Natural Events Death Toll Database

Students are to open the link on their classroom science webpage on natural disasters by using Microsoft Access. The database has a set template and blanks for Tsunamis, volcanic eruptions, cyclones, tornadoes and other natural events. Take not that earthquakes has been done for you. Students are to research death tolls of natural events and place them in the database. Throughout the year students should add to the database and capture the information once a natural event has occurred over the year. Students can determine an average of deaths per natural disaster each year and a total death toll per year. Students can use the database in order to distinguish the most detrimental natural event to human life and the natural event with the least death toll. This tool can be used as a part of a wider topic on natural events encompassing plate tectonics, components of the universe and the big bang theory. Students can discuss why death tolls in some events are larger than other areas, due to the location of disaster or surrounding population. The database itself can be saved and uploaded to the website and edited as their will be constant new data which will be inputted once per month.

Outcome 5.9: A student relates the development of the universe and the dynamic structure of the Earth to models, theories and laws and the influence of time.

5.9.4 Natural Events:

f) Explain some impacts of natural events including cyclones, volcanic eruptions and earthquakes on the atmosphere, hydrosphere, lithosphere and/or biosphere.

http://office.microsoft.com/en-au/

Titration Spreadsheet

As a part of the stage 6 chemistry syllabus, students in their HSC year are to perform a titration as a part of the acidic environment module. Students are to conduct the first-hand investigation in groups of four within the classroom with teacher supervision and instruction. By using Microsoft excel students can use a spreadsheet in order to configure the data and determine where the point of neutralisation takes place. By doing this students can also run simulations on different molarities and acid volume and determine how much the point of neutralisation differs. Students can discuss the molarity of the acid or base while also discussing experimental errors. These include NaOH (base) lost to splashing before end point was reached, burette contamination or the readings could be off are something to discuss if student groups have different results for the same molarity being tested.

Stage 6 Chemistry

Outcome 9.3 The Acidic Environment

9.3.4 Because of the prevalence and importance of acids, they have been used and studied for hundreds of years. Over time, the definitions of acid and base have been refined

• Describe the correct technique for conducting titrations and preparation of standard solutions
• Perform a first-hand investigation and sole problems using titrations and including the preparation of standard solutions, and use available evidence to quantitatively and qualitatively describe the reactions between selected acids and bases

http://office.microsoft.com/en-au/

Humans Brochure

Students are to make a brochure on Humans addressing outcome 5.8 for an assignment. They are to make a brochure in which they can place in a doctor’s clinic which patients can take and be informed on the coordination systems, infectious and non-infectious diseases and the reproduction systems. Students are to work individually over a period of two weeks in order to complete this task. Student engagement with health professionals and/or their respective teacher in order to give them a lending hand. Students are to use Microsoft Publisher for this task, if students are not able to use Microsoft Publisher, there will be two classes per week for the duration of the assignment for students to complete the task.

PFA – Outcome 5.3: A student evaluates the impact of applications of science on society and the environment.

5.3 The applications and uses of science

b) Discuss, using examples, the positive and negative impacts of applications of recent developments in science

c) Identify and describe examples where technological advances have impacted on science

Outcome 5.8: A student relates the structure and function of living things to models, theories and laws.

5.8.4 Humans

a) Describe the role of, and interaction between, coordination systems in maintaining humans as a functioning organism

b) Describe some responses of body systems to infectious and non-infectious diseases

c) Relate the organs involved in human reproductive systems to their function

http://office.microsoft.com/en-au/

DNA Short Movie

Students are to take the viewpoint of an educator and create a video in order to inform parents and teachers on the Watson - Crick Model of DNA. Students can make this short clip by making scenes where there is dialogue to help explain the advantages of DNA replication and the advantages and disadvantages of DNA mutating. This activity allows students to think like an educator and explain facts that they think are relevant to themselves. ‘The best way to learn is to teach’ comes into effect here and by students teaching each other and parents they will grasp a greater understanding on the topic. Student engagement around DNA replication, mitosis and meiosis can be discussed along with other scientists who had input for the double helix model.

PFA – Outcome 5.4: A student discusses scientific evidence supporting different viewpoints.

5.4 The implications of science for the society and the environment

b) Give examples to show that different cultures or groups within a society 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

Outcome 5.8: A student relates the structure and function of living things to models, theories and laws.

5.8.2 The Watson - Crick Model of DNA

a) Explain advantages of DNA replicating exactly

b) Explain the advantages and disadvantages of DNA mutating

http://www.dvolver.com/moviemaker/index.html

Technology Mind Map

This activity will allow students to expand their ideas on technology. In pairs students will work towards making a complex mind map relating to everyday uses and effects of electromagnetic radiation and describing benefits and problems of using biotechnology. Students can expand and collapse to make the mind map smaller or bigger (template shown below). This activity will allow students to back up their ideas about what are the effects of technology and thoughts that are raised can be discussed within the classroom. At the end of the activity students will show teacher the mind map and a bigger version of all the work will be placed into one mind map which will be placed up in the classroom for the year where students can refer to.

