Australian Curriculum Science: Year 5 - Ages 10-11 by Teacher Superstore

RIC-6698 4.5/1229

Titles in this series: Australian curriculum science (Foundation) Australian curriculum science (Year 1) Australian curriculum science (Year 2) Australian curriculum science (Year 3) Australian curriculum science (Year 4) Australian curriculum science (Year 5) Australian curriculum science (Year 6) Australian curriculum science (Year 7)

Blackline masters or copy masters are published and sold with a limited copyright. This copyright allows publishers to provide teachers and schools with a wide range of learning activities without copyright being breached. This limited copyright allows the purchaser to make sufficient copies for use within their own education institution. The copyright is not transferable, nor can it be onsold. Following these instructions is not essential but will ensure that you, as the purchaser, have evidence of legal ownership to the copyright if inspection occurs.

r o e t s Bo r e p ok u S

For your added protection in the case of copyright inspection, please complete the form below. Retain this form, the complete original document and the invoice or receipt as proof of purchase. Name of Purchaser:

Date of Purchase:

ew i ev Pr

Teac he r

This master may only be reproduced by the original purchaser for use with their class(es). The publisher prohibits the loaning or onselling of this master for the purposes of reproduction.

w ww

. te

Signature of Purchaser:

m . u

School Order# (if applicable):

o c . che e r o t r s super

Internet websites In some cases, websites or specific URLs may be recommended. While these are checked and rechecked at the time of publication, the publisher has no control over any subsequent changes which may be made to webpages. It is strongly recommended that the class teacher checks all URLs before allowing students to access them.

View all pages online PO Box 332 Greenwood Western Australia 6924

Website: www.ricpublications.com.au Email: mail@ricgroup.com.au

Foreword Australian curriculum science – Foundation to Year 7 is a series of books written specifically to support the national curriculum. Science literacy texts introduce concepts and are supported by practical hands-on activities, predominantly experiments. All Science Understanding and Science as a Human Endeavour substrands for each level are included. Science inquiry skills and overarching ideas underpin all topics. Australian curriculum science is a complementary resource to the previously released R.I.C. series, Primary Science.

r o e t s Bo r e p ok u S Contents

ew i ev Pr

Teac he r

Titles in this series are: Australian curriculum science – Foundation Australian curriculum science – Year 1 Australian curriculum science – Year 2 Australian curriculum science – Year 3 Australian curriculum science – Year 4 Australian curriculum science – Year 5 Australian curriculum science – Year 6 Australian curriculum science – Year 7

Teachers notes ................................................................... iv–vi

Earth and space sciences ..............................................34–61

Science inquiry skills overview ................................................vii

How does the sun affect the Earth? ...................................34–36

Report format ........................................................................viii

Space research....................................................................... 37

Experiment format .................................................................. ix

What are the other terrestrial planets like? .......................38–40

Terrestrial planet research ..................................................... 41

Biological sciences .........................................................2–21

What are the gas planets like?...........................................42–44

What is a living thing? ...........................................................2–4

Make a solar system model .................................................... 45

Growing algae .......................................................................... 5

What are stars and constellations? ....................................46–48

What are the structural features of a plant?...........................6–8

Plan a constellation research project ..................................... 49

Plants and water....................................................................... 9

What are meteoroids, asteroids and comets? ....................50–52

How have plants adapted to their environment?................10–12

m . u

Edible meteors, asteroids and comets .................................... 53

w ww

Growing wheat ....................................................................... 13

What is gravity?.................................................................54–56

What are the structural features of animals? .....................14–16

Make a gravity clown.............................................................. 57

How do structural features help an animal survive? ................ 17

. te

Can scientists cooperate in space research? .....................58–60

How have animals adapted to their environment? .............18–20

o c . che e r o t r s super

Space scientist profile ............................................................ 61

Animal adaptions ................................................................... 21

Physical sciences ..........................................................62–81

Chemical sciences ........................................................22–33

What is light and what are some of its sources? ................62–64

What is the difference between a solid, a liquid and a gas? ........................................................................22–24

The card experiment .............................................................. 65

Find out about the properties of solids, liquids and gases ...... 25

What are some characteristics of light?.............................66–68

Can states of matter be changed? ......................................26–28

The ‘hide and seek’ experiment ............................................. 69

Evaporation and condensation ............................................... 29

How does light make different colours?............................70–72

Can we mix different states of matter?...............................30–32

Making colours experiment ................................................... 73

Solid or liquid?....................................................................... 33

How are different shadows made? ....................................74–76 Distant and close shadows ..................................................... 77 How do we use light in our everyday lives? .......................78–80 The sunglasses experiment..................................................... 81

R.I.C. Publications®

www.ricpublications.com.au

iii

AUSTRALIAN CURRICULUM SCIENCE

Teachers notes Each book is divided into four sections corresponding to the four substrands of the Science Understanding strand of the curriculum. Shaded tabs down the side of each book provide a quick and easy means to locate biological sciences, chemical sciences, Earth and space sciences or physical sciences substrands. Science as a Human Endeavour units or questions, as set out in the Australian Curriculum, are included in all substrands. Science inquiry skills are included in all units. The skills utilised are listed on each teachers page. The six overarching ideas (Patterns, order and organisation; Form and function; Stability and change; Scale and measurement; Matter and energy; and Systems) underpin each science literacy text page and are included as much as possible throughout the comprehension pages. Each substrand is divided into a number of four-page units, each covering a particular aspect and following a consistent format.

r o e t s Bo r e p ok u S

The four-page format of each unit consists of: • a teachers page

• student page 1, which is a science literacy text about the concept with relevant diagrams or artwork

Teac he r

• student page 2, which includes comprehension questions about the literacy text • student page 3, which involves a hands-on activity such as an experiment.

Teachers page

The first page in each four-page format is a teachers page which provides the following information:

• The title of the four-page unit is given.

ew i ev Pr

FOUR-PAGE FORMAT

• Answers and explanations are provided where appropriate for student pages 2 and 3 (the comprehension questions relating to the text and the final activity in the set of four pages).

w ww

• The content focus (the particular aspect of the unit covered in that set of four pages) is given.

. te

• The inquiry skills focus covered within the four pages is set out.

• Background information, which includes additional information for teacher and student use and useful websites relating to the topic of the section, expands on the unit.

AUSTRALIAN CURRICULUM SCIENCE

m . u

• A shaded tab gives the Science Understanding substrand.

• Preparation states any material or resources the teacher may need to collect to implement a lesson, or carry out an experiment or activity.

o c . che e r o t r s super

• The lessons provides information relating to implementing the lessons on the following student pages.

www.ricpublications.com.au

R.I.C. Publications®

Teachers notes FOUR-PAGE FORMAT (continued) Student page 1 The second page in the four-page format is a science literacy text which introduces the topic. This page provides the following information:

• A shaded tab down the side gives the Science Understanding substrand.

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

• The title of the unit is given. This is in the form of a question to incorporate science inquiry skills and overarching ideas.

• The science literacy text is provided.

• Relevant diagrams or artwork enhance the text, or are used to assist student understanding of the concepts.

Student page 2

The second student page consists of a series of questions or activities relating to the literacy text. They aim to gauge student understanding of the concepts presented in the text. Many of these questions relate to overarching ideas relevant to that age level as stated in the Australian Curriculum Science.

w ww

. te

m . u

• The title, which is the same as the text page, is given.

• A shaded tab gives the Science Understanding substrand.

o c . che e r o t r s super

• Questions or activities follow. These relate to the text on the previous page.

Where relevant, a question relating to Science as a Human Endeavour may be included as the final question on the second or third student page. This assists in keeping the strands interrelated. This question is indicated by the icon shown to the left. R.I.C. Publications®

www.ricpublications.com.au

AUSTRALIAN CURRICULUM SCIENCE

Teachers notes FOUR-PAGE FORMAT (continued) Student page 3 The third student page provides a hands-on activity. It may be an experiment, art or craft activity, research activity or similar.

• A shaded tab gives the Science Understanding substrand.

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

• The title is given. This will be different from the previous two pages, but will be a related to the concept focus of the unit.

• An adapted procedure for an experiment, craft activity or a research activity is given.

Science as a Human Endeavour units and questions

Those four-page units which are related specifically to Science as a Human Endeavour substrands are indicated by the icon shown.

w ww

. te

AUSTRALIAN CURRICULUM SCIENCE

m . u

Where Science as a Human Endeavour questions occur within Science Understanding units, they are also indicated by the use of the icon. Explanations and answers relating to these questions are given on the appropriate teachers page.

o c . che e r o t r s super

www.ricpublications.com.au

R.I.C. Publications®

Science inquiry skills overview Biological sciences PAGES

Questioning and predicting

Planning and conducting

Processing and analysing data and information

Evaluating

2–5

—

6–9

—

10–13

r o e t s Bo r e p ok u S —

—

18–21

—

— —

Chemical sciences

Questioning and predicting

Planning and conducting

Processing and analysing data and information

22–25

26–29

30–33

PAGES 34–37

ew i ev Pr

Teac he r

14–17

PAGES

Communicating

Evaluating

Communicating

Questioning and predicting

Planning and conducting

Processing and analysing data and information

Evaluating

Communicating

—

38–41

w ww

m . u

42–45 46–49 50–53

. te

54–57 58–61

o c . che e r o t r s super —

Physical sciences

PAGES

Questioning and predicting

Planning and conducting

Processing and analysing data and information

Evaluating

Communicating

62–65 66–69 70–73 74–77 78–81

R.I.C. Publications®

www.ricpublications.com.au

vii

AUSTRALIAN CURRICULUM SCIENCE

Report format Title Classification What is it?

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Description

w ww

. te

Conclusion What I think about it.

AUSTRALIAN CURRICULUM SCIENCE

m . u

o c . che e r o t r s super

viii

www.ricpublications.com.au

R.I.C. Publications®

Experiment format Title Goal Materials

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Steps

w ww

Results

. te

m . u

o c . che e r o t r s super

Conclusion

R.I.C. Publications®

www.ricpublications.com.au

AUSTRALIAN CURRICULUM SCIENCE

What is a living thing? Inquiry skills focus:

Questioning and predicting

Page 4

Planning and conducting

1. Pl a n t - t y p e c

Communicating Background information

cell wall chloroplasts

cell membrane cytoplasm nucleus vacuole

l- t y p e c e ll s

Processing and analysing data and information

im a

e ll

Properties of a living thing

r o e t s Bo r e p ok u S

• Scientists define living things as the organisms which perform the seven life processes.

Preparation

• Prior to the lessons, watch the following video: <http://www.youtube. com/watch?v=uraqkShpqsI>. • Collect eight jars with four lids that fit securely and labels to number each jar. Locate a freshwater pond which can be used for the experiment.

• A digital camera to photograph the jars at regular intervals could be useful. The lessons

ew i ev Pr

2. The differences between plant-type and animal-type cells are that plant-type cells also have a cell wall and chloroplasts. 3. (a) movement: the ability to change location or position; to be active (b) respiration: the ability to exchange gases with the environment (c) sensitivity: the ability to respond to the environment (d) nutrition: all organisms need nutrients to survive (e) excretion: the removal of waste products from the organism (f) reproduction: the ability to make a copy or copies of itself (g) growth: all organisms are constantly growing and changing 4. Living Once living Non-living

• Cells are the basic building blocks of life. Without cells, and their specific functions and their ability to adapt, life would not exist. Every living thing is made of cells, whether it be a single-celled organism or an organism made up of millions of cells.

Teac he r

• Pages 3 and 4 should be used together.

rock, sand, plastic

Page 5

w ww

• Read the paragraphs on page 3 relating to the seven life processes, then view the following presentation: <http://www.authorstream. com/Presentation/VolteMort-9764-life-processes-LIFE-PROCESSESlifeprocesses-ppt-powerpoint/>.

1. Careful preparation practices should be used to ensure the experiment results are accurate. 2. Lid Location Plant matter

• Read the paragraphs on page 3 relating to cells. Use the following two websites to reinforce and explain the difference between planttype and animal-type cells: <http://www.vtaide.com/png/plant-cell. htm> and <http://www.ngfl-cymru.org.uk/vtc/animal_cells/eng/ introduct/main.swf>.

. te

paper, timber

m . u

Biological sciences

Answers

Content focus:

The importance The importance The importance of of sunlight in the of nutrients in the oxygen and carbon process of growing process of growing dioxide transferral. algae. algae.

o c . che e r o t r s super

3. Most successful: Jar 5 Algae need oxygen, sunlight and nutrients to grow well. Least successful: Jar 4 Without sunlight, oxygen and nutrients, algae will not grow. Science as a Human Endeavour question Nature and development of science/Use and influence of science Refer to <http://inventors.about.com/od/mstartinventions/a/ microscopes.htm> for information about the history of the microscope.

• On page 5 is a science experiment to grow algae. Students will need to be involved in the planning, collection of materials, preparation and observation stages of the experiment. • Once the experiment is ready, students can complete the questions relating to it and make their predictions.

• On a separate sheet of paper, students must record their observations on a regular basis. It might be a good idea to take photos of each jar at the same time as the observations. • Students complete separate research to find out more about the invention and development of the microscope and the important discoveries made by scientists because of it.

AUSTRALIAN CURRICULUM SCIENCE

www.ricpublications.com.au

R.I.C. Publications®

Read the text. A ‘living thing’ is any organism which can perform the seven important life processes. These processes are: • movement: the ability to change location or position; to be active • respiration: the ability to exchange gases with the environment

r o e t s Bo r e p ok u S

• sensitivity: the ability to respond to the environment • nutrition: all organisms need nutrients to survive

• reproduction: the ability to make a copy or copies of itself

• growth: all organisms are constantly growing and changing.

ew i ev Pr

Teac he r

• excretion: the removal of waste products from the organism

Living things include animals, plants, fungi, algae, bacteria and protozoa. All of these organisms can perform the seven important life processes which define them as living things. Every living thing is made of cells … and some living things are made of millions of minuscule cells! Scientists believe that life on Earth began in the water, in a kind of ‘primordial soup’, between 4 billion and 3.5 billion years ago. The first cells that formed at this time were very simple and were the basic building blocks of life. Over thousands of years, cells evolved to become more complicated and specialised. There are two types of cells: plant-type and animal-type.

w ww cell membrane

. te

vacuole

cell wall cell membrane vacuole

m . u

nucleus

Animal-type cells

cytoplasm

o c . c e r Each type has a set jobh to do within its organism. Foro example, some cells work e t r s su r as muscles, others transport oxygen around the body, while plant cells contain e p chlorophyll to carry out photosynthesis. Cells have adapted their shape and cytoplasm

nucleus

chloroplasts

appearance to best suit their job, just as animals and plants have adapted to suit their environment. All living organisms depend on their environment for survival. Over thousands of years, plants and animals have evolved and adapted so they can survive in their changing environment. While some animals and plants adapt and survive, others are unable to change and become extinct because they are no longer suited to the environment around them. R.I.C. Publications®

www.ricpublications.com.au

AUSTRALIAN CURRICULUM SCIENCE

Biological sciences

What is a living thing? – 1

What is a living thing? – 2 1. The parts that are found inside cells are called organelles.

Teac he r

Pla n t - t y pe ce

ew i ev Pr

r o e t s Bo r e p ok u S

2. After completing the Venn diagram, identify and list the main differences between plant-type cells and animal-type cells.

3. Match these words to their meaning.

all. organisms nutrients to s survive •C © R. I . Pubneed l i ca t i on respiration • • the removal of waste products from the organism •f orr evi e w pur posesonl y•

(a) movement (b)

l- t y p e c e ll s

Complete this Venn diagram by organising the organelles from plant-type cells and animal-type cells.

im a

ll s

•

• all organisms are constantly growing and changing

(d) nutrition

•

• the ability to make a copy or copies of itself

(e) excretion

•

• the ability to change gases with the environment

(f)

w ww

reproduction •

m . u

Biological sciences

Use the text on page 3 to complete the following.

• the ability to change location or position; to be active

• • the ability to respond to the environment . te o c 4. Based on the information you have read and your own knowledge, sort these things . c e under the correct headings.h r e o r st germs sand virus su r paper tree dog rock timber fip sh e mushroom (g) growth

jellyfish

ant

living

AUSTRALIAN CURRICULUM SCIENCE

daffodil

plastic

seaweed

once living

pumpkin

octopus

snake

non-living

www.ricpublications.com.au

R.I.C. Publications®

Follow this procedure to grow your own algae. Algae needs light, oxygen, carbon dioxide, water and essential nutrients to survive. 1. You will need eight clean jars prepared as follows: JAR 1

JAR 2

JAR 3

JAR 4

• Fill with clear pond water.

• Locate on a sunny windowsill.

• Locate in a dark cupboard.

• Remove lid.

• Replace lid.

• Locate on a sunny windowsill.

• Replace lid.

JAR 8

JAR 7

JAR 6

JAR 5

• Fill with clear pond water and plant matter.

• Locate on a sunny windowsill.

• Locate in a dark cupboard.

• Fill with clear pond water and plant matter. • Locate in a dark cupboard.

• . Replace lid.P ©R I . C. ubl i cat i ons You are to grow algae the that you have prepared. Looking at the •attempting f orr e vi e w inp ujars r p os e so nl y• • Replace lid.

• Remove lid.

ew i ev Pr

Teac he r

• Remove lid.

r o e t s Bo r e p ok u S

jars above, record what you think is being tested when … the location of the jar is changed?

w ww

. te

the plant matter is added to the pond water?

m . u

the lid is removed or replaced?

o c . c e her r Most successful o t s Least successful super

3. When thinking about growing algae, predict which jar will be the most successful and which will be the least successful. Explain why.

JAR

Observation of the cells which make up algae is only possible because of the invention of the microscope. Create a time line which shows the history of the microscope and the scientists involved in its development and improvement over time. R.I.C. Publications®

www.ricpublications.com.au

AUSTRALIAN CURRICULUM SCIENCE

Biological sciences

Growing algae

What are the structural features of a plant? Inquiry skills focus:

Answers

Structural features (and their role) of a plant

Page 8

Questioning and predicting

1. (a) To lose water through the leaf (b) To take in water through the roots (c) The way the leaves are positioned up the stem (d) To control the rate of water loss 2. (a) leaves (b) roots (c) stem (d) flower 3. underneath leaf

Planning and conducting Processing and analysing data and information Communicating Background information

r o e t s Bo r e p ok u S

• Plants are a diverse range of living things. They can be found on land and in water, growing out of crevices or on other plants. They can survive and thrive in extreme conditions and they can be as tiny as the smallest flowering plant (Wolffia microscopia) or as large as the tallest tree (Sequoiadendron giganteun).

flower

leaf stalk

• Plants are an important life form on Earth: − they are at the beginning of most food chains on the planet − they use the sun’s energy to convert carbon dioxide and water into simple sugars via photosynthesis; thereby giving us the byproduct of oxygen

stem

− they provide us with a nutritional source of food. Preparation

bud

ew i ev Pr

Teac he r

leaves

• Watch the video at <http://www.youtube.com/watch?v=J1PqUB7Tu3Y>.

roots

root hairs

• Discuss the various parts of the plant shown in the video and the role of each in the plant’s survival.

4. (a) deep; less

The lessons

Page 9

w ww

• Pages 7 and 8 should be used together.

Plants absorb water: Students should observe that the coloured water moves up the celery stalk toward the leaves at the top. This is how water travels up the stalk of a plant.

• After reading the text on page 7, watch the following video: <http:// www.youtube.com/watch?v=pHNc-8GaURU>.

. te

(b) shallow; more

m . u

Biological sciences

Content focus:

• Discuss the various features of a plant and the role of each of these features. Discuss if a plant could survive if one component was missing; for example, the plant only has two or three leaves, or no leaves at all.

Plants lose water: Students should observe water droplets within the sealed bag. This shows that water is lost via the leaves of the plant.

o c . che e r o t r s super

Science as a Human Endeavour question Use and influences of science Students should use a dictionary or other sources to find out what a botanist is and does (if they do not know). Many reputable websites provide information about Sir Joseph Banks.

• On page 9 is a science experiment to demonstrate how plants absorb and lose water. Students will need to be involved in the planning, collection of materials, preparation and observation stages of the experiment.

• Once the experiment is set up, students can then complete the questions relating to it and write their predictions on a separate sheet of paper. • On this separate sheet of paper, students must record their observations on a regular basis. • Independently, students research and collect evidence to show the impact Sir Joseph Banks had on the early European settlement of Australia. His knowledge was essential in terms of farming and development of the colony.

AUSTRALIAN CURRICULUM SCIENCE

www.ricpublications.com.au

R.I.C. Publications®

Read the text. Every plant is made up of many different parts. Each part of a plant has a particular purpose:

Flowers and buds

• to make food

• Flowers are responsible for the reproduction of the plant.

• to absorb water and nutrients

• They are located on the outer edges of the plant so the wind can carry the seeds to other areas, or so insects can collect the pollen and transfer it to other plants.

