Core and Additional Content for ScienceWorld 8 SECOND EDITION by Peter Stannard and Ken Williamson
FOR THE NEW SOUTH WALES SCIENCE 7-10 SYLLABUS TO BE IMPLEMENTED IN 2005
Published by MACMILLAN EDUCATION AUSTRALIA
These document (giving details of the principal outcomes and additional content covered by the textbook) forms 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 www.macmillan.com.au/secondary/scienceworld 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 4 Syllabus Checklists Stage 5 Syllabus Checklists Core and Additional Content for ScienceWorld 7 Core and Additional Content for ScienceWorld 9 Core and Additional Content for ScienceWorld 10
CONTENTS Chapter 1 Mixing and separating 2 Chapter 2 Working scientifically 3 Chapter 3 Building blocks of life 4 Chapter 4 The living world 5 Chapter 5 Energy in our lives 5 Chapter 6 What are things made of? 6 Chapter 7 The Earth and beyond 7 Chapter 8 Building blocks of matter 8 Chapter 9 Electricity 9 Chapter 10 Food for life 10 Chapter 11 Environments 11 Chapter 12 Investigating heat 12 Core & Additional Content for ScienceWorld 8 page 2
CORE AND ADDITIONAL CONTENT FOR SCIENCEWORLD 8 This table shows the principal outcomes covered by each chapter in ScienceWorld 8. Optional outcomes are indicated in italic. Content Text References Chapter 1 Mixing and separating The student will be able to:
Prescribed Focus Areas Applications and Uses 4.3a) identify and describe how scientific concepts and principles are used to p9 separate everyday suspensions
Structures and Systems 4.7.2b) describe the physical changes that occurs by observing evaporation p13
4.7Additional: give examples where different separation techniques are employed to obtain useful substances p9–18
4.7.5a) identify some common mixtures p2
4.7.5b) identify, using examples, the importance of water as a solvent p3, 5, 6
4.7.5c) describe aqueous mixtures in terms of solute, solvent and solution p3
4.7.5d) 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 p9–18
(The technique of sedimentation is part of decanting. First you allow the suspended solid to settle and then you decant the liquid. The technique of sieving can be discussed with filtering, since a sieve is similar to a piece of filter paper but has larger holes in it. In Exercise 2 on page 19 students are asked to explain how a hot chip strainer works.)
4.7 Additional: p3–4 distinguish between a solution and a suspension
Skills 4.13.3a) identify advantages and limitations of using particular laboratory equipment for a specific task p16
4.14a) follow the planned procedure when testing the solubility of common substances p5–6
4.14c) safely and efficiently assemble and manipulate laboratory glassware and a Bunsen burner p5, 10–11, 13–14
4.14f) demonstrate the use of safe and hygienic work practices including the correct use of safety equipment p5, 14
4.18e) use drawings, diagrams, graphs, tables and flow charts to show relationships and present information clearly and/or succinctly Wbk p12 (Ex12)
4.20b) describe different strategies that could be employed to solve an identified p1, 17–18, Wbk p6–7 problem (Ex2)
4.20d) evaluate the appropriateness of different strategies for solving an identified problem p16
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Content Text References Chapter 2 Working scientifically
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Content Text References The student will be able to:
Prescribed Focus Areas Implications of science for society and the environment 4.4b) 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 p43
4.4c) identify choices that need to be or have been made when considering whether to use particular scientific advances p41–43
Current issues, research and developments 4.5a) describe some recent scientific contributions made by male and female scientists, including Australians, and discuss the effect of their contributions p41–43
4.5c) identify scientific problem-solving skills that can be useful in a range of careers p23–26
4.5d) identify possible career paths in science p41–44
Skills 4.13.1a) describe a problem and develop an hypothesis or question that can be tested or researched p34, 38, 39
4.13.1b) propose possible sources of data and /or information relevant to the investigation p23–23
4.13.2a) identify variables that need to be kept held constant if reliable first-hand data is to be collected p28–29, 34, 38
4.13.2b) specify the dependent and independent variables when planning controlled experiments p29–30, 34–35, 38
4.13.2c) describe a logical procedure for undertaking a simple or controlled experiment p38
4.13.2d) establish an appropriate timeline for an investigation p39
4.13.3b) select appropriate equipment (including safety equipment) and/or resources to perform the task p38
4.14b) use time and resources effectively p35
