Scienceworld: Stannard Williamson

Course construction guide for
ScienceWorld by Stannard and Williamson

Contents Essential learnings
Introduction 1 On pages 3–4 is a checklist that indicates the match between
ScienceWorld and the QCAR Essential Learnings to be developed by the
Essential learnings 1
end of Year 9. The references in the checklist are to the chapters in the
Syllabus learnings 1 three books. ScienceWorld is designed so that there are adequate
Teaching units 2 opportunities to develop all of the Year 9 Essential Learnings in Books 1
Working with technology 2 and 2. Book 3 is designed as a foundation for the senior sciences and to act
as a transition from the junior school to the senior school.
Constructivist approach 2
Assessment 2 Syllabus learnings
Essential learnings (Year 9) checklist 3–4 On pages 5–7 are checklists that indicate the match between ScienceWorld
Syllabus core learnings checklists (Levels 4–6) 5–7 and the core learnings of the syllabus. The three books fit the syllabus
levels as follows:
Summary—Knowledge and Understanding Essential Learnings 8
ScienceWorld 1 Year 8 Levels 4 and 5
Summary—Experiments 9 ScienceWorld 2 Year 9 Levels 5 and 6
Summary—Animations (on Student and Teacher CDs) 10 ScienceWorld 3 Year 10 Level 6 (and beyond)
Many learnings occur in more than one chapter. In the summary grid on
Teaching units for ScienceWorld 1–3 11–50
page 8 each ScienceWorld chapter has been placed in the area of
Further information 51 knowledge and understanding to which it contributes most strongly.
Introduction
The ScienceWorld junior science series published by Macmillan is
designed to develop the QCAR Year 9 Essential Learnings. These
essential learnings can be matched to the core learnings from the five
strands for Levels 5 and 6 of the syllabus. Some Level 4 learnings are
consolidated in ScienceWorld 1, and some discretionary learnings
(including beyond Level 6) are also included. All chapters include many
opportunities for students to develop ways of working (Working
scientifically), and the first one or two chapters in each book are devoted
exclusively to these learnings.
This course construction guide has been prepared as a template from There are many opportunities throughout ScienceWorld to develop
which schools can develop their own junior Science work programs using essential learnings such as plan investigations guided by scientific
ScienceWorld. Schools can add, delete and modify this Word document to concepts, and design and carry out fair tests.
fit their particular situation: for example, by adding resources.
1
Teaching units The workbooks that accompany ScienceWorld are language-based and
On pages 11–50 there are teaching units for each of the chapters, which are designed to facilitate a minds-on approach. In the workbooks for
include the following: ScienceWorld 1 and 2 each chapter begins with a section called ‘What do
a the learning focus, which is the Getting Started activity you know already?’ There are also overviews and concept maps (mind
b the key Essential Learnings for the chapter, with references to pages in maps) to assist students in constructing knowledge.
the books; teachers may, of course, be able to identify opportunities to
develop Essential Learnings that are not listed.
c Core Learnings from the syllabus, as well as some discretionary
learnings
d working scientifically learnings (investigating, understanding and
communicating)
e resources that are listed in the ScienceWorld Teacher Editions;
teachers can, of course, add to this list.
Working with technology

Throughout the texts are little green boxes with a yellow working with
technology icon. These are pointers to the animations, ICT skillsheets and
crosswords on the student and teacher CDs.
The animations are listed on page 10 of this guide. There are seven
Assessment
Schools will need to add assessment details to their work program. Each
ICT skillsheets. Many students, but not all, will have some knowledge of
chapter has a diagnostic test (with answers). The teacher CDs in the
the common computer applications, so the skillsheets are written as
teacher editions contain question banks for each chapter with answers, as
Getting started with …
well as an assessment task for each chapter, with a marking rubric based
• Microsoft Word
on the Essential Learnings assessable elements of knowledge and
• Microsoft Word—drawings and pictures understanding, investigating, communicating and reflecting.
• Microsoft Word—tables and charts
• Microsoft Excel
• Microsoft PowerPoint
• Google
• Dataloggers.
All the Webwatch sites can be quickly accessed by clicking on the links in
www.scienceworld.net.au.
Constructivist approach
ScienceWorld can be used to facilitate a constructivist approach in which
you find out what students already know and then allow them to construct
new understandings or consolidate their current understandings. Each
chapter has a Getting started section that allows teachers to set an
everyday context and find out what students already know. For example,
to introduce ScienceWorld 1, Chapter 12 Energy in our lives, students are
asked to work in small groups to brainstorm their ideas about energy.
2
Year 9 Essential Learnings checklist
Ways of working ScienceWorld 1 ScienceWorld 2 ScienceWorld 3

Students are able to: chapters chapters chapters
identify problems and issues, formulate scientific questions and design investigations 2, 3, P, 8, 11 1, 3 10
plan investigations guided by scientific concepts and design and carry out fair tests P, 4, 8 1, 2, 9 1, 2, 5, 7, 12
research and analyse data, information and evidence P, 7 6, 7, 9, 12 2, 3, 5, 7, 8, 11
evaluate data, information and evidence to identify connections, construct arguments and link results to P, 4, 6, 10, 12, 13 2, 3, 4, 5, 7, 8, 11, 3, 4, 5, 9
theory 12
select and use scientific equipment and technologies to enhance the reliability and accuracy of data collected P, 1, 2, 4, 8, 9 3, 6 2, 3, 5, 11, 12
in investigations
conduct and apply safety audits and identify and manage risks P, 1, 3, 8, 11, 12 4, 8, 10 10
draw conclusions that summarise and explain patterns, and that are consistent with the data and respond to P, 3, 4, 5, 6, 8, 10 1, 2, 5, 8, 9, 10 1, 4, 6, 7, 9, 11, 12
the question
communicate scientific ideas, explanations, conclusions, decisions and data, using scientific argument and P, 1, 5, 7, 9, 10, 11, 1, 4, 5, 7, 8, 11, 12 1, 2, 3, 4, 6, 7, 8,
terminology, in appropriate formats 13 12, 13
reflect on different perspectives and evaluate the influence of people’s values and culture on the applications 6 13 1, 2, 6
of science
reflect on learning, apply new understandings and justify future applications 6, 11, 13 8, 9
P—Doing a project
Knowledge and understanding

Science as a human endeavour
Responsible and informed decisions about real-world issues are influenced by the application of
scientific knowledge.
Immediate and long-term consequences of human activity can be predicted by considering past and present 2, 12 10, 11 6
events
Responsible, ethical and informed decisions about social priorities often require the application of scientific 9, 13 6, 8, 9
understanding
People from different cultures contribute to and shape the development of science 1, 4, 5, 6, 11, 13 1, 4, 9 4, 11, 13
3
Year 9 Essential Learnings checklist (continued)
Knowledge and understanding ScienceWorld 1 ScienceWorld 2 ScienceWorld 3
Earth and beyond chapters chapters chapters
Events on earth and in space are explained using scientific theories and ideas, including the
geological and environmental history of the earth and the universe.
Scientific ideas and theories offer explanations about the earth that extend to the origins of the universe 6 12
Global patterns of change on earth and in its atmosphere can be predicted and modelled 3 13
Geological evidence can be interpreted to provide information about past and present events 13 7
Energy and change

Forces and energy are identified and analysed to help understand and develop technologies, and to
make predictions about events in the world.
An unbalanced force acting on a body results in a change of motion 4, 7 7 5, 13
Objects remain stationary or in constant motion under the influence of balanced forces 4 5, 13
Energy can be transferred from one medium to another 12 3
Transfer of energy can vary according to the medium in which it travels 11 3, 8 3
Energy is converted when it is transferred or transformed 11, 12 8 4, 6, 11
Life and living

Organisms interact with their environment in order to survive and reproduce.
The diversity of plants and animals can be explained using the theory of evolution through natural selection 11 9
In ecosystems, organisms interact with each other and their surroundings 7 11, 13
Complex organisms depend on interacting body systems to meet their needs internally and with respect to 9 5 7
their environment
All the information required for life is a result of genetic information being passed from parent to offspring 6 8
Changes in ecosystems have causes and consequences that may be predicted 7 13
Natural and processed materials

The properties of materials are determined by their structure and their interaction with other
materials.
Changes in physical properties of substances can be explained using the particle model 10 2 9
Matter can be classified according to its structure 8 4, 9, 10 10, 11
Chemical reactions can be described using word and balanced equations 3 2, 4, 10 10, 11, 12
Reaction rate is affected by various factors, including temperature, concentration and surface area 3 2
4
Syllabus Core Learnings checklist (Level 4)
Knowledge and understanding Core Learnings ScienceWorld 1

Science as a human 4.1 Outline some contributions to the development of scientific ideas made by people from different 1, 2, 6, 7
endeavour cultural and historical backgrounds.
(Science and Society) 4.2 Use the elements of a fair test when considering the design of their investigations. 2, 3, Projects, 4, 11
4.3 Present analyses of the short- and long-term effects of some of the ways in which science is used. 3, 5
Earth and beyond 4.1 Recognise and analyse some interactions (including the weather) between systems of Earth and
beyond.
4.2 Collect information which illustrates that changes on Earth and in the solar system occur on different 6, 13
scales of time and space.
4.3 Summarise information to compare ways in which different communities use resources from the Earth 6, 13
and beyond.
Energy and change 4.1 Design and perform investigations into relationships between forces, motion and energy. 4, 11, 12
4.2 Collect and present information about the transfer and transformation of energy (including potential 12
and kinetic energy).
4.3 Present alternative ways of obtaining and using energy (including energy from the sun and from fossil
fuels) for particular purposes.
Life and living 4.1 Examine the internal and external structure of living things (including animal respiratory systems and 5
plant systems) and account for observed similarities and differences in terms of adaptation.
4.2 Identify and analyse similarities and differences in the ways that different living things reproduce. 9
4.3 Make generalisations about the types of interaction which take place between the living and non- 7
living parts of the environment.
Natural and processed 4.1 Collect information and propose ideas to explain the properties of materials in terms of each 10
materials material’s underlying structure.
4.2 Identify patterns in the types of change that take place in materials. 3, 10
4.3 Examine and assess ways that materials can be changed to make them more useful. 3, 7, 13
5
Knowledge and understanding Core Learnings ScienceWorld 1 ScienceWorld 2