• to transport and store food within the plant • to reproduce. Leaves

r o e t s Bo r e p ok u S

Stem and leaf stalks

ew i ev Pr

Teac he r

• Their arrangement on the plant ensures that each leaf on the stem receives the maximum amount of available sunlight to produce food.

• The stem holds the leaves up and out toward the light, and the flowers to catch the wind or attract insects. • The stem is also responsible for carrying water and nutrients to the leaves and flowers.

• Leaves are responsible for the plant’s loss of water. This encourages more water to be drawn up the stem to all areas of the plant.

. te

them to receive maximum sunlight.

Roots

• The roots anchor the plant in place.

o c . che e r o t r s super

If you look at a plant from above, you will notice that the leaves spiral around the plant, ensuring there is enough space to allow the sunlight to reach as many leaves as possible. R.I.C. Publications®

m . u

w ww

• Underneath the leaves are pores (stomata) which release water vapour and waste gas (oxygen) into the air.

www.ricpublications.com.au

• They are also responsible for the absorption of water and minerals from the soil. • The tiny root hairs increase the root’s surface area for absorption.

Fast Facts There are usually more stomata on the underside of the leaf. This allows the plant to regulate the amount of moisture lost in varying temperature conditions. 7

Plants never stop taking up water from the soil. Roots grow deeper in dry areas and are shallow in moist habitats. About 90% of this water is lost through transpiration from the leaves. AUSTRALIAN CURRICULUM SCIENCE

Biological sciences

What are the structural features of a plant? – 1

What are the structural features of a plant? – 2 1. Write your own definitions for these words from the text. (a) transpiration

(b) absorption

(d) regulate

r o e t s Bo r e p ok u S

2. Which part of the plant is responsible for:

ew i ev Pr

Teac he r

3. Label this diagram. underneath of leaf (stomata)

(a) making food?

(b)

w ww

m . u

Biological sciences

Use the text on page 7 to complete the following.

. te

(d) reproduction?

o c . che e r o t r s super 4. Circle the correct words in each sentence. (a) Plants in desert areas need deep nutrients and more

less

shallow roots to absorb water and

stomata for transpiration.

(b) Plants in tropical areas need deep nutrients and more AUSTRALIAN CURRICULUM SCIENCE

less

shallow roots to absorb water and

stomata for transpiration.

www.ricpublications.com.au

R.I.C. Publications®

Follow these procedures to show how plants absorb and lose water. PLANTS LOSE WATER

PLANTS ABSORB WATER You will need: â&#x20AC;˘ 1 jar â&#x20AC;˘ water â&#x20AC;˘ red or blue food colouring â&#x20AC;˘ 1 celery stick

You will need:

Procedure

í˘ą Select one branch of the plant.

â&#x20AC;˘ 1 plant â&#x20AC;˘ water â&#x20AC;˘ 1 plastic bag and a twist tie

r o e t s Bo r e p ok u S Procedure

í˘ł Place celery in the jar.

í˘ł Water plant daily.

Teac he r

í˘˛ Add ten drops of food colouring.

í˘˛ Place the plastic bag over the branch and close with a twist tie.

Predict ÂŠ R. I . C.Publ i cat i ons What do you think you will see inside the plastic bag? â&#x20AC;˘f orr evi ew pur p o ses oExplain nl ywhy. â&#x20AC;˘

Predict What do you think will happen to the celery stick? Explain why. Draw

ew i ev Pr

í˘ą Fill the glass jar with water until it is threequarters full.

Draw

Draw a picture of the branch inside the plastic bag when:

Draw a picture of the celery stick when:

m . u

1. you set up the experiment

w ww

1. you set up the experiment

2. three hours have passed

3. one day has passed

. te

3. one day has passed

4. three days have passed.

o c . 1. What has happened to the celery c e r 1. What has happened inside the stick? Explain why. h er o t s s r u e plastic bag? Explain why. 2. How close was the result to your p

Observe

4. three days have passed.

Observe

2. How close was the result to your prediction? Discuss.

prediction? Discuss.

Our knowledge and understanding of plants is thanks to the study and exploration of botanists from all over the world. Sir Joseph Banks was the most well-known botanist on the First Fleet. Find out how his scientific knowledge and skills contributed to the early European settlement of Australia. R.I.C. PublicationsÂŽ

www.ricpublications.com.au

AUSTRALIAN CURRICULUM SCIENCE

Biological sciences

Plants and water

How have plants adapted to their environment?

Inquiry skills focus:

Answers

Adaptations plants have made in order to grow successfully in various environments, with a focus on plants grown for food

Page 11 1.

Questioning and predicting Planning and conducting Processing and analysing data and information

r o e t s Bo r e p ok u S

Communicating Background information

• All plants have developed adaptations over many years to be able to survive and thrive in particular conditions.

ew i ev Pr

Teac he r

• As humans moved from being hunter–gatherers, they began to settle and to grow their own crops. Through trial and error, farmers developed successful farms on which crops that suited their local environment were grown and harvested to support their own family or their village. This approach is still used today, although methods and approaches have become more complex and sophisticated. Humans have developed a better understanding of plants and their cycles to ensure that crops are as productive as possible. Preparation

2. sugar cane: efficient photosynthesis; large, thick waxy leaves; requires a min. of 1500 mm water grapes: broad leaves; spread over large area to maximise sunlight capture; roots spread; appealing fruit for reproduction cereal crops: germinate quickly after rainfall; thick, waxy stem; stomata regulates water loss; shallow, dense root system pineapple: leaves form a waterwell; thick and tough skin; large, thick waxy leaves 3. By growing crops which are adapted to the local climate and landscape, farmers save money on farming costs, grow healthy food stock, work with nature and have a more productive farm. 4. Wheat, oats, barley, maize, rye and millet are all cereal crops. These crops need less water than sugar cane. Cereal crops grow successfully in temperate regions, while sugar cane grows best in tropical regions.

• As an introduction to plant adaptations, watch the video ‘Plants: Adaptations (Britannica.com) 2:59 at <http://www.youtube.com/ watch?v=fA4rpATxaHU&NR=1>.

• Discuss the importance of a plant’s roots, stem, leaves and flowers to its survival and success.

w ww

• In order to demonstrate plant adaptations to extreme climatic conditions, watch the video ‘Adaptations to Extreme 3:14) at <http:// www.youtube.com/watch?v=LwCi5y_QphY&WR=18feature=fvwp>. • Discuss how plants differ among extreme climatic conditions. What is it about each type of plant which allows them to survive and thrive?

. te

Page 12

Students demonstrate the ability to organise and set up the materials correctly by following the procedure. Students clearly record measurements and observations on a daily basis. Science as a Human Endeavour question Nature of science/Use and influence of science Teacher check

• For the experiment, wheat can be purchased from health food shops or large pet and garden suppliers. The lessons

• Pages 11 and 12 should be used together.

m . u

Biological sciences

Content focus:

o c . che e r o t r s super

• Read the text on page 11 and ask students to highlight key words and phrases which clearly identify how plants have evolved to survive within particular climatic conditions. These highlighted facts will assist students in completing the activities on page 12. • For the experiment on page 13, students can work independently, in pairs or in small groups. Working in a collaborative situation encourages students to discuss and read compromises, developing their interpersonal skills. • Students will need to view the following video in order to discuss the activity at the bottom of page 13: ‘Catalyst: Drought resistant wheat’ available at <http://www.abc.net.au/catalyst/stories/ s1913579.htm>. AUSTRALIAN CURRICULUM SCIENCE

www.ricpublications.com.au

R.I.C. Publications®

Read the text. All plants are different and therefore have different requirements. Some plants are well suited to growing in dry conditions, while others need to grow in a wet environment to be successful. The plants we grow for food are no different. Some of them grow best in dry conditions, while others thrive in wet conditions. Farmers choose to grow crops which are best suited to the location of their farm. Farmers living in tropical regions often grow tropical fruits and sugar cane, while farmers living in temperate and grassland regions tend to grow cereal crops.

Australia

r o e t s Bo r e p ok u S

Teac he r

ew i ev Pr

Cereal crops—such as wheat, oats, barley, maize, rye and millet—germinate rapidly once they receive their first rainfall. These crops only require about 200 to 380 mm of rainfall during their growing period. In order to make maximum benefit of the water, these plants Equatorial Desert have a thick, waxy stem, while the stomata Grassland Tropical close during high temperatures, and they Subtropical Temerate have a shallow, dense root system which is very efficient at extracting water from the soil. Farmers work with the natural growth cycle of these cereals to add fertiliser to the soil at particular times during growth to ensure the best harvest.

© R. I . C.Publ i cat i ons Tropical crops—such as pineapple, mango, banana, paw paw and sugar cane—require • f o r r e v i e w p u r p o s e s o n l y • a lot more water during their growth cycle and are better suited to the northern regions

. te

m . u

w ww

of Australia. Sugar cane is a member of the grass family and is one of the most efficient photosynthesisers. As a result of improved photosynthesis, greater quantities of sugar are made in the leaves and then stored as juice in the long stalks. This plant requires a minimum rainfall of 1500 mm, and so would not be able to grow in desert or grassland regions. Because tropical plants receive so much rainfall, they have developed large, thick, waxy leaves which have a ‘drip tip’ to allow water to drain away quickly. If water were to sit on the leaves, they would become prone to disease and rust! The leaves on a pineapple plant have developed their own unique way to collect water and store it for later use. The leaves form a water well which captures the rain and keeps it as a ready source for the pineapple plant. The skin of the fruit is thick and tough, keeping as much water trapped inside the plant as possible.

o c . che e r o t r s super

The southern regions of Australia are becoming world renowned for their wines. Grapes grow particularly well in these regions, with the grape vines’ broad leaves working to capture as much sunlight as possible. The vines can grow and spread across large areas to ensure the maximum amount of sunlight is captured to help with photosynthesis and the production of sugar within the fruit itself. The roots are spread over a large area to gather as much water as possible to keep the fruit healthy and juicy. Appealing fruit means that it will be attractive to birds, who will eat the seeds and spread them when they excrete in other areas, helping the plant to reproduce. Plants, whether grown for food or not, have developed many successful strategies for survival in all conditions. Some are more suited to cooler, temperate climates, while others are more suited to warmer, tropical regions. R.I.C. Publications®

www.ricpublications.com.au

AUSTRALIAN CURRICULUM SCIENCE

Biological sciences

How have plants adapted to their environment? – 1

How have plants adapted to their environment? – 2 1. By drawing the food product on the blank map, show the best region for growing: (a) sugar cane

(b) grapes

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

(d) pineapples.

2. List the features of these plants which allow them to grow successfully.

Sugar cane

w ww

m . u

Biological sciences

Use the text on page 11 to complete the following.

. te

3. What are the benefits to a farmer to grow crops which are better suited to the area in which his or her farm is located?

o c . che e r o t r s sactivity. per 4. Use these words to complete the clozeu tropical

sugar

cereal crops

less

rye

temperate

and millet are all

Wheat, oats, barley, maize, . These crops need

water than

cane. Cereal crops grow successfully in regions, while sugar cane grows best in AUSTRALIAN CURRICULUM SCIENCE

regions. www.ricpublications.com.au

R.I.C. Publications®

Growing wheat Biological sciences

Follow this procedure to grow your own wheat. You will need: â&#x20AC;˘ wheat seeds or another type of cereal grain seed â&#x20AC;˘ plastic or foam cups â&#x20AC;˘ paper towel â&#x20AC;˘ potting mix â&#x20AC;˘ water Procedure

r o e t s Bo r e p ok u S

í˘ą Place 1 teaspoon of seeds in a cup and cover with water. Allow to soak overnight. í˘˛ Drain water and place wet seeds on the paper towel.

í˘ł Make a 2 cm-thick layer of potting mix in the cup. Place wet seeds and cover with potting mix until it is 2 cm from the top of the cup. Observations Day

Observation

1 2

ew i ev Pr

Teac he r

í˘´ Water until moist, but not soggy. Locate the cup on a windowsill and water daily.

ÂŠ R. I . C.Publ i cat i ons â&#x20AC;˘f orr evi ew pur posesonl yâ&#x20AC;˘

3 4 5

8 9

w ww

10 11

. te

m . u

o c . che e r o t r s super

12 Farmers regularly work with scientists to develop better ways of farming. There has been a lot of talk lately about growing â&#x20AC;&#x2DC;genetically modifiedâ&#x20AC;&#x2122; food. Watch the video from Catalyst, where scientists and farmers are working together to develop drought-resistant wheat. In small groups, discuss the positives and negatives of this type of scientific research. R.I.C. PublicationsÂŽ

www.ricpublications.com.au

AUSTRALIAN CURRICULUM SCIENCE

What are the structural features of animals? Inquiry skills focus:

Planning and conducting

Processing and analysing data and information

Communicating Background information

r o e t s Bo r e p ok u S

• With more than 2 million known species of animals on our planet, they are found in every corner of the Earth, on land and in water; in the sky, forests and deserts. They survive and thrive in cold climates, dry climates, hot climates and wet climates.

10.

12.

13.

14.

Preparation

• Discuss the various types of animal species mentioned in the video. Talk about the various aspects mentioned and that each of these belong to a particular body system.

F L U I D E S N E R G Y

11.

ew i ev Pr

• Even though there are so many different species of animals and each is unique, they all have common features and structures which enable them to survive. Within each species, some structural features are more developed and enhanced than in others to help that particular species survive. This is a result of evolution.

Animal

Feature

Body system

How it helps the animal to survive

crab

exoskeleton

skeletal

protects the inner organs of the animal

fish

scales

integumentary

protects the inner organs of the animal

frog

moist skin

respiratory

allows the animal to exchange gases

snake

tongue

nervous

polar bear

fur

integumentary

• It will also need to be pointed out that insects are also part of the animal world—just not mentioned in the video. The lessons

R E S P O N D Y S P R O T E C T E E H O R M O N E S R S U E G T N A R S N I E W A S T E E S N T M E S S A G O V C D I S E A S E L A N I M A L S S Page 17

Structural features (and their role) of animals

Teac he r

• Pages 15 and 16 should be used together.

w ww

• After reading the text on page 15, view the clip at <http://video. nationalgeographic.com/video/player/science/health-human-bodysci/human-body/human-body-sci.html> or <http://www.youtube. com/watch?v=pnAfX4OrXTc>. • Discuss the various components which make up the body and work together to survive. Talk about how different animals have the same body systems, even though they may look different or use them in different ways.

. te

o c . che e r o t r s super

• Page 17 provides students with the opportunity to put the knowledge they have gained from the text into practical context. Note students who are able to identify the body system related to the feature provided within the table. Students also need to be able to identify how the animal uses this feature in its survival.

rabbit

ears

nervous

shark

gills

respiratory

kangaroo

hind legs

muscular/ nervous

dolphin

echolocation

nervous

owl

eyes

nervous

Answers Page 16 1. (a) A crab, a starfish and an elephant are all similar in that they all have a skeletal system to protect their internal organs. (b) In order to survive, all animals need oxygen and nutrients.

AUSTRALIAN CURRICULUM SCIENCE

senses the environment for danger or food protects the inner organs of the animal/ reduces temperature loss senses the environment for danger

m . u

Biological sciences

Content focus:

allows the animal to exchange gases allows the animal to move swiftly through its environment senses the environment for danger or food senses the environment for danger or food

Science as a Human Endeavour question Nature and development of science In addition to Sir David Attenborough, Sir Joseph Banks and Charles Darwin may be good suggestions for students to begin with.

www.ricpublications.com.au

R.I.C. Publications®

What are the structural features of animals – 1? Biological sciences

Read the text. There are approximately 2 million known species of animals on Earth. When you think about the huge diversity of animals, it is remarkable to think they are all similar in many ways. To be classified as an animal, it must: • have a body made up of many cells • have nerves and muscles which enable it to respond to the world • get its energy by taking in food.

r o e t s Bo r e p ok u S

Every animal is made of specialised cells. These cells join together to create body systems, which perform a particular role in the survival of the animal. Skeletal system

Teac he r

Exoskeleton: Found on the outside of the body, protecting the soft inner parts of the animal; e.g. a crab. Hydrostatic: Formed by tubes filled with fluid that keep the body rigid; e.g. a starfish.

Digestive system

This body system takes in nutrients the body needs by way of food. The body takes what it needs from the food and then removes the waste in the form of faeces. Excretory system

This system keeps the balance of liquids and salts in your body. The kidneys are the boss of this system. Any waste is eliminated as urine.

ew i ev Pr

Most animals have a skeleton. There are three types of skeletons:

Endocrine system

This system uses different chemicals (hormones) to send messages around the body to control different functions. Reproductive system

This system allows the animal © R. I . C.Publ i cat i on s to produce offspring. •f orr evi e w pur posesCirculatory onl ysystem • Immune system

Muscular system

w ww

Every animal has muscles. Muscles help an animal to move, to keep its heart beating, blood pumping and lungs breathing.

. te

Lymphatic system

This system is like millions of teeny soldiers going into battle to keep the body healthy. It defends the body against invaders (like germs) that cause disease.

This is the transport system within the animal’s body. It takes oxygen, nutrients, hormones, waste products and gases to the parts of the body where they are needed.

m . u

Endoskeleton: A skeleton inside the body that provides a framework for muscles and organs; also protects internal organs from damage; e.g. an elephant.

o c . che e r o t r s super

Think of this system as the clean-up system. It collects any fluids around the body and takes it back to the blood. It also produces white blood cells, which help to defend the body against disease.

Integumentary system

Respiratory system

This is the skin, scales, wool, hair, fur, feathers or slime found on the outside of an animal. It protects the animal’s body and forms a barrier to prevent bacteria from entering. It also helps the body to regulate temperature and moisture loss.

All animals need oxygen (O2) to survive. Oxygen is used in the body and the waste product, carbon dioxide (CO2), is removed from the body. Some animals exchange these gases through moist skin; fish use gills; while mammals, birds and reptiles use lungs.

Nervous system An animal’s nervous system is responsible for sensing what is around it and acting on what it senses. The senses are part of this system. The senses determine an environment or a situation and then send electrical messages to tell the animal how to respond. This all happens in a matter of milliseconds! R.I.C. Publications®

www.ricpublications.com.au

AUSTRALIAN CURRICULUM SCIENCE

What are the structural features of animals? – 2 1. Complete these sentences. (a) A crab, a starfish and an elephant are all similar system

in that they all have a

their internal organs.

r o e t s Bo r e p ok u S

(b) In order to survive, all animals need and

2. Solve the clues to complete the crossword. ACROSS

ew i ev Pr

Teac he r

1. The nervous system uses electrical messages to tell the body how to do this. 3. An animal is

from germs and bacteria by its immune system.

4. Another name for chemicals which help to control different functions in the body.

9. This is the result of processes in the body and is removed or eliminated from the body via breathing, faeces or urine.

10.

13. In order to maintain good health, the body protects itself against this.

DOWN

w ww

14. There are around 2 million known species of these on Earth.

2. Specialised cells join together to make these.

. te

o c . che e r o t r s super

5. The skeleton helps to keep the internal and muscles safe.

m . u

Biological sciences

Use the text on page 15 to complete the following.

6. All animals need these for survival. They are taken from the food eaten. 7. Part of the nervous system, these allow animals to experience the environment around them.

10.

11.

8. The opposite to solids. 12.

10. Electrical messages sent to the muscles allow an animal to do this.

13.

11. The nutrients taken from food supply an animal with this. 12. All systems and organs are made up of these.

AUSTRALIAN CURRICULUM SCIENCE

14.

www.ricpublications.com.au

R.I.C. Publications®

Research the information needed to complete this chart. Feature

crab

exoskeleton

fish

scales

frog

moist skin

How it helps the animal to survive

r o e t s Bo r e p ok u S

snake

tongue

polar bear

fur

shark

gills

w ww

m . u

rabbit

Body system

ew i ev Pr

Teac he r

Animal

kangaroo

dolphin

owl

hind legs

. te o echolocation c . che e r o t r s super eyes

Biology is the science of observing and studying living organisms. Their characteristics, classification, behaviour and how they have evolved over time. Sir David Attenborough is one of the more famous biologists because of his outstanding ability to communicate scientific knowledge and ideas to others. Research to find other biologists in history and present a short biography of the scientist and his or her achievements. R.I.C. Publications®

www.ricpublications.com.au

AUSTRALIAN CURRICULUM SCIENCE

Biological sciences

How do structural features help an animal survive?

How have animals adapted to their environment?

Inquiry skills focus:

Answers

Adaptations animals have made in order to survive successfully in various environments

Page 20 1. (a) stealth: cautious and secret action or movement (b) aestivates: spends a period of time laying dormant (c) temporary: lasting for only a limited time (d) capable: able to achieve efficiently (e) inhospitable: harsh and difficult to live in 2. (a) Polar bears and camels are similar because they both have a supply of fat which they rely on for survival. (b) The wood frog and the holy cross toad are similar because they both burrow during inhospitable times and emerge when the seasons improve. 3. Features which help Animal Environment it to survive • Its ability to burrow and form a cocoon around itself over hot, dry periods. Holy cross hot and dry • The cycle from egg to toad froglet is short to take full advantage of the temporary water source. • Its ability to freeze itself and thaw out as the temperature warms again. Wood frog cold and icy • The cycle from egg to froglet is short to take full advantage of the temporary water source.

