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good<br />
SCIENCE<br />
make every lesson<br />
a good lesson<br />
BRAND<br />
NEW<br />
for<br />
<strong>NSW</strong>
SIMPLER + BETTER + MORE EFFECTIVE<br />
GOOD PRACTICE<br />
Every chapter begins with a critical thinking ‘hub’. Make it work for you: Spend 10 minutes or<br />
spend a whole lesson unpacking the rich critical thinking tasks at the start of every chapter.<br />
Visual literacy tasks provide opportunities<br />
for every student to demonstrate and<br />
practice their critical thinking skills.<br />
LIVING WORLD<br />
LIVING WORLD<br />
2 see–know–wonder<br />
2 see–know–wonder<br />
List three things you can see , three things you know and three<br />
List things three you things wonder you can about see this , three image. things you know and three<br />
things you wonder about this image.<br />
CHAPTER 14: CELLS<br />
CHAPTER 14: CELLS<br />
14Cells<br />
All living things are made of cells, which is why cells are commonly<br />
All living things are made of cells, which is why cells are commonly<br />
known as the ‘building blocks of life’. However, a cell in an animal looks<br />
known as the ‘building blocks of life’. However, a cell in an animal looks<br />
and acts very differently to a cell in a plant.<br />
and acts very differently to a cell in a plant.<br />
There are many different types of cells – even within the human body.<br />
There are many different types of cells – even within the human body.<br />
They all look really different because they have very different jobs to do.<br />
They all look really different because they have very different jobs to do.<br />
Nerve cells send messages around your body from and to your brain, so<br />
Nerve cells send messages around your body from and to your brain, so<br />
they have special features. Blood cells carry oxygen around your body,<br />
they have special features. Blood cells carry oxygen around your body,<br />
so they look different too.<br />
so they look different too.<br />
1<br />
1<br />
learning<br />
learning<br />
links<br />
links<br />
What do you already know about cells?<br />
What do you already know about cells?<br />
Objects<br />
Objects can<br />
can<br />
be<br />
be<br />
sorted<br />
sorted<br />
according<br />
according to<br />
to<br />
whether<br />
whether<br />
they<br />
they<br />
<br />
are are living or or non-living.<br />
There are relationships between<br />
plants and animals, including<br />
that plants are able to use light<br />
to to make food, while animals must<br />
eat eat plants or or other animals to<br />
obtain food.<br />
<br />
<br />
3<br />
3 CriTiCal<br />
CriTiCal<br />
+<br />
+<br />
CreaTive<br />
CreaTive<br />
Thinking<br />
Thinking<br />
Alternatives: List ways<br />
Alternatives: List ways<br />
What<br />
What<br />
if …<br />
if<br />
you<br />
… you<br />
found<br />
found<br />
a way<br />
a way<br />
Prediction:<br />
Prediction:<br />
What<br />
What<br />
could<br />
could<br />
happen<br />
happen that<br />
that<br />
you could<br />
you could<br />
see a<br />
see a<br />
to<br />
to<br />
stop<br />
stop<br />
cells<br />
cells<br />
from<br />
from<br />
ever<br />
ever<br />
if the<br />
if the<br />
nerve<br />
nerve<br />
cells<br />
cells<br />
in your<br />
in your<br />
body<br />
body cell without<br />
cell without<br />
using<br />
using<br />
a<br />
a<br />
dying? dying?<br />
stopped stopped working? working?<br />
light light microscope. microscope.<br />
4 4 The The opposiTe!<br />
The The biggest biggest cell cell in the in the human human body body is the is the female female egg egg cell cell<br />
(ovum). These These cells cells are are about about as wide as wide as the as the thickness thickness of a of a<br />
human hair. hair. The The body's body's smallest cell cell is the is the male male sperm sperm cell. cell.<br />
Females are are born born with with all the all the egg egg cells cells they they will ever will ever have. have.<br />
Males create millions of new of new sperm sperm every every day. day. In females In females<br />
