Middle Years Science: A Contextual Approach Student Workbook i © Pearson … · 2009. 2. 25. ·...
Transcript of Middle Years Science: A Contextual Approach Student Workbook i © Pearson … · 2009. 2. 25. ·...
Middle Years Science: A Contextual Approach Student Workbook © Pearson Education Australia Pty Ltd 2008
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Middle Years Science: A Contextual Approach Student Workbook © Pearson Australia Pty Ltd 2008
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Contents
Introduction v
Chapter 1: Introducing science
Worksheet 1.1 What is science? 1
Worksheet 1.2 Galileo Galilei 4
Worksheet 1.3 How observant are you? 6
Worksheet 1.4 Quantitatively speaking 8
Worksheet 1.5 What happened here? 11
Worksheet 1.6 Fair testing 13
Worksheet 1.7 Professor Fred Hollows 16
Worksheet 1.8 Key terms 18
Chapter 2: Staying alive Worksheet 2.1 Thinking about staying
alive 19
Worksheet 2.2 You can’t catch me! 21
Worksheet 2.3 Catching my food 24
Worksheet 2.4 How does this help? 26
Worksheet 2.5 Predators of the ocean 28
Worksheet 2.6 Food chains of the ocean 30
Worksheet 2.7 Insects—a very important group of animals
32
Worksheet 2.8 Key terms 34
Chapter 3: Changing materials Worksheet 3.1 What do I know about
changes? 36
Worksheet 3.2 Dissolving 37
Worksheet 3.3 Chemical change 40
Worksheet 3.4 Chemical or physical change? 43
Worksheet 3.5 Traditional ways of changing materials 45
Worksheet 3.6 Stone to iron 47
Worksheet 3.7 Rusting 49
Worksheet 3.8 After-school snack 51
Worksheet 3.9 Key terms 54
Chapter 4: Big changes Worksheet 4.1 Thinking about a
changing world 56
Worksheet 4.2 It’s light-years away 58
Worksheet 4.3 Gravity at work 60
Worksheet 4.4 Nature’s strength 62
Worksheet 4.5 Create the change 64
Worksheet 4.6 Modern fossils 66
Worksheet 4.7 Queensland’s past 69
Worksheet 4.8 Key terms 71
Chapter 5: Safety first Worksheet 5.1 Thinking about safety 72
Worksheet 5.2 Sir Isaac Newton 74
Worksheet 5.3 What force! 76
Worksheet 5.4 Safety gear 79
Worksheet 5.5 Inertia 82
Worksheet 5.6 Sports medicine 85
Worksheet 5.7 Key terms 87
Worksheet 5.8 What I know about forces 89
Chapter 6: Tomorrow’s weather Worksheet 6.1 Thinking about weather 90
Worksheet 6.2 What do I know about weather? 92
Worksheet 6.3 How do I feel? 93
Worksheet 6.4 Hottest and coldest 96
Worksheet 6.5 Rain makers 98
Worksheet 6.6 Weather maps 100
Worksheet 6.7 Meteorologists 103
Worksheet 6.8 Traditional weather forecasting 104
Worksheet 6.9 Greenhouses 106
Worksheet 6.10 Key terms 109
Worksheet 6.11 Reflection 110
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Contents continued
Chapter 7: Use it again Worksheet 7.1 Waste audit 111
Worksheet 7.2 Biodegradable? 113
Worksheet 7.3 Plastic—where is it from? 116
Worksheet 7.4 Plastics are not all the same 118
Worksheet 7.5 Why the packaging? 121
Worksheet 7.6 Recycling success 123
Worksheet 7.7 Key terms 125
Chapter 8: Water
Worksheet 8.1 Using water 126
Worksheet 8.2 Measuring evaporation 127
Worksheet 8.3 Clean water? 133
Worksheet 8.4 Alternative water sources 135
Worksheet 8.5 Used water 139
Worksheet 8.6 What do people think? 141
Worksheet 8.7 Not down the drain! 144
Worksheet 8.8 Key terms 146
Chapter 9: Energy converters Worksheet 9.1 Thinking about energy 147
Worksheet 9.2 It has potential! 150
Worksheet 9.3 The energy we use 154
Worksheet 9.4 Today’s energy 156
Worksheet 9.5 Hot water from the Sun 158
Worksheet 9.6 It’s changed! 161
Worksheet 9.7 Which is best? 164
Worksheet 9.8 The Snowy Mountains Scheme 167
Worksheet 9.9 Key terms 169
Chapter 10: Under the skin Worksheet 10.1 Thinking about living
things 170
Worksheet 10.2 Breathe like this! 171
Worksheet 10.3 Cells and structure 174
Worksheet 10.4 Stem cells 177
Worksheet 10.5 Sorting for a reason 179
Worksheet 10.6 Kingdom Monera 182
Worksheet 10.7 Key terms 184
Middle Years Science: A Contextual Approach Student Workbook © Pearson Australia Pty Ltd 2008
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Introduction
Introduction Heinemann Middle Years Science: A Contextual Approach Student Workbook contains
worksheets that support and enhance the Heinemann Middle Years Science: A Contextual
Approach Textbook.