Science as a human 5.1 Consider how and why scientific ideas have changed over time. 5, 6 1, 3, 4, 6, 7, 11, 12
endeavour 5.2 Refine investigations after evaluating variations and inconsistencies in Projects, 8, 12 1, 2, 3, 9
(Science and Society) experimental findings.
5.3 Analyse the relationship between social attitudes and decisions about the 3 1, 9, 13
applications of science.
Earth and beyond 5.1 Explain how present-day features and events can be used to make inferences 6, 13 7, 12
about past events and changes in Earth and beyond.
5.2 Infer from data that the events that occur on Earth and in the solar system can 6, 13 7
have effects at other times and in other places.
5.3 Prepare scenarios about the use of renewable and non-renewable resources of the 12
Earth and beyond.
Energy and change 5.1 Analyse situations where various forces (including balanced and unbalanced 4
forces) act on objects.
5.2 Explain how energy is transferred and transformed (including energy transfer by 12 3, 8
convection and conduction).
5.3 Discuss the consequences of different ways of obtaining and using energy 8
(including nuclear energy).
Life and living 5.1 Collect information about the structure (including cell structure) and function of 9 5, 6, 11
living things and relate structure and function to survival.
5.2 Evaluate different processes and strategies of reproduction (including asexual 9

reproduction and care of young) in terms of their relative efficiency in ensuring
survival of offspring.
5.3 Evaluate the consequences of interactions between the living and non-living 7 11, 13
parts of environments.
Natural and processed 5.1 Present information in a variety of ways to explain the structure and behaviour 10 2, 4, 9, 10
materials of matter in terms of particles of which it is made.
5.2 Make inferences about the effect of various factors (including temperature of the 2
reaction and surface area of the reactants) on the nature and rate of reactions.
5.3 Devise tests and interpret data to show that the properties and interactions of 3, 10 2, 9, 10
materials influence their use.
6
Knowledge and understanding Core Learnings ScienceWorld 2 ScienceWorld 3
Science as a human 6.1 Evaluate contributions to the development of scientific ideas made by individuals 2, 4, 6, 7, 9, 11, 12 1, 4, 9, 12
endeavour and groups in the past and present, and consider factors which have assisted or hindered
them.
(Science and Society)
6.2 Design and perform controlled investigations to produce believable evidence. 1, 2, 3, 8, 10 1, 2, 5, 6, 7, 12
6.3 Use scientific concepts to evaluate the costs and benefits of applications of science 1, 10, 13 6, 8, 9
(including agricultural and industrial practices).
Earth and beyond 6.1 Use scientific ideas and theories about interactions within and between systems of 7, 12, 13
the Earth and beyond to explain past and present features and events.
6.2 Use scientific ideas about the Earth and components of the universe to explain how 7, 12, 13
events over time and in space can lead to catastrophic changes.
6.3 Argue a position regarding stewardship of the Earth and beyond, and consider the 6
implications of using renewable and non-renewable resources.
Energy and change 6.1 Use scientific ideas of motion (including action and reaction) to explain everyday 5, 13
experiences.
6.2 Model and analyse applications of energy transfer and transformation. 3, 8 3, 4, 5, 6
6.3 Evaluate the immediate and long-term consequences of different ways of obtaining 6
and using energy.
Life and living 6.1 Seek reasons for and can explain why functioning and behaviour change in response 5, 11 7
to variations in internal and external conditions (including disease, temperature, water
and light).
6.2 Use scientific ideas (including concepts of genetics and natural selection) to explain 11 9
how variation in living things leads to change in species over time.
6.3 Prepare scenarios to describe the potential long-term effects of changes in 13

biodiversity caused by human action on ecosystems.
Natural and processed 6.1 Explain the structure and properties of matter using models of atoms and molecules. 2, 4, 9, 10 10, 11, 12
materials
6.2 Use identified patterns of change to predict interactions between materials. 4, 9, 10 10, 11, 12
6.3 Collect and present information about the relationship between the commercial 9 11, 12
production of industrial, agricultural and fuel products and their properties.
7
Summary—Knowledge and Understanding Essential Learnings
Knowledge and Year 8 Year 9 Year 10

understanding
Science as a human 1 Working in a laboratory 1 Science at work 1 Science is investigating
endeavour
2 Science skills 2 Consumer science
(Science and Society)
Earth and beyond 6 Exploring space 7 The changing Earth 13 Space science
13 Rocks 12 Exploring the universe
Energy and change 4 Forces 3 Investigating heat 3 Light and sound
11 Electricity 8 Using electricity 4 Communications technology
12 Energy in our lives 5 Road science
6 Our energy future
Life and living 5 The living world 5 Food for life 7 Responding
7 Organisms in ecosystems 6 Life goes on 8 Inheritance
9 Building blocks of life 11 Diversity of life 9 Species survival
13 Ecosystem Earth
Natural and 3 Everyday reactions 2 Investigating reactions 10 Explaining reactions

processed materials
8 Mixing and separating 4 Building blocks of matter 11 Metals and non-metals
10 What are things made of? 9 Everyday substances 12 Electrochemistry
10 Living with acids and bases
8
Summary—Experiments
ScienceWorld 1 ScienceWorld 2 ScienceWorld 3
Testing reaction time Chapter 2 p 40 Paper bridges Chapter 1 p 4 Testing Velcro Chapter 1 p 6
Doing a project pp 64–67 Which filter? Chapter 1 p 8 Measuring feet Chapter 1 p 14
Stretching a spring Chapter 4 p 85 Working scientifically Chapter 1 p 16 Consumer testing Chapter 2 p 30
Water purification Chapter 8 p 175 What affects the rate? Chapter 2 p 29 Viscosity of solids Chapter 2 p 34
Your invention Chapter 11 p 250 Does mass change in a reaction?Chapter 2 p 41 Testing glues Chapter 2 p 36
Which is the best insulator? Chapter 3 p 59 Disposable nappies Chapter 2 p 42
Enzyme action Chapter 5 p 98 Stopping distances Chapter 5 p 112
Why do things rust? Chapter 9 p 195 A model house Chapter 6 p 148
Properties of plastics Chapter 9 p 207 Corrosion of iron Chapter 12 p 299
Model rockets Chapter 13 p 311
9
Summary—Animations (Flash) on the Student CD and Teacher CD
ScienceWorld 1 ScienceWorld 2 ScienceWorld 3
Using a Bunsen burner (Chapter 1) Drawing a line graph (Chapter 1) Drawing a line of best fit (Chapter 1)
Fire extinguishers (Chapter 3) What affects the rate? (Chapter 2) Sound waves (Chapter 3)
Motorcycle forces (Chapter 4) Enzyme action (Chapters 2 and 5) How a microphone works (Chapter 4)
Froth flotation (Chapter 8) Cooking (Chapter 3) Motion graphs (Chapter 5)
Particle theory (Chapter 10) Water reaction (Chapter 4) Negative feedback (Chapter 7)
Atoms (Chapter 11) The heart (Chapter 5) Making sex cells (Chapter 8)
Roller-coaster (Chapter 12) Mitosis (Chapter 6) DNA replication (Chapter 8)
How limestone caves are formed (Chapter 13) Drawing a line of best fit (Chapter 8) Recombining chromosomes (Chapter 9)
How sedimentary rocks are formed (Chapter 13) Acid rain (Chapter 10) Changing partners (Chapter 10)
Natural selection (Chapter 11) Chemical bonds (Chapter 11)
Greenhouse effect (Chapter 13) How an electric cell works (Chapter 12)
10
Teaching units for ScienceWorld 1
Chapter 1 Working in a laboratory
Learning focus: Students become familiar with the science laboratory by drawing a large floor plan and showing the position of various items.
Getting started p 1
Essential Learnings Syllabus Learnings Resources

Ways of working Science and society Laboratory find-a-word (Student CD)
Conduct and apply safety audits and identify and 4.1 Outline some contributions to the development of scientific Animation—Using a Bunsen burner
manage risks ideas made by people from different cultural and historical
pp 7–10; Investigate pp 11, 14, 16; Workbook p 6, 8 Lab safety rules
backgrounds.
Select and use scientific equipment and technologies Science in Action p 6; Webwatch p 10 Biological specimens and posters
to enhance the reliability and accuracy of data Bunsen burner licences
collected in investigations Investigating
pp 2–6; Skillbuilder p 13; Workbook pp 6–7, 9 Observing and recording: Investigate 3 pp 16–17; Workbook p
12
Communicate scientific ideas, explanations,
conclusions, decisions and data, using scientific Using the glossary: Workbook p 14
argument and terminology, in appropriate formats Communicating
Skillbuilder p 5, pp 12–15; Investigate p 14;
Workbook pp 7–14 Using sequence linking words: Workbook p 9 Ex 7
Writing instructions: Workbook p 10
Writing sentences: Workbook p 13 Ex 11
11
Chapter 2 Science skills
Learning focus: Make observations of the moon and use these observations to make inferences and predictions.
Getting started p 23

Ways of working Science and society ICT Skillsheet—Excel
Identify problems and issues, formulate 4.1 Outline some contributions to the development of scientific ideas made by ICT Skillsheets—Word, Word
scientific questions and design people from different cultural and historical backgrounds. drawing and pictures, Word
investigations Science in Action p 25 tables and charts
Investigate 4 p 26, p 39; Experiment p 40;
Workbook p 21 Ex 10 4.2 Use the elements of a fair test when considering the design of their Graphs from various sources
investigations. (for Section 2.3)
Select and use scientific equipment and pp 39–40
technologies to enhance the reliability and Lab safety rules
accuracy of data collected in D4.4 Examine and evaluate situations where their observations or conclusions are
investigations influenced by previous experience.
pp 29–36; Skillbuilder p 29; Investigate 5 Face on Mars p 24
pp 31–34; Workbook p 18
Investigating (measuring): pp 29–36; Workbook pp 17–18
Understanding
Inferring and predicting: pp 24–28; Workbook pp 16–17
Generalising: Workbook p 20
Communicating
Handling and displaying data: pp 37–38; Workbook p 19
Analysing a report: Workbook p 21 Ex 10
12
Chapter 3 Everyday reactions
Learning focus: Make observations of the changes that occur when a sparkler burns.

Natural and processed materials Science and society Animation—Fire
Reaction rate is affected by various factors, including 4.2 Use the elements of a fair test when considering the design extinguishers
temperature, concentration and surface area of their investigations.
p 49; Investigate 7 p 49 Investigate 7 p 49
Chemical reactions can be described using word and balanced 4.3 Present analyses of the short- and long-term effects of some
equations ways in which science is used.
pp 48, 53, 56; Workbook p 25 Ex 4 Carbon dioxide—friend or foe p 59
Science as a human endeavour 5.3 Analyse the relationship between social attitudes and
Immediate and long-term consequences of human activity can decisions about the applications of science.
be predicted by considering past and present events p 59
pp 48, 59
Earth and beyond 4.2 Identify patterns in the types of change that take place in materials.
Global patterns of change on earth and in its atmosphere can pp 44–51
be predicted and modelled
4.3 Examine and assess ways that materials can be changed to
p 59
make them more useful.
Ways of working pp 52–58
Conduct and apply safety audits and identify and manage risks 5.3 Devise tests and interpret data to show that the properties
Investigate pp 45–47, 49, 54–55, 57–58 and interactions of materials influence their use.
Identify problems and issues, formulate scientific questions pp 52–58
and design investigations Investigating (comparing and contrasting): Workbook p 27
Investigate 7 p 49
Draw conclusions that summarise and explain patterns, and
that are consistent with the data and respond to the question
Investigate pp 49, 54–55
13
Doing a project

Ways of working Science and society Webwatch p 67
Identify problems and issues, formulate scientific questions and 4.2 Use the elements of a fair test when considering the design of
design scientific investigations their investigations.
pp 64–65 p 66
Plan investigations guided by scientific concepts and design and 5.2 Refine investigations after evaluating variations and
carry out fair tests inconsistencies in experimental findings.
pp 66–67 p 66
Research and analyse data, information and evidence Investigating (making plans): pp 64–67
p 67
Communicating (creating a presentation): p 66
Evaluate data, information and evidence to identify connections,
construct arguments and link results to theory
p 66
Select and use scientific equipment and technologies to enhance
the reliability and accuracy of data collected in investigations
p 66
Conduct and apply safety audits and identify and manage risks
p 66
Draw conclusions that summarise and explain patterns, and that
are consistent with the data and respond to the question
p 66
Communicate scientific ideas, explanations, conclusions,
decisions and data, using scientific argument and terminology, in
appropriate formats
p 66
14
Chapter 4 Forces
Learning focus: Solve problems whose solutions involve the application of forces.