Outcome 5.12: A student relates the interactions involved in using some common technologies to their underlying scientific principles.

5.12 Technology

a) Describe some everyday uses and effects of electromagnetic radiation, including applications in communication technology

c) Describe some benefits and problems of using biotechnology 

http://creately.com/

Plate Tectonics Jigsaw

Students are to use jigsaw planet in order to create a series of puzzles in regards to plate tectonic movement of Pangaea. Students will work individually as a part of a group of four and each make a puzzle of Pangaea breaking up at 200MYA, 135MYA, 65 MYA and 40-30MYA. Students will then work on a puzzle from another group member and try and distinguish where the landmasses were at this specific point in time. This activity can be used as a learning tool along with the animation on plate tectonics mentioned. This provides a fun and engaging way of teaching students how the landmasses on earth have moved and changed and it can be discussed why. This stimulus material allows for a visual mode of learning which can help engage students as it is more creative.

PFA – Outcome 5.1: A student explains how social factors influence the development and acceptance of scientific ideas

5.1 The history of science                                                                      

a) Identify some of the ideas from different cultures (including those of Aboriginal and other Indigenous people that have contributed throughout history

b) Describe some models and theories that have been considered in science and then been modified or rejected as a result of available evidence

Outcome 5.9: A student relates the development of the universe and the dynamic structure of the Earth to models, theories and laws and the influence of time.

5.9.2 The theory of plate tectonics: a) discuss evidence that suggests crustal plates move over time.

http://www.jigsawplanet.com/

Abiotic and Biotic Factor Wordcloud

This online activity involves students to distinguish between biotic and abiotic factors and make a word cloud for each factor (abiotic and biotic). The benefit of this word cloud is that they can be creative and not limited to the amount of words they have associated with each factor. Students can discuss different factors and in what type of environment they would be evident in. Once the word cloud is completed it can be saved and imported onto a word document or printed and pasted into workbook for future reference on abiotic and biotic factors. Students can also do this activity for outcome c).

Outcome 5.10: A student assesses human impacts on the interaction of biotic and abiotic features of the environment

5.10 Ecosystems

a) Distinguish between biotic and abiotic features of the local environment

c) Describe some impacts of human activities on ecosystems

http://www.tagxedo.com/

Waste From Resources Argument

Students are to work in pairs to formulate and argument on waste from resource use and relate this to current topics. This activity helps students develop argument skills which helps them not only for science but all other essay writing subjects. Students will relay their arguments back to the class and be given feedback verbally from the teacher on the completed activity. Areas to talk about can be relating pollution to contamination of unwanted substances and discussing strategies to protect and maintain sustainability of the environment.

PFA – Outcome 5.4: A student discusses scientific evidence supporting different viewpoints.

5.4 The implications of science for the society and the environment

c) Identify choices that need to be or have been made when considering whether to use particular scientific advances

Outcome 5.11: A student analyses the impact of human resources on the biosphere to evaluate methods of conserving, protecting and maintaining Earth’s resources.

5.11.2 Waste from resource use

a) Relate pollution to contamination by unwanted substances

b) Identify excessive use of fossil fuels as a contributing factor to a greenhouse effect

c) Discuss strategies used to balance human activities and needs in ecosystems with conserving, protecting and maintaining the quality and sustainability of the environment

http://www.amap.org.uk/view/?map_id=8710

Multicellular Organisms Wiki

In this activity, students will be instructed to collectively participate in the writing of a wiki on the topic of multicellular organisms. This will assist in group work skills as well as providing a source for study notes at the end of the topic which each student is able to use. The teacher will begin the wiki allowing students to add and edit information. This activity will assist in student engagement as it will help students share the load of the task while benefiting each of them in its completion. Students can add to the wiki either at home or in class and must provide adequate references for their statements. Students can have an online discussion about DNA cloning and stem cells.

PFA – Outcome 4.4: A student identifies choices made by people with regard to scientific development

4.4 The implications of science for society and the environment

b) Give examples to show that different cultures or groups within a society may use or weight criteria differently to make a decision about an issue involving a major scientific component

Outcome 4.8: A student describes features of living things.

4.8.4 Multicellular organisms

a) Identify that there is a wide range of multicellular organisms

b) Identify that tissues, organs and organ systems in multicellular organisms consist of different types of cells

c) Explain why multicellular organisms require specialised organs and systems

d) Identify the materials required by multicellular organisms for the processes of respiration and photosynthesis

e) Describe the role of the root, stem and leaf in maintaining flowering plants as functioning organisms

https://www.wikispaces.com/

Components of the Universe

Through this website students are able to create a poster which conveys components of the universe. Students can make a poster in groups however they wish in a creative format in order to address the major features of the universe. Using PosterOven is one of the ways this can be done as well as using Microsoft Publisher. This activity can be done after students have researched the topic using a variety of resources. Once completed students can present their posters to the classroom and demonstrate their understanding of “What is in the universe”.

