timeline for an investigation
4.13.3 b) select appropriate equipment (including safety equipment) and/or resources to perform the task / e) Solid, liquids and gases p. 81 / P3.1 Modelling solids, liquids and gases p. 83, 84
P3.2 Atoms and molecules p. 85, 86
AProblem solving 3.1: ‘Particles of matter’ p. 87
H3.1 Particles p .88
4.2 e) use examples which show that scientists isolate a set of observations, identify trends and patterns and construct hypotheses or models to explain these
4.16 b) use key words, skimming and scanning techniques to identify appropriate information
4.7.1 b) describe expansion and contraction of materials in terms of a simple particle model
4.7.1 c) explain density using a simple particle model
4.7.2 a) relate properties of solids, liquids and gases to the particle theory of matter
4.19 a) justify inferences in light of gathered information
4.12 a) discuss technological developments that have extended the ability of scientists to collect information about, and monitor events in, the natural and physical worlds
4.7.1 d) relate increases or decreases in frequency of particle collisions to changes in pressure / Core section 2
Three states of matter
a) Properties of solids p. 88
b) Properties of liquids p. 89
c) Properties of gases p. 90 / A Knowledge and understanding comprehension ‘Three states of matter’ p. 92, 93
ALanguage-based exercise: ‘Three states of matter’ p. 93, 94
P3.3 Compressing the states of matter p. 94, 95
P3.4 Constructing and using a gas thermometer p.96, 97
P3.5 Diffusion p. 97–9
4.7.2 b) identify when a physical change occurs by observing evaporation, condensation, boiling, melting and freezing
4.7.3 a) relate changes of state to the motion of particles as energy is removed or added
4.7.3 b) relate energy transfer and the particle model to melting and freezing point, condensation, evaporation and boiling
4.2 c) apply scientific processes tot est the validity of ideas and theories
4.18 e) use drawings, diagrams, graphs, tables and flow charts to show relationships and present information clearly and/or succinctly
4.20 a) identify the nature of a presented problem
5.2 e) use examples which show that scientists isolate a set of observations, identify trends and patterns and construct hypotheses or models to explain these
4.17 g) apply mathematical concepts to assist analysis of data and information
4.3 a) identify and describe examples of scientific concepts and principles that have been used in technological developments
4.7.2 a) relate properties of solids, liquids and gases tot he particle theory of matter
4.12 a) discuss technological developments that have extended the ability of scientists to collect information about, and monitor events in, the natural and physical worlds / Changes of state p. 90 / P3.6 Determining the freezing point of wax p.99,100
A3.2 Problem solving: ‘Solids, liquids and gases’ p. 100, 101
H3.2 Properties of the states of matter p. 102, 103
AComputer skills literacy exercise p. 105, 106
4.2 a) evaluate the importance of using creativity, curiosity, objectivity, and logical reasoning in describing phenomena in their surroundings, stimulating investigations about phenomena and devising and testing hypothesis
4.18 d) use symbols to express relationships, including mathematical ones, and appropriate units for physical quantities
4.18 e) use drawings, diagrams, graphs, tables and flow charts to show relationships and present information clearly and/or succinctly
4.18 f) select and draw the appropriate type of graph (from column graph, histogram, divided bar, sector or line graph) or diagram to convey information / Core enrichment
Conservation of matter p. 103 / A Comprehension, Knowledge and Understanding exercise p. 1-4
Review
- Key ideas p. 106
- Spelling p. 107
- Topic test p. 107–10
P = Practical A = Activity H = Homework E = Extension L = Literacy