Planning and conducting Processing and analysing data and information Communicating

Background information

r o e t s Bo r e p ok u S

• All animals have developed adaptations over the years to be able to survive and thrive in particular conditions.

ew i ev Pr

• Animals are always competing with each other for survival. The animals that are successful are able to breed and create a new generation. Those animals which don’t have the necessary requirements to be successful eventually become extinct. This is known as natural selection.

Teac he r

• Over generations, the strongest, most helpful traits are passed on to ensure the continuation of the species. As the environment changes, lifestyle changes and the animal is required to adapt. The new skills or traits are eventually incorporated into new generations, enabling them to survive. Preparation

• Watch the song ‘Adaptations’ at <http://www.youtube.com/ watch?v=YX8VQIJVpTg>.

• Watch the digital video ‘Animal Adaptations’ at <http://www. youtube.com/watch?v=fRX2JtKFUzk>.

• The fur helps to warm the body.

• Students will need access to the internet and library to complete research for the final page. Polar bear

• It may also be a good idea to have a look at different zoo enclosures.

w ww

The lessons

. te

cold and icy

• Capable swimmer and hunter.

• Pages 19 and 20 should be used together.

• Discuss the differences between the polar bear and the camel. Between the wood frog and the holy cross frog, how does each animal’s adaptations help it in its environment?

Camel

hot and dry

• Feet are wide for stability. • Eyes and nose can be protected from the sand.

• Watch the video on the wood frog at <http://www.youtube.com/ watch?v=Fjr3A_kfspM>.

Page 21

Teacher check Science as a Human Endeavour question Use and influence of science Students browse websites such as <http://animals.pppst.com/ adaptations.html> and <http://kids.nationalgeographic.com/kids/ animals/creaturefeature/> before making a choice.

• Students complete the chart on page 21 using research skills and keywords.

AUSTRALIAN CURRICULUM SCIENCE

• Can store fat and water for long periods to use as a source of energy as required.

o c . che e r o t r s super

• Read the text on page 19 and underline any key words and phrases.

• Complete the questions on page 20.

• Fat helps to keep the body warmth in.

m . u

Biological sciences

Content focus:

www.ricpublications.com.au

R.I.C. Publications®

How have animals adapted to their environment – 1? Biological sciences

Read the text. Although all animals are similar in structure, every species of animal is different. This is because animals have evolved to suit their environment—they have adapted. Animals which make successful adaptations go on to reproduce and keep their species alive. Those animals which can’t adapt to the changes around them don’t survive and the species dies out (becomes extinct). Polar bear

Holy cross toad

r o e t s Bo r e p ok u S

This Australian species of toad has learned to burrow underground to survive the hot, dry summers. The holy cross toad only comes out from its burrow after heavy rainfall.

ew i ev Pr

Teac he r

The polar bear survives and thrives in one of the coldest regions on the planet. Its offwhite fur is designed to draw the heat from the sun towards the bear’s black skin, where it is readily absorbed for warmth. The bear also has a thick layer of fat under its skin to keep as much body warmth inside and reduce loss of heat.

When it emerges from the ground, it takes this opportunity to eat ants and termites and to produce offspring. The tadpoles begin life in the temporary pools created by the rain. The tadpoles grow very quickly into adults before the water source dries out.

The paws of the polar bear act as paddles in the water, meaning it is a very capable swimmer, while the hollow hairs of the fur help to keep the bear buoyant. It closes its nostrils and keeps its eyes open to seek out prey.

When the area becomes dry again, the toad buries itself up to two metres below the surface, makes a cocoon and aestivates for as long as it takes for rain to occur again!

The wood frog is the only amphibian found in the Arctic Circle—it has adapted to the harsh conditions.

The other extreme of climatic conditions is hot deserts. High temperatures and dry conditions are inhospitable to most animals, but the camel survives and thrives there.

. te

m . u

Camel

w ww

Wood frog

The hump of the camel contains fat. This fat is a food source for the camel, providing the animal with all-important energy. It can go for long periods of time without food or water, relying solely on the fat within its hump. Camels can also drink up to one-quarter of its body weight at a time and store it for several days.

o c . che e r o t r s super

During the warmer months, the frog feeds itself heavily on invertebrates, building up enough fat to live off during the winter. Over the winter, it buries itself under leaves and freezes as the ground freezes. Its cells contain a special antifreeze that allows it to be able to survive such drastic conditions.

The camel’s broad feet provide it with stability in the soft sand of the desert, while the eyes are protected from blowing sand by very long eyelashes. The camel can also close its nostrils to prevent breathing in sand.

As soon as the ice melts, so does the frog. It springs into action and mates to produce eggs. These eggs develop into froglets in 45 days, to take advantage of the temporary ponds created by the melted ice. The frog prefers these temporary ponds as they are free from predators.

R.I.C. Publications®

www.ricpublications.com.au

AUSTRALIAN CURRICULUM SCIENCE

Use the text on page 19 to complete the following. 1. These words were used in the text, what do they mean? (a) stealth (b) aestivates (c) temporary (d) capable (e) inhospitable

r o e t s Bo r e p ok u S

2. Complete these sentences.

(a) Polar bears and camels are the same because

(b) The wood frog and the holy cross toad are the same because

ew i ev Pr

Teac he r

3. Complete the table.

Holy cross toad

w ww

Wood frog

. te

m . u

Biological sciences

How have animals adapted to their environment? – 2

o c . che e r o t r s super

Polar bear

Camel

AUSTRALIAN CURRICULUM SCIENCE

www.ricpublications.com.au

R.I.C. Publications®

Animal adaptations Biological sciences

Select an animal that interests you and research how it has adapted to suit its environment. Physical description: Habitat:

r o e t s Bo r e p ok u S Animal:

features: Adaptations: © RSpecial . I . C. Publ i cat i ons •f orr evi ew pur posesonl y•

w ww

m . u

Diet:

ew i ev Pr

Teac he r

Climate:

. te

o c . che e r o t r s with which to educate your r u Use this information to create a s computer presentation e p classmates about the animal you chose. Zoologists are scientists who study and care for animals. Many zoologists work for zoos. Their job is to understand an animal’s needs and requirements for survival so the animal thrives in the zoo environment. Their knowledge and understanding of animals is imperative when designing zoo enclosures and activities for the animals to keep them healthy and happy. Pretend you are a zoologist and have been asked to design a zoo enclosure for your animal. Use the knowledge you have gained from your research to design a suitable enclosure for your animal which will help to keep it healthy and happy. R.I.C. Publications®

www.ricpublications.com.au

AUSTRALIAN CURRICULUM SCIENCE

What is the difference between a solid, a liquid and a gas? Content focus: Inquiry skills focus:

Answers

Properties of solids, liquids and gases Questioning and predicting

Page 24

Planning and conducting

1. Teacher check. Answers should indicate that matter is anything that has mass and takes up space. 2. Teacher check. Answers should indicate that mass is a measure of how much matter there is in an object and volume is the amount of space an object occupies. 3. (a) particles (b) molecules (c) atoms (d) move (e) spaces (f) about (g) forces 4. (a) Liquid: shampoo, petrol, water or milk; teacher check student’s own example. (b) Gas: air, natural gas, carbon dioxide, water vapour; teacher check student’s own example. (c) Solid: rubber, chalk, ice, sand; teacher check student’s own example. 5. (a) solids, liquids, gases (b) gases, liquids, solids (c) liquids, gases (d) solids (e) liquids, gases (f) solids, liquids 6. Matter can be changed by temperature (heating and cooling) and pressure.

Processing and analysing data and information Evaluating

r o e t s Bo r e p ok u S

Communicating Background information

Teac he r

ew i ev Pr

• Mass and weight are often confused. Mass is a measure of how much matter an object has, while weight is a measure of the heaviness of an object as determined by gravity. • Visit <http://www2.scholastic.com/browse/lessonplan. jsp?id=1084> to watch an animated video about different states of matter and how they behave, or visit <http://ethemes.missouri.edu/ themes/589> to find links to teachers notes and activities about states of matter. Preparation

• Displaying examples of various types of solids and liquids can motivate the students about the topic. Show very obviously different solids, such as sand, a pillow, and a brick. Students could be introduced to the topic by watching the video listed above or others such as those found at <http://www.youtube.com/watch?v=s-KvoVzukHo> or <http://www.youtube.com/watch?v=guoU_cuR8EE>.

1. Teacher check 2. The plastic egg which has liquid (water) in it will spin and when stopped and then released will begin to spin again. This is because the liquid inside the egg continues to spin, even though the outer shell is motionless. The difference between the solid and gas eggs can by shown by comparing weights. The solid egg will be heavier than the gas egg. 3.–4. Teacher check 5. A raw egg would be mostly liquid, a boiled egg would be solid and a ‘blown’ eggshell would be filled with gas (air).

m . u

Chemical sciences

• Many sources name at least four states of matter: solid, liquid, gas and plasma (highly ionised gas). Plasma is the component from which stars, which comprise a large portion of matter in the universe, are made.

w ww

• Students might also wish to learn the ‘States of matter song’ at <http://www.youtube.com/watch?v=V9WYweBA6vA>. • Visit <http://www.wikihow.com/Blow-Out-Eggs> for steps to ‘blow out eggs’. The lessons

. te

• Pages 23 and 24 should be used together.

o c . che e r o t r s super

• Allow the students to read the text on page 23 independently, but assist with unknown vocabulary if necessary. When finished, discuss the text to ensure they understand the concepts. • As a class, discuss the students’ examples of each state of matter given to answer Question 4 on page 24, to decide those which are correct and those which are not.

• Salt can be used instead of sand in the experiment on page 25. Before the activity on page 25, fill one balloon with sand (so that both egg halves are completely full when the balloon is placed inside the plastic egg.) Repeat with water and air in two other balloons. Each group will need one of each type of plastic egg. • Remind the students that a fair test is one where one factor (variable) is changed and all other conditions remain the same.

AUSTRALIAN CURRICULUM SCIENCE

www.ricpublications.com.au

R.I.C. Publications®

What is the difference between a solid, a liquid and a gas? – 1 Read the text. All physical objects around us—trees, clothing, water, books, air—are made of matter. But what is matter?

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Matter is made of small particles called molecules (which are made of atoms) which move constantly. The particles within an object or substance are held together by electric forces. Between the particles are empty spaces which allow the particles to move about. The particles of one substance are different to those of another. The particles can be affected by temperature (heating or cooling) and pressure. The higher the temperature, the faster the speed of the particles. Matter has properties which allow us to group objects. The three basic states of matter are solid, liquid and gas.

Solids include substances such as rubber, chalk, ice and sand. The particles in a solid are closely packed in a regular pattern. This creates a hard substance. The force among the particles is very strong, and although they vibrate constantly, they can not move from one place to another. Solids keep their own shape, unless they are broken or cut. They do not flow and can not be compressed (forced to take up a smaller space).

w ww

and milk. The particles in a liquid are held together by weaker forces than those of solids. They are packed closely together (but not as closely as solids) but with no regular arrangement of the particles. This allows them to move more freely inside the space they occupy. The shape of a liquid is not definite; it depends on the container in which it is held. Liquids can flow and be poured, but like solids, they are difficult to compress.

. te

m . u

o c . che e r o t r s super

Gases include substances such as air, natural gas, carbon dioxide and water vapour. The particles in gases are held together by very weak forces, and the spaces among them are larger than those in either solids or liquids. The particles have no regular arrangement and are able to move around more quickly than solids or liquids. Gases, like liquids, do not keep their own shape as they take up and expand to fill the shape of their container. Gases flow easily and can be compressed (squashed into a smaller space). They can easily escape from a container and can put pressure on a container in which they are held, such as when air fills a balloon or tyre.

LIQUID

GAS

Solids, liquids and gases are the most common states of matter on Earth. Do all things fit into these groups? R.I.C. Publications®

www.ricpublications.com.au

AUSTRALIAN CURRICULUM SCIENCE

Chemical sciences

Matter is anything that has mass and volume. (Mass is the measure of how much matter an object has, while volume is the amount of space an object takes up.)

What is the difference between a solid, a liquid and a gas? – 2 Use the text on page 23 to complete the following. 1. What is matter? Write a definition in your own words.

2. What is the difference between mass and volume?

r o e t s Bo r e p ok u S

3. Complete the cloze passage by using the words in the list. a

b d e

called

, which are made of

. Particles

constantly. Particles are separated by empty

However, they are held together by

forces molecules particles

, allowing the particles to move

atoms

ew i ev Pr .

move

spaces

4. Label each state of matter, then write one example of each from the text and one of your own.

about

(a)

(c)

w ww

m . u

Chemical sciences

Teac he r

Matter is made of small

. te o c 5. Write the state(s) of matter: . che e r o (a) in order from most to least densely packed. t r s super (b) in order from most to least active.

which are not easily compressed.

6. How can matter be changed? AUSTRALIAN CURRICULUM SCIENCE

www.ricpublications.com.au

R.I.C. Publications®

Find out about the properties of solids, liquids and gases 1. Complete the activity in small groups. (a) You will need: • 3 plastic eggs (filled before the lesson by the teacher) • markers (b) Decide which egg is filled with sand, water or air. Label each using the marker. (c) Record your observations about each egg. Guess what state of matter is in each. Air-filled egg

ew i ev Pr

Teac he r

Water-filled egg

(d) Open the plastic eggs and discuss the differences among the phases of matter.

2. Write a test your group could do to show the difference between the ‘solid’ egg and the ‘liquid’ egg. Include a prediction for what your test will show.

m . u

w ww

3. Compare your test to that used by another group. Once completed, write which was the more effective test and why. Your group’s test

. te

Another group’s test

o c . che e r o t r s super

4. Was your test a fair test? Yes

Explain your answer.

5. Would a test using a raw egg, a boiled egg and an empty eggshell help demonstrate the differences among the states of matter? Explain your answer.

R.I.C. Publications®

www.ricpublications.com.au

AUSTRALIAN CURRICULUM SCIENCE

Chemical sciences

r o e t s Bo r e p ok u S

Sand-filled egg

Can states of matter be changed? Content focus: Inquiry skills focus:

Answers

How solids, liquids and gases can be changed

Page 28

Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

Background information

r o e t s Bo r e p ok u S

Teac he r

• Some changes of matter are physical (reversible). They can change appearance or state through bending, heating, stretching etc. but are still the same material and can be changed back. (Sometimes this is a complex process, such as those dealing with evaporation to extract salt that has been dissolved in water.) Other changes can be chemical (irreversible). Through heating, burning, cooking etc., a new substance is made and can not be changed back.

solid liquid gas liquid

• The temperature at which a solid turns into a liquid is called the melting point; the temperature at which a liquid turns into a gas is called the boiling point.

liquid solid liquid gas

ew i ev Pr melting freezing condensation evaporation

Science as a Human Endeavour question Use and influence of science Answers will vary. The students could list wood or coal as solid forms of heating and cooking in the home and natural gas as another. (Electrical forms of heating and cooking can not be included in any of the categories since they are a force rather than a state of matter.) Some students might include safety or environmental issues relating to the use of wood, coal and gas for heating and cooking in the home. These should be considered as a class.

• A gain in heat by a state of matter is called an endothermic change; a loss in heat is called an exothermic change.

• Most substances follow the normal changes of state when they are heated (i.e. from solid to liquid to gas) and the reverse if they are cooled. A few can move directly from solid to gas, without becoming a liquid first. This is the process called sublimation (as shown on the diagram on page 27). Dry ice (solid carbon dioxide) is a good example of this process. Mothballs and some types of solid air fresheners are also examples. The reverse of sublimation is deposition.

Page 29 Experiment 1: 1.–3. Teacher check 4. Water droplets should form on the underside of the lid as the liquid water changes to vapour (a gas) and then to water droplets. This demonstrates the process of condensation. 5. It was a fair test because only the temperature of the water changed. 6. Teacher check Experiment 2: 1.–3. Teacher check 4. The water in the coloured water will evaporate, leaving only the colour behind. 5. If coloured ice cubes are used, they will melt to create a random colour.

w ww

• Refer to <http://www.youtube.com/watch?v=j2KZmRIKea8> to view a video about changing states of matter. Preparation

. te

m . u

Chemical sciences

1. (a) matter (b) molecules/atoms (c) solid (d) liquid (e) gas 2. Heat, when applied, makes the molecules speed up; cold makes the molecules slow down. 3. (a) When heat is applied to a solid, the molecules speed up and the forces between them become weaker. The molecules separate and form a liquid. (b) When a gas is cooled, the molecules slow down and the forces among them increase. The molecules move closer together to form a liquid. As the temperature continues to decrease, the molecules in the liquid move even closer together to form a solid. 4. Starting state Changed state Name of process

• Collect all the materials required for the experiments on page 29. The lessons

• Pages 27 and 28 should be used together.

o c . che e r o t r s super

• Allow the students to read the text on page 27 independently, but assist within unknown vocabulary if necessary. Discuss the text when they have finished reading it to ensure they understand the concepts presented. • The artworks created by completing the activities using evaporated coloured water (on page 29) can be used to create sun catchers or hanging decorations. Cut into shapes, punch a hole at the top and hang using string.

AUSTRALIAN CURRICULUM SCIENCE

www.ricpublications.com.au

R.I.C. Publications®

Can states of matter be changed? – 1 Read the text.

r o e t s Bo r e p ok u S

HEAT applied: SOLID

ew i ev Pr

Teac he r

Materials can change from one state to another if temperature is applied or removed. When heat is applied, a material will normally change from a solid to a liquid to a gas; when a material is cooled, it will normally change from a gas to a liquid to a solid. LIQUID

COLD applied: GAS

LIQUID

GAS

SOLID

Why and how does this happen?

When energy, in the form of heat, is applied to a state of matter, the movement of the molecules increases and the forces holding them together become weaker. If the state of matter is a solid, the molecules separate and form a liquid. As more heat is added, the molecules move even further apart to form a gaseous state. As more heat is added, the movement of the molecules increases.

on)

o c . che e r o t r s super G(

cti o

ZIN

liqu efa

G( LTI N

) ion

e nd

(co

ING

sol id

ific ati

ING AT HE

. te

n) tio ora ap (ev

Water is an easy form of matter to use to demonstrate changing states. When liquid water is heated to boiling point, it forms water vapour which is a gas. When liquid water is cooled by freezing, it forms ice which is a solid. When ice is melted, it forms liquid water. The process and the names for the movements from one state to another are illustrated in the diagram.

m . u

LIQUID

w ww

When heat energy is decreased by cooling, the movement of the molecules decreases and the forces holding them together increase in strength. If the state of matter is a gas, where the molecules are far apart, they will move more slowly and move closer together, and form a liquid. As the matter is cooled further, the molecules slow down even more and form a solid.

STEAM (visible)

GAS (invisible) SOLID

R.I.C. Publications®

www.ricpublications.com.au

AUSTRALIAN CURRICULUM SCIENCE

Chemical sciences

Matter is anything that takes up space and has mass. It is made of small particles called molecules (which are made of atoms) held together by electric forces. Among the particles are empty spaces which allow the particles to move about. They move constantly—the amount of movement depends on the amount of space among the particles. The particles in solids, which are packed closely together, can not move about very much; those in liquids, which are further apart, can move more freely; while gas particles, which are much further apart, can move around the most.

Can states of matter be changed? – 2 Use the text on page 27 to complete the following. 1. Which word(s) best describe(s) each definition? (a) Anything that takes up space and has mass (b) Small particles in matter (c) A form of matter with particles packed very closely together

r o e t s Bo r e p ok u S

(d) A form of matter with particles packed closely together (e) A form of matter with particles spaced far apart

Teac he r

ew i ev Pr

3. Explain how:

(a) a solid can be changed to a liquid.

(b) a gas can be changed to a solid.

w ww

. te

4. Complete the table by using the diagram on page 27. Starting state solid

o c . che liquid e r o t r s su per freezing solid Changed state

gas liquid

m . u

Chemical sciences

2. What two things cause a state of matter to change to another? How do they cause the molecules to act?

Name of process

condensation gas

Different solids, liquids and gases can be used in the home for heating and cooking. With a partner, discuss what some of these are, how they work and which are the most effective. Record your discussion to report back to the group. AUSTRALIAN CURRICULUM SCIENCE

www.ricpublications.com.au

R.I.C. Publications®

Evaporation and condensation Complete the experiments to see evaporation and condensation (and create an artwork). EXPERIMENT í˘ą

EXPERIMENT í˘˛

1. You will need: â&#x20AC;˘ clear jar with lid â&#x20AC;˘ jug â&#x20AC;˘ ice cubes

1. You will need: â&#x20AC;˘ hot water

â&#x20AC;˘ food colouring

â&#x20AC;˘ hot tap water

r o e t s Bo r e p ok u S â&#x20AC;˘ eye-dropper

â&#x20AC;˘ plastic page protector â&#x20AC;˘ spoon

(a) Pour about 3 cm of hot water into jar.

