Good Science Victorian Curriculum Year 7

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INVESTIGATIONS Investigation 6.5 Making a simple telescope 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 how telescopes use lenses to magnify distant objects MATERIALS • metre rule • Blu-Tack or plasticine • retort stand • strong convex lens (+14D) or magnifying glass • weak convex lens (+2.5D) or lens from reading glasses • greaseproof paper • lamp METHOD 1 Attach the weak lens to one end of the metre rule with plasticine or Blu-Tack. 2 Set the metre rule into the retort stand to hold it steady, with the weak lens pointing away from you. 3 Put the lamp on a table at the other end of the room and turn it on. 30 min 4 Turn the retort stand until the metre rule is aimed at the lamp. 5 Hold a piece of greaseproof paper just above the metre rule. Move it along the rule until you see a small image of the lamp on the paper. Have a partner hold it at that position. 6 Hold the strong lens at the other end of the metre rule. Using one eye, look through the lens at the image on the paper. Move the lens until the lamp image is magnified. 7 Have your partner take the paper away, but continue looking through the strong lens. You should still see the image of the lamp, although brighter than before. QUESTIONS 1 Why does this telescope require two lenses, rather than just one? 2 Why is the image brighter once the paper is taken away? 3 How is this simple telescope different to a proper telescope? CONCLUSION Copy and complete: ‘The results show that: (respond to the aim)’. Level 2 168 GOOD SCIENCE VICTORIAN CURRICULUM 7
INVESTIGATIONS Investigation 7.1 Classifying resources used in the classroom KEY SKILL REPRESENTING DATA When you write a formal investigation report there is always a results section that includes your data, often as a table, chart or image. Choosing how to represent your data so that it can be clearly communicated to someone reading your investigation report is an important skill. In this investigation, after you have collected and recorded your data in the results table, turn your table into a chart or graph. Hint #1: There are many ways to visualise your data, such as bar charts, line graphs and pie charts. Make sure you choose the best one for your data set. AIM To investigate how the resources that are used in common classroom materials are made MATERIALS • selection of classroom items (e.g. paper, ruler, eraser, pencil case, calculator) 45 min Level 1 METHOD 1 Copy the results table into your notebook, adding a title and rows as needed. 2 Select 10 items in the classroom and include them in your table. 3 Identify the materials each item is made from. You may need to do some research. 4 Identify how the major material from each item is obtained. 5 Determine whether the item is made from renewable or non-renewable resources. 6 Compare your list with those of others in your class. QUESTIONS 1 Compare the number of renewable resources in your table to the number of non-renewable resources. 2 Describe the similarities between the items that are made from renewable sources. 3 Describe the similarities between the items that are made from non-renewable resources. 4 Where are most of the non-renewable resources you listed found in nature? RESULTS Item TABLE I7.1 Major resource in item CONCLUSION Copy and complete: ‘The results show that: (respond to the aim)’. How is it obtained? Renewable or non-renewable? Paper Paper Cutting down trees Renewable Metal ruler Aluminium Mining from deposits in rocks Non-renewable 169
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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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Good Science Victorian Curriculum Year 7

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