Knowledge and understanding Science and society Animation—Motorcycle
Energy and change 4.2 Use the elements of a fair test when considering forces
An unbalanced force acting on a body results in a change in motion the design of their investigations. ICT Skillsheet—Word
pp 69–87; Workbook pp 30–34 Investigate 13 pp 77–78; Experiment p 85
ICT Skillsheet—Dataloggers
Objects remain stationary or in constant motion under the influence
Energy and change Photos of everyday forces
of balanced forces
pp 69–87; Workbook p 30–34 4.1 Design and perform investigations into relationships
between forces, motion and energy.
Science as a human endeavour Investigate 11 and 12 pp 70–72, Investigate 13 pp 77–78;
People from different cultures contribute to and shape the Experiment p 85
development of science D4.4 Explore properties of some common force and
Newton p 86 energy phenomena by playing with toys.
Ways of working Investigate 11 p 70; Try this 3 p 82
Plan investigations guided by scientific concepts and design and 5.1 Analyse situations where various forces (including
carry out fair tests balanced and unbalanced forces) act on objects.
Investigate pp 72, 77–78; Experiment p 85; Workbook pp 30–31 pp 70–76; Workbook pp 30, 32–33
Evaluate data, information and evidence to identify connections, Understanding
construct arguments and link results to theory
Problem solving: Workbook pp 29, 32
p 83; Experiment p 85
Interpreting illustrations: Workbook pp 32–33
Draw conclusions that summarise and explain patterns, and that are
consistent with the data and respond to the question Mind mapping: Workbook p 35
Investigate 13 pp 77–78; Experiment p 85 Communicating (explaining ideas): Workbook p 34
Select and use scientific equipment and technologies to enhance
the reliability and accuracy of data collected in investigations
Experiment p 85
15
Chapter 5 The living world
Learning focus: Sort organisms into groups.

Knowledge and understanding Science and society Pictures of living and non-living
Life and living 4.3 Present analyses of the short- and long-term effects of some things
Systems of scientific classification can be applied ways in which science is used. Old magazines, books and
to living things (Year 7) Science in Action p 108 newspapers for animal photos
pp 91–111; Investigate pp 96, 103, 107;
5.1 Consider how and why scientific ideas have changed over MP4 video at
Workbook pp 38–41
time. www.britannica.cm/eb/art-83541
Science as a human endeavour p 98
People from different cultures contribute to and Videos of protists and monera
shape the development of science Life and living
Videos—David Attenborough
Plant medicines p 111 4.2 Identify and analyse similarities and differences in the ways that Life of Mammals and Planet
Ways of working different living things reproduce. Earth
Communicate scientific ideas, explanations, pp 98–110
Video camera
conclusions, decisions and data, using scientific D4.4 Explain why some features are more useful than others when
argument and terminology, in appropriate formats used as a basis for grouping living things.
pp 105–110; Investigate 15 p 103; Workbook pp p 94
40–41 D5.4 Use scientific ideas of classification to group living things.
Draw conclusions that summarise and explain pp 94–96
patterns, and that are consistent with the data and Communicating (writing a paragraph): Workbook pp 44–45
respond to the question
Workbook p 39 Ex 5
16
Chapter 6 Exploring space
Learning focus: Discuss aliens, stars and planets.
Knowledge and understanding Science and society ICT Skillsheet—Excel

Earth and beyond 4.1 Outline some contributions to the development of scientific ideas made by Movie Apollo 13
Scientific ideas and theories offer explanations about people from different cultural and historical backgrounds.
the earth that extend to the origins of the universe Star Lab Dome
pp 116–118; Workbook p 49 Ex 4
pp 131–133 D4.5 Examine and evaluate the potential applications of scientific ideas and
Science as a human endeavour inventions.
People from different cultures contribute to and Activity p 127
shape the development of science 5.1 Consider how and why scientific ideas have changed over time.
pp 116–118; Workbook p 49 Ex 4 pp 116–118
Ways of working
Evaluate data, information and evidence to identify Earth and beyond
connections, construct arguments and link results to 4.2 Collect information which illustrates that changes in the solar system occur
theory on different scales of time and space.
pp 120–128, 131–134; Activity p 134 pp 120–134
Draw conclusions that summarise and explain 4.3 Summarise information to compare ways in which different communities use
patterns, and that are consistent with the data and resources from the Earth and beyond.
respond to the question Activity p 127; Activity p 134
pp 126–127; Workbook pp 48–52 5.1 Explain how present-day features and events can be used to make inferences
about past events and changes in Earth and beyond.
Reflect on different perspectives and evaluate the
pp 131–133
influence of people’s values and culture on the
applications of science 5.2 Infer from data that the events that occur in the solar system can have effects
Activity p 134 at other times and in other places.
pp 120–130
Understanding (mind mapping): Workbook p 47
Investigating (selecting relevant information): Workbook p 48
Communicating
Writing a compare and contrast essay: Workbook pp 50–52
Creative writing: Workbook p 53 Ex 10
17
Chapter 7 Organisms in ecosystems
Learning focus: Discuss how we obtain food and how organisms are adapted to their environment.

Knowledge and understanding Science and society ICT Skillsheet—Word
Life and living 4.1 Outline some contributions to the development of scientific ideas drawing and pictures
In ecosystems, organisms interact with each other and their made by people from different cultural and historical backgrounds. Videos/DVDs on living
surroundings Population plagues p 155 things and ecosystems
pp 139–145, 148–152; Workbook pp 54–56
Life and living
Changes in ecosystems have causes and consequences that
may be predicted 4.3 Make generalisations about the types of interactions which take
pp 155–156; Workbook p 59 place between the living and non-living parts of the environment.
pp 139–157
Ways of working
5.3 Evaluate the consequences of interactions between the living and
non-living parts of environments.
decisions and data, using scientific argument and
pp 154–157
terminology, in appropriate formats
Food chains and webs pp 139–152; Workbook pp 54–56 D5.5 Apply ideas of energy transfer and transformation to explain the
importance of photosynthesis and respiration.
Research and analyse data, information and evidence pp 140–142; Workbook p 55 Ex 3
Activity p 145; Case study p 155; Activity p 156; Workbook
p 59 Investigating (researching using the internet): Webwatch p 152
Understanding
Analysing text: Workbook p 57
Devising possible solutions: Workbook p 59
18
Chapter 8 Mixing and separating
Learning focus: Solve problems that involve the separation of everyday mixtures.

Knowledge and understanding Science and society Animation—Froth flotation
Natural and processed materials 5.2 Refine investigations after evaluating variations and ICT Skillsheet—PowerPoint
Matter can be classified according to its structure inconsistencies in experimental findings.
pp 161–167; Workbook p 63 Local water treatment plant,
Experiment p 175
mining or construction
Ways of working Natural and processed materials industry
Conduct and apply safety audits and identify and manage risks
4.3 Examine and assess ways that materials can be
Investigate pp 163–164, 169–170, 172–173, 177; Experiment p 175
changed to make them more useful.
Draw conclusions that summarise and explain patterns, and that are pp 168–179
consistent with the data and respond to the question D5.4 Collect information and report on manufacturing
Investigate 18 pp 163–164 processes that develop materials for specific purposes.
Identify problems and issues, formulate scientific questions and pp 168–177
design investigations
Investigating (observing): Workbook pp 62–63 Ex 3
Experiment p 175; Investigate 21 p 177; Workbook p 61 Ex 1
Understanding (problem-solving): Getting started p 160;
Select and use scientific equipment and technologies to enhance the Workbook pp 61, 66
reliability and accuracy of data collected in investigations
Experiment p 175; Investigate 21 p 177 Communicating
Plan investigations guided by scientific concepts and design and Summarising using a table: Workbook p 64
carry out fair tests Completing a flow chart: Workbook p 66 Ex 11
Experiment p 175; Challenge 8 p 167
19
Chapter 9 Building blocks of life
Learning focus: Investigate the use of magnifying glasses and microscopes to observe tiny organisms.

Knowledge and understanding Life and living Microscope pictures and slides
Life and living 4.2 Identify and analyse similarities and differences in the ways Video of asexual reproduction
Complex organisms depend on interacting body that different living things reproduce.
systems to meet their needs internally and with respect pp 197–202 Videos/DVDs of parental care of
to their environment offspring
5.1 Collect information about the structure (including cell
pp 190–191, 193–194; Workbook pp 70–73 structure) and function of living things and relate structure and Local nursery
Ways of working function to survival.
Select and use scientific equipment and technologies pp 183, 186–202
to enhance the reliability and accuracy of data 5.2 Evaluate different processes and strategies of reproduction
collected in investigations (including asexual reproduction and care of young) in terms of
Skillbuilder pp 184–185 their relative efficiency in ensuring survival of offspring.
Communicate scientific ideas, explanations, pp 197–202
conclusions, decisions and data, using scientific Investigating (completing a graphic outline): Workbook p 68
argument and terminology, in appropriate formats
Drawing cells Skillbuilder p 187; Workbook p 69 Communicating
Clarifying ideas and concepts: Workbook pp 70–73
Writing and speaking in role: Workbook p 75
20
Chapter 10 What are things made of?
Learning focus: Discuss the properties of everyday solids, liquids and gases.