â&#x20AC;˘ plastic cups

â&#x20AC;˘ white paper

2. Steps

ew i ev Pr

(b) Place lid upside down on top of jar.

Teac he r

â&#x20AC;˘ sun/heater

(a) Fill cups with water.

(b) Add a different colouring to each cup.

(d) Watch underside of lid.

3. Write a prediction for what will happen on underside of lid.

ÂŠ R. I . C.Publ i c t i oinn sor near heater and (d)a Place sun wait. â&#x20AC;˘f orr evi ew pur p o s sonl ywhat â&#x20AC;˘will happen 3. Writee a prediction for to the water in the mixture.

w ww

m . u

4. Write the results and an explanation for what happened.

. te

4. Write the results and an explanation for what happened.

o c . che e r o t r s s r u e p Yes No 5. Was this a fair test? Why?

5. With a partner, discuss what kind of artwork would be created if the coloured water was frozen as ice cubes before placing on paper in sun.

6. With a partner, use the internet to find another experiment about evaporation and/or condensation. R.I.C. PublicationsÂŽ

www.ricpublications.com.au

AUSTRALIAN CURRICULUM SCIENCE

Chemical sciences

2. Steps

Can we mix different states of matter? Science as a Human Endeavour unit: Content focus:

Use and influence of science

Page 32

Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

Background information

r o e t s Bo r e p ok u S

• Scientists not only classify matter according to their states but also into substances and mixtures. Mixtures are made from more than one kind of matter. Mixtures can be separated by types of physical means, such as straining, filtering, heating and cooling. Substances have a constant composition and can not be separated into different states of matter.

Page 33

ew i ev Pr

• Oobleck is neither a solid or liquid, but a non-Newtonian fluid called a suspension. The students could be referred to websites such as: <http://en.wikipedia.org/wiki/Non-newtonian_ fluid#Oobleck> or <http://www.instructables.com/id/Oobleck/> to view a demonstration of the making of oobleck and to read an explanation of why it acts the way it does. Some other activities to perform on oobleck can be found at <http://www.kinderteacher. com/oobleck.htm>.

• Mixtures can be the same throughout; for example, air or a can of soft drink; or different throughout, such as chicken noodle soup or soil. Mixtures which are the same throughout are called homogeneous mixtures; those which are different throughout are called heterogeneous mixtures.

• The mixture created using the recipe on page 33 is ‘oobleck’ which is a gooey substance commonly made and used to provide hours of enjoyment for young children because of its unusual nature. Preparation

m . u

Chemical sciences

1. (a) Answers will vary but can include: food colouring and water create coloured water; strawberry syrup and milk create strawberry milk; vegetable oil, lemon juice and vinegar create salad dressing. (b) Answers will vary but can include: flour and water make a paste; chocolate powder and milk make chocolate milk; salt and water make salty water; cement and water make concrete. (c) Answers will vary but can include: carbon dioxide gas, water, syrup, flavouring, sugar and preservatives to make soft drink; air and soapy water to make soap bubbles; air and milk to make milk foam for cappuccino topping. 2. Teacher check 3. Answers will vary. Solids such as brick, wood or steel, which are strong, hard and not easily broken, are useful as building materials; liquids such as water are used if a mixture has to fill a container or flow; gases flow to fill a container, such as a balloon or tyre.

Combining solids, liquids or gases to make useful materials and the uses of these materials

Teac he r

Inquiry skills focus:

Answers

The lessons

w ww

• Collect the ingredients for the recipe on page 33.

. te

• Pages 27 and 28 should be used together.

o c . che e r o t r s super

• This section would best be treated after completing pages 22–29.

• Allow the students to read the text on page 31 independently, but assist with unknown vocabulary if necessary. Discuss the text when they have finished reading it to ensure they understand the concepts presented. • The questions on the text page should be discussed as a class or in small groups. The students can suggest substances (such as mayonnaise, gelatine or whipped cream) which are a combination of different types of matter.

• Students might need to be reminded about the properties of different states of matter before completing the experiment on page 33. Remind them that they are mixing and using solids and liquids. • After completing page 33, discuss whether they have seen or used the substance before and what it could be used for.

AUSTRALIAN CURRICULUM SCIENCE

www.ricpublications.com.au

R.I.C. Publications®

Can we mix different states of matter? – 1 Read the text. Matter is anything that has mass and volume (takes up space). The three main states of matter are solid, liquid and gas. Most objects around us can be classified as being one of these three states. The three states of matter have different properties and behave in different ways. The properties of different types of matter determine their use.

r o e t s Bo r e p ok u S

Teac he r

Liquids can be combined with other liquids to create different mixtures; for example, liquid food colouring dropped into water becomes coloured water; strawberry syrup mixed with milk becomes strawberry milk; and vegetable oil, lemon juice and vinegar can be mixed to make salad dressing.

In the previous examples, not all the combined solids and liquids can be easily separated again. Sometimes, solids and liquids combine and then can be very easily separated. In a mixture of chicken noodle soup, there are solids (noodles and chicken pieces) and broth (liquid). Even though they are combined to make soup, the solids (chicken and noodles) can always be distinguished from the liquid broth. If the soup was poured through a strainer or sieve, the solids could be easily separated from the liquid.

ew i ev Pr

Many commonly used substances are created by combining solids and liquids. When flour (a solid material) is combined with water (a liquid), a paste is created to make an inexpensive glue or to thicken sauces when cooking. Combining chocolate powder (a solid) with milk (liquid) creates chocolate milk. Solid salt can be stirred into a glass of liquid water to make a salty drink for gargling with to help cure a sore throat. Cement powder (a solid) can be combined with water (a liquid) to make concrete.

w ww

. te

m . u

o c . chwhich e Another common material combines gases with either a liquid or solid is r e o t foam. Foam is created by trapping gaseous bubbles in a liquid or solid. Common r s s r u e p soap bubbles are created when air (a gas) is mixed with liquid soapy water. Also,

Can gases and liquids be combined to make useful substances as well? Well, soft drinks are a combination of gas, liquid and solids. They are a combination of carbon dioxide gas and water (carbonated water), syrup, sugar, flavouring and preservatives.

the gaseous topping on a cappuccino is steam-milk foam. Liquid foam is used in fire extinguishers. Solid foam, because of its lightness and ability to be compressed, is used to make insulation materials for homes and flotation devices. Can you think of other common combinations of liquids, solids and gases that make substances or mixtures commonly used at home, school or in the workplace? Do the new substances produced in the examples above act the same way as the original ingredients? Or do they have different properties? R.I.C. Publications®

www.ricpublications.com.au

AUSTRALIAN CURRICULUM SCIENCE

Chemical sciences

The three states of matter can be combined to create useful substances.

Can we mix different states of matter? – 2 S OA

Use the text on page 31 to complete the answers. 1. Write the names of:

(a) two examples of liquids which can be combined to make another liquid. •

r o e t s Bo r e p ok u S

The liquid created is •

(b) two examples of combinations of solids and liquids. •

The mixture created is •

The mixture created is

ew i ev Pr

• The mixture created is

w ww

m . u

Chemical sciences

Teac he r

The liquid created is

2. Write one example of your own of a solid–liquid combination, or a liquid–liquid combination.

. te

o c . e 3. How do the properties ofc ah state of matter affect its use? Give an example. r er o st super

AUSTRALIAN CURRICULUM SCIENCE

www.ricpublications.com.au

R.I.C. Publications®

Solid or liquid? Follow the steps to make this unusual substance. í˘ą Materials: â&#x20AC;˘ 1 cup water (liquid)

â&#x20AC;˘ 11/2 cups cornflour (solid)

â&#x20AC;˘ food colouring (liquid)

â&#x20AC;˘ bowl

í˘˛ Steps:

r o e t s Bo r e p ok u S

(b) Pour in water.

(d) Mix with hands until combined.

Teac he r

(a) Place cornflour into bowl.

ew i ev Pr

í˘ł You will be pouring some of the substance onto a board or placemat. Write a prediction to tell how you think it will act or what will happen.

í˘´ Pour some of the substance onto the board or placemat, then touch it and try to move it or pick it up. Write what it felt like and how it acted.

ÂŠ R. I . C.Publ i cat i ons â&#x20AC;˘f orr evi ew pur posesonl yâ&#x20AC;˘

w ww

í˘ś Explain why you think the substance acts the way it does.

m . u

í˘ľ In which category does the substance fit: solid or liquid?

. tways to work out what state of matter your substance í˘ˇ Choose othere is. Think about o c the properties of solids and liquids; for example, solids are usually hard and liquids . c e flow. Experiment with h your substance, then write your fir ndings in the chart. (Continue e o t r s on the back of the worksheet, ifs you more space.) r uneed pe Solid

R.I.C. PublicationsÂŽ

www.ricpublications.com.au

Liquid

AUSTRALIAN CURRICULUM SCIENCE

Chemical sciences

â&#x20AC;˘ chopping board or plastic placemat

How does the sun affect the Earth? Content focus:

Inquiry skill focus:

Answers

The sun and its place in the solar system; Earth and how it is influenced by the sun

Page 36 1. The sun is the centre of the solar system and many objects revolve around it. The sun supplies energy in the form of reflected heat and light to the planets. Without the sun, no life would exist on Earth. 2. Mercury, Venus, Earth, Mars 3. Earth is the only planet in the solar system which has a large surface area covered with water and is the only planet capable of supporting life. 4. Order in the

Questioning and predicting Planning and conducting Processing and analysing data and information Communicating

Background information

r o e t s Bo r e p ok u S Average distance from the sun

Teac he r

• ‘Solar’ means ‘of or relating to the sun’; ‘system’ is defined as ‘a number of heavenly bodies associated and acting together according to certain natural laws’ (Macquarie dictionary 2011).

Size in relation to the sun

Days taken to orbit the sun

149.6 million km

planets from the solar sun third

1 millionth 365.26 The largest/ Size in relation Number of Number of smallest to other planets seasons caused natural satellites terrestrial planet in the solar by the sun in solar system system 1 largest fifth largest 4 Is one of Number of Earth Is one of Circumference planets years to orbit at Equator terrestrial in solar system sun planets 40 030 km 4 8 1

ew i ev Pr

• ‘Terrestrial’ means ‘relating to, consisting of, or representing the earth’ (Macquarie dictionary 2011). • The sun has long been a part of mythological stories of different cultures, including the ancient Egyptians, the Aztecs of Mexico, Native American tribes of North America and Canada, the Chinese, the Celts of Britain and many others. • The ancient Greeks called the sun ‘Helios’ and the ancient Romans called it ‘Sol’. • The name ‘Earth’ is at least 700 years old. ‘Earth’ is an English– German word meaning ‘the ground’.

• Information for students about specific planets can be found at <http://solarsystem.nasa.gov/planets/index.cfm> and for teachers at <http://nssdc.gsfc.nasa.gov/planetary/>.

• In 1543, Nicolaus Copernicus’ idea that the sun was the centre of the solar system was first published.

Page 37 Science as a Human Endeavour question Nature and development of science Teacher check. The tale of ‘The first sunrise’ (how the sun came to be in the sky) can be found at <http://www.janesoceania.com/australia_ aboriginal_dreamtime/index1.htm>. The tale of ‘How the moon came into existence’ can be found at <http://members.optusnet.com.au/ virgothomas/space/abobeliefs2.html#How%20The%20Moon>. NOTE: Different Aboriginal peoples may tell different versions of the same tale.

m . u

• In 1610, the first observations of sunspots were observed through a telescope by Galileo Galilei and Thomas Harriot. Galileo’s observations of Jupiter also confirmed that the sun was the centre of the solar system.

w ww

Earth and space sciences

5. The Earth spins continually as it revolves around the sun. This revolution takes one full year and creates the seasons. The tilt of the axis results in the different hemispheres being at different angles to the sun at different times of the year. When the Northern Hemisphere experiences summer, the Southern Hemisphere has winter, and so on.

• The Aboriginal Australian culture is thought to be the oldest continuous culture in the world, and with their close relationship to nature, they were possibly the world’s first astronomers. Many Aboriginal groups use occurrences in the sky to teach moral lessons, decide what to eat, what daily and seasonal activities to do and so on.

. te

Preparation

o c . che e r o t r s super

• View a relevant website, such as <http://www.youtube.com/watch?v =mtKNH2Y2OJM&feature=related>, which introduces the topic to the students. The ‘Space school’ series at <http://youtube.com> also features animations of the Sun, the Milky Way and the planets. The lessons • Pages 35 and 36 should be used together.

• Allow the students to read the text on page 35 independently. Assist them with any unfamiliar vocabulary such as ‘terrestrial’ if necessary, then discuss the information and concepts. • Some students may be able to answer Question 5 on page 36 more effectively by drawing a diagram instead of a written explanation. AUSTRALIAN CURRICULUM SCIENCE

www.ricpublications.com.au

R.I.C. Publications®

How does the sun affect the Earth? – 1 Read the text. Space is the part of the universe which lies outside the earth’s atmosphere. It includes planets, dwarf planets, stars, comets, our sun, moons, asteroids, meteors, natural and built satellites and spacecraft. Our own special part of space—the solar system—consists of the sun at its centre and the many objects which revolve around it. It is part of the Milky Way galaxy.

The planets in the solar system have no energy of their own, and they reflect the sun’s heat and light. The intense heat from the sun’s core produces enough energy to power the sun and radiate into the solar system to give Earth all the heat and energy it needs. Planets closer to the sun receive more heat and energy than those further away. Also, planets closer to the sun travel around it more quickly than those further away. The sun’s energy and heat enable life to exist on Earth.

w ww

m . u

Our planet, Earth, is one of the eight planets in the solar system, and one of four terrestrial, inner planets which orbit the sun. (Terrestrial planets are composed mostly from rock and metal. The other terrestrial planets are Mercury, Venus and Mars. Earth is the largest of the four.) Earth is the third planet from the sun and the fifth largest in the solar system. Its diameter is slightly larger than that of Venus. As it rotates on its axis, Earth takes approximately 365.26 solar days—or one Earth year—to orbit the sun. The four seasons are caused by the Earth’s tilt on its axis as it rotates and orbits the sun. During part of the year, the northern part of Earth tilts towards the sun, experiencing summer, while the southern part tilts away and experiences winter. Later in the year, the opposite occurs.

. te

o c . che e r o Earth is a unique planet in ther solar system because a large area of its surface is t s sfor supporting per covered with water, making it ideal u a large variety of life. Earth has a

circumference at the equator of about 40 030 km and a single natural satellite—the moon. Earth, like the other planets, is surrounded by layers of gases called an atmosphere. The atmosphere protects Earth from the sun’s harmful radiation and meteors which burn up on entry. It also affects Earth’s long-term climate and short-term local weather. What are the other objects in the solar system and how does the sun affect them?

R.I.C. Publications®

www.ricpublications.com.au

AUSTRALIAN CURRICULUM SCIENCE

Earth and space sciences

Teac he r

The sun is roughly one million times the size of Earth.

ew i ev Pr

r o e t s Bo r e p ok u S

The sun is the most important part of our solar system. It is Earth’s closest star, at an average distance of about 149.60 million km. This distance, called an astronomical unit (AU), provides the scale for measuring all distances across the solar system.

How does the sun affect the Earth? – 2 Use the text on page 35 to answer the questions. 1. Which object in space has the greatest effect on the solar system? Explain why.

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

2. Names the four terrestrial planets in the solar system.

3. Why is Earth unique in the solar system?

4. Complete the table of facts about Earth using numerical or mathematical answers under each heading.

The largest/smallest Size in relation to Number of seasons terrestrial planet in other planets in the caused by the sun solar system solar system

. te

Circumference at Equator

m . u

Number of natural satellites

w ww

Earth and space sciences

©Size R. I . C.Pu bl i cat i ons in relation Days taken to orbit Order in the planets to the sun the •f orr e v i e w pur p osun sesonfrom l ythe •sun

Average distance from the sun

o c . che e r o t r s super

Is one of terrestrial planets

Is one of planets in solar system

Number of Earth years to orbit sun

5. Explain how the sun and Earth’s rotation causes the four seasons.

AUSTRALIAN CURRICULUM SCIENCE

www.ricpublications.com.au

R.I.C. Publications®

Space research Follow the instructions to complete two small research projects to find out: 1. what important findings Nicholas Copernicus discovered about space. 2. one tale Aboriginal Australian people tell about the objects in the sky. Research Project 1

Teac he r

ew i ev Pr

Keywords to guide research

r o e t s Bo r e p ok u S

Notes (in bullet points), including any interesting facts

w ww

. te

Research findings

R.I.C. Publications®

m . u

o c . che e r o t r s super

www.ricpublications.com.au

AUSTRALIAN CURRICULUM SCIENCE

Earth and space sciences

Main source(s) of information

Research Project 2

What are the other terrestrial planets like? Content focus: Inquiry skill focus:

Answers

Mercury, Venus and Mars—the other terrestrial planets

Page 40

Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

Background information

1. Refer to table below. AVERAGE DISTANCE FROM THE SUN CIRCUMFERENCE AT EQUATOR TIME TAKEN (IN EARTH TIME) TO ORBIT THE SUN TIME TAKEN (IN EARTH DAYS) TO ROTATE ON ITS AXIS

MARS

58 million km

108 million km

228 million km

15 300 km

38 000 km

21 344 km

225 days

687 days

59 days

244 days

just more than 24 hours

thin atmosphere of molecules blasted thin atmosphere from its surface by of carbon dioxide; thick clouds of solar winds and thick clouds of gases and acid tiny meteoroids; gases and acid; red causes huge appearance temperature range

ATMOSPHERE

WHAT ARE THE CONDITIONS ON THE PLANET LIKE?

• Venus, Earth and Mars have atmospheres which allow weather to be produced.

88 days

ew i ev Pr

• The terrestrial planets share a number of common characteristics. They are the closest to the sun (or the inner planets). They are composed primarily from rock and metals, with an iron core and a mantle of silicate rock. They are much smaller than the gas giants. The terrain on terrestrial planets includes volcanoes, craters, canyons and mountains. They have few or no moons (Mercury and Venus have none, Earth has one and Mars has two smaller moons). They do not have planetary rings around them like the gas planets do.

Teac he r

VENUS

r o e t s Bo r e p ok u S

• A circumference is the length around a sphere at its widest point.

very hot and dry

cold desert

2. (a) Mars (b) Mercury (c) Venus (d) Mars (e) Mercury (f) Mercury 3. Venus and Earth are about the same size; they have a similar iron core. 4. Evidence of a large amount of water suggests there may once have been life on Mars (since water is required for life).

• Information about Earth can be found on pages 34–36.

Page 41

Answers should be similar to table. Mercury

• Pages 39 and 40 should be used together. • Allow the students to read the text on page 39 independently. Assist them with any unfamiliar vocabulary such as ‘rotate’ and ‘orbit’ (see above) if necessary, then discuss the information and concepts.

. te

Earth

Mars Roman god of war

two moons: Deimos and Phobos

Name origin

Messenger of the Roman gods

Ancient Roman goddess of love and beauty

Satellites: number, names, description (if known)

none

one: the Moon

Physical features (such as rivers etc.)

craters, valleys, volcanoes, ridges

o c . che e r o t r s super

• Page 41 involves completing more research about the terrestrial planets. Students can complete the research as individuals, or in pairs or small groups. After the research has been completed, students should be encouraged to evaluate the sources used for accuracy (compared to other students’ answers) and how effective their research method was.

Space exploration (one or two examples)

Interesting fact(s)

AUSTRALIAN CURRICULUM SCIENCE

Venus

An English– German word meaning ‘the ground’

The lessons

w ww

Earth and space sciences

• Ensure the students understand the difference between to ‘rotate on its axis’ and to ‘orbit the sun’. To orbit, an object must go around something (such as the sun), and to rotate means to spin around on a given point.

m . u

Preparation

MERCURY

craters, valleys and volcanoes, flat plains, mountains, canyons

craters, valleys, craters, valleys, volcanoes, volcanoes, large amounts canyons, polar of water ice caps

2005: The 2009: NASA 1976: Viking 2 European and Japan lands on the Space Agency make accurate launches Venus topographic surface of Mars Express map • Third planet from sun • Only planet • Closest planet • About the to support • Fourth planet to sun same size as life from sun • Smallest Earth • Has tectonic • Called the planet • On average, plates ‘red planet’ • Very hot and hottest planet • Water on due to rust dry (over 400 ºC) surface in soil • Largest terrestrial planet 2011: Messenger enters orbit

www.ricpublications.com.au

R.I.C. Publications®

What are the other terrestrial planets like? – 1 Mercury, Venus and Mars, along with Earth, are terrestrial planets (the inner planets), and are composed mainly of rock and have solid surfaces.

MERCURY SUN

Mercury is the smallest planet in the solar system, being only a little larger than Earth’s moon. Its circumference at its equator is about 15 300 km, making it less than half the size of Earth.

MERCURY’S ORBIT

r o e t s Bo r e p ok u S

Venus is the second planet from the sun, with a distance of about 108 million km. It is also about the same size as Earth with an equatorial circumference of about 38 000 km. The iron core of Venus is also similar to that of Earth’s. Venus takes about 225 Earth days to orbit the sun and rotates very slowly on its axis (about 244 Earth days). It also rotates on its axis in the opposite direction of most planets.

