Sample Program Using Examples

YEAR 10 SCIENCE

Sample program using examples

CORE SCIENCE 4: 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 4 (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 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 attitudes towards, themselves, others,

lifelong learning, science and the environment.

UNIT I: ChemistryText:Chapter 1: Chemistry – The Inside StorySuggested Time: 10 weeks

Chapter 2: Chemical Reactions

Syllabus Outcomes

Syllabus Content Statement

/ Core Learning Experiences & Resources / Reg / Optional Experiences / Reg
A student:-
5.2describes the processes that are applied to test & validate models, theories & laws. / Students learn to/about:-
5.2the nature & practice of science to:
(a)evaluate the role of creativity, curiosity, objectivity and logical reasoning in describing phenomena, carrying out investigations and in the devising and testing of hypotheses
(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 & patterns & construct hypotheses or models to explain these. / Introduction

Use the stimulus materials on pp 4-5 & secondary sources to record a detailed history of Atomic Theory (2-3 pages)
Discuss the process of scientifically investigating, observing, hypothesising & over time theories & laws developing

Activities 1&2, p 3

Think activities 1&2, p 5

Access the learning object on the student CD ROM: what’s on the table?

5.7relates properties of elements, compounds & mixtures to scientific models, theories & laws. / 5.7.1atomic theory to:
(a)describe features of & the location of protons, neutrons & electrons in the atom;
(b)distinguish between elements, using information about the numbers of protons, neutrons & electrons;
(c)describe an appropriate model that has been developed to describe atomic structure. / Atomic Theory

Explain using a labelled diagram our current basic understanding of the atom (p 5)
Draw & label atoms of several different atoms referring to the number of subatomic particles

Use atomic no. and atomic mass data to infer the no. of protons, neutrons and electrons for a variety of elements (p 8)
Using the notion of isotopes explain why the atomic mass of elements listed in the periodic table is not an integer (p. 12)
Describe the arrangement of electrons in "shells" & the capacity of each shell (p 18)
Access the learning object on the student CD Rom: Shells of electrons.

Expt 1.4, p 19

Think activity, p19

Syllabus Outcomes

Syllabus Content Statement

/ Core Learning Experiences & Resources / Reg / Optional Experiences / Reg
A student:-
5.7relates properties of elements, compounds & mixtures to scientific models, theories & laws. / Students learn to/about:-
5.7.2elements to:
(a)identify the atom as the smallest unit of an element & distinguish between atoms & molecules;
(b)describe some relationships between elements using the Periodic Table. /

Build/demonstrate molecular models of common covalent compounds, both molecular and network. Use the models to distinguish between atoms, molecules, elements and compounds.
Draw a simplified diagram of the Periodic Table (Groups 1-8) & explain its significance in terms of outer shell electrons (groups) & number of shells (periods)
Demonstrate a variety of elements & comment on the similarity in chemical nature for elements in a single group

Identify elements which are solids (metals & non-metals); liquid; gas from the Periodic Table

Expt 1.2, p 10
Activities, p 11
Chemical Bingo

5.6applies models, theories and laws to situations involving energy, force and motion. / 5.6.5nuclear energy to:
(a)identify that energy and particles may
be released from the nuclei of atoms. / The Nucleus & Radioactivity

Remind students of the existence of isotopes, and relate radioactivity with the instability of some isotopes & subsequent (spontaneous) 'decay', pp 12-13

Describe radioactivity as the release of alpha/beta and usually gamma radiation (pp 12-13)
Illustrate the penetration characteristics of , ,  radiation, p 13.

Using Data activity, p 13
Use data to show that each radioactive isotopes decay at a unique rate & that rate can be quoted as a 'half life', p 14

Think activity 1,2&3, p 13

Expt 1.3, p 17

Describe with the aid of a diagram how (artificial) rapid nuclear reactions can be induced in nuclear fission, p 16
Relate fission to the 'liberation' of energy in nuclear reactors (p.16)

Using Data activity, p 17

Contrast fission & fusion.

Syllabus Outcomes

Syllabus Content Statement

/ Core Learning Experiences & Resources / Reg / Optional Experiences / Reg
A student:-
5.12relates the interactions involved in using some common technologies to their underlying scientific principles. / Students learn to/about:-
5.12 technology to:
(b)discuss the benefits and problems
associated with medical and industrial
uses of nuclear energy /

In groups research, discuss & report on the scientific, medical & industrial uses of nuclear energy & radioactive isotopes; examine likely problems associated with any of these uses and issues surrounding uranium mining in Australia.

