Science Tracks 7 Teacher Resource CD-ROM

© G Thickett, J Stamell, L Thickett 1999

Published by Macmillan Education Australia

Sample Chapter

The Science Tracks Teacher Resource CD-ROMs contain Microsoft Word documents to print out (or view on screen), organised by chapter in the student book, each divided into four parts:

Part 1 Answers to text questions in the Science Tracks textbooks.

Part 2 Additional topic tests for use in class assessments. Answers are supplied.

Part 3 Additional activities and exercises, especially on language and literacy. With answers.

Part 4 Selected text and diagrams—print masters to be photocopied or pasted into applications for computing exercises.

This file contains a sample chapter from the CD-ROM, Chapter 1 Investigations. It includes diagrams (graphics). To view on screen, make sure that the Show Drawings box in the View tab of Options, and the Drawing Objects box in the Print tab, are ticked.

A full contents list of the rest of the chapters on the CD-ROM is given at the end.

The chapter contains Bookmarks to enable you to jump quickly to desired sections. Use Word Help for instructions on using Bookmarks.

This material is the copyright of the authors, and protected by law. It is provided for the purpose of review and evaluation only. You may not make copies of it.

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Other enquiries in NSW: Call our NSW State Manager, phone 02 9264 0522, fax 02 9264 0770, or e-mail to .

Queries to the authors about use of the material in the classroom

You may e-mail queries to the authors c/o Rex Parry, Publishing Director, (, or use the fax number below). If you want the authors to call you, please indicate a convenient time.

Publication details of the Science Tracks 7 Teacher Resource CD-ROM

CD-ROM for IBM Windows or Macintosh, files in MS Word 6.0.

Price: $72.95 approx, ISBN: 07329 5595 5

Teacher Resource CD-ROMs to accompany Science Tracks 8-10 will be published in late 2000 and early 2001.

The licence for the Teacher CD-ROM is an institutional licence. The files may be printed out and photocopied, or copied and pasted into other documents according to Licence Conditions of Use stated in the disk. The files may be copied onto a number of computers, within the purchasing school (one campus only). The CD-ROM is a Shared Network Resource, ie the files may be copied onto a server from where they can be accessed over a network (within that campus only) by computers with MS Word installed.

Chapter 1: INVESTIGATIONS

Part 1 Answers to text questions

Knowledge and understanding (pages 8–9)1.3

Language focus (pages 9–10)1.3

Problem solving 1.1: Safety rules (pages 10–11)1.4

Activity 1.1: Making and recording observations (pages 12–13)1.4

Practical activity 1.4: Using a Bunsen burner (pages 13–15)1.4

Practical activity 1.5: The hottest part of the flame (pages 15 –17)1.6

Practical activity 1.6: Boiling water (pages 18–19)1.6

Homework set 1.1: Observing and safety (pages 19–21)1.7

Knowledge and understanding (pages 26–27)1.7

Language focus (page 27)1.8

Problem solving 1.2: Laboratory techniques (pages 28–29)1.9

Problem solving 1.3: Reading scales (pages 30–31)1.9

Problem solving 1.4: Using tables and graphs (pages 34–37)1.11

Homework set 1.2: Using your skills (pages 37–39)1.12

Spelling (page 39)1.13

Topic test (pages 40–41)1.13

Part 2 Additional topic test

Additional topic text: Recall of knowledge1.16

Answers to additional topic text: Recall of knowledge1.21

Part 3 Additional activities and exercises

A1.1 Activity: How well can you observe?1.24

A1.2 Exercise: Additional problem solving questions1.26

A1.3 Literacy exercise: Three level reading exercise—the Bunsen burner1.29

A1.4 Literacy exercise: Sources of scientific words1.31

A1.5 Puzzle: Spelling/wonderword—investigations1.33

A1.6 Literacy and numeracy exercise: Puzzleword1.34

A1.7 Literacy exercise: Crossword puzzle1.35

A1.8 Literacy exercise: Barrier exercise (oral activity)1.36

Answers to additional activities and exercises1.39

Part 4 Selected text and diagrams—print masters

Figure 1.15 Match the haz-chem symbols to their descriptions and meanings
(Problem solving 1.1)1.43
The Bunsen burner1.44
Figure 1.55 Complete this column graph (Problem solving 1.4)1.45
Figure 1.56 Complete this sector graph (Problem solving 1.4)1.46
Figure 1.57 Complete this bar graph (Problem solving 1.4)1.47

A full contents list of the rest of the chapters on the CD-ROM is given at the end of this file.