On average, it is the hottest, driest planet in the solar system with temperatures of over 400 ˚C. This is caused by the thick clouds of gases and acid in the atmosphere which trap the heat.

Because it is the closest planet to the sun, Mercury is very hot and dry. The temperature can be as much as 427 ˚C in daylight, and around –179 ˚C at night.

Mercury has a thin atmosphere made up of molecules blasted from its surface by solar winds and the force of tiny meteoroids hitting the surface. The atmosphere also contributes to the huge temperature range. There is almost no air on Mercury.

w ww

m . u

Because it is close to Earth and because its clouds reflect sunlight, Venus appears to be the brightest point in the sky after the sun and the moon.

Venus is the sixth largest planet. . te o Mars is the fourth planet from the sun, with a distance of about. 228 million km. It c ch e is the fourth largest planet in the solar system. With a circumference at its equator r o of 21 344 km, Mars is aboute half the size of Earth. It is called ‘the red planet’, due t r s s r u e p to rust in the surface soil. When this is blown up into the atmosphere, it makes the

atmosphere appear red as well. Its thin atmosphere is composed mainly of carbon dioxide. The temperature ranges from about –87 ˚C to about –5 ˚C. Mars is a cold desert planet which rotates on its axis over just more than 24 hours. As such, one Earth day is about the same length as one Mars day. However, Mars takes about 687 Earth days to orbit the sun compared to Earth’s 365 days. This means that one Mars year is almost twice as long as one Earth year. Evidence has been found that suggests, billions of years ago, Mars may have had large amounts of water, which is essential to life, on its surface. R.I.C. Publications®

www.ricpublications.com.au

AUSTRALIAN CURRICULUM SCIENCE

Earth and space sciences

Teac he r

ew i ev Pr

It travels in an elliptical orbit around the sun, taking 88 Earth days, and rotates on its axis about once every 59 Earth days. When it is closest to the sun, it is about 47 million km from it; at its furthest distance it is about 70 million km away. Its average distance from the sun is about 58 million km. Mercury is visible from Earth 13 times each century.

What are the other terrestrial planets like? – 2 Use the text on page 39 to complete the answers. 1. Compare the three terrestrial planets by completing the fast facts table. Some examples have been done to help you. Mercury Average distance from the sun Circumference at equator

Teac he r

Mars

r o e t s Bo r e p ok u S

ew i ev Pr

Time taken (in earth days) to orbit the sun

Venus

Time taken (in earth days) to rotate on its axis

thin atmosphere of carbon dioxide; thick clouds of gases and acid; red appearance

Atmosphere

m . u

very hot and dry

w ww

Earth and space sciences

What are the conditions on the planet like?

2. Use your table and the text to write which planet of the three has the:

. (d) shortest day. te o c (e) highest maximum temperature. . che e r (f) lowest minimum temperature.r o t s super (b)

(a) longest year.

shortest year.

3. Write two ways that Venus is similar to Earth. • •

4. What does evidence of water tell you about life on Mars?

AUSTRALIAN CURRICULUM SCIENCE

www.ricpublications.com.au

R.I.C. Publications®

Terrestrial planet research Complete the information about the terrestrial planets, using the following categories and the website <http://solarsystem.nasa.gov/planets/index.cfm>. Mercury

Venus

Earth

Mars

Name origin

w ww

. te

Space exploration (a few examples)

m . u

Physical features (such as rivers etc.)

o c . che e r o t r s super

Interesting fact(s)

R.I.C. Publications®

www.ricpublications.com.au

AUSTRALIAN CURRICULUM SCIENCE

Earth and space sciences

Teac he r

ew i ev Pr

Satellites: number, names, description (if known)

r o e t s Bo r e p ok u S

What are the gas planets like? Content focus: Inquiry skill focus:

Answers

The gas planets—Jupiter, Saturn, Uranus and Neptune

Page 20

Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

Background information

1. (a) ‘gas’: they are composed mainly of helium and hydrogen gases, and liquids (b) ‘giants’: they are many times the diameter of Earth: Jupiter is 11 times, Saturn is almost 10 times, Uranus is more than 4 times, Neptune is about 4 times the diameter of Earth. 2. The planets are so far from the sun that their composition includes forms of ice. 3. They all have strong magnetic fields which gather particles and objects and carry them along with them. The particles form the ring systems. 4. (a) A day is the time taken for a planet to rotate once on its axis. (b) A year is the time taken for a planet to complete one full orbit of the sun. 5. Jupiter Saturn Uranus Neptune

Teac he r

• Some of the common characteristics of the gas planets are that they all have multiple moons, they all possess strong magnetic fields, and they all have some form of rings orbiting them.

• The diameter is a straight line passing through the centre of a circle or sphere, connecting two points on either side of the circumference (outer edge). • The sun takes up 98% of the mass of all objects in solar system. The gas giants take up most of the remaining 2%. Jupiter is about 318 times the mass of Earth, Saturn is 95 time, Uranus is almost 15 times and Neptune is about 17 times the mass of Earth.

Day length (in relation to Earth)

10 hours

10 hours and 39 minutes

17 hours and 14 minutes

16 hours and 7 minutes

Year length (in relation to Earth)

12 years

29.5 years

about 84 years

165 years

• NOTE: Mass is the property of a body that causes it to have weight in a gravitational field; an axis is a real or imaginary straight line on which an object rotates.

Answers will vary

6. Teacher check

Page 21

Teacher check

• View <http://www.youtube.com/watch?v=43SHCRv4wdw> ‘The Outer Gas Giant Planets – P1’ to introduce the topic.

m . u

The lessons

w ww

Earth and space sciences

Preparation

ew i ev Pr

r o e t s Bo r e p ok u S

• The gas planets are also called the Jovian planets, after the planet Jupiter—the largest planet in the solar system.

• Pages 43 and 44 should be used together. • Allow the students to read the text on page 43 independently. Assist them with any unfamiliar vocabulary if necessary, then discuss the information and concepts. The term ‘ice forms’ includes frozen gases.

. te

o c . che e r o t r s super

• Page 45 involves making a model of the solar system. Materials required are stated on the page. This activity is a culmination of the information gained from completing pages 34-45, as it includes the sun, the terrestrial planets and the gas planets.

• Should the students wish to make a 2-D model, the website <http:// www.exploratorium.edu/ronh/solar_system/> provides a convertor which gives comparative measurements for planets in relation to the size of the sun.

AUSTRALIAN CURRICULUM SCIENCE

www.ricpublications.com.au

R.I.C. Publications®

What are the gas planets like? – 1 Read the text. The four largest (and most further out) planets of the solar system—Jupiter, Saturn, Uranus and Neptune—are called the gas giants. Unlike the terrestrial planets—Mercury, Venus, Earth and Mars—these planets are composed mainly of helium and hydrogen gases, and liquids. Due to their great distances from the sun, they contain more ice forms than the planets closer to the sun.

r o e t s Bo r e p ok u S

Teac he r

All gas giants have ring systems and a large number of moons. This is because the planets have strong magnetic fields that rotate with them, gathering particles and sweeping them along with them.

m . u

Saturn, the sixth planet from the sun, is the second largest planet. It is well known for its spectacular rings. Several wide, flat rings, made up of many smaller ringlets, surround the planet. These are composed of small pieces of ice which shine as they move. The diameter of Saturn is almost 10 times that of Earth. One rotation of Saturn on its axis takes 10 hours and 39 minutes; one complete orbit of the sun takes 29.5 years. Saturn is named after the Roman god of agriculture.

w ww

Uranus, the seventh planet from the sun, is surrounded by clouds of blue-green gas. Its diameter is more than four times that of Earth. Uranus has 27 known satellites— ten of which were discovered by the spacecraft Voyager 2 in 1985 and 1986. One moon, Miranda, has strange regions on its surface (called ovoids) which are between 200–300 kilometres wide. Around the outside they have areas with parallel ridges and canyons, while the centres are crisscrossed with ridges and canyons. One feature which distinguishes Uranus from the other planets is that it orbits the sun on its side at a tilt of more than 90˚. Uranus takes 17 hours and 14 minutes to spin on its axis. One complete orbit of the sun takes about 84 Earth years. Uranus is named after the Greek god of the sky.

. te

o c . che e r o t r s super

Neptune, the furthest planet from the sun and eighth planet, is about four times the diameter of Earth. It is an extremely cold planet, with no oxygen in its air. Thick, bright blue clouds, blown by winds at speeds of over 1100 kilometres per hour, cover its surface. Neptune takes about 165 Earth years to orbit the sun and about 16 hours and 7 minutes to rotate on its axis. Neptune has several faint rings composed of dust particles. I wonder what else scientists will discover about the gas giants? R.I.C. Publications®

www.ricpublications.com.au

AUSTRALIAN CURRICULUM SCIENCE

Earth and space sciences

ew i ev Pr

Jupiter, the fifth planet from the sun and largest in the solar system, has a surface of thick red, brown, yellow and white clouds. These clouds have darker and lighter areas, giving the planet a striped appearance. Jupiter has three thin rings composed of the dust particles which surround it. Its diameter is more than 11 times that of Earth. One feature of Jupiter’s surface is the Great Red Spot, which is a swirling mass of gas. Jupiter rotates very quickly on its axis; one Jupiter day is 10 hours long, compared to 24 hours on Earth. It takes about 12 Earth years for Jupiter to orbit the sun.

What are the gas planets like? – 2 Use the text on page 43 to complete the following: 1. Why are Jupiter, Saturn, Uranus and Neptune called the gas giants? Give your answer in two parts. (a) (b)

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

2. How does the gas giants’ distance from the sun affect their composition?

3. The gas giants share a common feature of having ring systems and natural satellites (moons). What causes this phenomenon?

4. Write a definition for: (a) a day.

Day length (in relation to Earth)

. te

Year length (in relation to Earth)

Saturn

Uranus

Neptune

m . u

Jupiter

w ww

Earth and space sciences

5. Complete the table using information about the gas giants.

o c . che e r o t r s super

An interesting feature

6. Write another research question to find out more information about the gas giants.

AUSTRALIAN CURRICULUM SCIENCE

www.ricpublications.com.au

R.I.C. Publications®

Make a solar system model Use the table below and following instructions to make a 3-D model of the solar system. í˘ą Materials:

r o e t s Bo r e p ok u S

í˘˛ Steps:

ew i ev Pr

Teac he r

â&#x20AC;˘ two 11 cm-wide styrofoam rings â&#x20AC;˘ styrofoam block (approx. 30 cm x 90 cm) to stand components in while drying) â&#x20AC;˘ styrofoam balls (see table for sizes) â&#x20AC;˘ acrylic paint (see table for colours) â&#x20AC;˘ two 0.3 cm-width wooden dowels (approx. 90 cm long) â&#x20AC;˘ paintbrush â&#x20AC;˘ toothpicks â&#x20AC;˘ ruler â&#x20AC;˘ small saw* â&#x20AC;˘ strong glue â&#x20AC;˘ large rubber band

(a) Use ruler to measure and cut dowel to lengths shown in table. (*Adult assistance will be required.) (b) Paint black and stand in styrofoam block to dry.

ÂŠ R. I . C.Publ i cat i ons Paint each ball correct colour ino table. â&#x20AC;˘f or r e vi e w aspwritten ur p sesonl yâ&#x20AC;˘

(d)

(e) Paint one ring black and when dry, glue sun to it. Paint other ring colours shown in table and, when dry, glue around Saturn.

m . u

(f)

w ww

(g) Place rubber band around sun, approximately 6 cm above base. Use as a guide for placement of planets.

. te o c í˘ł In small groups, discuss . c e and record informationh r e o t r about the following: s super

(h) Starting with Mercury, glue or push planets in order onto sun approximately 2.5 cm below rubber band. (Remove band when all attached.)

â&#x20AC;˘ ease or difficulty of project

â&#x20AC;˘ problems encountered â&#x20AC;˘ another way to make the model â&#x20AC;˘ information learned about the solar system.

R.I.C. PublicationsÂŽ

www.ricpublications.com.au

Planet

Size of styrofoam ball (diameter)

Paint colour

Dowel length

Sun

15 cm

bright yellow

â&#x20AC;&#x201D;

Sunâ&#x20AC;&#x2122;s base

â&#x20AC;&#x201D;

black

â&#x20AC;&#x201D;

Mercury

2.5 cm

grey

6 cm

Venus

4 cm

yellow, white

10 cm

Earth

4 cm

brown, blue, green

13 cm

Mars

3 cm

red

15 cm

Jupiter

10 cm

yellow, red, brown, white

18 cm

Saturn

8 cm

grey, yellow

20 cm

Saturnâ&#x20AC;&#x2122;s rings

â&#x20AC;&#x201D;

pink, white, brown, white

â&#x20AC;&#x201D;

Uranus

6 cm

green

25 cm

Neptune

6 cm

blue

29 cm

AUSTRALIAN CURRICULUM SCIENCE

Earth and space sciences

What are stars and constellations? Content focus: Inquiry skill focus:

The lessons

Stars and constellations

• Pages 47 and 48 should be used together.

Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

Background information

• Allow the students to read the text on page 47 independently. Assist them with any unfamiliar vocabulary if necessary, then discuss the information and concepts. • The students will be completing a plan for a constellation research project on page 49. They will need access to the internet and library sources.

r o e t s Bo r e p ok u S Answers

• More extensive background information about stars and constellations can be found at <http://kidscosmos.org/kid-stuff/ stars-facts.html>.

Page 48

1. Answers will be similar to: stars are balls of gas and plasma which produce light and energy. 2. (b) should be ticked 3. brightness, colour, surface temperature, size, mass 4. (a) (iii) blue (b) (ii) red 5. the sun 6. Answers will vary but should be similar to: A constellation is a group of stars seen in a particular region of the sky/A region of the sky in which particular stars are found/A group of stars which form a particular pattern in the sky. Examples will include five from the list: Andromeda, Aquarius, Aries, Cancer, Capricornus, Centaurus, Draco, Gemini, Hercules, Hydra, Leo, Libra, Orion, Pegasus, Perseus, Pisces, Sagittarius, Taurus 7. An asterism is a small pattern of stars which are part of a constellation.

Teac he r

ew i ev Pr

• The two types of magnitude measurements of stars are apparent magnitude (a star’s brightness as viewed from Earth) and absolute magnitude (the actual brightness of the star). Our sun has an apparent magnitude of –26.8 and an absolute magnitude of 4.83.

• Ptolemy (CE c. 90 – c. 165) identified about 48 constellations, but, with rapid astronomical discoveries occurring early in the 20th century, an official set of constellation boundaries was needed to take into account stars which brightened and faded rather than shining steadily. These stars were named for the constellation in which they were found, so it was important to agree where one constellation ended and the next began.

• View <http://www.tepapa.govt.nz/space/constellations.htm> for a craft activity to enable the students to make a telescope to view two constellations.

Teacher check The students should indicate in Question 5 that they will include a diagram of the constellation.

m . u

w ww

Earth and space sciences

Page 49

• The website <http://www.southbank.qm.qld.gov.au/ Events+and+Exhibitions/Exhibitions/Permanent/Dandiiri+Maiwar/ Learning+resources/Torres+Strait+Islander+people> provides some brief background information about Torres Strait Islanders using the stars to navigate. To the Torres Strait Islanders, the stars represent destination and purpose.

• The Torres Strait Islander flag includes a star, which is an important symbol for navigating the sea. The five points of the star represent the island groups in the Torres Strait and the white symbolises the Torres Strait Islander people. An image of the flag can be viewed at <http:// www.crwflags.com/fotw/flags/au-tores.html>. Preparation

. te

o c . che e r o t r s super

• View images of stars and constellations before gauging existing student knowledge about the topic. View <http://vladstudio. deviantart.com/art/Constellations-131420737> for one example of an image of the constellations.

AUSTRALIAN CURRICULUM SCIENCE

www.ricpublications.com.au

R.I.C. Publications®

What are stars and constellations? – 1 Read the text. We see stars in the sky at night but what do we really know about them? Like our sun, all stars are balls of gas and charged particles called plasma, and produce light and energy. The sun, being closer to Earth than any other star, appears to be a ball, whereas most stars which are further away look like ‘twinkling’ lights.

r o e t s Bo r e p ok u S

Teac he r

ew i ev Pr

Scientists group stars using a number of different characteristics—brightness (or luminosity), colour, surface temperature, size and mass. The brightness of a star, as viewed from Earth, is measured in magnitude—originally a number from 1 (the brightest) to 6 (the faintest). This scale has now been extended to include negative numbers. The brightest star, Sirius, has a magnitude of –1.46.

TEMPERATURE

60 000 – 28 000 ˚K

28 000 – 10 000 ˚K

10 000 – 7500 ˚K

7500 – 6000 ˚K

6000 – 4900 ˚K

COLOUR

Blue

Blue–white

White

Yellow–white

Yellow (e.g. the Sun)

4900 – 3500 ˚K

3500 – 2000 ˚K

Orange

Red

w ww

m . u

classified as a dwarf star. Supergiant stars have a solar radius of 1000 times that of the sun. Smaller stars can have a radius of only about 10 kilometres. Size and temperature determine a star’s brightness. The mass of a star is determined in a similar way—in relation to the sun’s mass. Proxima Centauri, a red dwarf star, has a solar mass of just 0.12.

. te o c A constellation is a group of stars that can be seen in a particular region of the . c eseen. Astronomers sky. It also refers to theh region in which specific stars canr be e o t have divided the sky into 88 regions or constellations. Most people simply refer to r s s r u e p a constellation as a group of stars which form a pattern in the sky. Ancient people

Stars are grouped in galaxies. More than 100 billion stars, including the sun, make up the Milky Way galaxy. There are believed to be more than 100 billion galaxies in the universe, with at least 100 billion stars in each!

named constellations after mythological characters. Some well known constellations include Andromeda, Aquarius, Aries, Cancer, Capricornus, Centaurus, Draco, Gemini, Hercules, Hydra, Leo, Libra, Orion, Pegasus, Perseus, Pisces, Sagittarius and Taurus. Constellations have to be officially recognised by the International Astronomical Union (IAU). A pattern of stars, or smaller group, is called an asterism. The Big Dipper, for example, is a group of seven stars which form part of the constellation Ursa Major (or Great Bear). R.I.C. Publications®

www.ricpublications.com.au

AUSTRALIAN CURRICULUM SCIENCE

Earth and space sciences

The colour of a star depends on its surface temperature. This is measured in a metric unit called kelvin. The table below gives a guide to star temperature and colour, in order from left to right (hottest to coldest).

What are stars and constellations? – 2 Use the text on page 47 to complete the following: 1. What is a star? Write a definition in your own words.

2. Tick ✓ the correct statement.

r o e t s Bo r e p ok u S

(a) The sun looks like a ball because it is a round mass of gas. (b) The sun looks like a ball because it is close to Earth.

3. Write the five characteristics which scientists use to classify stars.

4. Tick ✓ the:

(ii) red (iii) blue (i) white © R. I . C. Publ i c at i ons (iv) orange coldest star. (i) white red (iii) blue (iv) orange •f or r evi ew(ii)p ur po sesonl y •

(a) hottest star. (b)

ew i ev Pr

Teac he r

m . u

6. What is a constellation? Write a definition in your own words and give the names of five constellations.

w ww

Earth and space sciences

5. Which dwarf star is used to compare and measure the size and mass of other stars?

. te

o c . che e r o t r s super 7. Write the correct ending for the statement. (Choose from those written below.) An asterism is

(a) one of 88 identified regions in the sky. (b) a small pattern of stars which are part of a constellation. (c) a small flowering plant. AUSTRALIAN CURRICULUM SCIENCE

www.ricpublications.com.au

R.I.C. Publications®

Plan a constellation research project Use the questions as a guide to plan a constellation research project. 1. (a) What is the name of the constellation you wish to research? (b) Give a reason or two to explain why you choose this constellation.

r o e t s Bo r e p ok u S

Teac he r

Earth and space sciences

w ww

m . u

ew i ev Pr

2. What headings will you use to guide your research? These should tell what you want to find out about the constellation. Refer to <http://en.wikipedia.org/wiki/List_of_ constellations> for an example of a few headings to use. If you wish, you can make brief bullet point notes beneath each heading to expand your research.

4. How will you present your research? (Be creative!)

. te

o c . che e r o t r s syourp er 5. You must include one diagram in u research. Which would be the most appropriate to use?

6. Rate your research in relation to the headings in Question 2 by ticking along the scale. Least best

Best

7. Which sources of information provided the best and most reliable information? Put an asterisk next to those in your list for Question 3. R.I.C. Publications®

www.ricpublications.com.au

AUSTRALIAN CURRICULUM SCIENCE

What are meteoroids, asteroids and comets? Content focus:

Meteoroids, asteroids and comets

Inquiry skill focus:

Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

Background information

Answers Page 52 1. A meteoroid is an object, ranging in size from dust- to boulder-size, that moves in space around the sun. It becomes a meteor if it enters Earth’s atmosphere but does not hit the ground. It then becomes a meteorite if it reaches the Earth’s surface. 2. Meteors Asteroids Comets

r o e t s Bo r e p ok u S Composition (What are they made from?)