4.14c) safely and efficiently use a thermometer p34
4.14e) evaluate and modify experimental procedures p38, Wbk p22
4.15a) make and record observations and measurements accurately over a number of trials p38
4.16c) extract information from line graphs p33
4.17f) identify trends, patterns, relationships and contradictions in data and information p34
4.18b) select and use an appropriate medium to present data and information p29
4.18f) select and draw the appropriate type of graph or diagram to convey p34–35, Wbk p19 (Ex6) information and relationships clearly and accurately ScienceWorld Second Editions by Stannard & Williamson Published by Macmillan Education Australia Core & Additional Content for ScienceWorld 8 page 5
Content Text References
4.19a) justify inferences in light of gathered information p38
4.19d) make generalisations in relation to a relevant set of observations or experimental results Wbk p17–18 (Exp4)
4.22.1b) set and work to realistic timelines and goals p39
4.22.2a) identify the specific roles needed when working in a team Wbk p21
(The open-ended problems in Experiment 4 on page 39 could be the basis for a student research project. When doing open-ended investigations such as Experiment 3 on page 38 students could also use the Planning and Reporting Checklist in ScienceWorld 10. You could use this checklist to design a planning and reporting worksheet.) p40 Chapter 3 Building blocks of life The student will be able to:
Prescribed Focus Areas History of science 4.1f) describe historical cases (microscope) where developments or improvements p48–49 in technology have transformed science
(It would be appropriate here to discuss the history of the microscope and the way this led to many important discoveries in science. Robert Hooke (1635– 1703) was an English scientist who, among other things, improved the then existing microscope and discovered the cells in plants. Another famous microscopist was the Dutchman Anton van Leeuwenhoek (1632–1723) who examined all sorts of things in the world around him using a microscope he made himself. Many other scientists followed his example by making microscopes too, and imitating and extending his work.) p63 Current issues, research and development 4.5d) identify possible career paths in science (plant nurseries) p48–49 Models, Theories and Laws; Structures and Systems 4.8.1a) identify that living things are made of cells p51–52 4.8.1b) identify and describe the functions of the nucleus, cytoplasm, cell membrane, cell wall and chloroplast
p56 4.8.3b) explain that reproduction in unicellular organisms takes place by cell division
4.8.4b) identify that tissues, organs and organ systems in multicellular organisms p53–54 consist of different types of cells
4.8 Additional: p61–63 describe the life cycles of a flowering plant
5.8.4c) relate the organs involved in human reproductive systems to their function p58
(This Stage 5 content has been included as an option in Year 8 to match the physical, emotional and social development of adolescents. This content will be developed further in Year 10.) p49–40
Skills
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Content Text References 4.14c) safely and efficiently assemble and manipulate a microscope
Wbk p31
Chapter 4 The living world The student will be able to:
Prescribed Focus Areas Nature and Practice 4.2d) describe how an idea (how to classify organisms) can gain acceptance in the p71 scientific community
Models, Theories and Laws; Structures and systems 4.8.1d) distinguish between unicellular and multicellular organisms p78–80
4.8.2a) classify living things according to structural features and identify that they p69–72, 80 have patterns of similarity and differences p73, 88 4.8.2b) identify a range of plants and animals using simple keys
4.8Additional: p75–79 identify that living things can be divided into a number of major kingdoms p82–87 4.8.4a) identify that there is a wide range of multicellular organisms
p71, 84, 85 Skills 4.15a) make and record observations accurately Wbk p40–41
4.18a) use appropriately, types of texts for different purposes and contexts including paragraphs for written presentation Wbk p32–34 4.22.2a) identify the specific roles needed when working in a team to prepare and present a role play Wbk p34
4.22.2c) negotiate and allocate individual roles to members of the team p71
4.22.2e) set and work to realistic timelines and goals as a team Wbk p34
4.22.2g) monitor progress of the team towards completion of a task Wbk p34 4.22.2h) evaluate the process used by the team and effectiveness of the team in completing the task Chapter 5 Energy in our lives The student will be able to:
Prescribed Focus Areas Applications and Uses 4.3a) identify and describe examples of scientific concepts and principles that have been used in technological developments p92, 95–97
