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/