• The three types of meteorites are: stony, iron or stony-iron. Scientists have studied thousands of meteorites to help find out what the planets are made from.

Teac he r

• The word ‘comet’ comes from a Greek word meaning ‘long-haired’. • Comets are classified as short period or long period. Short-period comets take less than 200 years to orbit the sun; long-period comets take 200 years or longer. • Historically, comets were thought to bring bad luck. • Each time a comet passes close to the sun, it loses some material. Some can completely disappear.

carbon, or minerals from melted materials

gas, dust and ice

Size

particles or chunks

minor planets— from 900 kilometres to 6 metres diameter

comas: up to more than a million kilometres; tails: over 100 million kilometres long

Movement (How and where do they move?)

At high speeds in space; can enter Earth’s atmosphere to become meteors

revolve around sun

Long, elliptical orbits around sun; regular orbits

Formation (When and how were they formed?)

Debris from collision of asteroids in the asteroid belt

Left over materials from the formation of the planets

Left over materials from the formation of the outer planets; from Kuiper belt or Oort Cloud

ew i ev Pr

• Meteorites have reached Earth’s surface because they were the right size to travel through the atmosphere. If they were too small, they would have disintegrated; if they were too large, they would have exploded.

metallic or stony material

• Meteoroids, comets and asteroids are all considered forms of space debris.

• Pages 51 and 52 should be used together.

m . u

w ww

Earth and space sciences

Teacher check

• Review the website <http://www.nasa.gov/centers/jpl/education/ ediblerocks.html> to read information about edible space rocks before commencing the activity on page 53. The lessons

Answers will vary. Refer to text.

Page 53

• A recipe for vegan asteroids can be found at <http://vegfortworth. com/2010/10/vegan-asteroids/>.

. te

Answers will vary. Refer to text.

3. Meteors glow; asteroids and comets reflect light. 4. It can help scientists find out how objects in space, including the planets, formed billions of years ago, and how changes to species and environment may have occurred.

• Let the students visit <http://stardustnext.jpl.nasa.gov/education/> to obtain a comet fact sheet, and to read a folktale about ‘The comet sisters’ (activities included). This website also has a wonderful video of an experiment of a comet being made from dry ice.

Preparation

Answers will vary. Refer to text.

o c . che e r o t r s super

• Allow the students to read the text on page 51 independently. Assist them with any unfamiliar vocabulary if necessary, then discuss the information and concepts.

• Repeat the activity on page 53 as a craft activity, devising a plan to create a model of a meteor and an asteroid. Use the craft activity ‘Comet on a stick’ at <http://stardustnext.jpl.nasa.gov/education/> as a discussion stimulus. (Simple comet balls can be made by inserting a tennis ball into the foot end of a long sock or knee-high stocking and securing it with a rubber band.)

AUSTRALIAN CURRICULUM SCIENCE

www.ricpublications.com.au

R.I.C. Publications®

What are meteoroids, asteroids and comets? – 1 Read the text. Meteoroids originate from asteroid collisions which leave small particles or chunks of metallic or rocky material behind. Meteoroids move in interplanetary space around the sun.

r o e t s Bo r e p ok u S

Comets are composed of four parts: a nucleus (solid core of frozen water and gases, and rock dust particles); a coma (gas and dust vaporised by the sun from the surface of the nucleus); a dust tail (dust particles pushed away from the comet by the sun’s radiation); and an ion tail (gases converted by solar winds into charged particles, or ions, streaming away from the comet). The nuclei of some comets are believed to measure many kilometres across. Comas may have a diameter of over a million kilometres, and tails may be over 100 million kilometres long!

A meteor that reaches the Earth’s surface is called a meteorite.

Most are found in the asteroid belt between the orbits of Mars and Jupiter. There are believed to be millions of asteroids within the belt, varying in size from 6 metres to over 900 kilometres in diameter.

Scientists believe that comets originate from the Kuiper Belt or the Oort Cloud beyond Pluto, and may have been formed from leftover debris that formed the outer planets billions of years ago.

Asteroids reflect light and are composed of either carbon or minerals from melted materials.

reappear after a period of time. For example, Halley’s Comet appears every 76 years.

Some scientists believe an asteroid collision with Earth over 65 million years ago may have caused environmental changes that caused the extinction of the dinosaurs.

The studies of Halley’s Comet in 1986, Shoemaker-Levy 9 in 1994, Comet HaleBopp in 1997, Comet Borrelly in 2001 and Comet Wild 2 in 2004 have provided much information about comets and the planets.

. te

m . u

We can see comets because their comas and tails reflect sunlight and their gases give off energy absorbed from the sun.

w ww

Asteroids—also called planetoids or minor planets—are small planetary-like bodies that revolve around the sun.

o c . e Asteroids are believedc toh have been r er o created from left over materials from t s supBecause er the formation of the planets. of their regular orbits, comets

R.I.C. Publications®

www.ricpublications.com.au

If the orbit of a comet crosses the orbit of a planet and its satellites, collisions result which leave impact craters.

AUSTRALIAN CURRICULUM SCIENCE

Earth and space sciences

ew i ev Pr

Once meteoroids are pulled by Earth’s gravity into its atmosphere, they become meteors. The high speed at which meteors travel cause friction which heats then up, resulting in a glow and a trail of gases and melted particles. Most glow for only a few seconds or minutes and disintegrate before reaching Earth’s surface. Most meteors are the size of a pebble. Millions of meteors can occur in the Earth’s atmosphere each day. They are commonly called ‘shooting stars’ or ‘falling stars’.

Teac he r

Comets are frozen bodies of gas, dust and ice which travel in long, elliptical orbits around the sun. There may be as many as 100 million comets which orbit the sun!

What are meteoroids, asteroids and comets? – 2 Use the text on page 53 to complete the answers. 1. What is the relationship between a meteoroid, a meteor and a meteorite?

r o e t s Bo r e p ok u S

2. Complete the table of similarities and differences.

Composition (What are they made from?)

Asteroids

Comets

ew i ev Pr

Teac he r

Meteoroids

Size

move?)

m . u

Formation (When and how were they formed?)

w ww

Earth and space sciences

. te Interesting fact(s)

o c . che e r o t r s sup r e 3. Why are we able to see meteors, asteroids and comets?

4. How can evidence from space objects such as meteorites, asteroids and comets assist scientists?

AUSTRALIAN CURRICULUM SCIENCE

www.ricpublications.com.au

R.I.C. Publications®

Edible meteors, asteroids and comets In pairs or small groups, create a recipe for an edible meteor, asteroid or comet which shows their characteristics. 1. For each object, write the most important aspects you want to show, and how and why. One example has been done for you. Meteor

Asteroid

Comet

r o e t s Bo r e p ok u S

• glows (This shows that friction heats up the material—use colour to show.)

• trail of gases and melted particles (This will show what the ‘glow’ actually is—use colour to show.)

w ww

m . u

• disintegrates (This is what happens to it before it reaches Earth’s surface—use appearance to show.)

. te

2. Above each aspect in the table, list ingredients you could use to show each. For example, rolled oats, coconut, Rice Bubbles™ or chunks can show a rocky appearance; use cachous for the ‘glow’, and thin icing for a trail.

o c . c e he 3. Read the ingredient lists above, then select ONE objectr to make as a sweet or o t r sif necessary). You could adapt a su savoury recipe. (Other ingredients can bee added r p familiar recipe from home or the internet if you wish. Write the name of your recipe below and the complete recipe on the back of the worksheet. (If possible, use recipes where no cooking or very little cooking is needed.)

4. When you have your ingredients, amounts and method sorted, make your recipe. Then write an evaluation on a separate sheet of paper to tell if your recipe succeeded in giving information about your object as shown in the table above. Record what you would change next time. R.I.C. Publications®

www.ricpublications.com.au

AUSTRALIAN CURRICULUM SCIENCE

Earth and space sciences

ew i ev Pr

Teac he r

• particles/chunks of metallic or rocky material (This will show composition and appearance—show using size/colour/texture.)

What is gravity? Content focus: Inquiry skill focus:

The lessons

What gravity is and how it works

• Pages 55 and 56 should be used together.

Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

Background information

• Allow the students to read the text on page 55 independently. Assist them with any unfamiliar vocabulary if necessary, then discuss the information and concepts. • To complete the activity on page 57, students will require a marker; sharp scissors/craft knife; tape; a table tennis ball; plasticine, playdough or modelling clay; and thick paper. NOTE: Safety precautions should be taken while using the craft knife to cut the table tennis ball in half.

r o e t s Bo r e p ok u S

• Remind the students that a fair test is one where only one factor at a time is changed. • After the experiment on page 57, the teacher and students should discuss the methods used, any difficulties encountered and any improvements which could be made if the experiment was repeated. Students may also like to devise and research any other experiments which can be used to show gravity at work.

• The force of gravity is only noticeable if one of the objects, such as Earth or the sun, has a large mass.

Answers Page 56

1. Answers will vary but should be similar to: Gravity is a force that causes two objects with mass to be attracted to each other. 2. (a) True (b) False (c) False (d) True (e) True (f) True (g) False 3. (a) the sun (b) the moon (c) the ocean’s tides 4. (a) elliptical (b) closer (c) can (d) less (e) more (f) Sir Isaac Newton, Albert Einstein

• There are a number of websites which allow students to calculate their weight on other planets and moons. These include <http:// www.calculatoredge.com/new/weight%20calc.htm>, <http://www. exploratorium.edu/ronh/weight/> and <http://btc.montana.edu/ ceres/html/Weight/weight.html>. Students should be aware that some calculations vary from site to site. Preparation

. te

Page 47

m . u

w ww

Earth and space sciences

• There is often confusion between mass and weight. Strictly speaking, weight (W) is the gravitational force exerted on an object. It is the product of the mass of an object (m) and the local gravitational acceleration (g), so W = mg. According to the International System of Units (SI), weight is measured as a force in newtons. On Earth’s surface, the acceleration due to gravity is almost constant, so the extent of an object’s weight is proportional to its mass. In everyday use, the term ‘weight’ is commonly used to mean ‘mass’. For the students of this age group, the newton unit of measurement has not been included.

ew i ev Pr

Teac he r

• Clearly-explained background information about gravity for teachers can be found at <http://www.bbc.co.uk/schools/ gcsebitesize/science/edexcel/space/gravityforceandweightrev3. shtml>. Information for students can be found at <http://www. bbc.co.uk/schools/ks2bitesize/science/physical_processes/forces_ action/read2.shtml>.

1.–3. (a) Teacher check 3. (b) The clown should roll around on its base in a slightly tilted upright position because of the shape of the half-table tennis ball base. It should return to this position after rolling stops. 4. (a) Answers will vary. (b) The plasticine™ in the base of the table tennis ball clown should prevent it from lying down. Gravity pulls on the base, making it return to the upright position. When the clown’s base is weighted with the plasticine™, gravity pulls on the base (which will remain down) but the head section will flip up. 5. Yes, it is a fair test because only one variable was changed. 6. The marble in the base should change the clown’s centre of gravity as it rolls around from end to end, causing the clown to repeatedly flip over from head to toe.

o c . che e r o t r s super

• Introduce the topic with a video, such as those at <http://www. youtube.com/watch?v=pIEPtmwgYu0>, <http://www.youtube.com/ watch?v=CUexAhUcx_8&feature=related> or <http://www.youtube. com/watch?v=hZi8TXtRRYg&feature=related>. Teachers might also wish to demonstrate the concept by allowing objects (such as a book, beanbag or ball) fall from a height.

AUSTRALIAN CURRICULUM SCIENCE

www.ricpublications.com.au

R.I.C. Publications®

What is gravity? – 1 Read the text. Have you ever wondered how people can walk around and live on Earth and not fall off, or go spinning out into space?

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Gravity is a force that causes two objects with mass to be drawn towards each other. It exists everywhere in the universe. It is the force that makes objects fall to the ground and prevents people from falling off the surface of the earth. Each time you jump, you experience gravity. On Earth, gravity pulls all objects towards the centre of the planet.

The gravitational force of the sun holds the Earth and other planets in orbit around it. The sun’s huge mass (98% of all mass in the solar system) exerts a strong gravitational pull on the planets, natural satellites, asteroids, comets and meteoroids around it. This strong gravitational pull keeps all the planets and other objects travelling around the sun in elliptical orbits. Planets closer to the sun travel around it more quickly than those further away and are more affected by the sun’s gravity.

w ww

m . u

Earth’s gravity keeps the moon in orbit around it. The moon has mass, so it too has gravity. The moon’s gravity is not as strong as that of Earth’s because the moon is smaller. However, the ocean tides are caused by the moon’s gravity trying to ‘pull’ anything on Earth towards it, but only the water is affected as it is always moving. Each day, as the oceans rise and fall, there are two high tides and two low tides. The closer the moon is to Earth, the greater the effect of the moon’s gravitational pull on the ocean tides.

. te o c Gravity causes objects to have weight. The weight of an object is the force that . c e gravity exerts on an object. The weight of an object can change if the force of he r o t gravity changes. On the moon,r gravity is weaker than that on Earth, so an object on s s r u e p the moon weighs about one-sixth of its weight on Earth. A person with a weight of 100 kg on Earth will weigh about 16 kg on the moon. Gravity on other planets also differs, so the same person will weigh 90 kg on Venus, 38 kg on Mars, about 233 kg on Jupiter and 112 kg on Neptune. However, the mass of the object always remains the same. It is said that Sir Isaac Newton (1642–1727), a mathematician and physicist, realised that a force called gravity existed when he saw an apple falling from a tree in his orchard. He used mathematics to help explain the ‘laws of gravity’. Physicist Albert Einstein further developed on these laws in the 1900s to find out more about gravity. R.I.C. Publications®

www.ricpublications.com.au

AUSTRALIAN CURRICULUM SCIENCE

Earth and space sciences

The mass of an object is the amount of matter (stuff) it contains. Mass is measured in grams or kilograms and does not change. The more matter an object has, the greater its mass. Any object with mass exerts a force of gravity. The greater the mass, the greater the force of gravity and the greater its weight is. The further apart two objects are, the less the force of gravity between them is.

What is gravity? – 2 Use the text on page 55 to complete the answers. 1. In your own words, explain what gravity is.

r o e t s Bo r e p ok u S

2. Write as true or false.

(a) Mass is the amount of matter an object contains. (b) Mass is measured in centimetres or metres.

(d) Objects with mass exert a force of gravity. (e) Objects with a large mass exert a large force of gravity. (f)

The further apart objects are, the less the force of gravity.

(g) Objects with a large mass have a smaller weight.

3. Name the object (or objects): (a)

m . u

w ww

Earth and space sciences

(b)

ew i ev Pr

Teac he r

(a) The planets, satellites, asteroids, comets and meteoroids are all pulled into orbits by the sun’s strong gravitational force. . te travel faster around the sun and are more affected (b) The planets which by o c . . its gravity, are thosec which are (closer/further away) e her r o st supe r change if gravity changes. (c) Weight (can/can not)

(d) Due to gravity, a person will weigh (more/less) than on Earth.

on the moon

(e) Due to gravity, a person will weigh (more/less) than on Earth.

on Jupiter

(f)

Two well-known scientists who helped discover information about gravity are and

AUSTRALIAN CURRICULUM SCIENCE

. www.ricpublications.com.au

R.I.C. Publications®

Make a gravity clown Complete the following activity to find out about gravity. í˘ą Materials: â&#x20AC;˘ marker

â&#x20AC;˘ sharp scissors/craft knife

â&#x20AC;˘ sticky tape

â&#x20AC;˘ plasticineâ&#x201E;˘/modelling clay/playdough í˘˛ Steps:

â&#x20AC;˘ table tennis ball

â&#x20AC;˘ thick paper (14 cm x 5 cm)

r o e t s Bo r e p ok u S

(a) Use craft knife to cut table tennis ball in half around centre join line. This will form the base of the clown. (b) Use marker to draw clown face on paper (as shown).

ew i ev Pr

Teac he r

(b) Tell what happened and explain why.

í˘´ (a)

ÂŠ R. I . C.Publ i cat i ons Place and attach some plasticine into the base of the clown. â&#x20AC;˘f or r e vi e w pu r p o se s o nl yâ&#x20AC;˘ â&#x201E;˘

w ww

(b) Tell what happened and explain why.

. te

m . u

Predict what will happen when you try to push the clown over.

o c . Yes No Why? ch e í˘ľ Was this a fair test? r er o t s super í˘ś With a partner, discuss what would happen if: (a) a marble replaced the plasticineâ&#x201E;˘ in the clown base; then (b) the other half of the table tennis ball was taped to the head; and (c) the clown was placed on a slight slope. (After discussion, try it!) R.I.C. PublicationsÂŽ

www.ricpublications.com.au

AUSTRALIAN CURRICULUM SCIENCE

Earth and space sciences

í˘ł (a) Write a prediction for what will happen when you try to stand the clown up.

Can scientists cooperate in space research? Science as a Human Endeavour unit: Content focus: Inquiry skill focus:

The lessons • Pages 59 and 60 should be used together.

Nature and development of science

• Allow the students to read the text on page 59 independently. Assist them with any unfamiliar vocabulary such as ‘milestones’, ‘trusses’, ‘modules’, ‘arrays’, ‘biology’, ‘chemistry’, ‘physiology’, ‘physics’ and ‘meteorology’. If necessary, then discuss the information and concepts.

The International Space Station (ISS) Questioning and predicting Planning and conducting Processing and analysing data and information Communicating

Background information

• To complete the research activity on page 61, students may wish to access information from <http://www.eoas.info/biogs/P004016b. htm>, <http://www.phys.utas.edu.au/physics/aip_tasbranch/ profiles/McCracken/McCracken.htm> or <http://www.abc.net.au/ queensland/conversations/stories/s1881570.htm>.

r o e t s Bo r e p ok u S

Teac he r

• The ‘space race’ became a way for countries to exert their supremacy over others, especially during the Cold War when they did not physically fight each other.

• The European Union is an economic and political union of 27 (as of 2011) member states located in Europe. Its members are Austria, Belgium, Bulgaria, Cyprus, the Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Italy, Latvia, Lithuania, Luxembourg, Malta, the Netherlands, Poland, Portugal, Republic of Ireland, Romania, Slovakia, Slovenia, Spain, Sweden, and the United Kingdom.

Answers Page 60

ew i ev Pr

• Extend the research activity by asking the students to find out about space technology which has been adapted for use in everyday life. Examples include: bicycle and fishing reel lubricants, mattress materials, satellite television, satellite imaging for purposes such as weather forecasts, virtual reality, water purification systems, portable coolers and warmers, baby food, athletic shoes, sports training, scratch-resistant lenses, solar energy, fire officers’ air tanks, the cochlear implant and digital cameras.

1. People’s Republic of China, the European Union, Japan, India, USA, Russia 2. the high cost of building a space station by individual nations 3. The components of the space station are launched into space on board spacecraft. 4. 20 solar panels 5. laboratories, docking compartments, nodes (connecting passageways), airlocks, living quarters 6. NASA, ESA, RKA, JAXA, CSA 7. The crew will predominantly fly missions, conduct experiments and learn how to repair and replace parts of the space station. They will also do educational demonstrations, such as experiments, for students on Earth. 8. Answers will vary but might include that the space station will provide a base for excursions to objects in space further from Earth; it may help to reduce the risks involved in space exploration by being able to repair spacecraft in space rather than having to return to Earth; it will provide knowledge about how space travel affects humans and therefore make it safer.

• Data from the crew of the space station is sent daily to scientists on Earth. Experiments are conducted each day and can be modified easily. The findings are published each month.

m . u

w ww

Earth and space sciences

• Research on the space station includes finding out about the longterm effects of space habitation on the body (relating to bone loss and muscle wasting), how to provide medical care in space, what effect near-weightlessness has on the internal processes of plants and animals, how protein crystals are formed in space, fluid investigations and knowledge about combustion which may affect energy use on Earth.

• Microgravity is a state in which gravity is reduced to almost nonexistent levels, such as during space flight.

. te

o c . che e r o t r s super

• Students can find information about the ISS, follow missions and find out about crews etc. at <http://www.nasa.gov/mission_pages/ station/main/index.html>. Preparation

• Some background information about space exploration conducted by various nations over time might need to be given to the students before completing this set of pages. One website with such information is <http://thespacerace.com/timeline/>.

Page 61

Teacher check

• Access to a dictionary may be useful to assist students with any unfamiliar vocabulary.