Science Tracks 7 Teacher Resource CD-ROMAnswers 1.1

Part 1 Answers to text questions

Page numbers refer to pages in the textbook.

Knowledge and understanding pages 8–9

1Most accidents can be avoided by using common sense.

2If you have an accident, tell the teacher immediately.

3aLong, loose hair can catch fire easily.

bLeather shoes protect feet from spills of corrosive liquids.

cSafety goggles protect the eyes from damage.

dThe contents cannot injure anyone if they explode out of the test tube.

eRunning in the laboratory can cause an accident.

Mistake

Correction

a Uses her hand to transfer chemicals / Uses a spatula
b Looks down into the test tube / Points the test tube away from all students
c Leaves desk and talks to friends / Remains at desk while completing the experiment
d Places nose directly over the bottle to sniff / Use hand to waft air containing the smell of the chemical towards her nose
e Glassware close to the edge of the table / Set up glassware away from the edge
f Thumb over the top of the test tube and the contents shaken up and down / Gently tap the test tube on the hand to mix the contents
g After boiling  picks up beaker with hand / Allows the beaker to cool before picking it up and pouring the contents down the sink
h  solid wastes into the sink / Water down the sink and solid wastes in the bin provided by the teacher

Language focus pages 9–10

1aanalyse: examine minutely, find or show structure

bcorrosive: tending to destroy, wear away or destroy gradually

ctoxic: poisonous

dcontaminate: pollute, infect

2aWhen working around naked flames, long hair should be tied back.

bAt the end of an experiment, clean up your bench.

cBefore the bell rings, put away all your equipment.

dDuring hazardous experiments, goggles or safety glasses should be worn.

eThrowing things is not allowed in the room.

Problem solving 1.1: Safety rules pages 10–11 PM

1Haz-chem labels—correct matches:
A K P
B M U
C H Q
D I R
E J T
F N S
G L O

2aRules will vary with each class.

bClass discussion to come to some agreement.

cPoster making—attach haz-chem labels to poster.

3aBy pouring this way, no liquid will be able to flow over the label and obliterate the name; any spills which run down the bottle will always be on the side away from the label and therefore not contaminate the skin.

bWhen pouring from the bottle to the cylinder the technician is watching that she adds the correct quantity of liquid to the cylinder. She avoids parallax error.

4Class discussion of safety issues—examples:

Talking on the mobile phone instead of observing carefully.
Too many experiments being done at once.
Heating near a curtain so it catches fire.
Fighting in the lab can cause accidents.
Do not eat in the lab.
Do not boil a liquid in a vessel with a stopper—an explosion can occur.

Activity 1.1: Making and recording observations pages 12–13

1aTaste—it is dangerous to taste chemicals.

bShe needed to make her observations quickly as the reaction occurred.

cpresent tense

2aToo difficult to make corrections. A pencil should always be used for drawings.

bFor clarity. Too small a diagram makes it difficult to see enough detail.

cAccurate drawing required.

Practical activity 1.4: Using a Bunsen burner pages 13–15

Prelab

1Fibre mat protects the desk from heat.

2closed

3The barrel—it is near the flame.

4Turn off the gas immediately and try to relight the Bunsen. If this fails, report the problem to the teacher.

Results and questions

1alaboratory

bheat

cmetal

drubber

egas

fair

gopen

hburning

ismoke

jplenty

kclosed

lsooty

myellow

2a The yellow flame, because it is easily seen when not in use.

bBecause it is easily seen when not in use.

bThe blue flame should be used for heating.

4Heat-proof mat protects the surface of the desk from heat.

5After turning on the gas, you have to wait a few seconds so that the gas can push out the air which is in the hose. This can blow out your match if you try to light the Bunsen too soon.

7The strength of the flame can be adjusted by:

changing the size of the air hole in the collar of the Bunsen to alter the amount of air entering, or
changing the flow of gas by using the gas tap.

Practical activity 1.5: The hottest part of the flame pages 15–17

Prelab

1One-third full or 5 cm.

2TheBunsen hole should be closed.

3The wooden test-tube holder might burn if it is too close to the flame.

4If you leave the contents of the tube still, heat will build up in one section and the contents are more likely to explode out.