Knowledge and understanding Natural and Processed Materials Animation—Particle theory
Natural and processed materials 4.1 Collect information and propose ideas to explain the properties of ICT Skillsheet—Dataloggers
Changes in physical properties of substances materials in terms of each material’s underlying structure.
can be explained using the particle model pp 206–226 Calculators
pp 214–218, 223–226; Workbook pp 81–82 4.2 Identify patterns in the types of change that take place in materials. Starch packing beads
Draw conclusions that summarise and 5.1 Present information in a variety of ways to explain the structure and behaviour
explain patterns, and that are consistent with of matter in terms of particles of which it is made.
the data and respond to the question pp 214–226
Activities pp 207, 223–224; Investigate 25 p 5.3 Devise tests and interpret data to show that the properties and interactions of
219; Workbook p 82 materials influence their use.
Evaluate data, information and evidence to pp 208–213
identify connections, construct arguments
Understanding
and link results to theory
pp 214–218, 223–226 Words in context: Workbook p 77
Comparing and contrasting: Workbook p 81
Communicate scientific ideas,
explanations, conclusions, decisions and Interpreting illustrations: Workbook p 82
data, using scientific argument and Inferring: Activity p 226
terminology, in appropriate formats
Investigate 25 p 219; Activity p 226; Communicating
Workbook p 78 Ex 3, pp 81–82 Creating tables: Workbook pp 79–80
Clarifying ideas and concepts: Workbook p 83 Ex 10
21
Chapter 11 Electricity
Learning focus: Use their knowledge of electricity to explain how an electric mousetrap works.

Knowledge and understanding Science and society Animation—Atoms
Energy and change 4.2 Use the elements of a fair test when considering Computer software—Crocodile
Transfer of energy can vary according to the medium in which it the design of their investigations. clips
travels Try this 1 & 2 p 236
pp 237–241; Workbook p 88 Video/DVD of extreme weather
D4.5 Examine and evaluate the potential conditions
Energy is converted when it is transferred or transformed
applications of scientific ideas and inventions.
pp 237–241; Workbook pp 86–87
Science bits p 235; Experiment p 250
Energy and change
People from different cultures contribute to and shape the
development of science 4.1 Design and perform investigations into
p 232 relationships between forces, motion and energy.
pp 230–243
Ways of working
D4.4 Explore properties of some common force and energy
phenomena by playing with toys.
decisions and data, using scientific argument and terminology, in
Getting started p 229; Experiment p 250
appropriate formats
pp 233, 238, 244–247; Workbook pp 87–91 Understanding
Conduct and apply safety audits and identify and manage risks Exploring ideas: Workbook pp 85–87, 91
Investigate 28 p 239 Interpreting diagrams: Workbook pp 89–90
Identify problems and issues, formulate scientific questions and
design investigations
Try this p 236, 243; Investigate 29 Part C p 247; Workbook p 88
Challenge exercise
22
Chapter 12 Energy in our lives
Learning focus: Brainstorm and discuss what energy is.

Knowledge and understanding Science and society Animation—Roller-
Energy and change D4.5 Examine and evaluate the potential applications of scientific ideas and inventions. coaster
Energy can be transferred from one Challenge 6 p 272 ICT Skillsheet—
medium to another Dataloggers
5.2 Refine investigations after evaluating variations and inconsistencies in experimental findings.
pp 260–262, 266–268; Workbook pp
Investigate 30 p 255 Food packets
97, 99
Energy is converted when it is Earth and beyond (nutrition panels)
transferred or transformed 5.3 Prepare scenarios about the use of renewable and non-renewable resources of the Earth and Pictures showing
pp 260–262, 266–268; Workbook pp beyond. energy in use
97, 99 p 270
Science as a human endeavour Energy and change
Immediate and long-term
consequences of human activity can 4.1 Design and perform investigations into relationships between forces, motion and energy.
be predicted by considering past and pp 257–265
present events 4.2 Collect and present information about the transfer and transformation of energy (including
pp 269–270; Workbook p 98 potential and kinetic energy).
pp 257–265
Ways of working
Conduct and apply safety audits and D4.4 Explore properties of some common force and energy phenomena by playing with toys.
identify and manage risks Activity p 258; Try this p 265; Check 1 p 270
Investigate 31 pp 261–262 5.2 Explain how energy is transferred and transformed (including energy transfer by conduction
Evaluate data, information and and convection).
evidence to identify connections, pp 260–268; Workbook p 99
construct arguments and link results
D5.4 Apply ideas of energy transfer and transformation to common biological processes.
to theory
pp 254–256
Investigate 32 pp 267–268
D5.5 Outline the energy changes that occur in simple physical and chemical changes and link their
observations to scientific understandings about the conservation of energy.
pp 266–268
Understanding (clarifying ideas and concepts): Getting Started p 253; Workbook p 95 Ex 3
Communication (creating an analogy): Workbook p 97 Ex 8
23
Chapter 13 Rocks
Learning focus: Infer the origin of several Australian landforms.

Knowledge and understanding Earth and beyond Photos of Australian landforms
Earth and beyond 4.2 Collect information which illustrates that changes on Earth Animations—How limestone caves are
Geological evidence can be interpreted to and in the solar system occur on different scales of time and formed, How sedimentary rocks are
provide information about past and space. formed
present events pp 276–291
pp 277–278 Rock and mineral samples (or photos)
4.3 Summarise information to compare ways in which different
Science as a human endeavour communities use resources from the Earth and beyond. Videos of erosion
People from different cultures contribute Webwatch p 293
to and shape the development of science D4.5 Make observations of, and collect information about, geological
pp 290 samples from the local area.
pp 277–279; Try this p 295
Ways of working
Evaluate data, information and evidence to 5.1 Explain how present-day features and events can be used to make
identify connections, construct arguments inferences about past events and changes on Earth.
and link results to theory pp 276–291
Investigate pp 279, 289 5.2 Infer from data that the events that occur on Earth can have effects at
other times and in other places.
The rock cycle p 291
explanations, conclusions, decisions and
data, using scientific argument and D5.5 Describe geological cycles that occur over time and identify links
terminology, in appropriate formats between aspects of theses cycles.
Workbook pp 102–105 p 291
4.3 Examine and assess ways that materials can be changed to make
them more useful.
Webwatch p 293
Understanding (linking cause and effect): Workbook p 104 Ex 6
Communicating
Writing definitions: Workbook p 102 Ex 2, p 104 Ex 7
Completing a diagram summary: Workbook p 103, p 105 Ex 10
24
Chapter 1 Science at work
Learning focus: Use problem-solving to work out what is wrong with a DVD player.
Getting started p 1

Ways of working Science and society Animation—Drawing a line graph
Identify problems and issues, formulate 5.1 Consider how and why scientific ideas have changed over time. Chemical labels
scientific questions and design investigations pp 17–19
pp 2–16; Workbook p 9 Ex 7 ICT Skillsheet—Excel (p 19)
5.2 Refine investigations after evaluating variations and inconsistencies in
Communicate scientific ideas, explanations, experimental findings. Dataloggers (Problem C p 16)
conclusions, decisions and data, using Investigate 2 p 15; Experiment p 16 TV programs—‘The New
scientific argument and terminology, in 5.3 Analyse the relationship between social attitudes and decisions about Inventors’, ‘Catalyst’,
appropriate formats the applications of science. ‘MythBusters’ (p 19)
Reports pp 3–4; Graphing pp 9–19; Workbook pp 17–19
p 11
6.2 Design and perform controlled investigations to produce believable
Draw conclusions that summarise and explain
evidence.
patterns, and that are consistent with the data
Experiments pp 4, 8, 16; Investigate 2 p 15
and respond to the question
pp 2, 6–7, 11–16 6.3 Use scientific concepts to evaluate the costs and benefits of
Plan investigations guided by scientific applications of science (including agricultural and industrial practices).
concepts and design and carry out fair tests pp 17–19
Investigate 2 p 15; Experiment p 16; Investigating
Workbook p 6 Ex 1, pp 8–9 Ex 6
Identifying and controlling variables: Activity p 6; Workbook pp 8–9 Ex 6
Science as a human endeavour Solving problems: pp 14–16
People from different cultures contribute to
and shape the development of science Communicating
Science in action pp 17–19 Writing reports: Skillbuilder p 3
Drawing graphs: Skillbuilder pp 9–10; Workbook pp 10–11
25
Chapter 2 Investigating reactions
Learning focus: Make silly putty and investigate its properties.

Knowledge and understanding Science and society Animation—What affects
Natural and processed materials 5.2 Refine investigations after evaluating variations and inconsistencies in experimental the rate?
Changes in physical properties of findings. Animation—Enzyme
substances can be explained using the Experiments p 29, 41 action
particle model 6.1 Evaluate contributions to the development of scientific ideas made by individuals
pp 27–28 ICT Skillsheet—
and groups in the past and present, and consider factors which have assisted or hindered
Dataloggers
Reaction rate is affected by various factors, them.
including temperature, concentration and Lavoisier p 40 Animation software—
surface area 6.2 Design and perform controlled investigations to produce believable evidence. DreamWeaver, Photoshop
pp 24–36; Workbook p 17 Ex 5 Investigate 3 pp 25–26; Experiments pp 29, 41; Investigate 4 pp 33–34 or Flash (p 42)
Chemical reactions can be described using Animation—Drawing a
word and balanced equations line graph
5.1 Present information in a variety of ways to explain the structure and behaviour of
p 42; Workbook p 19 Ex 10 matter in terms of particles of which it is made.
Ways of working pp 27–28, 34, 42
Draw conclusions that summarise and 5.2 Make inferences about the effect of various factors (including temperature of
explain patterns, and that are consistent reaction and surface area of the reactants) on the nature and rate of reactions.
with the data and respond to the question pp 24–36; Workbook p 17 Ex 6
Investigate pp 25–26, 33–34; Experiments 5.3 Devise tests and interpret data to show that the properties and interactions of
pp 29, 41; Workbook p 16 Ex 4 materials influence their use.
Plan investigations guided by scientific Getting started p 23; Science in action p 32, p 37–38
concepts and design and carry out fair tests 6.1 Explain the structure and properties of matter using models of atoms and molecules.
Investigate 3 pp 25–26; Experiment p 29 pp 27–28, 34, 42
Evaluate data, information and evidence to D6.4 Observe and quantify the changes that take place in a reaction.
identify connections, construct arguments Experiment p 41
and link results to theory
Investigate pp 25–26, 33–34; Experiment p Understanding (constructing meaning): Enzyme action animation, Workbook pp 15, 17
41 Communicating (constructing and using models): Activity p 42
26
Chapter 3 Investigating heat
Learning focus: Analyse a photo of a glassmaker in terms of heat transfer.
Problem solving pp 43, 60

Knowledge and understanding Science and society Animation—Cooking
Energy and change 5.1 Consider how and why scientific ideas have changed over time. ICT Skillsheet—Excel
Energy can be transferred from one medium to p 47
another Dataloggers (pp 64–
5.2 Refine investigations after evaluating variations and inconsistencies in 65)
pp 53–65; Workbook p 20, 24
experimental findings.
Transfer of energy can vary according to the Investigate 7 p 57; Experiment p 59; pp 64–65
medium in which it travels D5.5 Present data in a variety of ways to support different interpretations.
pp 53–54 Does white coffee cool faster than black coffee?
Ways of working p 64
Identify problems and issues, formulate scientific 6.2 Design and perform controlled investigations to produce believable
questions and design investigations evidence.
Investigate pp 49–50, 57; Experiments pp 59, 64– Investigate 6 p 49; Investigate 7 p 57; Experiment p 59; pp 64–65
65
Select and use scientific equipment and Energy and change
technologies to enhance the reliability and accuracy 5.2 Explain how energy is transferred and transformed (including energy transfer
of data collected in investigations by conduction and convection).
Investigate pp 49–50, 57; Experiment p 59 pp 53–65; Workbook p 23
Evaluate data, information and evidence to identify 6.2 Model and analyse applications of energy transfer and transformation.
connections, construct arguments and link results to pp 53–67
theory
Understanding
Investigate pp 49–50, 57; Experiment p 59
Using maths equations: Skillbuilder p 50
Interpreting diagrams: How does a thermos work? p 63; Workbook p 23 Ex 5
Communicating
Writing in role: Workbook p 25
27
Chapter 4 Building blocks of matter
Learning focus: Prepare a news item about an imaginary journey by Super-Sci through the particles of solids, liquids and gases.

