Good Science Victorian Curriculum Year 7

More documents

Recommendations

Info

INVESTIGATIONS Investigation 8.9A Investigating levers 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 the use of a lever to apply force MATERIALS • 30 cm ruler • 2 paper cups • tape • approx. 30 marbles • small cylinder (e.g. whiteboard marker) METHOD 1 Copy the results table into your notebook, adding a title. 2 Tape the paper cups to the ends of the ruler so that they sit on top and can hold marbles. Label them A and B. 30 min 3 Set the ruler on the fulcrum (the cylinder) at the 15 cm mark. 4 Place 6–10 marbles in cup A. 5 Predict how many marbles you would need to put in cup B in order to lift cup A, and record your prediction in your table. 6 Place marbles one by one in cup B until cup A lifts. Record the number in your table. 7 Set the ruler on the fulcrum (the cylinder) at the 10 cm mark, and repeat steps 4–6. 8 Set the ruler on the fulcrum (the cylinder) at the 20 cm mark, and repeat steps 4–6. QUESTIONS 1 At which position did you need to place more marbles in cup B than in cup A? 2 At which position did you need to place fewer marbles in cup B than in cup A? 3 How accurate were your predictions? 4 What did this investigation demonstrate about the use of levers? Level 1 CONCLUSION Copy and complete: ‘The results show that: (respond to the aim)’. RESULTS Fulcrum position (cm) TABLE I8.9A Marbles in cup A Prediction for cup B Actual marbles in cup B 15 10 20 182 GOOD SCIENCE VICTORIAN CURRICULUM 7
INVESTIGATIONS Investigation 8.9B Investigating pulleys 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 the use of pulleys to apply force MATERIALS • spring balance • suspension beam • 2 single pulleys • 2 double pulleys • 4 m cord • 1 kg weight • 1 m ruler 45 min Level 2 METHOD 1 Copy the results table into your notebook, adding a title. 2 Set up the suspension beam and tie a single pulley to it. Run the 4 m cord through the pulley, then attach the 1 kg weight to one end and the spring balance to the other. 3 Pull the spring balance to lift the weight. The reading on the spring balance is the effort. Record how much effort is required to lift the weight. 4 Measure how far the cord had to be pulled in order to lift the weight by 1 m. Record the distance. 5 Calculate the mechanical advantage of the pulley by dividing the effort by the weight. Record it in your table. 6 Set up two single pulleys on the beam with the cord running through them, then repeat steps 3–5. 7 Set up two double pulleys on the beam with the cord running through them, then repeat steps 3–5. QUESTIONS 1 Which number of pulleys gave the greatest mechanical advantage? 2 Which number of pulleys required you to pull the cord the longest distance? 3 Predict the mechanical advantage of an eight-pulley system, as well as the distance the cord would have to be pulled. RESULTS TABLE I8.9B CONCLUSION Copy and complete: ‘The results show that: (respond to the aim)’. Number of pulleys Effort needed to lift weight Distance load moves (m) Distance effort moves (m) Mechanical advantage 1 1 2 1 4 1 183
Page 1 and 2:
GOOD SCIENCE VICTORIAN CURRICULUM Y
Page 3 and 4:
GOOD SCIENCE VICTORIAN CURRICULUM Y
Page 5 and 6:
MAKE EVERY LESSON A GOOD LESSON
Page 7 and 8:
Chapter 5 Mixtures . . . . . . . .
Page 9 and 10:
VICTORIAN CURRICULUM SCIENCE LEVELS
Page 11 and 12:
CHAPTER 1: SCIENCE SKILLS 3 SEE-KNO
Page 13 and 14:
CHAPTER 1: SCIENCE SKILLS 2 Get to
Page 15 and 16:
CHAPTER 1: SCIENCE SKILLS Get to kn
Page 17 and 18:
CHAPTER 1: SCIENCE SKILLS 3 Organis
Page 19 and 20:
CHAPTER 1: SCIENCE SKILLS 3 The ind
Page 21 and 22:
CHAPTER 1: SCIENCE SKILLS RESULTS T
Page 23 and 24:
Test tube brush Test tube Beaker Br
Page 25 and 26:
CHAPTER 2: CLASSIFICATION 3 SEE-KNO
Page 27 and 28:
CHAPTER 2: CLASSIFICATION 2 3 Livin
Page 29 and 30:
CHAPTER 2: CLASSIFICATION Keys iden
Page 31 and 32:
CHAPTER 2: CLASSIFICATION 2 Every s
Page 33 and 34:
CHAPTER 2: CLASSIFICATION 2 Inverte
Page 35 and 36:
CHAPTER 2: CLASSIFICATION 2 Seeds,
Page 37 and 38:
CHAPTER 2: CLASSIFICATION Figure 2.
Page 39 and 40:
CHAPTER 2: CLASSIFICATION 3 Bacteri
Page 41 and 42:
CHAPTER 2: CLASSIFICATION FINAL CHA
Page 43 and 44:
CHAPTER 3: ECOSYSTEMS 3 SEE-KNOW-WO
Page 45 and 46:
CHAPTER 3: ECOSYSTEMS 3 Decomposers
Page 47 and 48:
CHAPTER 3: ECOSYSTEMS Table 3.2 Org
Page 49 and 50:
CHAPTER 3: ECOSYSTEMS 3 Symbiosis i
Page 51 and 52:
CHAPTER 3: ECOSYSTEMS 2 3 Some micr
Page 53 and 54:
CHAPTER 3: ECOSYSTEMS 2 3 Removing
Page 55 and 56:
CHAPTER 3: ECOSYSTEMS 3 Reducing an
Page 57 and 58:
CHAPTER 3: ECOSYSTEMS Figure 3.16 T
Page 59 and 60:
CHAPTER 3: ECOSYSTEMS FINAL CHALLEN
Page 61 and 62:
CHAPTER 4: STATES OF MATTER 3 SEE-K
Page 63 and 64:
CHAPTER 4: STATES OF MATTER 2 3 The
Page 65 and 66:
CHAPTER 4: STATES OF MATTER 2 3 Sub
Page 67 and 68:
CHAPTER 4: STATES OF MATTER 2 3 Liq
Page 69 and 70:
CHAPTER 4: STATES OF MATTER 2 3 4 L
Page 71 and 72:
CHAPTER 4: STATES OF MATTER 2 3 Den
Page 73 and 74:
CHAPTER 4: STATES OF MATTER FINAL C
Page 75 and 76:
CHAPTER 5: MIXTURES 3 SEE-KNOW-WOND
Page 77 and 78:
CHAPTER 5: MIXTURES 2 3 Mixtures ar
Page 79 and 80:
CHAPTER 5: MIXTURES 3 4 Solutions a
Page 81 and 82:
CHAPTER 5: MIXTURES 2 3 Water is a
Page 83 and 84:
CHAPTER 5: MIXTURES 2 3 Filtration
Page 85 and 86:
CHAPTER 5: MIXTURES 2 Magnets are u
Page 87 and 88:
CHAPTER 5: MIXTURES 2 Distillation
Page 89 and 90:
CHAPTER 5: MIXTURES 2 3 A separatin
Page 91 and 92:
CHAPTER 5: MIXTURES 2 Sewage is pro
Page 93 and 94:
CHAPTER 5: MIXTURES 3 Oil spills ca
Page 95 and 96:
CHAPTER 5: MIXTURES FINAL CHALLENGE
Page 97 and 98:
CHAPTER 6: EARTH, THE SUN AND THE M
Page 99 and 100:
Page 101 and 102:
Page 103 and 104:
Page 105 and 106:
Page 107 and 108:
Page 109 and 110:
Page 111 and 112:
CHAPTER 7: EARTH’S RESOURCES 23 S
Page 113 and 114:
CHAPTER 7: EARTH’S RESOURCES 3 no
Page 115 and 116:
CHAPTER 7: EARTH’S RESOURCES 3 Ro
Page 117 and 118:
CHAPTER 7: EARTH’S RESOURCES 3 4
Page 119 and 120:
CHAPTER 7: EARTH’S RESOURCES Figu
Page 121 and 122:
Page 123 and 124:
Page 125 and 126:
CHAPTER 7: EARTH’S RESOURCES FINA
Page 127 and 128:
CHAPTER 8: FORCES 3 SEE-KNOW-WONDER
Page 129 and 130:
CHAPTER 8: FORCES 3 What would happ
Page 131 and 132:
CHAPTER 8: FORCES 2 We can predict
Page 133 and 134:
CHAPTER 8: FORCES 2 The direction o
Page 135 and 136:
CHAPTER 8: FORCES 2 3 Kinetic frict
Page 137 and 138:
CHAPTER 8: FORCES 2 Other forces in
Page 139 and 140: CHAPTER 8: FORCES Imagine a mattres
Page 141 and 142: CHAPTER 8: FORCES 3 On the surface
Page 143 and 144: CHAPTER 8: FORCES Figure 8.10 The f
Page 145 and 146: CHAPTER 8: FORCES 2 3 Pulleys redir
Page 147 and 148: CHAPTER 8: FORCES FINAL CHALLENGE 1
Page 149 and 150: INVESTIGATIONS KEY SKILLS Writing a
Page 151 and 152: INVESTIGATIONS Investigation 2.2 Su
Page 153 and 154: INVESTIGATIONS Investigation 2.6 Gr
Page 155 and 156: INVESTIGATIONS Investigation 3.2 Mo
Page 157 and 158: INVESTIGATIONS Investigation 4.1 Co
Page 159 and 160: INVESTIGATIONS Investigation 4.3 Ex
Page 161 and 162: INVESTIGATIONS Investigation 4.5 Ex
Page 163 and 164: INVESTIGATIONS METHOD 1 Copy the re
Page 165 and 166: INVESTIGATIONS RESULTS 30 min Level
Page 167 and 168: INVESTIGATIONS Investigation 5.6A E
Page 169 and 170: INVESTIGATIONS Investigation 5.6C D
Page 171 and 172: INVESTIGATIONS Investigation 5.7B S
Page 173 and 174: INVESTIGATIONS Investigation 6.2 Mo
Page 175 and 176: INVESTIGATIONS 30 min Level 2 TO MO
Page 177 and 178: INVESTIGATIONS Investigation 7.1 Cl
Page 179 and 180: INVESTIGATIONS Investigation 7.3A D
Page 181 and 182: INVESTIGATIONS Investigation 7.4 Th
Page 183 and 184: INVESTIGATIONS Investigation 8.1 Pu
Page 185 and 186: INVESTIGATIONS Investigation 8.4 He
Page 187 and 188: INVESTIGATIONS Investigation 8.6 Me
Page 189: INVESTIGATIONS METHOD 1 Copy the re
Page 193 and 194: fractional distillation a method th
Page 195 and 196: INDEX Aboriginal and Torres Strait
Page 197 and 198: photosynthesis 30, 31, 36, 42, 109
show all

Good Science Victorian Curriculum Year 7

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?