that that may may have have babies, babies, an an egg egg cell cell will will be released be released once once<br />
each each month. month. If sperm If sperm are are around, around, they they will will race race against against each each<br />
other other to to try try to beat to beat them them to the to the egg. egg. The The winning winning sperm sperm will will<br />
dissolve dissolve the the outside outside of the of the egg egg and and wiggle wiggle in to in possibly to possibly start start<br />
a new a new life. life.<br />
Critical thinking<br />
is not about<br />
right and<br />
wrong answers.<br />
Challenge your<br />
students to ‘bend<br />
their minds<br />
sideways’ with<br />
these innovative<br />
critical thinking<br />
tasks.<br />
216 216 MACMILLAN MACMILLAN SCIENCE SCIENCE <strong>NSW</strong> <strong>NSW</strong> STAGE STAGE 4<br />
217 217<br />
Begin with what<br />
students already<br />
know! Elicit prior<br />
knowledge and<br />
resolve any<br />
misconceptions<br />
before you<br />
progress further<br />
into the topic.<br />
<strong>Science</strong> is amazing!<br />
Students will be captivated<br />
by these extraordinary<br />
science stories.<br />
GOOD INVESTIGATION<br />
Investigations are positioned at the end of the book in the Skills and Investigations chapter<br />
allowing a spacious and clear layout with the full scientific method scaffolded for students.<br />
The Stage 4 <strong>Science</strong> Skills section is designed for quick reference.<br />
All<br />
investigations<br />
have been<br />
reviewed by<br />
a <strong>NSW</strong> school<br />
lab technician.<br />
The conclusion<br />
is scaffolded to<br />
help students<br />
with this<br />
important skill.<br />
INVESTIGATIONS<br />
InvestIgatIon 1.3<br />
Expanding gases<br />
AIM<br />
To investigate how the volume of a gas changes<br />
when heated<br />
MATERIALS<br />
balloon<br />
conical flask<br />
• 2 beakers (large enough for the conical<br />
flask to fit inside)<br />
ice water<br />
hot water from tap<br />
string<br />
• ruler<br />
METHOD<br />
1 Inflate and deflate the balloon a couple<br />
of times to stretch it out.<br />
2 Blow up the balloon so that it has a diameter<br />
of about 10 cm. Place the balloon over the neck<br />
of the conical flask.<br />
3 Wrap the string around the widest part of the<br />
balloon and mark the string where the two<br />
parts touch. Unwrap and measure the string<br />
with a ruler. Record the circumference of the<br />
balloon at room temperature.<br />
4 Half fill one of the beakers with ice water and<br />
place the conical flask inside the beaker. Let it<br />
stand for 5 minutes.<br />
5 Use the string to measure the circumference of<br />
the balloon after the air has been cooled by the<br />
water and record the measurement.<br />
6 Transfer the conical flask to the beaker<br />
containing hot water. Let it stand for 5 minutes.<br />
7 Use the string to measure the circumference<br />
of the balloon after the air has been warmed<br />
by the water, and record the measurement.<br />
30 min<br />
Level 2<br />
DISCUSSION<br />
1 What effect did heating have on the<br />
circumference of the balloon?<br />
2 Use the particle model to explain why this<br />
happened.<br />
3 What would you expect to happen to the<br />
circumference of the balloon if the water was<br />
heated further?<br />
CONCLUSION<br />
Copy and complete:<br />
‘The results show that: (respond to the aim)’.<br />
InvestIgatIon 1.4<br />
Exploring melting points<br />
INVESTIGATIONS<br />
294 MACMILLAN SCIENCE <strong>NSW</strong> STAGE 4<br />
295<br />
AIM<br />
To investigate the melting and boiling points of<br />
different household substances<br />
MATERIALS<br />
• household liquids (e.g. water, vinegar,<br />
dishwashing liquid, vegetable oil, apple juice,<br />
milk, candle wax, soft drink)<br />
• ice-cube tray (to make ice cubes that fit inside<br />
the test tubes)<br />
• test tubes (one for each substance, large<br />
enough to fit ice cubes)<br />
• thermometer<br />
• Bunsen burner<br />
• heatproof mat<br />
• tripod<br />
• gauze mat<br />
• matches<br />
RESULTS<br />
Sample Melting point Boiling point<br />