AUSTRALIAN CURRICULUM SCIENCE

www.ricpublications.com.au

R.I.C. Publications®

Can scientists cooperate in space research? – 1 Read the text. Since the beginning of space exploration in the 1950s, superpowers such as the United States of America and Russia (then the USSR) have competed to achieve milestones in space research. The first human-built object to orbit the Earth was Sputnik 1, launched by the USSR on 4 October 1957. The first human landing on the moon was accomplished by the Apollo 11 spacecraft of the USA on 20 July 1969.

r o e t s Bo r e p ok u S

The International Space Station (ISS) is a research facility being assembled in Earth’s orbit. In the early 1990s, the idea of merging a number of high-cost space station projects into a single multinational program was devised. Construction of the station commenced in 1998 with the launch of the first Russian module, Zarya. Since then, the parts, including pressurised modules, external trusses and other components, have been launched by several nations and groups, including the USA, Russia, Japan and the European Union. By May 2010, 14 pressured modules were completed as well as the complete integrated truss structure. The station is powered by 20 solar panels mounted on the trusses. When finally completed in late in 2011, the station will consist of 16 pressurised modules for laboratories, docking compartments, connecting passageways called ‘nodes’, airlocks and living quarters. The space station orbits between 278 and 460 km above Earth, travels at an average speed of about 28 000 km/h and orbits Earth almost 16 times each day. It is likely that the station will operate until 2015 or 2020.

w ww

m . u

The space station is a joint project among five space agencies—the American National Aeronautics and Space Administration (NASA), the European Space Agency (ESA), the Russian Federal Space Agency (RKA), the Japanese Aerospace Exploration Agency (JAXA) and the Canadian Space Agency (CSA). Sections of the station are controlled by mission control centres on Earth.

. te

o c . c e her r Scientists from different countries are able to conduct experiments in biology, chemistry, o t s s r up e medicine, physiology, physics, astronomy and meteorology in a special microgravity environment in the completed modules. The space station will also be used to test spacecraft systems for missions to the moon and Mars. Crews of six astronauts and cosmonauts fly long missions, conduct experiments and learn how to repair and replace parts of the station. The crews also make educational demonstrations for students on Earth, and show them how to do experiments like those on the space station. The space station holds the record for the longest uninterrupted human habitation of space. The International Space Station, which can be seen from Earth, is the largest built satellite ever to obit Earth, and a fine example of cooperation among scientists of many nations. R.I.C. Publications®

www.ricpublications.com.au

AUSTRALIAN CURRICULUM SCIENCE

Earth and space sciences

Teac he r

ew i ev Pr

Although nations and groups of nations (including the People’s Republic of China, the European Union, Japan, India, USA and Russia) still plan individual future space exploration, the findings from all missions expand the knowledge of scientists around the world. The best example of multinational cooperation in space is the International Space Station.

Can scientists cooperate in space research? – 2 Use the text on page 59 to complete the answers. 1. Which individual groups and nations are planning future space exploration missions?

r o e t s Bo r e p ok u S

Teac he r

2. What was one cause of the merger among the nations when they created the International Space Station?

ew i ev Pr

3. How do the different components of the space station get to the location of the space station?

4. What power source for the station is housed on the external trusses?

5. List the components of the 16 completed modules of the International Space Station.

. te

m . u

w ww

Earth and space sciences

6. Write the abbreviations for the five space agencies involved in setting up and operating the International Space Station.

7. What are the main activities carried out by the crew of the space station?

o c . che e r o t r s super

8. Explain how learning to repair and replace parts of the space station can help future space exploration.

AUSTRALIAN CURRICULUM SCIENCE

www.ricpublications.com.au

R.I.C. Publications®

Space scientist profile Using the table below, research the contribution of Dr Ken McCracken to space exploration. Date and place of birth

r o e t s Bo r e p ok u S

First involvement in the field of space research

w ww

. te Most important

contributions to space research

m . u

during his career

o c . che e r o t r s super

Other achievements

R.I.C. Publications®

www.ricpublications.com.au

AUSTRALIAN CURRICULUM SCIENCE

Earth and space sciences

ew i ev Pr

Teac he r

Education

What is light and what are some of its sources? Content focus: Inquiry skills focus:

Answers

Definition of light, some of its sources and how light helps us see

Page 64

Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

Background information

1. (a) Light is a form of energy or power. (b) A light source is anything that gives out light. (c) Photons are tiny particles that travel through space. (d) Wavelength is the distance from the crest of one wave to the crest of another. (e) Frequency is the number of waves that pass a given point in one second. 2. Teacher check 3. both stars/both natural sources of light/both far from Earth/both in outer space 4. (a) A (b) N (c) N (d) A (e) A (f) N 5. Because humans made the match, the fire made from it was artificially made, so the source is artificial. With a lightning strike, the fire was made naturally, so the source is natural. 6. Teacher check Science as a Human Endeavour question Use and influence of science Teacher check. Encourage the students to include the light rays in their diagrams.

Teac he r

• In the past, people thought that light travelled from a person’s eyes to an object instead of the other way around. Scientists have since discovered that space is filled with radiant energy in the form of rays; e.g. x-rays, ultraviolet and light. Light is the only form of radiant energy humans can see. • Like the moon, objects such as mirrors and reflector strips are not light sources because they reflect light and don’t produce it. • Useful websites include:

− <http://www.bbc.co.uk/schools/ks2bitesize/science/physical_ processes/light_dark/play.shtml> (Identifying objects that illuminate)

Page 69

ew i ev Pr

r o e t s Bo r e p ok u S

− <http://www.engineeringinteract.org/resources/alienattack/ flash/concepts/sourcesandrays.htm> (Identifying light sources)

1. If the cards are correctly lined up, students should see the torchlight shining directly through holes A, B and C. 2. The students should not see torchlight shining directly through. They may see some ‘glare’ from the torch hitting to the side of hole B. 3. Students should answer that the experiment proved that light travels in straight lines. When the holes were aligned, light could be seen through all. When not aligned, light could not be directly seen as it can not ‘turn corners’. 4. Teacher check. The website <http://www.education.vic.gov. au/studentlearning/teachingresources/science/scicontinuum/ l5lightnatu.htm> suggests some experiments for challenging students’ ideas about light coming directly from a luminous source.

− <http://www.ehow.com/video_4951989_light-travel-straightline_.html> (Identifying that light travels in straight lines)

m . u

− Visit <http://www.mpsaz.org/ishikawa/programs/techlab/5th6th_grade/human_body/> to read a simple explanation of how we see.

w ww

Preparation

• Some artificial sources of light, such as a candle and a torch, would be useful to display while discussing the text on page 63, as would colour photographs of glow worms or fireflies from reference books or the internet.

. te

o c . che e r o t r s super

• Organise the equipment needed for the experiment on page 65. The lessons

• Pages 63 and 64 should be used together.

Physical sciences

• Allow the students to read the text independently, but assist them should they need help with vocabulary. Discuss the text and its concepts with the students after reading.

• Students should work with a partner or small group for the experiment on page 65. Ensure each student has first-hand experience with holding the torch and looking through the holes to make their own observations.

AUSTRALIAN CURRICULUM SCIENCE

www.ricpublications.com.au

R.I.C. Publications®

What is light and what are some of its sources? – 1 Read the text. crest

wavelength

crest

Light is a form of energy or power. Scientists explain how light behaves using two different ideas. The first idea says that light is made up of billions of tiny particles called ‘photons’, which travel from place to place in a trough straight direction or stream. The second way describes light as a wave which has wavelength and frequency. (Wavelength is the distance from the crest of one wave to the crest of the next. Frequency is the number of waves that pass a given point in a second.)

r o e t s Bo r e p ok u S

Teac he r

ew i ev Pr

Anything that gives out light is called a light source. A light source can be natural or artificial (made by people). The sun is an enormous ball of burning hot gases which gives off very bright light (and heat). This star is a natural source of light and Earth’s main source of light. Light from the sun reaches Earth in only eight minutes because it travels extremely fast— almost 300 000 kilometres a second! That’s fast enough to go around Earth in the time it takes you to blink an eye! Nothing travels faster than light, not even sound. For example, think about what you see and hear during a thunderstorm; you see lightning strike before you hear the thunder.

The stars are another natural source of light. We rarely see any during the day because the sun’s light is too strong. However, we can see them twinkling at night. The stars are so far away from Earth that their light only appears very faint to us. The moon gives off light but doesn’t produce it like the sun. It is not a source—it reflects sunlight off its surface and we can see this reflected light on Earth.

w ww

m . u

Some creatures make their own light. Glow-worms and fireflies emit a blue, yellow or green light from underneath their body. Glow-worms use light to attract insects they can eat and fireflies use light to attract a mate.

. te

o c . che e r o t r s super There are now many artificial sources of light. These include torches, lamps, candles, light bulbs, streetlights, fireworks and lasers. What kind of light sources do you use? Light makes it possible for us to see things. When light from a source hits an object, the light bounces off and enters our eyes, and our brain tells us what we are seeing. We are able to see a light source when light from the source enters our eyes. R.I.C. Publications®

www.ricpublications.com.au

AUSTRALIAN CURRICULUM SCIENCE

Physical sciences

Long ago, people discovered that fire gave light and heat. At first, they could only use fire when one started because of lightning striking a tree or from a volcanic eruption. They could not make their own. Then ways of making fire were also discovered. These included rubbing sticks together and striking pieces of stone (called flint) with metal or other types of stone. Today, we can easily make fire by using safety matches or lighters.

What is light and what are some of its sources? – 2 Use the text on page 63 to complete the following: 1. What do each of these terms mean? (a) light: (b) light source: (c) photons: (d) wavelength: (e) frequency:

r o e t s Bo r e p ok u S

3. Explain two ways the stars and the sun are similar.

4. Write N if the light source is natural and A if it is artificial.

(d) bulb

(e) candle

(f) stars

w ww

5. Why is fire from striking a match an artificial source of light and fire from a lightning strike a natural source of light?

. te

m . u

(a) torch

ew i ev Pr

Teac he r

2. Write two interesting facts about our main source of light.

Physical sciences

o c . 6. Draw lines with arrows to show where the light starts from and where it goes. c e her r o st super

On a separate sheet of paper, draw and label pictures of light sources you use at school, home and in the community. AUSTRALIAN CURRICULUM SCIENCE

www.ricpublications.com.au

R.I.C. Publications®

The card experiment How can you prove that light travels in a straight direction? Materials: â&#x20AC;˘ 3 sheets of card, about 10 cm x 10 cm (but all must be same size) â&#x20AC;˘ modelling clay

â&#x20AC;˘ marking pen

â&#x20AC;˘ hole puncher

â&#x20AC;˘ torch

â&#x20AC;˘ length of string or wool

Procedure:

r o e t s BoB r e p ok u S A

í˘ą Work with a partner. Mark the three pieces of card as A, B and C.

í˘ł Make each card stand upright in a row on a flat table by using some modelling clay.

ew i ev Pr

Teac he r

í˘˛ Place them on top of each other. Using a hole puncher, make a hole through the centre of the three layers.

í˘´ Thread the string through the three holes. Stretch the string tightly to make sure the holes are lined up. Carefully take the string away without moving the cards.

Predictions, results and conclusions:

ÂŠ R. I . C.Publ i cat i ons What do you think that person will see? â&#x20AC;˘f orr evi ew pur posesonl yâ&#x20AC;˘

1. (a) One person shines a torch behind Card A. Another looks through Card C.

If not, what did the person see?

w ww

m . u

(b) Were you correct? Yes

. tecorrect? Yes No If not, what did the personosee? (b) Were you c . che e r o r st super 3. Explain your observations. will see?

4. With your partner, discuss how successful or unsuccessful your experiment was, and what things you did incorrectly and had to correct. Discuss other experiments you could do to show that light moves in a straight direction OR how light helps us see objects. R.I.C. PublicationsÂŽ

www.ricpublications.com.au

AUSTRALIAN CURRICULUM SCIENCE

Physical sciences

2. (a) Shift Card B slightly to the left. Repeat Step 1(a). What do you think the person

What are some characteristics of light? Content focus:

Some of the characteristics of light

Inquiry skills focus:

Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

Background information

Answers Page 68 1. (a) A reflection occurs when light hits a surface and bounces off again. (b) Light is absorbed when it passes through a material and few or no rays exit the material. 2. The water causes the light to slow down when it enters it and the pencil appears to bend. 3. Answers will vary; e.g. aluminium foil, tin cans, highly polished tables, windows, pools of water. 4. (a) opaque (b) transparent (c) translucent 5. Unlikely because the clouds associated with rain would block the sun’s bright light enough so shadows couldn’t form. 6. Left to right across the diagram, the answers are ABS. (absorbing), REFL. (reflecting) and REFR. (refracting). Science as a Human Endeavour question Use and influence of science Possible answers: (a) glass (b) shade cloth/hessian (c) brick/wood/plaster board

Teac he r

• Light travels through different substances at different speeds. It travels more slowly through water than air. As the light travels from one medium to the other, it slows down and changes direction slightly. This is known as refraction. A mirage in the desert is caused by the hot air bending the sunlight and making it look like there are pools of water on the ground in the distance.

Page 69

ew i ev Pr

r o e t s Bo r e p ok u S

• A ray of light can be reflected, especially when it hits a smooth surface. The angle at which the light bounces back (reflected), is the same angle at which it approached the surface. Any object that doesn’t produce light of its own has to reflect light if we are to see it. Different objects reflect light better than others. A mirror is the best reflective surface.

Predictions: Teacher check 1. (a) opaque, will reflect (b) translucent, did not reflect (c) opaque, will reflect (d) transparent, did not reflect (e) translucent, did not reflect (f) Teacher check 2. Discuss reasons students may have had different answers for the same materials; e.g. if torchlight was strong enough, if same type of aluminium foil was used.

• Useful websites include:

− <http://www.ehow.com/video_4951989_light-travel-straightline_.html> (Identifying that light travels in straight lines)

− <http://www.youtube.com/watch?v=pgcAFs-Ahsg> (Difference between opaque, translucent and transparent objects). Preparation

w ww

m . u

• Collect some of the items mentioned in the text on page 67 so they can be examined at the appropriate time. • Organise the equipment needed for the experiment on page 69. There will need to be sufficient amounts of those listed in the table according to the number of pairs of students completing the activity at the same time. Items for the students to choose from for the blank space in the table could include sandpaper, coloured plastic shopping bags, envelopes, cottonwool, sheets of writing paper or tissue paper, plastic lids, plastic drinking cups, magazines, felt, unopened tins of food with labels removed and using fixed classroom objects such windows or doors.

. te

The lessons

Physical sciences

o c . che e r o t r s super

• Pages 67 and 68 should be used together. • Allow the students to read the text on page 67 independently, but assist them should they need help with vocabulary. Discuss the text and the concepts with the students after reading. • Students should work with a partner for the experiment on page 67. Torches used should have a strong beam to be effective. • Discuss any problems the students had if the experiment did not give the required answers. Was each step carried out correctly? Reflect on the methods used, such as if the torchlight was strong enough.

AUSTRALIAN CURRICULUM SCIENCE

www.ricpublications.com.au

R.I.C. Publications®

What are some characteristics of light? – 1 Read the text.

mirror

re fle ct ed

ra ys

Light travels in a straight direction until something changes its pathway. The way the pathway changes shows us some of the characteristics of light.

lig ht

When light passes through some materials, energy from the light can be transferred to the material. So the amount of light exiting the material may only be a small amount or none. When this happens, light has been partially or completely absorbed. This is why some objects, such as a concrete path, feel warmer when sunlight has been falling on it for some time. As such, light can be absorbed by an object.

light rays

ew i ev Pr

r o e t s Bo r e p ok u S

ys ra

Teac he r

When rays of light hit a surface or an object, they ‘bounce’ off again. This is called reflection. We can see our own reflection in some things. Flat, shiny surfaces make the best reflections. A mirror is a very smooth and shiny piece of glass that has been coated on the back with silver. A mirror gives the clearest reflection. We can see our reflection in other shiny, smooth surfaces such as aluminium foil, tin cans, highly polished tables, windows and pools of water. However, our reflection isn’t as clear as in a mirror. As such, light can be reflected (bounced off an object). fewer (or no) outgoing light rays

passing through a substance like water. Water is transparent and we can see objects through it. When light reaches water and passes into it, the water causes the light to slow down and bend. We call water this refraction. We can see refraction happening if we put a pencil in a glass of water. The pencil appears to have an unusual shape as the light rays have ‘bent’. Light can be refracted through an object.

o c . che e r o t r s super

If an object or material allows light to pass through it, we say it is transparent. Things we can see through clearly include air, clear glass and clear plastic. If an object or material allows some light to pass through it, we say it is translucent. Things we can not see clearly through include frosted glass and nylon material. If an object or material does not allow any light to pass through it, we say it is opaque. Things we can not see anything through include cardboard and wood. Therefore, light can pass through some objects or materials and not through others. A shadow is formed when a bright light hits an opaque object and can not go through it. This makes an area behind the object receive no light, forming a shadow. We can see our shadow outside on the ground on a sunny day or when the streetlights are on at night. On a cloudy day, the light isn’t bright enough to form clear shadows. The clouds spread the sun’s light in all directions, instead of letting it travel in its normal straight direction and appearing bright. Opaque objects can make shadows indoors if the sunlight shining in or a light source like a bulb is bright enough. R.I.C. Publications®

www.ricpublications.com.au

AUSTRALIAN CURRICULUM SCIENCE

Physical sciences

w ww

. te

m . u

air

What are some characteristics of light? – 2 Use the text on page 67 to complete the following. 1. These sentences are incorrect. Rewrite each so it is true. (a) A reflection occurs when light hits a surface or object and is absorbed by it.

r o e t s Bo r e p ok u S

2. Explain why the pencil in the glass of water looks bent.

3. Besides a mirror, what are two objects that reflect light?

ew i ev Pr

Teac he r

(b) Light is absorbed by an object when it bounces back from its surface.

w ww

m . u

(b) If an object allows light to pass through it.

5. Is it likely or unlikely you would see your shadow outside on a rainy day?

. te

Why?

Physical sciences

6. Write (REFL.) ‘reflecting’, (REFR.) ‘refracting’ or (ABS.) ‘absorbing’ for the correct light ray in the diagram.

o c . che e r o t r s super

surface

Think of a suitable material for these things: (a) something transparent for covering a photograph; (b) something translucent for sheltering a plant from strong sunlight; (c) something opaque for building a wall. AUSTRALIAN CURRICULUM SCIENCE

www.ricpublications.com.au

R.I.C. Publications®

The ‘hide and seek’ experiment 1. With a partner, follow the instructions to discover how light behaves with different objects or materials. Equipment: torch, objects or materials listed in the table below and one of own choice Procedure: Write the name of the object/material you chose in the blank box at Question 1(f). Guess if each item is transparent, translucent, opaque or will reflect. Tick ✓ or cross ✗ ‘Guess’ box for each material.

r o e t s Bo r e p ok u S

Teac he r

ew i ev Pr

Test each item by one of you shining the torch and the other holding up the item in front of it. Remember to look at the front of each item to test for a reflection.

Tick ✓ or cross ✗ in the ‘Result’ box to show the result of your test.

Material

Is it transparent?

Is it translucent?

Is it opaque?

Does it reflect?

(a) Aluminium foil

. te (d) Plastic wrap (e) Bubble wrap

(f)

Guess

Result

Guess

Result

Guess

o c . c e Result Result Result her r o t s s r u e p Guess Guess Guess

Result Guess

Result

Guess

Result

2. Discuss your results with other students in the class. Were they the same [except for (f)]? If not, why might this have happened? R.I.C. Publications®

www.ricpublications.com.au

AUSTRALIAN CURRICULUM SCIENCE

Physical sciences

w ww

Guess

m . u

(b) Baking paper

How does light make different colours? Content focus: Inquiry skills focus:

The lessons

Light is made up of different colours

• Pages 71 and 72 should be used together.

Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

• Allow the students to read the text on page 71 independently, but assist them should they need help with vocabulary. Discuss the text and the concepts with the students after reading. • The students will be working in groups of three to complete the experiment on page 73.

r o e t s Bo r e p ok u S

• After completing the experiment on page 73, discuss what colours are created using different colours of paint; explain that artificial pigments are used in paints which do not give the same result.

Background information

Answers

Page 72

1. Answers could include that rainbows were a bridge in the sky that the gods could use to move backwards and forwards from heaven to Earth; or there is a pot of gold at the end if a rainbow. 2. Water breaks light into colours by first slowing it down and making it change direction as it moves from the thin air to the thicker water. The light ‘bends’ and splits into colours to form a spectrum. 3. waterfalls, sprinklers, water fountains 4. (a) False (b) True (c) True (d) False (e) True (f) False (g) False 5. Teacher check. Answers should indicate that an object appears a certain colour because it absorbs some colours of the light spectrum and reflects those we see as its colour.

ew i ev Pr

Teac he r

• Light is described as being colourless or being ‘white’ light. A rainbow in the sky occurs when water droplets ‘bend’ (refract) and separate the colours in sunlight (white light) to form a rainbow pattern called a ‘spectrum’. A spectrum consists of seven colours— red, orange, yellow, green, blue, indigo and violet—as well as two other kinds of light (ultraviolet and infra-red), which we can not see. Each of the colours in the white light travels as different sized waves called ‘wavelengths’. Red has the longest wavelength and bends the least, while violet has the shortest wavelength and bends the most. The other colours bend at regular intervals in between. That is why the colours of the spectrum always appear in the same order. • Everything around us takes its colour from the light spectrum. Something green (like grass) looks green because it reflects green from the spectrum and absorbs all the other colours. The green is the only colour that reaches our eyes. Other colours, such as purple, are a mixture of several colours from the spectrum. Black objects absorb all light, while coloured objects absorb all colours except their own colour. White objects absorb very little light. Any object which absorbs no light at all would not be able to be seen since no light is reflected back.

w ww

• Using combinations of the colours red, green and blue, it is possible to make all colours of the spectrum. RGB computer monitors produce colour in this fashion.