5.4discusses evidence supporting different viewpoints. / 5.4implications of science to society & 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 social and ethical considerations in scientific practice and in applications of science. /

In light of the group discussion, outline the major stakeholders (incl. the traditional landowners of land affected by uranium mining) associated with each benefit & problem; describe what arguments may be put forward by each stakeholder
Discuss ethical considerations that must come into play e.g.:-

–safety
–accountability
–consultation with all stakeholders
(The upgrade of Lucas Heights reactor may be referred to). /

Design a poster presentation of

the opposing views discussed

Think activity, p 17
Investigate activity, p 17
Create activity, p 17

5.7relates properties of elements, compounds & mixtures to scientific models, theories & laws. / 5.7.3compounds & reactions to:
(a)identify that a new compound is formed by rearranging atoms rather than by creating matter;
(d)identify a range of common
compounds using their common names
& chemical formulae; / Forming Compounds

Describe the tendency for elements in Groups 1-3 and 5-7 to form ions when they take part in a chemical reaction in order to obtain a stable/full outer shell; demonstrate:-

–Na in water
–Mg with acid or Mg with O2 & heat (with great care)

Distinguish between cations & anions (p 20) & explain how cations & anions form simultaneously in a chemical reaction resulting in an ionic compound; refer to chemical name & formula

Syllabus Outcomes

Syllabus Content Statement

/ Core Learning Experiences & Resources / Reg / Optional Experiences / Reg
A student:
5.7relates properties of elements, compounds & mixtures to scientific models, theories & laws. / Students will learn about:-
5.7.3(b)classify compounds into groups based on common chemical characteristics. /

Practical – examine a variety of ionic compounds (salts) & describe their physical properties (Ref p 21).
Access the learning object on the student CD ROM: a grain of salt.
Describe common features & report to the class
Explain why elements in Group 4 & often Groups 5&6 prefer to share electrons with certain other elements & form covalent compounds
Provide examples of common covalent molecules – both compounds & elements – & use electron dot diagrams to illustrate the sharing of outer shell electrons (pp 22-23) and allow students to infer the chemical name & formula of covalent compounds
Quote a variety of covalent compounds & discuss in groups the physical properties for each & report on any pattern evident. Refer to molecular models
Provide opportunities for students to become proficient in writing names & formulae of ionic & covalent compounds using the steps on p 25; students are expected to determine the valency of monoatomic ions from a periodic table but can be given the valency of polyatomic ions (p26)
Think activity, p 27
Reflection 1, p 31

Draw electron dot diagrams for

compounds with double/triple
bonds

Try This activity, p 23
Think activity, p 23
Build models of covalent & ionic compounds; illustrate each & use the model to explain physical properties

Try This activity, p 27
Extension activity, p 31
Reflections 4&5, p 31

5.2 describes the processes that are applied to test & validate models, theories & laws. / 5.2 nature and practice of science to:
(d)describe how an idea can gain acceptance in the scientific community as either theory or law;
(c)apply scientific processes to test the validity of ideas & theories. / More on Chemical Reactions

Activities 1&2, p 33
Provide examples to emphasise the difference between a physical change (eg change of state, dissolving) & a chemical change.

Discuss some basic principles pertaining to chemical reactions & how experimentation leads to the development of theories & laws:-

–law of conservation of mass
–law of constant proportions

exothermic vs endothermic reactions

Expt 2.1, p 35
Think activity, p 35

A student:
5.7relates properties of elements, compounds & mixtures to scientific models, theories & laws. / Students will learn about:-
5.7.3compounds & reactions to:
(c)construct word equations from observations & written descriptions of a range of chemical reactions;
(e)qualitatively describe reactants & products in the following chemical reactions:
(i)combustion
(ii)corrosion
(iii)precipitation
(iv)acids on metals and acids on
carbonates
(v)neutralisation
(vi)decomposition /

Using the 'game rules' on p 36 work through the 'Try This' activity on p 37
Think activity, p 37
Access the learning object on the student CD ROM: Balancing equations.
Introduce students to some commonly occurring chemical reactions &, using examples, write chemical equations for the reactions taking place:

–precipitation, Expt 2.2, p 39; Think activity, p 39 (nb solubility rules need not be memorised)
–corrosion, p 40
–combustion, p 41
–decomposition, p 41
–acids on metals, pp 44-45; Expt 2.5, p 44
–acids & carbonates: demonstrate acid reacting with marble chips; collect the CO2 & test with lime water
Acids & Bases

Tabulate characteristics of acids & bases along with common examples & uses of each, p 46
Describe the role of indicators & record the colour of a variety of indicators in acid, base & distilled water; Investigate activity, p 47
Describe the use of universal indicator & the pH scale in studying acid/base chemistry
Access the learning object on the student CD ROM: Indicators.
Investigate the pH of a range of liquids using:

–universal indicator
–a pH meter
Compare values & conclude the nature of the liquid

Access the learning object on the student CD ROM: weak or strong?