Knowledge and understanding Science and society Animation—Water
Natural and processed materials 5.1 Consider how and why scientific ideas have changed over time. reaction
Matter can be classified according to its Science in action pp 70, 73
structure
6.1 Evaluate contributions to the development of scientific ideas made by individuals
pp 69, 74, 83; Workbook pp 27–30, 32
and groups in the past and present, and consider factors which have assisted or
Chemical reactions can be described using hindered them.
word and balanced equations Dalton p 70; Curie p 73
Workbook p 31 Ex 8
Science as a human endeavour 5.1 Present information in a variety of ways to explain the structure and behaviour of matter
People from different cultures contribute to in terms of particles of which it is made.
and shape the development of science Getting started p 68; Activity p 77; Workbook p 28, p 32 Ex 9
Dalton p 70; Curie p 73
D5.4 Collect information and report on manufacturing processes that develop
Ways of working materials for specific purposes.
Conduct and apply safety audits and identify Fireworks p 75
and manage risks 6.1 Explain the structure and properties of matter using models of atoms and
Investigate pp 80–82 molecules.
Evaluate data, information and evidence to pp 69–84; Workbook p 32 Ex 9
identify connections, construct arguments 6.2 Use identified patterns of change to predict interactions between materials.
and link results to theory pp 80–84; Workbook p 31 Ex 8
Investigate pp 80–82
D6.4 Observe and quantify the changes that take place in a reaction.
Communicate scientific ideas, explanations, Investigate 10 p 82
conclusions, decisions and data, using
scientific argument and terminology, in Investigating (researching using the internet): Webwatch pp 73, 79
appropriate formats
Element symbols pp 71–72 Communicating
Prepare a news item: Getting started p 68
Constructing and using models: Activity p 77
28
Chapter 5 Food for life
Learning focus: Check their knowledge of food webs and parts of the body.

Knowledge and understanding Life and living Animation—Enzyme
Life and living 5.1 Collect information about the structure (including cell structure) and action
Complex organisms depend on interacting function of living things and relate structure and function to survival. Animation—The heart
body systems to meet their needs internally pp 96–109; Workbook pp 37–40
and with respect to their environment ICT Skillsheet—
D5.5 Apply ideas of energy transfer and transformation to explain the
pp 96–109; Workbook pp 37–40 Dataloggers
importance of photosynthesis and respiration.
Ways of working pp 94, 99; Workbook p 37 Ex 6 Video camera
Draw conclusions that summarise and explain 6.1 Seek reasons for and can explain why functioning and behaviour change in Model of human torso
patterns, and that are consistent with the data response to variations in internal and external conditions (including disease, (p 106)
and respond to the question temperature, water and light).
Experiment p 98; Investigate 12 p 100; pp 96–109
Workbook p 36
Evaluate data, information and evidence to Investigating
identify connections, construct arguments Handling materials: Skillbuilder p 91; Investigate 11 pp 91–93
and link results to theory Designing and performing experiments: Try this p 97; Experiment p 98
Activity p 89; Investigate 11 pp 91–93
Communicating
conclusions, decisions and data, using Constructing and using models: Investigate 12 p 100
scientific argument and terminology, in Working in groups: Workbook pp 34–35
appropriate formats Writing in role: Workbook p 41
Workbook p 41
29
Chapter 6 Life goes on
Learning focus: Check their knowledge of cells, inheritance and DNA testing.

Knowledge and understanding Science and society Animation—Mitosis
Life and living 5.1 Consider how and why scientific ideas have changed over time. Video of TV crime show
All the information required for life is a result of Science bits p 115; Science in action pp 116, 131
genetic information being passed from parent to Presentation—camera
6.1 Evaluate contributions to the development of scientific ideas made by and data projector (p
offspring
individuals and groups in the past and present, and consider factors which have 120)
assisted or hindered them.
Complex organisms depend on interacting body Science in action pp 116, 131 DVDs of DNA, genes
systems to meet their needs internally and with and inheritance
respect to their environment Life and living
pp 113–118 5.1 Collect information about the structure (including cell structure) and function
of living things and relate structure and function to survival.
Select and use scientific equipment and
technologies to enhance the reliability and Understanding
accuracy of data collected in investigations Interpreting data: DNA fingerprinting p 125
Skillbuilder p 114; Investigate 4 pp 114–115
Dealing in an orderly manner with the parts of a complex whole: Human pedigrees
Research and analyse data, information and p 133
evidence Completing a graphic outline: Workbook p 44
Activity p 120; Science bits p 129
Reflect on learning, apply new understandings Communicating (constructing and using models): Activity p 124; Investigate 15 p
and justify future applications 130
Science bits p 116
30
Chapter 7 The changing Earth
Learning focus: Make inferences about past life on Earth from observations of fossils and modern-day animals.

Knowledge and understanding Science and society Fossils
Earth and beyond 5.1 Consider how and why scientific ideas have changed over time. Movie—Jurassic Park
Geological evidence can be pp 159–161
interpreted to provide information Local geologist
6.1 Evaluate contributions to the development of scientific ideas made by individuals and groups in
about past and present events the past and present, and consider factors which have assisted or hindered them. Photocopies for p 149
Plate tectonics pp 159–162; Plate tectonics pp 159–161
Workbook pp 49–52 DVDs of earthquakes
Earth and Beyond and tsunamis
Energy and change 5.1 Explain how present-day features and events can be used to make inferences about past events
An unbalanced force acting on a and changes on Earth.
body results in a change in motion pp 137–162; Workbook pp 49–51
Faults p 148, 152; Workbook p 53
Ex 6 5.2 Infer from data that the events that occur on Earth can have effects at other times and in other
places.
Ways of working pp 137–162; Workbook pp 49–51
Evaluate data, information and D5.5 Describe geological cycles that occur over time and identify links between aspects of these
evidence to identify connections, cycles.
construct arguments and link results pp 159–162
to theory
6.1 Use scientific ideas and theories about interactions within and between systems of the Earth to
Activities pp 142, 149; Workbook
explain past and present features and events.
pp 49–52, 56
Research and analyse data, 6.2 Use scientific ideas about the Earth to explain how events over time can lead to catastrophic
information and evidence changes.
Activities pp 142, 149, 160; pp 152–158
Workbook p 54
Understanding
explanations, conclusions, decisions Inferring from data: Getting Started p 137; Activities pp 142, 149
and data, using scientific argument Interpreting data: Activity p 156
and terminology, in appropriate Working with animations: Webwatches
formats
Workbook p 55 Communicating
Constructing and using models: Investigate 17 p 155; Activity p 160
Writing a newspaper article: Workbook p 55
31
Chapter 8 Using electricity
Learning focus: Read an electricity meter to calculate energy usage.

Knowledge and understanding Science and society Animation—Drawing a
Energy and change 6.2 Design and perform controlled investigations to produce believable line of best fit
Transfer of energy can vary according to the evidence. Computer software—
medium in which it travels Investigate 19 p 175 Crocodile clips
pp 167–171, 176
Energy and change Old electrical appliances
Energy is converted when it is transferred or
transformed 5.2 Explain how energy is transferred and transformed (including energy Calculators
pp 182–188; Workbook pp 63–64 transfer by convection and conduction).
Photos of power stations
pp 182–188
Ways of working 5.3 Discuss the consequences of different ways of obtaining and using energy DVDs of Chernobyl
Conduct and apply safety audits and identify and (including nuclear energy). disaster
manage risks pp 182–188
Investigate 18 p 168
6.2 Model and analyse applications of energy transfer and transformation.
identify connections, construct arguments and link
D6.6 Solve problems involving work and power.
results to theory
pp 177–178
Investigate 19 p 175
Draw conclusions that summarise and explain Investigating (researching using the internet): Webwatch p 185
patterns, and that are consistent with the data and Understanding
respond to the question
Investigate 19 p 175; Activity p 183; Workbook Applying ideas and concepts: Electric shocks p 176; Workbook challenge p 63
pp 59–62 Interpreting graphs: Activity p 186; Workbook challenge p 61
Communicate scientific ideas, explanations, Communicating
conclusions, decisions and data, using scientific Drawing lines of best fit: Skillbuilder p 174
Skillbuilder p 174; Using equations p 178;
Workbook p 66
32
Chapter 9 Everyday substances
Learning focus: Relate the uses of everyday materials to their properties.

Knowledge and understanding Science and society Animation—How soap works
Natural and processed materials 5.2 Refine investigations after evaluating variations and inconsistencies in experimental Animation—Polymerisation
Matter can be classified according to its findings.
structure Choice magazines (p 201)
Experiment p 195; Try this p 211
pp 196–214; Workbook pp 71–72 Local recycling plant
5.3 Analyse the relationship between social attitudes and decisions about the
Science as a human endeavour applications of science.
Responsible, ethical and informed Recycling plastics pp 206, 208
decisions about social priorities often 6.1 Evaluate contributions to the development of scientific ideas made by individuals
require the application of scientific and groups in the past and present, and consider factors which have assisted or hindered
understanding them.
Biodegradable detergents p 201; Goodyear p 212
Recycling plastics pp 206, 208
People from different cultures
contribute to and shape the development 5.1 Present information in a variety of ways to explain the structure and behaviour of
of science matter in terms of particles of which it is made.
Goodyear p 212 pp 196–214; Workbook p 71 Ex 9
5.3 Devise tests and interpret data to show that the properties and interactions of
Ways of working materials influence their use.
Plan investigations guided by scientific Getting started p 191; Activity p 193; Experiment p 207
concepts and design and carry out fair
D5.4 Collect information and report on manufacturing processes that develop materials
tests
for specific purposes.
Experiment p 195
Making soap p 199; Permanent crease p 211
Draw conclusions that summarise and 6.1 Explain the structure and properties of matter using models of atoms and molecules.
explain patterns, and that are consistent pp 196–214
with the data and respond to the
question 6.2 Use identified patterns of change to predict interactions between materials.
Experiment p 195; Try this p 211; Polymers pp 203–204
Workbook pp 68–73 6.3 Collect and present information about the relationship between the commercial
production of industrial, agricultural and fuel products and their properties.
pp 198–213
Understanding (comparing and contrasting): Workbook pp 70, 72–73
Communicating (constructing and using models): Activity p 197
33
Chapter 10 Living with acids and bases
Learning focus: Make sherbet and suggest inferences to explain the reaction that occurs.