The worksheets include stand-alone activities suitable for homework, extension and
revision, and those that support activities such as Thinking about, Science@work and
Science in action from the textbook.
Icons within the textbook indicate where and when a worksheet should be
undertaken. These can be done in class or at home.
The workbook includes a copy of eLearning.
This interactive CD is integrated with the textbook and workbook and includes:
• interactive tutorials and animations • games that assist learning • worksheets repeated in Word format • useful weblinks • interactive glossary.
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Introduction continued
Middle Years Science Companion Website
The Companion Website contains all the advice and support needed to readily and
effectively implement a middle years science course. It includes:
• syllabus correlation grid • a work program that ensures syllabus coverage and shows how to integrate all
components of this package • assessment advice and assessment tasks • practical safety notes and advice • answers to chapter questions • answers to all worksheets • chapter tests. The Middle Years Science: A Contextual Approach package Don’t forget the other Middle Years Science: A Contextual Approach components that will
help engage and excite students in science:
Middle Years Science: A Contextual Approach Textbook Middle Years Science: A Contextual Approach eLearning Student CD Middle Years Science: A Contextual Approach Companion Website
For further information, go to www.pearsoned.com.au
About the author Maggie Spenceley has over 30 years’ experience as an educator, having taught in schools in New
South Wales, Queensland, New Zealand and Papua New Guinea. In addition, she has taught courses
in science teaching methodology at Griffith University and Queensland University of Technology.
Maggie was involved in the development of the Years 1 to 10 science syllabus with the Queensland
School Curriculum Council.
Middle Years Science: A Contextual Approach Student Workbook © Pearson Australia Pty Ltd 2008
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Worksheet 1.1
What is science? 1. When I hear the word science…
2. My partner had these interesting ideas:
3. Dictionary definition of science:
4. Comparison of my definition and the dictionary definition:
Middle Years Science: A Contextual Approach Student Workbook © Pearson Australia Pty Ltd 2008
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Worksheet 1.1 continued
5. My ideas of what scientists do: 6. My ideas of where scientists work:
7. An interesting idea from my partner:
8. Interesting ideas from the rest of the class:
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Worksheet 1.1 continued
9. What do these scientists study?
10. What does a herpetologist study? __________________________________________
11. To which group of scientists above would a herpetologist belong?_________________
12. What does an ecologist study? ____________________________________________
13. Which sciences mentioned above would an ecologist need to know something about?
Chemist
Zoologist Botonist
Pathologist Physicist
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Worksheet 1.2
Galileo Galilei 1. How many years is it since Galileo was born?
2. Do you think there are people alive today who will be remembered that many years
into the future? Why do you think so?
3. What instrument did Galileo use to observe the night sky? ______________________
4. Can you remember first seeing something that took your breath away? How do you
think Galileo might have described his experience of seeing the mountains and
shadows on the Moon for the first time? Either describe your own breathtaking
experience or put yourself in Galileo’s shoes and write a description of the Moon.
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Worksheet 1.2 continued
5. Why was Galileo put under house arrest?
6. In what ways was Galileo’s description of the relationship between the Earth and the
Sun different from the view commonly held at the time he was alive?
7. Try drawing a picture to show the difference between the two ideas.
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Worksheet 1.3
How observant are you? Face of 10c coin Tail of 10c coin
1. How close were you in judging the size of the coin? Circle the appropriate answer.
much smaller a little smaller same a little bigger much bigger
2. Did you have the correct information and pictures on the coin? Describe the differences between your drawing and the real thing.