. te

blue light beam magenta

cyan

m . u

1. Teacher check 2. Red and blue light overlap to create a colour similar to magenta; red and green create yellow; green and blue create cyan; white light is a combination of all colours.

• The specific frequencies of colours of the light spectrum can be found at <http://escience.anu.edu.au/lecture/cg/Color/printCG. en.html>.

o c . che e r o t r s super

• A number of simple experiments relating to bending, bouncing and reflecting light can be found at <http://www.kids-scienceexperiments.com/>. This site also includes instructions for creating a rainbow spinner.

red light beam

Physical sciences

• Another useful websites is <http://www.gamequarium.org/dir/ SqoolTube_Videos/Science/Weather/magic_school_bus_makes_a_ rainbow_9689.html> (‘Magic school bus makes a rainbow’ – video).

white

yellow

green light beam

3. Answers will vary.

Preparation • Find photographs of rainbows from the internet or reference books. Obtain a prism and a CD to assist students in understanding the concept mentioned on page 71. • Organise the equipment needed for the experiment on page 73.

AUSTRALIAN CURRICULUM SCIENCE

www.ricpublications.com.au

R.I.C. Publications®

How does light make different colours? – 1 Read the text. Long ago, people believed rainbows were magical. Because of this, they made up all kinds of stories about them. Some thought rainbows were a bridge in the sky so that the gods could leave the heavens and move back and forth to Earth. Others believed if they could find the end of a rainbow that touched Earth, there would be a pot of gold!

r o e t s Bo r e p ok u S

Teac he r

ew i ev Pr

Have you ever wondered why you only see rainbows on a rainy day and the sun is shining? We can’t see rainbows in the sky unless there is water and sunlight. Although we describe sunlight as being a ‘white’ light, it is actually made of different colours. However, we only see these colours when light shines through something clear (transparent) like water droplets. This breaks apart the light into a rainbow arc pattern called a ‘spectrum’. The rainbow colours, in order from the top of the arc, are red, orange, yellow, green, blue, indigo (deep violet-blue) and violet (bluish purple). Why does water break apart light into colours? Light slows down and changes direction as it moves from the thin air to the thicker water. We say it ‘bends’ or is refracted. You can see this if you put a pencil or straw in a glass of water—it appears bent. After it rains, the air is full of raindrops. They bend the sunlight and split it into colours to form a rainbow. Rainbows can also be formed by water droplets splitting light in waterfalls, sprinklers and water fountains.

o c How do objects appear as different colours? We know that light can act as a wave . c e and waves have frequencies. The frequencies of light determine the colour of the h r e o t r light we see reflected. We also know that light can be absorbed by objects. s su er p

Most objects do not produce light of their own. Instead, we see objects because light from a source is reflected off them. The colour an object appears as depends on the way it reflects and absorbs light. Objects can absorb certain light frequencies (colours) and reflect others. The colour of the object that we see is a combination of the light frequencies (colours) reflected. We do not see the light frequencies (colours) absorbed. For example, a red apple appears red because its surface reflects colours from the red end of the light spectrum and absorbs the remaining colours. White objects reflect all colours, while black objects absorb all colours. R.I.C. Publications®

www.ricpublications.com.au

AUSTRALIAN CURRICULUM SCIENCE

Physical sciences

w ww

. te

m . u

Sir Isaac Newton, a scientist in the 17th and 18th centuries, was the first person to deliberately use a small piece of glass with five sides (called a ‘prism’) to split light into different colours. As light passed through the prism, it separated the colours just like water droplets can. You can do this if you hold a prism in front of a window and let the sun shine through it. If you turn the prism so the light appears on a wall in the room, you will see rainbow colours appear! This can also be done with the shiny side of a CD instead of a prism.

How does light make different colours? – 2 Use the text on page 71 to complete the following. 1. Describe something scientists have discovered that is NOT true about rainbows.

r o e t s Bo r e p ok u S

2. Fill in the missing words to write an explanation of how rainbows are formed. Water breaks l

into colours by first slowing it down and

thicker w to form a spectrum.

from the thin air to the

. The light ‘bends’ and splits into c

3. Name three places, other than in the sky, rainbows can be found.

4. Write True or False for each statement.

ew i ev Pr

Teac he r

making it change direction as it m

(a) There is a pot of gold at the end of a rainbow. (b)

(d) A prism is a two-sided glass object.

w ww

(e) Different colours have different frequencies. (f)

We see light frequencies (colours) absorbed by an object.

m . u

. te o 5. Write an explanation to tell how we see a blue object. You may use a diagram to c . help your explanation. c e her r o t s super (g) Black objects reflect all colours.

Physical sciences

AUSTRALIAN CURRICULUM SCIENCE

www.ricpublications.com.au

R.I.C. Publications®

Making colours experiment Follow the instructions to find out how colours are made. Work in groups of three. Each person will need to construct one torch and use it during the experiment. Materials: â&#x20AC;˘ â&#x20AC;˘ â&#x20AC;˘ â&#x20AC;˘ â&#x20AC;˘

3 torches scissors rubber bands blue, green and red cellophaneâ&#x201E;˘ darkened room

Teac he r

Procedure:

r o e t s Bo r e p ok u S

ew i ev Pr

í˘ą Cut two pieces of blue cellophaneâ&#x201E;˘ large enough to cover end of torch.

í˘˛ Place both pieces on top of each other and secure over end of torch with rubber band. í˘ł Repeat with other pieces of cellophaneâ&#x201E;˘ and torches. (You should have one torch which emits a blue light, one which emits a green light and another which emits a red light.)

ÂŠ R. I . C.Publ i cat i ons Predictions, results and conclusions (individual responses): â&#x20AC;˘f orr evi ew pur posesonl yâ&#x20AC;˘ í˘´ Take torches into darkened room and turn them on.

. te

o c . che e r o t r s super

(b) Describe what happened and explain why. Use the diagram to help record your results.

blue light beam

red light beam

green light beam

3. In your group, compare your individual predictions, results, conclusions and explanations. Discuss what you liked and did not like about the experiment and anything that could be improved if the experiment was repeated. Think of another way to demonstrate how colours are made. R.I.C. PublicationsÂŽ

www.ricpublications.com.au

AUSTRALIAN CURRICULUM SCIENCE

Physical sciences

w ww

2. (a) Try it. Were you correct? Yes

m . u

1. What do you think will happen when each of you shines a torch on a wall of the darkened room so that the beams of light overlap each other? What colours will appear and where?

How are different shadows made? Content focus:

Inquiry skills focus:

Answers

Obstacles form shadows; Lunar and solar eclipses are formed when celestial objects block the sun’s light from another object

Page 76 1. (a) A point source of light sends out rays in all directions. A point source of light is a small source, such as light from a distant star, spotlight or pinhole light. An extended light source sends light over a definite area and is usually large. Examples include the sun or a fluorescent light. (b) A point source creates a sharp, clear shadow called an umbra. Extended light sources create an umbra as well as a partial shadow called a penumbra.

Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

Background information

Teac he r

• Shadows are made when light is blocked by an obstacle because light can not travel through opaque material. Translucent materials make softer shadows. Transparent objects do not make shadows because light is able to travel through them unobstructed.

ew i ev Pr

r o e t s Bo r e p ok u S

extended source point source 2. 3. (a) umbra (b) penumbra (c) obstacle (d) eclipse 4. SOLAR ECLIPSE

• The size of a shadow depends on how close, or far away, the obstacle is to the light source. • Visit <http://www.sciencekids.co.nz/gamesactivities/lightshadows. html> to play simple games to create shadows.

MOON

• The site <http://www.woodlands-junior.kent.sch.uk/revision/ science/lightshadows.html> includes simple information and games about shadows.

SUN

PENUMBRA EARTH

Preparation

• Collect the equipment needed for the activity on page 77.

LUNAR ECLIPSE

. te

• Pages 75 and 76 should be used together.

PENUMBRA MOON

UMBRA SUN

m . u

The lessons

w ww

• It would be useful if the students had previous experience measuring their shadows at different times during the day before completing the activity on page 77. Students should also be aware of how light creates sharp shadows when shone at materials which are opaque, soft shadows when shone through translucent materials, and none when shone through materials which are transparent.

EARTH

PENUMBRA

o c . che e r o t r s super Page 77

• Allow the students to read the text on page 75 independently, but assist them if they need help with vocabulary. Discuss the text and the concepts with the students after reading.

Teacher check procedure and predictions. Conclusion and explanation: A shadow created by a light source close to a subject is larger than that created by a light source which is further away. This is because more light is blocked when the obstacle is closer to the light source. The further away the light source, the smaller the shadow will be because less light is blocked.

• The students will be working in groups of two to complete the activity on page 77.

Physical sciences

• The students can create ‘coloured shadows’ by completing the activity at <http://www.exploratorium.edu/snacks/colored_ shadows/index.html>. • After the conclusion of the experiment on page 77, discuss what worked and what didn’t; what difficulties, if any, were encountered; and any improvements, such as the type of light source used, which could be made next time.

AUSTRALIAN CURRICULUM SCIENCE

www.ricpublications.com.au

R.I.C. Publications®

How are different shadows made? – 1 Read the text. Shadows are formed when an obstacle blocks the passage of light. Light reaches an obstacle from a source such as the sun, a torch, a fire or the stars. Light sources can be grouped into two categories: point sources and extended sources. Point sources send out light rays in all directions from a single point. Point sources are small (or point) sources of light, such as light from a distant star as seen through a small telescope, a spotlight or light passing through a pinhole. Point sources create a sharp, clear and complete shadow called an umbra.

r o e t s Bo r e p ok u S

point source

umbra

ew i ev Pr

Teac he r

point source

umbra

Extended light sources send light over a definite area. Large, extended light sources include the sun or a fluorescent light. An extended light source creates not only an umbra but also a partial shadow called a penumbra. A penumbra shadow is not clear and defined because some light is visible. An obstacle lit by an extended light source receives light from many distinct point sources.

. te

o c . che e r o t r s super Sometimes the moon acts as an obstacle to Earth’s light from the sun. When the umbra penumbra

extended source

umbra penumbra

moon blocks our view of the sun and Earth lies in the moon’s shadow, this is called a solar eclipse. A total solar eclipse occurs when the moon appears to cover the whole solar disc. A partial solar eclipse occurs when the moon covers part of the solar disc. When the Earth blocks the moon from the sun’s rays and the moon lies in the Earth’s shadow, this is called a lunar eclipse. A total lunar eclipse occurs when the moon lies completely in Earth’s umbra. A partial lunar eclipse occurs when only part of the moon lies in Earth’s umbra. R.I.C. Publications®

www.ricpublications.com.au

AUSTRALIAN CURRICULUM SCIENCE

Physical sciences

w ww

m . u

extended source

How are different shadows made? – 2 Use the text on page 75 to complete the following. 1. (a) What is the difference between a point and an extended source of light? Give one example of each.

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

(b) What is the difference between the shadow created by a point and an extended source of light?

2. Show the difference between a point and an extended source of light using a labelled diagram of each.

m . u

w ww

3. Write the correct word for each definition. (a) a sharp, clear shadow

. teblocks the passage of light o (c) something which c . ch e (d) when a celestial object obscures the light from another r ertheu o t s r 4. Label each eclipse diagram to shows umbra and penumbra. pe (b) a partial shadow

Physical sciences

SOLAR ECLIPSE

LUNAR ECLIPSE MOON

SUN

AUSTRALIAN CURRICULUM SCIENCE

MOON

SUN

EARTH

www.ricpublications.com.au

R.I.C. Publications®

Distant and close shadows Complete the following activity to find out if the distance of a light source from an obstacle affects shadows. You will need to work with a partner. Materials: â&#x20AC;˘ light source

â&#x20AC;˘ black paper or card

â&#x20AC;˘ large sheets white paper Procedure:

â&#x20AC;˘ pencil

â&#x20AC;˘ subject/partner

â&#x20AC;˘ tape

â&#x20AC;˘ darkened room

r o e t s Bo r e p ok u S

í˘ą Tape white paper to wall.

í˘ł With subject sitting very still, use pencil to trace outline of shadow onto white paper.

ew i ev Pr

Teac he r

í˘˛ Position subject and light source so the shadow of the subjectâ&#x20AC;&#x2122;s head and shoulders falls on white paper on wall in profile.

Predictions, results and conclusions (individual responses):

1. What do you think will happen to the shadow if you move the light source further away from the subject? Write your prediction.

ÂŠ R. I . C.Publ i cat i ons â&#x20AC;˘f orr evi ew pur posesonl yâ&#x20AC;˘

w ww

. te

m . u

2. Try it, then observe the shadow. Write what happened. How does the shadow compare to the original shadow?

4. Is this a fair test?

o c . che e r o t r s super Yes No Why/Why not?

5. Repeat the activity, changing the position of the subject rather than the light source. Position the subject closer and/or further away from the light source. Write your conclusions.

R.I.C. PublicationsÂŽ

www.ricpublications.com.au

AUSTRALIAN CURRICULUM SCIENCE

Physical sciences

3. Repeat a number of times, moving the light source closer to the subject and further away. What does this tell you about the position of a light source and how it relates to the type of shadow created?

How do we use light in our everyday lives? Answers

Science as a Human Endeavour unit: Use and influence of science Content focus: Inquiry skills focus:

Page 80 1. (a) False (b) True (c) True 2. Possible answers: (a) fire/candles/electric globe (filament) (b) torch/LED lights/fluorescent lights/carbon arc lights/sodium lights/neon lights 3. A telescope uses lenses to focus light so the viewer can see distant objects and a microscope uses lenses to focus light so the viewer can see very small objects. 4. Possible answers: If it had a filament it would not be modern./If it was a fluorescent, carbon arc, neon, sodium or LED light it would be modern. 5. Choose from one of the following: (a) candle/torch/any of the electric light sources discussed (b) camera/microscope/telescope/laser 6. A laser works by concentrating a light to make it travel in one very strong beam. Teacher check examples. 7. Sunglasses are two pieces of glass or plastic designed to block light from entering the eyes from sources such as the sun.

Uses of light technology in daily life Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

• In this unit, students will briefly explore the progress that has been achieved in light-related technology and how it is used in our everyday lives. Scientists have used the characteristics of light to do things other than provide illumination. Mirrors and kaleidoscopes are examples of the use of the reflection of light. Cameras, reading glasses, microscopes and telescopes are examples of the use of the refraction of light. Lasers are machines that strengthen light energy to produce a powerful narrow beam of light that can be used in a variety of ways.

Page 81

Students will need to remember to conduct a fair test, changing only one aspect at a time. Remind them what a fair test is before they commence their experiments. The simplest experiment would involve placing circles of coloured cellophane over a lit torch to see which colours are the most effective in blocking the light coming from the torch. Information about tints used on sunglasses can be found at <http:// www.glasses4less.net/acatalog/Sunglasses_and_Tints.html>, <http://www.ourvanity.com/beauty/your-face/how-sunglassescolor-tints-protect-eyes/> and <http://www.healthguidance.org/ entry/10015/1/Sunglasses-and-Tinted-Lenses.html>. Students might like to research this information after they have completed their experiments.

• A useful website is <http://www.vam.ac.uk/vastatic/microsites/ moc_kaleidoscope/> (Interactive site where students can make a kaleidoscope online.) Preparation

ew i ev Pr

Teac he r

Background information

r o e t s Bo r e p ok u S

• Collect illustrations or actual objects of some of the uses of light technology discussed on page 79.

w ww

m . u

The lessons • Pages 79 and 80 should be used together. • Show students the wick in a candle and the lenses on a pair of glasses or handheld microscope so they understand the meaning of these words. Also discuss ‘illumination’.

. te

o c . che e r o t r s super

• Allow the students to read the text on page 79 independently, but assist them should they need help with vocabulary. Discuss the text and the concepts with the students after reading.

Physical sciences AUSTRALIAN CURRICULUM SCIENCE

www.ricpublications.com.au

R.I.C. Publications®

How do we use light in our everyday lives? – 1 Read the text. The sun is a natural light source and our main source of light. Over time, people have invented and developed artificial sources of light. The most common way of producing artificial light is with electricity. Much progress has been made in the area of light technology … and it is not all about using light to illuminate (brighten) things. Many different types of lighting have been invented using electricity as a source of power. The first practical electric light globe was invented by Thomas A Edison in 1879. The glass globe contained a very thin wire called a ‘filament’. When electricity passed through the filament, it caused it to heat up and glow, producing light. This globe was further developed over time. It is being phased out in many parts of the world as it uses up a lot more electricity than other artificial light sources. Many are being replaced by LED lighting— light-emitting diodes. These lights do not use filaments. Substances such as silicon are used to carry the electricity to make it light up.

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

When people discovered how to make fire, they also invented ways to use it for lighting. Candles were first invented thousands of years ago. The first candles were made from tallow (animal fat) that hardened around a wick. Today, candles are made from paraffin oil.

Torches are a more recent invention and a useful way to carry light around. They have a small globe that lights up with battery power, instead of connecting to a mains power supply.

© R. I . C.Publ i cat i ons The word• ‘optical’ means to p f or r e‘having vi ew ur posesonl y• do with seeing’. A camera is an optical instrument that uses light to make a photograph. A camera works by letting in light through a tiny hole that has a lens. The lens focuses the light from the object being photographed onto film or electronic chip, where the image is recorded.

. te that use lenses o Other optical instruments c . to focus light are microscopes, which c e he r make very small objects able to be seen, o t r s s and telescopes, which make distant r u e p objects big enough to be seen. Reading

A laser is a machine that concentrates light to make it travel in one very strong beam. Lasers are used in things such as DVD players, computers and the machines that read barcodes on products you buy in shops. They are also used in the medical area to fix eye and teeth problems, operate on human hearts and remove moles.

glasses also use lenses to help us see more clearly. Sunglasses are two pieces of tinted glass or plastic designed to block light to the eyes from the sun or other sources. They can be coated with tints, polarised film, scratch-resistent coatings and mirror coatings. R.I.C. Publications®

www.ricpublications.com.au

AUSTRALIAN CURRICULUM SCIENCE

Physical sciences

w ww

m . u

Other modern electric light sources include fluorescent lights, carbon arc lights, neon lights and sodium lights. Electric lights are used for lighting both the inside and outside of homes and schools, for streetlights, security lights and at sporting venues.

How do we use light in our everyday lives? – 2 Use the text on page 79 to answer the questions. 1. Answer as true or false. (a) The sun is an artificial light source.

True

False

(b) The sun is our main source of light.

True

False

True

False

r o e t s Bo r e p ok u S

2. Name one way we create light for illumination that was first invented long ago and one way that was invented recently. (a) long ago:

3. What is the difference between a telescope and a microscope?

ew i ev Pr

Teac he r

(b) recently:

4. What is one way you could tell if an electric light globe was a modern globe?

w ww

m . u

5. Describe one invention that uses light to illuminate things and one invention that uses light for another reason. (a) To illuminate:

. te (b) Another reason:

Physical sciences

o c . che e r o t r s up 6. Describe how a laser works and twos ways it can used. eber 7. Describe how sunglasses work.

AUSTRALIAN CURRICULUM SCIENCE

www.ricpublications.com.au

R.I.C. Publications®

The sunglasses experiment The manufacturers of sunglasses use a variety of different methods to protect the eyes from the sun. Sunglasses can be tinted and polarised. They can be made to darken when exposed to the sun and lighten again when the wearer enters a darker area. They can have mirror lenses, a scratch-resistent coating, and can reduce glare and UV ray damage. And they have to look good!

r o e t s Bo r e p ok u S

We know we should protect our eyes from the sun’s harmful rays but which sunglasses are the most effective?

Teac he r

With a partner, plan an experiment to find out which tints on sunglasses are the most effective in reducing the amount of light entering the eye.

ew i ev Pr

1. What light source will you use to represent the sun’s harsh rays?

2. What will you use for the different tints (colours) of the sunglasses lenses?

3. Which colours of the material above will you choose to show which tints work the best?

. te

o c . c e honear 5. Record your experiment blank experiment record r sheet or the back of this o t s worksheet. Include a predictions for which tints from the colours chosen you think will r u e p work best. 6. Carry out the experiment, then record the results on the back of this worksheet or on the blank experiment record sheet. 7. Discuss the experiment, including what worked and what did not work, and any changes that could be made if the experiment was repeated. Did the experiment show what you wanted it to? 8. Share your experiment with other groups to see what ideas they had. Decide which experiment was the best and why. R.I.C. Publications®

www.ricpublications.com.au

AUSTRALIAN CURRICULUM SCIENCE

Physical sciences

w ww

m . u

which work best?