Knowledge and understanding Science and society Animation—Acid rain
Natural and processed materials 6.2 Design and perform controlled investigations to produce believable evidence. Soil samples
Matter can be classified according to its Try this pp 221, 226, 230, 232, 235
structure School nurse (anaphylactic
6.3 Use scientific concepts to evaluate the costs and benefits of applications of science shock, p 234)
(including agricultural and industrial practices).
Chemical reactions can be described p 236
using word and balanced equations
pp 227–228, 233–236; Workbook p Natural and processed materials
79 Ex 2, p 82 Ex 11 5.1 Present information in a variety of ways to explain the structure and behaviour of matter
in terms of particles of which it is made.
Science as a human endeavour pp 227–228
Immediate and long-term
consequences of human activity can 5.3 Devise tests and interpret data to show that the properties and interactions of materials
be predicted by considering past and influence their use.
present events Investigate pp 22–25
Acid rain p 236; Workbook p 84 Ex D5.4 Collect information and report on manufacturing processes that develop materials for
16 specific purposes.
Challenge 6 p 238
Ways of working
6.1 Explain the structure and properties of matter using models of atoms and molecules.
Conduct and apply safety audits and
pp 227–228
identify and manage risks
Investigate pp 22–25 6.2 Use identified patterns of change to predict interactions between materials.
Draw conclusions that summarise and
explain patterns, and that are D6.4 Observe and quantify the changes that take place in a reaction.
consistent with the data and respond Investigate 25 p 235
to the question Investigating (measuring pH): pp 224, 226
Workbook p 80 Ex 4
Understanding (drawing conclusions): Workbook p 82 Ex 10
34
Chapter 11 Diversity of life
Learning focus: List the adaptations of organisms in different habitats.

Knowledge and understanding Science and society Animation—Natural
Life and living 5.1 Consider how and why scientific ideas have changed over time. selection
In ecosystems, organisms interact with each Evolution pp 255–263 Photos of local
other and their surroundings environment
6.1 Evaluate contributions to the development of scientific ideas made by
pp 242–263; Workbook pp 89–91, 93
individuals and groups in the past and present, and consider factors which DVD—Chernobyl Heart
The diversity of plants and animals can be have assisted or hindered them.
explained using the theory of evolution through Darwin p 260 Photocopies of grid
natural selection template (p 257)
pp 250–263; Workbook p 92 Ex 9 Life and living
5.1 Collect information about the structure (including cell structure) and
Science as a human endeavour function of living things and relate structure and function to survival.
Immediate and long-term consequences of pp 242–249
human activity can be predicted by considering
past and present events 5.3 Evaluate the consequences of interactions between the living and non-
Science bits pp 252, 259 living parts of environments.
pp 250–254
Ways of working 6.1 Seek reasons for and can explain why functioning and behaviour
Evaluate data, information and evidence to change in response to variations in internal and external conditions
identify connections, construct arguments and (including disease, temperature, water and light).
link results to theory pp 242–263
Investigate 26 pp 244–245; Activity pp 257–
6.2 Use scientific ideas (including concepts of genetics and natural
258; Check and challenge pp 262–263
selection) to explain how variation in living things leads to change in
Reflect on learning, apply new understandings species over time.
and justify future applications pp 244–263; Workbook p 92 Ex 9
Science bits p 252
Investigating (researching using the internet): Webwatch pp 247, 259
Communicating (reporting a discussion): Workbook p 93
35
Chapter 12 Exploring the universe
Learning focus: Apply their knowledge of space to discuss whether aliens exist.

Knowledge and understanding Science and society Planetarium, Cosmo
Earth and beyond 5.1 Consider how and why scientific ideas have changed over time. Dome or Starlab
Scientific ideas and theories offer Science bits p 272; Science in action p 276; Star life cycles pp 281–288 DVDs on astronomy
explanations about the earth that extend to Video camera
6.1 Evaluate contributions to the development of scientific ideas made by individuals and
the origins of the universe
groups in the past and present, and consider factors which have assisted or hindered them. Star charts
Science in action p 276; Origin of the
Science in action pp 276, 284 Sky Globe at
universe pp 286–287; Workbook p 99 Ex 8
D6.6 Critically evaluate astrology from a scientific perspective. www.vicphysics.org
Ways of working Activity p 271
Evaluate data, information and evidence to Movie—Deep Impact
identify connections, construct arguments Earth and beyond Local astronomer
and link results to theory 5.1 Explain how present-day features and events can be used to make inferences about
pp 281–288 past events and changes in Earth and beyond.
Communicate scientific ideas, explanations, Science bits p 272; Star life cycles pp 281–288
conclusions, decisions and data, using 6.1 Use scientific ideas and theories about interactions within and between systems of the
scientific argument and terminology, in Earth and beyond to explain past and present features and events.
appropriate formats pp 274–288
Workbook p 100 6.2 Use scientific ideas about the Earth and components of the universe to explain how
events over time and in space can lead to catastrophic changes.
Cosmic catastrophes p 272; Star life cycles pp 281–288
D6.4 Access information to report on major astronomical phenomena.
Webwatch pp 283, 287
Investigating (collecting information): Investigate 27 pp 270–271
Communicating
Formulating and elaborating ideas: Getting started p 266
Writing a feature article: Activity p 285
Writing a science fiction story: Workbook p 100
36
Chapter 13 Ecosystem Earth
Learning focus: Brainstorm ideas to explain recent extreme weather conditions. Getting started p 291
Knowledge and understanding Science and society Animation–
Life and living 5.3 Analyse the relationship between social attitudes and decisions about the applications Greenhouse effect
In ecosystems, organisms interact with each of science.
pp 300–305, 309–314; Workbook p 101 ICT Skillsheet—
other and their surroundings Dataloggers
pp 292–299; Workbook pp 103–104, 106 D5.5 Present data in a variety of ways to support different interpretations.
Activity p 310; Workbook p 107 MP3 players for
Changes in ecosystems have causes and podcasts
consequences that may be predicted 6.3 Use scientific concepts to evaluate the costs and benefits of applications of science
pp 300–304 (including agricultural and industrial practices). Photos of different
Earth and beyond pp 300–314 producers and
Global patterns of change on earth and in its D6.4 Make presentations supporting the different sides in debates about controversial consumers
atmosphere can be predicted and modelled applications of science. Globe of world (p 306)
pp 306–314; Workbook pp 104–105 Skillbuilder p 312; Activity p 313; Workbook p 107
Science as a human endeavour Life and living
Responsible, ethical and informed decisions 5.3 Evaluate the consequences of interactions between the living and non-living parts of
about social priorities often require the environments.
application of scientific understanding pp 292–299
pp 300, 303–305; Koala habitat pp 301–302; 6.3 Prepare scenarios to describe the potential long-term effects of changes in
Workbook p 101 biodiversity caused by human action on ecosystems.
Communicate scientific ideas, explanations, Earth and beyond
conclusions, decisions and data, using 6.1 Use scientific ideas and theories about interactions within and between systems of the
scientific argument and terminology, in Earth and beyond to explain past and present features and events.
appropriate formats The Earth as an ecosystem pp 306–314
Activity p 310; Presenting a persuasive speech 6.2 Use scientific ideas about the Earth to explain how events over time and in space can
p 312; Workbook p 107 lead to catastrophic changes.
Reflect on different perspectives and evaluate pp 306–314
the influence of people’s values and culture on Understanding
the applications of science Looking for alternatives: Activities pp 301–303
Gippsland Lakes ecosystem p 304; Activities
Drawing conclusions: Gippsland Lakes ecosystem p 304
pp 301–302, 310, 313; Workbook p 101
Analysing scenarios: Activity p 310
Reflect on learning, apply new understandings
Communicating
and justify future applications
Activity p 313 Presenting a persuasive speech: Skillbuilder pp 312–313
Writing a problem–solution essay: Workbook p 107
37
Chapter 1 Science is investigating
Learning focus: Identify observations, inferences, an experiment and a prediction in an everyday situation.
Getting started p 1

Ways of working Science and society Animation—Drawing a line
Plan investigations guided by scientific of best fit
concepts and design and carry out fair tests
individuals and groups in the past and present, and consider factors which have ICT Skillsheet—Excel
Evaluating an experiment pp 3–4, 6;
assisted or hindered them. ICT Skillsheet—Dataloggers
Workbook pp 5–8, 11
Hooke p 11
6.2 Design and perform controlled investigations to produce believable evidence.
Activity p 3; Experiments p 6, 14; Investigate 1 p 12
scientific argument and terminology, in
appropriate formats D6.4 Make presentations supporting the different sides in debates about
Tables and graphs p 11–16; Workbook p 8– controversial applications of science.
10 Science in action pp 7–8
Draw conclusions that summarise and D6.5 Discuss changes in attitudes towards particular applications of science this
explain patterns, and that are consistent with century.
the data and respond to the question Science in action pp 7–8
Activity p 14; Experiments pp 6, 14; DB6.2 Evaluate the reliability and validity of scientific information from different
Investigate pp 12, 18–21 sources.
Reflect on different perspectives and Evaluating an experiment pp 3–4
evaluate the influence of people’s values and
culture on the applications of science Investigating
Science in action pp 7–8 Planning an experiment: pp 2–3
Collecting data: pp 17–22
Understanding
Evaluating an experiment: pp 3–4
Interpreting graphs: pp 13–14; Workbook p 10
Communicating
Writing a science magazine article: Science in action p 11
Drawing a line of best fit: Skillbuilder pp 11–12
38
Chapter 2 Consumer science
Learning focus: Order the steps involved in deciding on the best mobile phone.

Ways of working Science and society Choice magazines
technologies to enhance the reliability and
Experiments pp 30, 34, 36, 42
accuracy of data collected in investigations
Experiments pp 34, 36; Investigate pp 38, 44 DB6.2 Evaluate the reliability and validity of scientific information from different
sources.
pp 26–32
scientific argument and terminology, in Understanding
appropriate formats
Tables and graphs pp 26–32 Selecting and justifying: Consumer testing pp 26–32
Plan investigations guided by scientific Interpreting labels: Food additives pp 39–40, Workbook p 14
concepts and design and carry out fair tests Problem solving: Workbook pp 12, 15–16
Investigate p 29, 38, 44; Experiments pp 30,
34, 36, 42
Research and analyse data, information and
evidence
pp 26–32; Workbook pp 12–14, 15–16 Ex 6
Reflect on different perspectives and
evaluate the influence of people’s values and
culture on the applications of science
Workbook p 15 Ex 5
39
Chapter 3 Light and sound
Learning focus: Discuss everyday situations involving mirrors, reflection, rainbows and coloured lights.