Results and questions

1Students fill in the table.

2Must keep everything the same, except for the position of the heating. Keep as many variables constant as possible.

3Water could explode out of the test tube, it should be pointed away from everyone.

4Itgets too hot; the contents could boil out onto your hand.

5The test tube heated with the yellow flame became covered with black soot.

6You should always use safety glasses when doing experiments.

Practical activity 1.6: Boiling water pages 18–19

Prelab

1The blue flame—it is the hottest.

2Goggles, long hair tied back, heat mat, place equipment away from desk edge, etc.

Homework set 1.1: Observing and safety pages 19–21

1a, b, c various answers

dsight, hearing

2avarious answers

bsight, smell, touch

cStudent to provide drawings.

3Examples include: astronaut is a male; astronaut is weightless or floating; astronaut has a watch on his left wrist; the cabin is narrow; there is no floor; there are instruments on most surfaces.

4aAim: To observe powdered sulfur as it burns in air.

bMethod:

1. Collect equipment needed.

2. Place 1 cm of water in the gas jar.

3. Collect the sulfur and place it on the deflagrating spoon.

4. Heat sulfur in a blue Bunsen flame until it just begins to burn.

5. Immediately place the deflagrating spoon and burning sulfur into the gas jar.

6. Leave the spoon and its lid in place until the sulfur stops burning.

7. Record all observations.

cStudent observations:

Sulfur started to burn with a purple flame.
Whitish, choking fumes produced.
The gas jar glows.
When the flames go out, the smoke begins to disappear.
When removed from the gas jar, the sulfur begins to burn again.

dtripod, gauze

eJoe should have left the Bunsen on the safety flame so that his group could see it easily.

fUse a spatula to place some sulfur on a piece of folded paper. Pour the sulfur into the deflagrating spoon from the paper.

gCatherine took the lid off the bottle and carried the open bottle back to her desk.

hOther things:

not wiping up spills
not following the directions of the teacher
not recording results while the experiment is proceeding
talking to the other groups
no safety glasses

iThe glasses are needed to protect the eyes from burning sulfur.

jJoe does not follow instructions. Joe should learn to follow the instructions exactly as

told, not to make up his own experiment and not to talk to students at other desks.

kClaude does not do any of the experiment. Claude should try to participate more in

practical lessons as he will learn valuable new skills.

Knowledge and understanding pages 26–27

1A clean spatula is needed so that the chemicals in the jar do not become contaminated.

3Hold with little finger, or place inverted on a desk.

4The stirring rod directs the flow of liquid from beaker to beaker. The liquid runs down the rod.

5Liquid will be allowed to get on the desk.

6Place it back into its bottle or stand it upright in an empty beaker.

7If the liquid comes above the filter paper, unfiltered liquid will flow between the paper and glass; some residue will then flow into the beaker below.

8Yes. Unfiltered liquid will flow though the hole in the paper.

9The solid could stick to the wet sides of the test tube and not get into the liquid at the base of the test tube.

10aThere may be poisonous liquid or solid on the opening.
Toxic gas may be given off.

bTap the test tube with your fingers.

cUse the stopper when no gases are being formed or to mix substances thoroughly by shaking.

Language focus page 27

1A doctor uses a spatula to press the tongue down or to one side.

2reagent: a substance used to cause a reaction
contaminate: pollute
dilute: weaken by addition of water or other solvent
parallax: apparent displacement of an object caused by actual change of point of observation

3aqualitative: looking at the features of the object or reaction
quantitative: measuring the amount of substance reacting

4aqualitative

bquantitative

5Meniscus: curved upper surface of a liquid in a container (memisko means a crescent, as of the moon). The thin crescent moon looks like the top of the water.

Problem solving 1.2: Laboratory techniques pages 28–29

1© Any spills which may run down the sides of the bottle will always be away from the label, and therefore if you pick up the bottle with the label against your hand you will not get the spills on you.

2X: folded in quarters
Y: fluted paper
The fluted paper allows the liquid to flow more quickly.

3mass of container + salt93.2 g
mass of container85.9 g
7.3 g
mass of salt is 7.3 g

4ameasuring cylinder 3.4 mL
beaker 35 mL

bThe beaker is less accurate because it does not have accurate scale markings on it.