3. Why do you think there were differences between what you drew and the real thing?
4. Can you spot the ten differences between these two drawings?
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Hearing
Taste
Touch
Smell
Worksheet 1.3 continued
5. These examples have used our sense of sight to make the observations.
For each of the other senses, list the sorts of observations you make about your world.
6. For each sense, write one or two sentences explaining why it is important to you.
Hearing ___________________________________________________________________
Taste _____________________________________________________________________
Touch ____________________________________________________________________
Smell ____________________________________________________________________
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Worksheet 1.4
Quantitatively speaking Part A
Table 1.1
The measurements you have made are separate from each other. This sort of measurement is
displayed in a bar graph.
The things you have to remember when creating a bar graph are shown in Figure 1.1.
Figure 1.1 How to create a bar graph.
Body part Length (cm)
Middle finger
Hand
Lower arm from elbow to wrist
Lower leg from knee to floor
Circumference of head
Total height
Foot (from heel to big toe)
The table needs an identification number.
The columns need a heading.
The unit of measurement appears in the column heading.
Make sure that the unit used is the same for all measurements.
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Worksheet 1.4 continued
1. Now create your own graph from the information in Table 1.1.
Part B
Table 1.2
The measurements you have made here are linked to each other. The temperature of the
water after a few minutes of cooling depends on the starting temperature. When there is a
link of this nature between the measurements, we draw a line graph.
Time (minutes) Temperature (°C)
0
3
6
9
12
15
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Worksheet 1.4 continued
Most of the rules for drawing a line graph are the same as for drawing a bar graph.
2. Which axis will the time go on? ___________________________________________
3. Which axis will the temperature go on? _____________________________________
Creating the graph line The temperature at a particular time is represented by a dot. The dot is placed vertically above
the time the temperature was recorded and on the horizontal line extended from the temperature.
4. Join the dots using a ruler.
Look at the following example.
Sample table
5. Draw a graph by using the temperatures that you measured.
Time (h) Temperature (°C)
0 5
2 7
4 12
6 20
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Worksheet 9.6
It’s changed! The energy we use has been converted from one form into another. On page 161 of your
textbook, a flow diagram showed that the electrical energy coming into a light bulb was
changed into two other forms of energy—light and heat.
light
Electrical energy
heat
On pages 165–167, there is information about four different ways of producing electricity—
photovoltaic cells, wind power, hydroelectricity and biomass.
1. For each of these, draw a flow diagram that identifies the changes that take place as
the original source of energy is converted to electricity.
Photovoltaic cells
Wind power
Hydroelectricity
Electrical energy
Electrical energy
Electrical energy
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Worksheet 9.6 continued
Biomass
In all of these energy conversions, the intended end product was electrical energy. However,
we saw that with the energy conversions in the light bulb (page 161) and for the train (page
162) some of the energy was converted to other forms of energy such as heat and sound.
The heat and sound energy in these instances are wasted forms of energy because they are
not useful and we cannot capture them and use them in any way.
2. What wasted forms of energy do you think would occur as:
a. electrical energy is produced by photovoltaic cells?
b. wind power is converted to electrical energy?
c. hydroelectricity is produced?
d. biomass is burnt to produce electricity?
Explain your reasoning in each case.
Electrical energy
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Worksheet 9.6 continued
3. Which method of producing electrical energy do you think is most efficient? Give
reasons for your answer.
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Worksheet 10.4
Stem cells 1. What were scientists doing when they discovered stem cells?
2. What are stem cells?
3. How long ago was it that human embryonic stem cells were first discovered?
4. Why do scientists think that embryonic stem cells are more useful than adult
stem cells?
5. Why do some groups of people want to stop all research using embryonic stem cells?
6. Why do some scientists think that this research is very important and should continue?
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Reasons I would support stem cell
research
Adult:
Embryonic:
Reasons I would oppose stem cell
research
Adult:
Embryonic:
Worksheet 10.4 continued
Research
7. Christopher Reeve was an actor famous for playing Superman. Find out why he was a
supporter of stem cell research.
Challenge
8. Record some of your ideas here.