ModeLs, Theories and Laws 4.6.1a) identify situations or phenomena in which different forms of energy are evident p95 –97
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Content Text References
4.6.1b) use models to describe different forms of energy p95–97
4.6.1c) identify objects that possess energy because of the motion (kinetic) or because of other properties (potential) p95–96
4.6.1d) qualitatively account for the total energy involved in energy transfers and transformations p97–98, p103–104
Interactions 4.11.1b) give examples of resources from living things and resources extracted from the air, earth and oceans p106, 107
4.11.1c) identify fossil fuels and describe some of their uses p105–107
4.12b) identify a variety of energy transformations in everyday devices involving electrical, sound, light and/or heat energy p95–97, 103
Skills 4.14c) safely and efficiently manipulate equipment p93, 99, 105
4.14d) record data using the appropriate units p105
4.22.1d) evaluate the effectiveness of their performance in completing tasks Wbk p49–50
4.22.2d) accept specific roles in a team while conducting investigations, communicating information and understanding and solving problems p93
4.22.2e) set and work to realistic timelines and goals as a team p104
Chapter 6 What are things made of? The student will be able to:
Prescribed Focus Areas History of science 4.1a) identify some of the scientific ideas that different cultures have contributed p122 to science throughout history
4.1e) describe historical cases where developments in science have led to the p118 development of new technologies
Nature and Practice 4.2a) evaluate the role of creativity, curiosity, objectivity and logical reasoning in describing phenomena carrying out investigations and in the devising and testing p132 of hypotheses
Models, Theories and Laws; Structures and Systems
4.7.1a) describe the behaviour of matter in terms of particles that are continuously moving and interacting p122–123
4.7.1b) describe expansion and contraction of materials in terms of a simple particle model p131
4.7.1c) relate an increase or decrease in the amount of energy possessed by particles to changes in particle movement p124
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Content Text References 4.7 Additional: describe diffusion in terms of the random movement of particles p129–130 discuss the general applicability of the particle theory to a wide range of physical quantities p129–132
4.7.2a) relate properties of solids, liquids and gases to the particle theory of matter p122
4.7.2b) identify the change that occurs during observations of evaporation, condensation, boiling, melting and freezing p121, 125
4.7.2c) explain density in terms of a simple particle model p115
4.7.2d) explain the changes in pressure of gases in terms of increases or decreases in frequency of particle collisions p131
4.7.3a) relate changes of state to the motion of particles as energy is removed or p124 added
4.7.3b) relate energy transfer in melting and freezing, condensation, evaporation p124– 125 and boiling to the particle model. p121 4.9.5a) describe the water cycle in terms of the physical processes involved
Interactions p117 4.11.1a) distinguish between natural and man-made resources
Skills p116 4.14c) safely and efficiently manipulate a balance to measure mass
4.17g) apply mathematical concepts (density formula) to assist analysis of data p116–117 Wbk p60–61 and information Wbk p49–50 4.22.1d) evaluate the effectiveness of their performance in completing tasks
Chapter 7 The Earth and beyond The student will be able to:
Prescribed Focus Areas History of science 4.1b) describe, using examples, ideas developed by different cultures to explain the world around them p136
4.1c) describe some models and theories that have been considered in science and then modified or rejected as a result of available evidence p136–137, 147
4.1d) discuss examples where societal, religious or ethical values have had an impact on scientific developments p136–138
(The history of astronomy, for example, the life of Galileo Galilei (1564– 1642) provides an excellent opportunity to develop the content of 4.1. Galileo’s support for Copernicus’ theory that the Earth and all the planets revolve around the sun got him into trouble with the Roman Catholic Church. In 1633 the Inquisition convicted him of heresy and forced him to publicly withdraw his support of Copernicus. He was sentenced to life imprisonment but because of his age he was allowed to serve his term under house arrest at his villa. The validity of Galileo’s work was not recognised by the Vatican until 1993. There are many excellent resources
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Content Text References on Galileo on the Internet.)
