Good Science Victorian Curriculum Year 7

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INVESTIGATIONS Investigation 6.1 Modelling day and night KEY SKILL WRITING A RESEARCH QUESTION Turn the aim of this investigation into a question that asks what you are trying to discover. This is called a research question. Hint #1: Make sure that your research question has a question mark at the end. Hint #2: Your research question can also be used as a title for an experiment report. AIM To investigate, using a model, how day and night are explained by the relative positions of the Sun and Earth MATERIALS • globe of Earth • torch 30 min METHOD 1 Have one person hold the torch. This represents the Sun. 2 Have another person in charge of the globe. This represents Earth. (The globe will have the correct tilt.) 3 Dim the light and aim the torch at the globe. Note that half of the globe is lit and half is in darkness. 4 Rotate the globe anti-clockwise and observe how the light travels over the continents. Level 2 QUESTIONS 1 How much of Earth is in daylight at any time? 2 How much of Earth is in darkness at any time? 3 When it is day in Australia, name a continent that has night. 4 Is it possible for New York and New Zealand to both have daylight at the same time? CONCLUSION Copy and complete: ‘The results show that: (respond to the aim)’. Light source Globe 164 GOOD SCIENCE VICTORIAN CURRICULUM 7
INVESTIGATIONS Investigation 6.2 Modelling the seasons KEY SKILL EVALUATING RESULTS FOR RELIABILITY AND VALIDITY In order for our investigations to be considered scientific, we need to check that our results were reliable and valid. It sounds like a difficult thing to check but it’s actually simple. If your results are reliable it means that if you repeated your test or investigation you would get the same results. If your results are valid it means that you were able to measure what was intended to be measured. Hint #1: If someone makes a human error (for example, dropping something, adding too much or too little of a substance, spilling something or using different equipment each time) then the results are probably not valid or reliable. AIM To investigate, using a model, how Earth’s tilt affects how the Sun’s rays strike Earth and cause seasons MATERIALS • backing board • clips • 7 sheets of graph paper • 2 retort stands with bossheads and clamps Torch clamped to retort stand • torch • pencil • ruler • protractor RESULTS Angle (º) TABLE I6.2 30 min Area (number of lit squares) Level 2 METHOD 1 Copy the results table into your notebook, adding a title and rows as needed. 2 Set up the apparatus as shown. 3 Dim the lights so that the torch makes a clear circle on the graph paper. 4 Check that the board is parallel to the retort stand. 5 Measure and record the distance between the torch and the graph paper. 6 Use a pencil to trace the lit area. Be careful not to move the graph paper. 7 Remove the graph paper and label it 0°. 8 Place another sheet of graph paper on the board and tilt the board by 10° so that the top of the board is further away from the torch. Trace the lit area. Label this sheet with the angle of the board. 9 Repeat step 8 for each angle up to 60°. 10 Count the number of squares inside the traced areas and record them in the results table. 11 Graph your results, with the angle in degrees on the horizontal axis and the area in squares on the vertical axis. Remember to choose an appropriate scale. QUESTIONS 1 Which angle do you think represents places near the equator? Why? 2 Which angle do you think represents Antarctica? Why? CONCLUSION Copy and complete: ‘The results show that: (respond to the aim)’. Backboard and graph paper clamped to retort stand 165
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GOOD SCIENCE VICTORIAN CURRICULUM Y
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GOOD SCIENCE VICTORIAN CURRICULUM Y
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MAKE EVERY LESSON A GOOD LESSON
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Chapter 5 Mixtures . . . . . . . .
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VICTORIAN CURRICULUM SCIENCE LEVELS
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CHAPTER 1: SCIENCE SKILLS 3 SEE-KNO
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CHAPTER 3: ECOSYSTEMS 3 Decomposers
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CHAPTER 5: MIXTURES 2 Distillation
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CHAPTER 7: EARTH’S RESOURCES 23 S
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Good Science Victorian Curriculum Year 7

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