Demonstrate a neutralisation reaction using a burette, flask, magnetic stirrer, 1M NaOH, 1M HCl & universal indicator
Access the learning object on the student CD ROM: Reaction types.

By referring to the Law of Conservation of Mass demonstrate the importance of balancing equations
Investigate displacement reactions, p 40
Design & carry out an experiment to determine the conditions required for metals to rust
Expt 2.4, p 41
Think activity, p 43
Expt 2.6, p 45
Investigate activity, p 45

Expt 2.7, p 47

Think activity, p 49
Using Data activity, p 49
Expt 2.8, p 49

Think activity, p 51
Extension activities, p 58
Reflection activities 1&4, p 58
Use a data logger to plot pH in an acid-base titration

UNIT II: PhysicsText:Chapter 3: Electricity at WorkSuggested Time: 10 weeks

Chapter 4: Invisible Waves

Chapter 5: On the Move

Syllabus Outcomes

Syllabus Content Statement

/ Core Learning Experiences & Resources / Reg / Optional Experiences / Reg
A student:- / Students learn to/about:- / Electricity at Work – An Introduction

Activity 1, p 61
Demonstrate that a permanent magnet & a current carrying solenoid (coil of wire) produce similar magnetic fields which can be plotted using iron filings or a compass needle

Access the learning object on the student CD ROM: Ring the bell and magnetic maps

5.3evaluates the impact of applications of science on society & the environment. / 5.3applications & 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 & negative impacts of applications of recent developments in science;
(c)identify & describe examples where technological advances have impacted on science;
(d)give reasons why society should support scientific research. / Generators & Motors

Expt 3.2, p 69 (using the School's solenoids)
Explain the principle upon which generators work: kinetic energy  electrical energy (AC) & compare to motors: electric energy  kinetic energy
Demonstrate a model generator & motor (NBA split ring commutator allows DC to be produced)
Think activity, p 67
Identify turbines as industrial generators (pp70-71) & recognise their importance in electricity generation in Australia
Access the learning object on the student CD ROM: The electric puzzle
In groups research and discuss the alternative modes of power/electricity generation (apart from coal oil & hydroelectric power stations); describe the technology incorporated in each & examples of their use in Australia (Ref pp 74-75)
Describe the positive & negative impacts of each mode of power generation
Explain why research into efficient modes of power generation is important

Expt 3.1, p 63

Think activity, p 63
Investigate activity, p 69

Try This activity, p 67

Think activity, p 69

Using Data activity, p 73
Demonstrate the operation of transformers (Ref p 72)

Think activity, p 73

Think activity, p 75
Investigate activity, p 75

Syllabus Outcomes

Syllabus Content Statement

/ Core Learning Experiences & Resources / Reg / Optional Experiences / Reg
A student:-
5.6applies models, theories and laws to situations involving energy, force and motion. / Students learn to/about:-
5.6.1the wave model to:
(a)identify waves as carriers of energy;
(b)qualitatively describe features of waves including frequency, wavelength & speed; / Waves – Characteristics

Explain that waves are carriers of energy using common examples e.g.:-

–a stone dropped in water & energy carried outwards
–a ruler vibrated upon a desk & sound energy carried outwards

Demonstrate the two major types of waves using a slinky spring:-

–compression/longitudinal, eg sound
–transverse waves, eg water surface waves

Familiarise students with the features of a wave form that are used to characterise them:-

–wavelength, eg of a slinky spring
–frequency, eg pitch of sound
–amplitude, eg loudness, brightness
–speed, eg light (lightning) vs sound (thunder)

Explain that the waves described above (excluding light) require a medium in which to travel, ie air particles – demonstrate this using Expt4.4, p 91
Access the learning object on the student CD ROM: Seeing sound

Thinking About activities 1&2, p81

Expt 4.3, p 89

Expt 4.1, p 83
Access the learning object on the student CD ROM: Wavepower

Think activity, p 85
Relate amplitude to the decibel scale, p 88
Demonstrate wave quantities using a wave generator or microphone & an amplifier or oscilloscope
Expt 4.2, p 85
Using Data activity, p 85
Imagine activity, p 85