Knowledge and understanding Science and society Animation—Sound waves
Energy and change
D6.5 Discuss changes in attitudes towards particular applications of science this
Transfer of energy can vary according to the
century.
medium in which it travels
Science in action pp 54–55
pp 51, 58, 65–70; Workbook pp 18–20
Ways of working Energy and change
Select and use scientific equipment and 6.2 Model and analyse applications of energy transfer and transformation.
technologies to enhance the reliability and Activities pp 65–67; Workbook pp 18–22
accuracy of data collected in investigations
Investigate pp 50, 52–53, 60 DB6.2 Use particle and wave models when discussing their thinking about the
transfer and transformation of energy (including light and sound energy).
identify connections, construct arguments and link
results to theory Understanding
pp 49–53, 59–60 Problem solving: Getting Started p 47; Workbook p 17, 23
Research and analyse data, information and Applying ideas and concepts: Science bits pp 63, 68
evidence
Workbook p 17 Communicating (constructing and using models): Activities pp 65–67

conclusions, decisions and data, using scientific
Workbook p 23
40
Chapter 4 Communications technology
Learning focus: Discuss ways in which communications technology is changing our lives.

Knowledge and understanding Science and society Animation—How a microphone works
Energy and change 6.1 Evaluate contributions to the development of scientific ideas made
Energy is converted when it is transferred or by individuals and groups in the past and present, and consider factors
transformed which have assisted or hindered them.
pp 74–97 West p 86
Science as a human endeavour D6.5 Discuss changes in attitudes towards particular applications of
People from different cultures contribute to and science this century.
shape the development of science pp 74–97
West p 86 DB6.3 Suggest probable, possible and preferred options regarding
Ways of working future applications of science, and the sustainability of those
Draw conclusions that summarise and explain applications.
patterns, and that are consistent with the data pp 78, 93
and respond to the question Energy and change
Activities pp 92, 94
6.2 Model and analyse applications of energy transfer and
Evaluate data, information and evidence to transformation.
identify connections, construct arguments and Activities pp 76, 79
link results to theory
Activities pp 76, 91–92, 94; Investigate 11 pp DB6.2 Use particle and wave models when discussing their thinking
84–85 about the transfer and transformation of energy (including light and
sound energy).
Communicate scientific ideas, explanations, pp 75–76, 90, 94–95
scientific argument and terminology, in Understanding
appropriate formats Working with animations: How a microphone works
Workbook pp 24–25, 31 Problem solving: Workbook pp 24, 31
Communicating (using scientific terminology): pp 74–97
41
Chapter 5 Road science
Learning focus: Check their knowledge of motion (eg speed) and car safety features.

Knowledge and understanding Science and society ICT Skillsheet—Dataloggers
Energy and change
6.2 Design and perform controlled investigations to produce believable Animation—Motion graphs
An unbalanced force acting on a body results in a
evidence. Video camera
change in motion
Experiment p 112; Investigate 13 pp 118–119
pp 101–116
Objects remain stationary or in constant motion under Energy and change
the influence of balanced forces 6.1 Use scientific ideas of motion (including action and reaction) to
pp 117–122; Workbook pp 36–37 Ex 5 explain everyday experiences.
Ways of working pp 100–124; Workbook p 36 Ex 4
Select and use scientific equipment and technologies to 6.2 Model and analyse applications of energy transfer and
enhance the reliability and accuracy of data collected in transformation.
investigations Collisions pp 117–124
Investigate 12 pp 105–107 DB6.1 Participate in investigations to quantify the relationship between
Evaluate data, information and evidence to identify force and motion.
connections, construct arguments and link results to pp 117–124
theory
Investigate 12 pp 105–107; Activity p 117 Investigating (using a ticker timer or datalogger): Investigate 12 pp 105–
107; Workbook pp 34–35 Ex 2
Research and analyse data, information and evidence
Activities pp 101, 114; Investigate pp 105–107, 118– Understanding
119; Experiment p 112; Workbook pp 32–35, 37–38, 40 Using maths equations: pp 102–104, 111, 122; Extra for experts p 110;
Plan investigations guided by scientific concepts and Workbook pp 33–34
design and carry out fair tests Interpreting data: Drink driving p 123; Workbook pp 37–38
Experiment p 112; Investigate 13 pp 118–119 Problem solving: Workbook pp 32, 40
42
Chapter 6 Our energy future
Learning focus: Answer and discuss true–false questions on energy use in Australia.
Knowledge and understanding Science and society BP Statistical
Energy and change 6.2 Design and perform controlled investigations to produce believable evidence. Review of
Energy is converted when it is transferred or Investigate 14 p 137; Experiment p 148
World Energy
transformed 6.3 Use scientific concepts to evaluate the costs and benefits of applications of science (including
pp 128–152 agricultural and industrial practices).
pp 130–133; Science in action p 151; Workbook p 48
Science as a human endeavour D6.4 Make presentations supporting the different sides in debates about controversial
Immediate and long-term consequences of human applications of science.
activity can be predicted by considering past and present Activity p 133; Workbook p 48
events DB6.2 Evaluate the reliability and validity of scientific information from different sources.
Activity p 133; Managing energy pp 145–152 Activity p 142
Responsible, ethical and informed decisions about social DB6.3 Suggest probable, possible and preferred options regarding future applications of science,
priorities often require the application of scientific and the sustainability of those applications.
understanding pp 135–152; Workbook p 48
Activities pp 129, 133, 142, 150; Extra for experts p 139 Earth and beyond
6.3 Argue a position regarding stewardship of the Earth, and consider the implications of using
Ways of working renewable and non-renewable resources.
Draw conclusions that summarise and explain patterns, pp 130, 135–144; Workbook p 48
and that are consistent with the data and respond to the Energy and change
question 6.2 Model and analyse applications of energy transfer and transformation.
Activities pp 128–129; Investigate 14 p 137; Extra for Investigate 14 p 137, Experiment p 148
experts p 139; Workbook pp 41–42, 48 6.3 Evaluate the immediate and long-term consequences of different ways of obtaining and using
energy.
pp 128–152, Workbook p 48
conclusions, decisions and data, using scientific
D6.4 Critically analyse patterns of energy use by different socioeconomic groups.
p 128
Energy supply proposal p 142; Workbook pp 43–47
DB6.3 Critically analyse global patterns of energy use and make predictions about the effects of
Reflect on different perspectives and evaluate the such use.
influence of people’s values and culture on the pp 128–129
applications of science Understanding (interpreting data): Activity p 129; Extra for experts p 139; Workbook pp 41–42
Nuclear debate p 133; Light of the world p 151; Communicating
Workbook pp 45–47 Preparing a proposal: Activity p 142; Workbook p 48
Brainstorming: Activity p 147
Envisioning alternative futures: Activity p 150; Workbook p 48
43
Chapter 7 Responding
Learning focus: Analyse human response in stopping at a traffic light, and plants bending towards the light.

Knowledge and understanding Science and society Animation—Negative feedback
Life and living
Complex organisms depend on
Getting started p 155; Investigate 15 p 167
interacting body systems to meet their
needs internally and with respect to Life and living
their environment 6.1 Seek reasons for and can explain why functioning and behaviour change in
pp 156–176 response to variations in internal and external conditions (including disease,
Ways of working temperature, water and light).
Draw conclusions that summarise and pp 156–176
explain patterns, and that are DB6.1 Use scientific explanations to account for the way that the internal
consistent with the data and respond environment of living things is kept relatively constant.
to the question Body balance pp 170–176; Workbook p 53
Investigate 15 p 167; Activity p 172
Investigating
Research and analyse data,
information and evidence Dissection: Activity p 157; Investigate 16 p 173
Workbook pp 49–50, 55–57 Researching using the internet: Science bits p 159
Communicate scientific ideas, Understanding
explanations, conclusions, decisions
Examining and evaluating: Science in action pp 161, 164
and data, using scientific argument
and terminology, in appropriate Problem solving: Workbook pp 49, 58
formats Communicating (writing a cause and effect essay): Workbook pp 55–57
Workbook pp 54–57
44
Chapter 8 Inheritance
Learning focus: Discuss what DNA is and how it can be used in crime scene investigations.

Knowledge and understanding Science and society Animation—Making sex cells
Life and living
6.3 Use scientific concepts to evaluate the costs and benefits of applications of Animation—DNA replication
All the information required for life is a
science (including agricultural and industrial practices).
result of genetic information being passed
Activity p 192; Science in action p 193
from parent to offspring
pp 180–204; Workbook pp 61–66 D6.4 Make presentations supporting the different sides in debates about
controversial applications of science.
Science as a human endeavour Activity p 192; Science in action p 204
Responsible, ethical and informed decisions
D6.5 Discuss changes in attitudes towards particular applications of science this
about social priorities often require the
century.
application of scientific understanding
Activity p 192; Science in action pp 193, 204
Activity p 192; Science in action pp 193, 204
DB6.3 Suggest probable, possible and preferred options regarding future
Ways of working applications of science, and the sustainability of those applications.
Communicate scientific ideas, explanations, Activity p 192
scientific argument and terminology, in Life and living
appropriate formats D6.5 Formulate questions and make judgments about the use of reproductive
Punnett squares pp 197, 200; Pedigrees pp technologies and genetic manipulation.
198, 202–203; Workbook pp 64–65 Activity p 192; Science in action pp 193, 204
Reflect on learning, apply new DB6.4 Collect information on the role of organic molecules in the inheritance of
understandings and justify future genetically determined characteristics.
applications DNA pp 186–194
Activity p 192
Understanding
Research and analyse data, information and
evidence Using ideas, theories and principles: Extra for experts p 182; Science bits p 187;
Workbook pp 59–60, 66 Activity p 201; Workbook pp 64–66
Communicating (constructing and using models): Activities pp 181, 183, 188,
190, 196
45
Chapter 9 Species survival
Learning focus: Discuss variations in organisms, the work of Charles Darwin and endangered species.
Knowledge and understanding Science and society Animation—Recombining
Life and living 6.1 Evaluate contributions to the development of scientific ideas made by individuals chromosomes
The diversity of plants and animals can be and groups in the past and present, and consider factors which have assisted or
explained using the theory of evolution hindered them.
through natural selection Darwin pp 219, 223; Workbook p 71
pp 213–214; Workbook p 70 Ex 3, pp 72–73 6.3 Use scientific concepts to evaluate the costs and benefits of applications of
Ex 5 science (including agricultural and industrial practices).
pp 229–232; Workbook p 67, 76
Responsible, ethical and informed decisions D6.4 Make presentations supporting the different sides in debates about controversial
about social priorities often require the applications of science.
application of scientific understanding Genetically modified foods p 229
Workbook pp 67–68, 76 D6.5 Discuss changes in attitudes towards particular applications of science this
century.
Draw conclusions that summarise and DB6.3 Suggest probable, possible and preferred options regarding future applications
explain patterns, and that are consistent with of science, and the sustainability of those applications.
the data and respond to the question pp 229, 231; Workbook pp 67, 76
Investigate 17 pp 214–215; Science in action Life and living
p 216 6.2 Use scientific ideas (including concepts of genetics and natural selection) to
Evaluate data, information and evidence to explain how variation in living things leads to change in species over time.
identify connections, construct arguments pp 208–224; Workbook p 70 Challenge exercise
and link results to theory D6.5 Formulate questions and make judgments about the use of reproductive
pp 218–224; Workbook p 72 Challenge technologies and genetic manipulation.
exercise pp 229–231; Workbook pp 67, 76
Reflect on learning, apply new DB6.2 Envision possible future effects of the manipulation of reproductive processes
understandings and justify future and genetic inheritance.
applications pp 230–232; Workbook pp 67, 76
pp 229–232; Workbook pp 67–68, 76 Understanding
Analysing: Science in action p 216
Making comparisons: Activity p 222
Communicating
Discussing thinking: Getting started p 207
Constructing and using models: Activities pp 210, 214–215; Investigate 18 p 228
46
Chapter 10 Explaining reactions
Learning focus: Suggest inferences to explain what happens when you mix lead nitrate and potassium iodide.