PFA – Outcome 4.5: A student describes areas of current scientific research

4.5 Current issues, research and developments in science

b) Evaluate the potential impact of some issues raised in the mass media that require some scientific understanding.

Outcome 4.9:  A student describes the dynamic structure of the Earth and its relationship to other parts of our solar system and the universe.

4.9.2 Components of the universe

a) Describe some major features of the universe, including galaxies, stars, nebulae and solar systems

http://www.posteroven.com/

Periodic Table Quiz

Students are to use this online activity as a resource for studying with a quiz on the first twenty elements at the end of revision. Students are able to discuss with teacher why elements are placed in specific spots within the periodic table and by using the interactive page they can learn more about elements. Students can quiz each other on elements as well as choose an element of their liking and make a fact sheet with its properties. However the quiz can be said as being limited due to the ease of students finding answers on other sites or using the periodic table and it is only limited to the first twenty elements.

Outcome 4.7: A student describes observed properties of substances using scientific models and theories.

4.7.4 Elements

a) Classify elements as metals or non-metals according to their common characteristics

b) Identify internationally recognised symbols for common elements

http://www.chemicool.com/

http://chemistry.about.com/od/testsquizzes/l/blsymbolquiz.htm

Newtons Laws Mini Story

In pairs, students are to imagine they are Isaac Newton and are to address a board of physicists the laws of motion. You are to make a storybook explaining Newton’s Laws of motion and explain the relationship between force, mass and acceleration. Students are to do this after an introduction into the topic over one period. Discussion revolving around how Newton proposed these laws and how they impacted on contemporary scientific theorem. By using Kerpoof students have a fun way of learning as well reinforcing the theoretical side of this topic.

PFA – Outcome 5.1: A student explains how social factors influence the development and acceptance of scientific ideas

5.1 The history of science

a) Identify some of the ideas from different cultures (including those of Aboriginal and other Indigenous people that have contributed throughout history

b) Describe some models and theories that have been considered in science and then been modified or rejected as a result of available evidence

Outcome 5.6: A student applies models, theories and laws to situations involving energy, force and motion.

5.6.2 Newton’s Laws – motion:

a) Describe qualitatively the relationship between force, mass and acceleration

b) Explain qualitatively the relationship between distance speed and time

http://www.kerpoof.com/

Atmosphere Composition Graph

Students are to gather relevant information on the atmosphere and identify what gases are found in the air. Then using an appropriate graph demonstrate the findings by using ChartGo. Students should than discuss the importance of atmospheric gases and begin an introduction into ozone and greenhouse gases for the following lesson. Areas for potential engagement include that of discussing methods used to obtain information about changes in the atmosphere.

Outcome 4.9:  A student describes the dynamic structure of the Earth and its relationship to other parts of our solar system and the universe.

4.9.4 The atmosphere:

a) Identify gases that comprise the greater percentage of air and explain the difference between Earth’s atmosphere and space

b) Describe the importance of atmospheric gases, including ozone and greenhouse gases, to life on Earth. 

http://www.chartgo.com/

Energy Resources Prezi

In groups of three students are to make a prezi on energy resources. Students can engage in discussion about the importance of energy as a resource and talk about properties that make natural resources economically important and describe their uses. Students should make a relatively in depth presentation which they will report back to the class as a mini-assignment in class time. This activity should go over 2 – 3 periods in which students can build their knowledge and include pictures in order to make the presentation.

PFA – Outcome 5.4: A student discusses scientific evidence supporting different viewpoints.

5.4 The implications of science for the society and the environment

c) Identify choices that need to be or have been made when considering whether to use particular scientific advances

Outcome 5.11: A student analyses the impact of human resources on the biosphere to evaluate methods of conserving, protecting and maintaining Earth’s resources.

5.11.1 Energy resources:

a) Discuss the importance of energy as a resource

b) Identify properties that make some natural resources economically important and describe their uses

http://prezi.com/

Ecosystem Mind Map

Students are to create a mind map in order to organise and visualise the effects of bushfires, drought and flood on Australian ecosystems. Using teacher based resources students will gain information on ecosystems and by using this tool they can make their own mind map which they can add to their study or glue into their exercise book. Students can also discuss the differences and similarities that that bushfires, droughts and flood have on Australian ecosystems and give an example of most recent occurrences within the country.

Outcome 4.10: A students identifies factors affecting survival of organisms in an ecosystem.