(no foil)<br />
(foil)<br />
METHOD<br />
TABLE I1.4<br />
1 The day before the investigation, pour each<br />
substance into a separate ice cube mould.<br />
Place the trays in a freezer overnight.<br />
2 Collect your solid, frozen samples.<br />
3 Copy the results table into your notebook,<br />
adding a title and rows as needed.<br />
4 Remove one of the samples from the ice-cube<br />
tray and place it into a test tube. Several<br />
samples can be done together if the beaker<br />
is large enough.<br />
5 Set up the apparatus.<br />
6 Light the Bunsen burner and heat the sample<br />
until it has completely melted. Use the<br />
thermometer to measure the melting point<br />
of the sample and record in your table.<br />
60 min<br />
Level 2<br />
7 If time permits, continue to heat the sample<br />
until it begins to boil. If you are boiling several<br />
samples together, make sure that there is some<br />
space between the test tubes.<br />
8 Use the thermometer to measure the boiling<br />
point of the sample and record in your table.<br />
9 Repeat steps 4–8 for the rest of your samples.<br />
DISCUSSION<br />
1 Which substances had low melting points?<br />
2 Which substances had high melting points?<br />
3 Consider the classroom you are currently in.<br />
Can you identify something that would have a<br />
very high melting point? Justify your answer.<br />
CONCLUSION<br />
Copy and complete:<br />
‘The results show that: (respond to the aim)’.<br />
AN OPEN FLAME IS A HAZARD. TAKE<br />
CAUTION. IF YOU BURN YOURSELF,<br />
TELL YOUR TEACHER IMMEDIATELY<br />
AND PLACE YOUR SKIN UNDER COLD<br />
RUNNING WATER FOR 20 MINUTES.<br />
Discussion<br />
questions are<br />
provided to<br />
help students<br />
analyse their<br />
results.<br />
Results tables<br />
are provided to<br />
model correct<br />
layout.<br />
Illustrations are<br />
provided to help<br />
students with correct<br />
set up.<br />
Safety alerts<br />
are provided<br />
as helpful<br />
reminders.
EARTH AND SPACE<br />
THE RESOURCE YOU HAVE BEEN WAITING FOR<br />
GOOD TEACHING AND LEARNING<br />
Page by page, concept by concept, make every science lesson, a good lesson!<br />
One lesson,<br />
one <strong>NSW</strong><br />
science<br />
syllabus<br />
content area<br />
covered.<br />
Help students to<br />
‘come up for<br />
air’ at the end of<br />
every concept<br />
with in-text<br />
questions.<br />
Clear, numbered<br />
headings for<br />
easy navigation<br />
and logical<br />
progression of<br />
learning.<br />
Most spreads link to<br />
an investigation which<br />
you will find in the Skills<br />
and Investigations<br />
section.<br />
Every spread<br />
beings with<br />
a clear<br />
learning<br />
intention.<br />
Remove the<br />
literacy block!<br />
Students can<br />
access glossary<br />
definitions at<br />
the point of<br />
need.<br />
CHEMICAL WORLD<br />
1.1<br />
the<br />
partiCLe<br />
modeL<br />
At the end of this lesson<br />
I will be able to:<br />
• describe the behaviour of<br />
matter in terms of particles<br />
that are continuously moving<br />
and interacting.<br />
keY terms<br />
compress<br />
squash into a smaller space<br />
matter<br />
particles that make up all<br />
physical substances; they have<br />
mass and take up space<br />
particles<br />
a very small amount of matter<br />
particle model<br />
a model used to describe the<br />
properties of solids, liquids and<br />
gases<br />
volume<br />
the space taken up<br />
by something<br />
LiteraCY Link<br />
Create a flowchart that shows<br />
the relationship between solids,<br />
liquids and gases.<br />
nUmeraCY Link<br />
Oxygen fills a room that is 6m<br />
long, 5m wide and 3m high.<br />
What is the volume of the room?<br />
Formula: V = lwh<br />
Figure 1.1 Water is the only<br />
substance that is found naturally<br />
as a solid, liquid and gas on Earth.<br />
The particle model is a way of describing all the matter on<br />
Earth. This model states that all matter is made up of tiny<br />
particles, and that these particles are constantly moving. It<br />