Knowledge and understanding Natural and processed materials Animation—Changing partners
Natural and processed materials 6.1 Explain the structure and properties of matter using models of atoms and molecules.
Matter can be classified according to pp 235–256; Workbook pp 81–82
its structure
6.2 Use identified patterns of change to predict interactions between materials.
Chemical reactions can be described DB6.1 Describe interactions between atoms and molecules using scientific
using word and balanced equations representations of subatomic particles.
pp 243–251; Workbook pp 83–84 pp 236–237, 240–241; Workbook p 84
Ways of working DB6.2 Explain and use chemical formulae and equations to describe the reactions and
Conduct and apply safety audits and energy changes that take place between materials.
identify and manage risks Chemical shorthand pp 243–251; Workbook p 84
Investigate 19 p 239, Investigate 20 pp
253–255 Investigating (predicting): Predicting a reaction pp 252–256
Identify problems and issues, Understanding (problem solving): Workbook pp 77–78, 85
formulate scientific questions and
design investigations Communicating
Workbook pp 77–78, 85 Using scientific terminology: pp 243–251
Constructing and using models: Activities pp 246, 249
47
Chapter 11 Metals and non-metals
Learning focus: Interpret a data table on the properties of metals.

Knowledge and understanding Natural and processed materials Periodic table (wall)
Natural and processed materials 6.1 Explain the structure and properties of matter using models of atoms and Animation—Chemical bonds
Matter can be classified according to its molecules.
structure pp 262–280
pp 262–272
6.2 Use identified patterns of change to predict interactions between materials.
Chemical reactions can be described using pp 262–280
word and balanced equations 6.3 Collect and present information about the relationship between the
pp 270, 274–278 commercial production of industrial, agricultural and fuel products and their
Science as a human endeavour properties.
People from different cultures contribute to and Extracting metals pp 273–280
shape the development of science D6.4 Observe and quantify the changes that take place in a reaction.
Mendeleev p 262 Investigate 25 pp 277–278
Ways of working DB6.1 Describe interactions between atoms and molecules using scientific
Select and use scientific equipment and representations of subatomic particles.
technologies to enhance the reliability and pp 263–264, 266
accuracy of data collected in investigations DB6.2 Explain and use chemical formulae and equations to describe the
Investigate 20 pp 253–255 reactions and energy changes that take place between materials.
Research and analyse data, information and pp 270, 274–276
evidence Investigating
Workbook p 91
Researching using the internet: Webwatch p 263
Draw conclusions that summarise and explain Carrying out a series of lab procedures: Investigate 25 pp 277–278
patterns, and that are consistent with the data
and respond to the question Understanding
Workbook pp 87–89 Interpreting data: Getting started p 259
Problem solving: Workbook p 91
48
Chapter 12 Electrochemistry
Learning focus: Make a simple electrical cell from a lemon, a piece of copper wire and a strip of magnesium.

Knowledge and understanding Science and society Animation—How an electric
Natural and processed materials cell works
Chemical reactions can be described using
individuals and groups in the past and present, and consider factors which have
word and balanced equations
assisted or hindered them.
Galvani p 284
Energy and change 6.2 Design and perform controlled investigations to produce believable evidence.
Energy is converted when it is transferred Investigate 26 p 285; Experiment p 299
and transformed
pp 284–297; Workbook p 95 D6.5 Discuss changes in attitudes towards particular applications of science this
century.
Ways of working Investigations pp 285, 290, 296
technologies to enhance the reliability and Natural and processed materials
accuracy of data collected in investigations 6.1 Explain the structure and properties of matter using models of atoms and
Investigate pp 285, 290, 294, 296, 299, 302 molecules.
Draw conclusions that summarise and pp 286, 295, 298
explain patterns, and that are consistent with 6.2 Use identified patterns of change to predict interactions between materials.
the data and respond to the question pp 284–303, Workbook pp 92–93 Ex 1
Investigate pp 285, 290, 296; Workbook pp 6.3 Collect and present information about the relationship between the commercial
97–98 Ex 7 production of industrial, agricultural and fuel products and their properties.
Plan investigations guided by scientific Copper plating p 294; Anodising aluminium p 302
concepts and design and carry out fair tests DB6.1 Describe interactions between atoms and molecules using scientific
Corrosion of iron p 299; Workbook p 99 representations of subatomic particles.
Communicate scientific ideas, explanations, pp 286, 295, 298
conclusions, decisions and data, using DB6.2 Explain and use chemical formulae and equations to describe the reactions
scientific argument and terminology, in and energy changes that take place between materials.
appropriate formats pp 286–301; Workbook p 92
Workbook pp 93, 97
Investigating
Researching using the internet: Webwatch p 291
Handling chemicals: Investigate 30 p 302
49
Chapter 13 Space science
Learning focus: Discuss the motion of objects in space.

Knowledge and understanding Science and society
Energy and change 6.3 Use scientific concepts to evaluate the costs and benefits of applications of science
An unbalanced force acting on a body (including agricultural and industrial practices).
results in a change in motion Challenge 6 p 328
pp 308–314; Workbook pp 100–101, 107
D6.5 Discuss changes in attitudes towards particular applications of science this century.
Objects remain stationary or in constant Living in space pp 322–328
motion under the influence of balanced
forces DB6.3 Suggest probable, possible and preferred options regarding future applications of
pp 315–318; Workbook pp 103–104, 107 science, and the sustainability of those applications.
pp 322–328
People from different cultures contribute to Energy and change
and shape the development of science 6.1 Use scientific ideas of motion (including action and reaction) to explain everyday
Wan-hu p 307 experiences.
Ways of working
Communicate scientific ideas, explanations, DB6.1 Participate in investigations to quantify the relationship between force and motion.
conclusions, decisions and data, using pp 308–314; Workbook p 100
scientific argument and terminology, in Investigating
appropriate formats
Handling materials: Model rockets p 311
Maths equations pp 308–314; Workbook p
106 Designing a space station: Activity p 326
Understanding
Interpreting data: Activities pp 309, 320
Problem solving: Workbook p 107
Communicating
Discussing thinking: Getting started p 306; Workbook p 100
Writing a diary: Activity p 324
50
Further information
The ScienceWorld package consists of the following:
• Textbooks (including CD with pdfs of all chapters, animations, electronic crosswords and ICT skillsheets)
Available from Macmillan Education Australia
PO Box 1436
Eagle Farm Qld 4009
Bruno Figliano Tel: 07 3632 2678
Mobile: 0414 832 528
• Workbooks (complement the text by developing students’ literacy and working scientifically skills)
Available from Macmillan or Firefly Press, PO Box 634, Buderim 4556
• Website www.scienceworld.net.au, which contains links to the Webwatches
• Teacher Editions (wraparound) containing:

• planning overviews
• detailed teacher notes
• solutions (answers)
• assessment tasks and marking rubrics
• chapter tests with answers
• Course Construction Guide

Available free from Macmillan as a Word document
For queries and feedback regarding ScienceWorld contact:

Ken Williamson Tel: 07 38513103
Email: kwil8377@bigpond.net.au
Peter Stannard Tel: 07 54454300
Email: peter@fireflypress.com.au
51

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Course construction guide for

ScienceWorld by Stannard and Williamson

Working with technology

Ways of working ScienceWorld 1 ScienceWorld 2 ScienceWorld 3

Knowledge and understanding

Energy and change

Life and living

Natural and processed materials

Knowledge and understanding Core Learnings ScienceWorld 1

Knowledge and understanding Core Learnings ScienceWorld 1 ScienceWorld 2

5.2 Evaluate different processes and strategies of reproduction (including asexual 9

6.2 Model and analyse applications of energy transfer and transformation. 3, 8 3, 4, 5, 6

6.3 Prepare scenarios to describe the potential long-term effects of changes in 13

Knowledge and Year 8 Year 9 Year 10

13 Rocks 12 Exploring the universe

Energy and change 4 Forces 3 Investigating heat 3 Light and sound

11 Electricity 8 Using electricity 4 Communications technology

12 Energy in our lives 5 Road science

6 Our energy future

7 Organisms in ecosystems 6 Life goes on 8 Inheritance

9 Building blocks of life 11 Diversity of life 9 Species survival

Natural and 3 Everyday reactions 2 Investigating reactions 10 Explaining reactions

10 What are things made of? 9 Everyday substances 12 Electrochemistry

10 Living with acids and bases

Doing a project pp 64–67 Which filter? Chapter 1 p 8 Measuring feet Chapter 1 p 14

Stretching a spring Chapter 4 p 85 Working scientifically Chapter 1 p 16 Consumer testing Chapter 2 p 30

Which is the best insulator? Chapter 3 p 59 Disposable nappies Chapter 2 p 42

Enzyme action Chapter 5 p 98 Stopping distances Chapter 5 p 112

Why do things rust? Chapter 9 p 195 A model house Chapter 6 p 148

Properties of plastics Chapter 9 p 207 Corrosion of iron Chapter 12 p 299

Model rockets Chapter 13 p 311

ScienceWorld 1 ScienceWorld 2 ScienceWorld 3

Froth flotation (Chapter 8) Cooking (Chapter 3) Motion graphs (Chapter 5)

Roller-coaster (Chapter 12) Mitosis (Chapter 6) DNA replication (Chapter 8)

Natural selection (Chapter 11) Chemical bonds (Chapter 11)

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Knowledge and understanding Science and society ICT Skillsheet—Excel

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