(c)give examples of different types of radiation that make up the electromagnetic spectrum & identify some of their uses. / Electromagnetic Waves

Students read pp 93-94 & list or illustrate examples of electromagnetic waves & describe:-

–at what speed all electromagnetic waves travel
–the uses of waves/radiation that make it up
–evidence to suggest that electromagnetic waves do not require a medium in which to travel
–the nature of electromagnetic waves
–what distinguishes the different electromagnetic waves

Using Data activity, p 93
Think activity, p 93
Access the learning object on the student CD ROM: a family of waves

Syllabus Outcomes

Syllabus Content Statement

/ Core Learning Experiences & Resources / Reg / Optional Experiences / Reg
A student:-
5.3evaluates the impact of applications of science on society & the environment. / Students learn to/about:-
5.3applications & uses of science to:
(a)identify and describe examples of scientific concepts and principles that have been used in technological developments (including Australian examples) / Electromagnetic Wave Technology

Describe the use of sound waves in sonar & ultrasound (pp. 86-87).
Explain the principle upon which radio waves are produced p 94
Examine the modes by which phone, radio or TV signals can be transmitted pp.96-97.
Read the profiles of Australian Scientists (pp. 252-255) to identify and describe examples of scientific concepts and principles that have been used in technological developments.

Use an illustration (pp 94-95) to compare & contrast AM & FM radio with an Using Data activity, p 95

Investigate activity, p 95
Demonstrate an optical fibre & explain its operation in terms of total internal reflection
Activities, p 99

5.6applies models, theories and laws to situations involving energy, force and motion. / 5.6.2Newton's Laws – motion to:
(b)explain qualitatively the relationship between distance, speed & time; / On the Move – Introduction

Activity 1 a & b, p 109
Activity 5, p 109

How Fast

Explain that:

–speed relates to 'how fast' or the rate at which an object moves &, because objects rarely travel at a 'constant' speed, we normally quote an 'average' speed
–the units for speed depend on the quantities given but are m/s in the SI system, but commonly km/h is used

Explore the difference between speed & velocity & discern when each should be used
Using Data activities, p 111
Describe how speed can be measured, p 112
Familiarise students with the operation of a ticker timer include a labelled diagram.
Expt 5.1 p. 113

Syllabus Outcomes

Syllabus Content Statement

/ Core Learning Experiences & Resources / Reg / Optional Experiences / Reg
A student:-
5.6applies models, theories and laws to situations involving energy, force and motion. / Students learn to/about:-
5.6.2Newton's Laws – motion to:
(a)describe qualitatively the relationship between force, mass & acceleration.
(c)relate qualitatively acceleration to a change in speed &/or direction as a result of a net force;
(d)analyse qualitatively common situations involving motion in terms of Newton's Laws; / Changing Speed

Students should relate acceleration to a change of speed – positive or negative
Using Data activities, p 115

Investigate activity, p 115

5.6.6gravitational force to:
(b)distinguish between the terms 'mass' & 'weight'. / Why Speed Changes

Compare & contrast mass (kg) with weight (N) & provide examples in which weight, a force due to gravity, can be calculated, p 116

5.2describes the processes that are applied to test & validate models, theories & laws. / 5.2the nature & practice of science to:
(g)identify that the nature of observations made depends upon the understanding that the observer brings to the situation;
(c)apply scientific processes to test the validity of ideas & theories; /

Describe the forces on a moving car (Expt 5.3, p 116)

Newton's Laws of Motion

Using the example of a moving trolley, explain how forces cause the trolley to slow down, speed up, change direction
Explain that prior to Newton's studies scientists thought that all objects naturally slowed down & did not retain the same speed; friction & air resistance were not considered
Think activity, p 117
Students design an experiment to test Newton's 2nd Law:-

iea  F and if time permitsa 

Using Data activity, p 119
Demonstrate Newton's 3rd Law by pushing on the corner of a bench – a dent in the hand indicates that a reaction force exists
Cite everyday examples to highlight the validity of Newton's 3rd Law, p 120
Expt 5.5 or 5.6, p 121

Access the learning object on the student CD ROM: Swimming

Expt 5.4, p 118
Relate force to the 'work' an object does & the change in potential &/or kinetic energy, pp 122-123, 126
Access the learning object on the student CD ROM: The roller coaster

Syllabus Outcomes

Syllabus Content Statement