Good Science Victorian Curriculum Year 7

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INVESTIGATIONS Investigation 7.5 Mining for chocolate chips KEY SKILL IDENTIFYING LIMITATIONS TO THE METHOD AND SUGGESTING IMPROVEMENTS When you write a formal investigation report there is always a discussion section that includes a discussion of potential errors. These errors are limitations (or problems) with the method. For each error, you list a way to control it (your suggested improvement). Hint #1: Brainstorm three potential errors that might have occurred in this investigation that could have affected or changed the results you collected (for example, if through human error something was not measured accurately). Now work with a partner to suggest ways each error could be controlled. AIM To investigate which brand of chocolate chip biscuit contains the highest percentage of ‘metal’ in the ‘ore’ MATERIALS • chocolate chip biscuit (one of several different brands) • toothpicks • cupcake liner • graph paper • electronic balance METHOD MINING FOR METAL IN ORE 1 Copy the results table into your notebook, adding a title and rows as needed. 45 min 2 Place your biscuit in a cupcake liner. Set to zero mass on the electronic balance. Weigh and record the mass of the biscuit, then remove it and any crumbs from the liner. 3 Using the toothpick, carefully remove the chocolate chips from the biscuit, keeping them separate from those of other biscuits. 4 Place the chocolate chips in the cupcake liner. Set to zero mass on the balance. Weigh and record the mass. 5 Calculate the percentage of chocolate chips in the biscuit compared to the ‘waste’. 6 Share your results with the rest of the class and calculate an average for all brands of biscuit. QUESTIONS 1 Which brand contained the highest percentage of chocolate chips? 2 Which brand contained the lowest percentage of chocolate chips? 3 Compare your results with other groups – how did they differ? 4 Compare the class average results to the advertised percentage of chocolate chips – how did they differ? 5 What ‘mining’ strategies did you use? Could you have easily rehabilitated the biscuits after the chocolate chips were removed? How could you change them so they were more ‘environmentally friendly’? How do you think this could impact any profits? CONCLUSION Copy and complete: ‘The results show that: (respond to the aim)’. Level 1 RESULTS TABLE I7.5 Biscuit brand Total biscuit mass (g) Mass of chocolate chips (g) % by mass of chocolate chips Class average % by mass of chocolate chips Labelled % of chocolate chips 174 GOOD SCIENCE VICTORIAN CURRICULUM 7
INVESTIGATIONS Investigation 8.1 Push, pull or twist KEY SKILL IDENTIFYING AND MANAGING RELEVANT RISKS Brainstorm with a partner to identify three possible hazards or risks that may be involved in this investigation. Suggest one way that each hazard or risk could be reduced. AIM To investigate the effects of forces on different objects MATERIALS • elastic band • tennis ball • plasticine or Blu-Tack • plastic ruler • metal ruler • A4 piece of paper METHOD 1 Copy the results table into your notebook, adding a title. 2 Stretch the elastic band as far as it will go, then slowly let it go back to its normal shape. 3 Drop the tennis ball so that it bounces off the floor, then catch it before it falls again. 4 Squash the plasticine or Blu-Tack into at least three different shapes. 30 min 5 Hold one end of the plastic ruler in each hand. Bend the ruler so that it flexes, then let it go back to its normal shape. 6 Repeat step 5 for the metal ruler, if possible. 7 Hold one corner of the paper in each hand. Bring your hands together so that the paper scrunches, then pull them apart until it tears. 8 For each object, record whether the forces you applied acted as a push, pull or twist. Consider all of the different forces that you applied to each object. Record your observations of what else happened when you applied forces. QUESTIONS 1 Were there any situations where you applied more than one force to an object? What was the effect of applying multiple forces? 2 Which objects changed their shape when you applied a force? Was this change temporary or permanent? 3 Did applying force affect the movement of any objects? If so, why? CONCLUSION Copy and complete: ‘The results show that: (respond to the aim)’. Level 1 RESULTS TABLE I8.1 Object Push, pull or twist Effect of applying force Elastic band Tennis ball Plasticine or Blu-Tack Plastic ruler Metal ruler Piece of paper 175
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Good Science Victorian Curriculum Year 7

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