4.1f) describe historical cases where developments or improvements in technology have transformed science p137–138, 144
Models, Theories and Laws; Structures and Systems
4.9.1a) describe qualitatively relative sizes, distances and movements of p146–147, 154 components of our solar system
4.9 Additional: research the historical development of the present model of the solar p136–137 system, including the work of Copernicus, Galileo and Newton
p147–148, 151–154 4.9.2a) describe some major features of the universe, including galaxies, stars, nebulae and solar systems p151, 154 4.9.2b) use appropriate scales to describe differences in sizes of, and distances between, structures making up the universe p137–138 Interactions 4.12a) identify that technologies make tasks easier or more convenient p145–146 Skills 4.16a) use a range of resources, including CD-ROMS and the Internet, to access information p139, 146
4.16d) summarise information from identified oral and written secondary sources p146
4.17a) collate information from a number of sources p145–146
4.17b) distinguish between relevant and irrelevant information p146 4.17c) check the reliability of gathered data and information by comparing them with observations or information from other sources p146 4.17d) organise data using a variety of methods including diagrams, tables, spreadsheets and databases (could involve students in the design of a database to store information about the planets) Wbk p44–47
4.18b) use compare and contrast paragraphs appropriately for written presentation p139 4.18e) use diagrams (timelines) to show relationships and present information clearly and/or succinctly
4.19c) predict outcomes and generate plausible explanations directly related to p137 (Act) observations made p136–137 4.19f) use a model of the solar system to explain phenomena or make predictions p139, 146 4.22.2e) set and work to realistic timelines and goals as a team
Chapter 8 Building blocks of matter The student will be able to:
Prescribed Focus Areas
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Content Text References History of science 4.1a) identify some of the scientific ideas that different cultures have contributed p160, 163, 165 to science throughout history
4.1c) describe some models and theories that have been considered in science and p160, 168 then modified or rejected as a result of available evidence Wbk p70–71 (Ex 9)
Nature and Practice 4.2g) identify that the nature of observations made depends on the understanding that the observer brings to the situation p160 (This is well illustrated by the changing atomic model: Dalton–Thomson– Rutherford–Bohr–electron cloud.)
Current issues, research and developments 4.5d identify possible career paths in science (pyrotechnics) p165
Structures and Systems 4.7.4a) classify elements as metals or non-metals according to their common characteristics p162
4.7.4b) identify internationally recognised symbols for common elements p161–162, Wbk p66–68 4.7.6a) distinguish between elements and compounds p166
4.7.6b) 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 p170–171
4.7.6c) distinguish between compounds and mixtures p170
5.7.2a) identify the atom as the smallest unit of an element and distinguish between atoms and molecules p159
(This content has been addressed in association with 4.7.4 and 4.7.6 rather than leaving it for Year 9 or 10. You may need to revise this outcome then.)
Skills 4.14a) follow the planned procedure to make a simple compound from its p170–171 elements p166–167, 173 4.18d) use symbols to express relationships
Chapter 9 Electricity The student will be able to:
Prescribed Focus Areas History of science 4.1a) identify some of the scientific ideas (nature of electric charge) that different cultures have contributed to science throughout history p180
Nature and Practice 4.2a) evaluate the role of creativity, curiosity, objectivity and logical reasoning in describing phenomena, carrying out investigations and in the devising and testing of hypotheses p197
Structures and Systems 4.6.3a) associate electricity with energy transfer in a simple circuit p185
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Content Text References
4.6.3b) construct and draw circuits to show transfer of energy p191, Wbk p78–79
4.6 Additional: give examples of common conductors and insulators p181, 187
4.6.8a) describe ways in which objects acquire an electrostatic charge p178–179
4.6.8b) identify everyday situations where the effects of electrostatic forces can be observed p178, 182
4.6.8c) describe the behaviour of charges when they are brought close to each other p180–181
5.6.3b) describe voltage, resistance and current using analogies* p185
5.6.3d) compare characteristics and applications of series and parallel circuits* p192–193
*(This Stage 5 content may need to be revised in Year 9 Chapter 11 Using Electricity.)
Skills 4.14c) safely and efficiently construct, assemble and manipulate simple electric circuits p184, 186, 192–193
4.19c) predict outcomes and generate plausible explanations directly related to observations made Wbk p80 (Ex8)
4.19e) anticipate and/or respond to problems as they arise in practical situations p193–194, 197
4.21c) produce creative solutions for problems p197
(Experiment 5 on page 197 could be the basis for a student research project.)