5areading at A = 3.5 cm
reading at B = 3.7 cm

bThe readings are different because of the parallax error.

cThe eye should be placed in line with the edge of the object to be measured—i.e. at B.

dposition C

Problem solving 1.3: Reading scales pages 30–31

1a19.4oC
b21.3oC

cIncrease in temperature is 1.9oC

2a5.5

b42

c65

d30

e96

f50

316 volts

5a11 kg

6The measuring cylinder—it has the most accurate scale markings.

7Thermometer reading at 4 pm is 1oC.

Problem solving 1.4: Using tables and graphs pages 34–37 PM

bevery two minutes

cmade from the water of the same kettle or the same boiling; to control all the factors

dcovered 65oC; uncovered 62oC

eat 8.5–9 minutes after the start of the experiment

2a100 hectares = 250 acres

b300 acres = 120 hectares

3aAverage annual temperature at 70o N is –11o C

b26oC

c12oC

dThe south pole is colder.

e23o –6o C = 17oC difference

4aCategories along the horizontal axis from left to right: Motor vehicle crash; Medical; Suicide; Other causes; Drowning; Accidental falls. (Note that Figure 1.55 in the textbook is provided as a photocopy master on this disk.)

bCause of accident

cNumber of deaths

dCauses of death of 15–24 year olds

eCategories from the largest sector clockwise to smallest: Motor vehicle crash; Medical; Suicide; Other causes; Drowning; Accidental falls.

(Note that Figure 1.56 in the textbook is provided as a photocopy master on this disk.)

b‘Hit in the rear’ is the most common accident.

cTo allow yourself time to break and stop the forward momentum of the car without hitting the car in front.

6a1

bslowly

cdouble

dfour

etwenty-five times

Homework set 1.2: Using your skills pages 37–39

1abalance, measuring cylinder, beaker, spatula

b3 g

c150 mL

d1. Weigh a clean beaker.

2. Weigh 3 g of salt.

3. Measure out 150 mL of water.

4. Pour the water into the beaker containing the salt and mix.

2Many answers possible

3aquantitative

bqualitative

cquantitative

dquantitative

equalitative

4a1.1 g

b3.5 g

ccow’s milk—has 720 mg of total mineral

d3 times

e35 g

f40 g

glactose, vitamin C

5aThe lower the water temperature, the longer the time required for the salt to dissolve.

bThe graphconfirms the answer in a.

Spellingpage 39

1technique

science

apparatus

reagent

hazard

prediction

2nature

Topic test pages 40–41

Mollie’s mistakes

What she should have done

a Overfilled the beaker / Beaker only one-half to one-third full
b Used paper to light Bunsen / Use only taper, match or lighter provided
c Used smoky flame: Bunsen air hole closed / Use blue flame: air hole open
d Left experiment to talk to friends / Always stay with your experiment/group
e Pulled tap hose and knocked over the equipment / Be very careful with hot objects, even in the clean-up
f Equipment too close to the edge of desk / Set up equipment away from desk edges
g Friends ran around after accident / Stay at desk or help injured friend—cold water on burns
h Cried / Tell the teacher immediately an accident happens

4ahearing

btouch

csight

dsmell

etaste

6aThe pelican has a long beak, is pale-coloured and has a long neck. The hawk has a short beak, is darker and mottled, and has a short neck.

bThe pelican’s webbed feet are for swimming. The hawk’s clawed feet are for perching and catching prey.

7aMartin should use a stirring rod, and pour the liquid down the rod from one beaker to the other.

bWeigh the watch glass; zero the reading; remove the watch glass; use a spatula to spoon blue crystals onto the watch glass; reweigh the glass.

cMake sure eyes are level with the surface of the liquid.

8a4 g

b2 g removed

9a22.5 metres/second

b38 Newtons

c19.7oC

Science Tracks 7 Teacher Resource CD-ROMAdditionalTopic Test 1.1

Part 2 Additional topic test: Recall of knowledge

Questions 1–5 are multiple choice.

1Which group of laboratory equipment contains only items made of glass?

Agauze, beaker, measuring cylinder

Bbeaker, test tube, tripod

Cbeaker, test tube, measuring cylinder

Dclamp, retort stand, tripod

2Which of the following is the first step you must complete when you light a Bunsen Burner?

ALight the match.

BTurn on the gas tap.

CAttach the hose of the Bunsen Burner to the gas tap.

Science Tracks 7 Teacher Resource CD-ROM