4.10 Ecosystems:

d) Discuss some effects of bushfires, drought and flood on Australian ecosystems

https://bubbl.us/

Solar System - Animation

This interactive website shows the Newtonian model of the solar system. This site also gives information on each planet as well as the sun and the moon, with distances, size and characteristics of the surface of the planet. Discussion about the solar system and how our solar system is one of many and that there is much about the universe still unknown can be a good starting point in order to engage the students.  This website can be used in par with student worksheets in order to build a knowledge base on the solar system and the movement of each planet. Students can then relate this information to that of the components of the universe.

PFA – Outcome 4.1: A student identifies historical examples of how scientific knowledge has changed people’s understanding of the world.

 4.1 The history of science

b) Describe some models and theories that have been considered in science and then been modified or rejected as a result of available evidence

Outcome 4.9:  A student describes the dynamic structure of the Earth and its relationship to other parts of our solar system and the universe.

 4.9.1 The Newtonian model of the solar system:

a) Describe qualitatively relative sizes, distances and movements of components of our solar system

b) Describe relative movements of the planets, moons and sun

c) Explain night and day in terms of the Earth’s rotation

http://www.sunaeon.com/#/solarsystem/

Cell Theory – Animation

This simulation demonstrates to student’s part of the cell and their function. The benefit of this animation is that it is for both animal cells and plant cells. Students can tabulate information about the two types of cells in terms of name and function and in which cell it is found by using this animation. Discussion based around similarities and differences of animal and plants cells can be talked about as well as drawing a diagram with the help of this simulation. Students can also topic about the controversial topic of stem cells.

PFA – Outcome 4.4: A student identifies choices made by people with regard to scientific development

4.4 The implications of science for society and the environment

a) Discuss viewpoints about some issues with a major scientific component

Outcome 4.8: A student describes features of living things.

4.8.1 Cell Theory:

a) Identify that living things are made of cells

b) Identify and describe the functions of the nucleus, cytoplasm, cell membrane, cell wall and chloroplast

c) Identify that substances move into and out of cells

http://www.cellsalive.com/cells/cell_model.htm

Volcano Field Trip – Animation

This virtual field trip provides students with a great online simulation on how volcanoes are formed and the impacts. Student based discussion on natural disasters, how they occur, recent natural events that have caused devastation. Students can answer the ‘Concept Questions’ found on the webpage and think about questions while going through the online field trip.

Outcome 5.9: A student relates the development of the universe and the dynamic structure of the Earth to models, theories and laws and the influence of time.

5.9.4 Natural Events:

e) Explain how interactions at plate boundaries may result in earthquakes, volcanic activity and new landforms

f) Explain some impacts of natural events including cyclones, volcanic eruptions and earthquakes on the atmosphere, hydrosphere, lithosphere and/or biosphere.

http://www.field-trips.org/sci/volcano/

Plate Tectonics – Animation

This online simulation on plate tectonics has an interactive game in which student’s place how they perceive the Earth looked some hundred million years ago and how through plate tectonics the landforms have drifted. A discussion can be made on how students think this is possible and if landforms are still moving and to what degree. What will happen in millions of years from now in terms of where continents would be can also be discussed.

PFA – Outcome 5.1: A student explains how social factors influence the development and acceptance of scientific ideas

5.1 The history of science

a) Identify some of the ideas from different cultures (including those of Aboriginal and other Indigenous people that have contributed throughout history

b) Describe some models and theories that have been considered in science and then been modified or rejected as a result of available evidence

PFA – Outcome 5.3: A student evaluates the impact of applications of science on society and the environment

5.3 The applications and uses of science

d) Give reasons why society should support scientific research

Outcome 5.9: A student relates the development of the universe and the dynamic structure of the Earth to models, theories and laws and the influence of time.

5.9.2 The theory of plate tectonics:

a) discuss evidence that suggests crustal plates move over time.

    http://www.learner.org/interactives/dynamicearth/drift.html

Structure of the Earth - Animation

This online simulation of the Earth’s structure can be used in class as it provides an online interactive method of learning about the Earth’s interior. The mouse-over tool allows the student to hover over the part of the earth and an information box will appear in which they can use to answer a worksheet designed to coincide with this online activity. Students can discuss how technological advances have led to find out structure of the Earth. In terms of syllabus links they are as follows:

PFA - Outcome 4.3: A student identifies areas of everday life that has been affected by scientific developments

4.3 The applications and uses of science

c) Identify and describe examples where technological advances have impacted on science

Outcome 4.9: A student describes the dynamic structure of the Earth and its relationship to other parts of our solar system and the universe

4.9.3 The structure of the Earth:

a) describe the inner structure of the Earth in terms of core, mantle, crust and lithosphere.

http://www.learner.org/interactives/dynamicearth/structure.html

Coming up...ICT Portfolio Assignment!

Will post up tomorrow.

Until then...

Class dismissed.