Chapter 10 Food for life The student will be able to:
Prescribed Focus Areas Nature and Practice 4.2a) evaluate the role of creativity, curiosity, objectivity and logical reasoning in describing phenomena, carrying out investigations and in the devising and testing of hypotheses p211
Models, Theories and Laws; Structures and Systems
4.8.1c) identify that substances move into and out of cells p210, 217
4.8.4c) explain why plants require specialised organs and systems p213
4.8.4d) identify the materials required by multicellular organisms for the processes of respiration and photosynthesis p205
4.8.4e) describe the role of the root, stem and leaf in maintaining flowering plants as functioning organisms p205, 213–214
4.8.5a) describe the role of the digestive, circulatory, excretory, skeletal and respiratory systems in maintaining humans as functioning organisms p207, 214–217
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Content Text References
4.8 Additional: describe the nutritional requirements for maintaining humans as functioning organisms p203 identify the separate components of the digestive and circulatory system and describe the function of each p207, 214–216 Skills 4.14a) follow planned procedure when performing an investigation 4.17g) apply mathematical concepts to assist analysis of data and information p204, 208 p202 (Act) 4.18a) select, and use appropriately, types of texts for different purposes and contexts including a magazine letter for written presentation Wbk p102
4.18e) use a flow chart to show relationships and present information clearly and/or succinctly Wbk p100
4.22.2a) identify the specific roles needed when working in a team p216 4.22.2b) match the tasks to the team members according to the requirements of the task and the skills of the individual p216 4.22.2c) negotiate and allocate individual roles to members of the team p216 4.22.2d) accept specific roles in a team while conducting investigations p216 Chapter 11 Environments The student will be able to:
Prescribed Focus Areas History of science 4.1b) describe (using examplesincluding those developed by Aboriginal peoples), p240 ideas developed by different cultures to explain the world around them
Implications of science for society and the environment 4.4a) discuss viewpoints about some issues with a major scientific component p242
Current issues, research and developments in science 4.5a) describe some recent scientific contributions made by male and female scientists, including Australians, and discuss the effect of their contribution p242
4.5b) evaluate the potential impact of some issues raised in the mass media that require some scientific understanding p243
4.5d) identify possible career paths in science p242
Interactions 4.10a) describe some adaptations of living things to factors in their environment p225–226, 228, 235, 237, 241 4.10c) describe the roles of photosynthesis and respiration in ecosystems p224
4.10d) discuss some effects of bushfires, drought and flood on Australian ecosystems p240–241
Skills 4.13.1g) formulate a means of recording the data to be gathered or the information to be collected p236
4.13.3b) select appropriate equipment to perform the task p233
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Content Text References
4.16a) use a range of sources, including databases, CD-ROMs and the Internet, to access information p241, 243
4.17a) collate information from a number of sources p233
4.17g) apply mathematical concepts to assist analysis of data and information p233
4.18e) use tables to present information clearly p227, 233, 236
4.18f) select and draw a column graph to indicate percentage survival rates of organisms p227
4.21c) produce creative problems for solutions p236
4.22.2c) negotiate and allocate individual roles to members of the team p226
4.22.2f) accept personal responsibility for maintenance of a safe working environment for the team p233
4.22.2g) monitor progress of the team towards completion of a task p233
Chapter 12 Investigating heat
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Content Text References The student will be able to:
Prescribed Focus Areas History of science 4.1c) describe some models and theories that have been considered in science and then modified or rejected as a result of available evidence p248
Applications and Uses 4.3a) identify and describe examples of scientific concepts and principles that p255–257, 259, 264, 266 have been used in technological developments
Structures and Systems 4.6.6a) identify processes of heat transfer by conduction, convection and radiation p254–258
4.6.Additional: describe how the transfer of heat can be controlled p259–260
4.7.1c) relate and increase or decrease in the amount of energy possessed by particles to changes in particle movement p249
Skills 4.13.1c) identify what type of information or data needs to be collected Wbk p35
4.13.1f) recommend the use of an appropriate technology or strategy for collecting data or gathering information p260, 265
4.13.2a) identify variables that need to be held constant if reliable first-hand data is to be collected p250–251
4.13.3b) select appropriate equipment and/or resources to perform the task p263–266
4.15a) make and record observations and measurements accurately over a number of trials p260
4.15 b) use independently a range of data collectioin strategies and technologies such as data logger (to collect data in open-ended experiments) p258, 260, 265
4.16a) use a range of sources, including CD-ROMs and the Internet, to access information p266
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4.17b distinguish between relevant and irrelevant information (extract p247 information from a diagram)
4.17d) organise data using the spreadsheets such as Excel p260
4.17g) apply mathematical concepts to assist analysis of data and information p250
4.18a) select, and use appropriately, types of texts for different purposes and Wbk p38 contexts including a leaflet presentation
4.18d) use symbols to express relationships, including mathematical ones, and p251 appropriate units for physical quantities
p260, 263–266 4.20a) identify the nature of a presented problem
4.20c) use identified strategies to develop a range of possible solutions to a Wbk p34 particular problem Wbk p30–31 (Ex 9) 4.21c) produce creative solutions for problems
(The open-ended investigations on pages 263–266 could be the basis for a student research project. You may wish to use the planning and reporting checklist in ScienceWorld 10, or design a planning and reporting worksheet.)
ScienceWorld Second Editions by Stannard & Williamson Published by Macmillan Education Australia