can explain why matter behaves in certain ways. It can predict<br />
how matter will be affected by changing conditions such as<br />
pressure and temperature.<br />
How can this model be used to describe the properties<br />
of solids, liquids and gases?<br />
1 The particles in a solid are packed<br />
close together<br />
Solids are materials such as metal or plastic. The particles in solids are<br />
packed closely together like bricks in a wall. The particles aren’t still, they<br />
are constantly vibrating.<br />
A solid has a fixed shape and a fixed volume. Because the particles<br />
in a solid are very strongly attracted to each other, the solid keeps<br />
its shape and doesn’t spread out or flow. A solid cannot be easily<br />
compressed, because there’s no room between particles for them<br />
to squeeze closer together.<br />
Why isn’t a solid able<br />
to spread out?<br />
Figure 1.2 The particles in a solid<br />
are packed closely together, like<br />
bricks in a wall. They vibrate in<br />
their positions.<br />
2 The particles in a liquid can move past<br />
each other<br />
The particles in liquids aren’t as close together as they are in solids.<br />
The particles are still strongly attracted to each other, but there’s room<br />
for them to move past each other.<br />
A liquid will take on the shape of its container, because the attraction<br />
between the particles isn’t strong enough to stop them from spreading<br />
out. A liquid can’t be compressed very much, because there isn’t much<br />
space between particles for them to squeeze closer together. A liquid<br />
has a fixed volume but not a fixed shape.<br />
Why does a liquid take on the shape of its container?<br />
Figure 1.3 The<br />
particles in a<br />
liquid can move<br />
past each<br />
other. They will<br />
take on the<br />
shape of their<br />
container.<br />
3 The particles in a gas have large gaps<br />
between them<br />
The particles in a gas are very weakly attracted to each other, and so<br />
they can move around a lot. The particles have large gaps between<br />
them, and they are constantly moving in all directions. Some common<br />
gases are oxygen and carbon dioxide. Air is a mixture of gases including<br />
oxygen, nitrogen and carbon dioxide.<br />
Gases will spread out to fill up the<br />
container they are placed in. A gas<br />
can be compressed because there<br />
is space between the particles.<br />
In a smaller space the gas<br />
particles just have less room to<br />
move around. A gas has neither<br />
a fixed shape nor a fixed volume.<br />
Why can a gas be compressed?<br />
Figure 1.4 The particles in a gas are<br />
weakly attracted to each other. They<br />
can be squashed into a smaller space.<br />
CHAPTER 1: STATES OF MATTER<br />
investigation 1.1<br />
Compressing liquids<br />
and gases<br />
CheCkpoint 1.1<br />
1 List three solids, three liquids<br />
and three gases you have<br />
come into contact with today.<br />
2 a My particles are constantly<br />
moving all over the place<br />
and have a weak attraction<br />
to each other. People always<br />
tell me that I will go far in life.<br />
I do not have a fixed shape or<br />
a fixed volume. Who am I?<br />
b My particles are constantly<br />
moving and have a very<br />
strong attraction to each<br />
other. I have a fixed shape<br />
and a fixed volume. As hard<br />
as you try, you can’t give me<br />
the squeeze! Who am I?<br />
c My particles are constantly<br />
moving (usually over, under<br />
and on top of each other!)<br />
and have a strong attraction<br />
to each other. I tend to go<br />
with the flow and do not have<br />
a fixed shape (although I do<br />
have a fixed volume). Who<br />
am I?<br />
3 a How can a brick wall be<br />
used to explain the particles<br />
in a solid?<br />
b How can a jar of marbles be<br />
used to explain the particles<br />
in a liquid?<br />
c How can a pool table and<br />
balls be used to explain the<br />
particles in a gas?<br />
ChaLLenge<br />
4 Plasma is sometimes called<br />
the fourth state of matter.<br />
Use the internet to research<br />
plasma, and how it differs<br />
from the other three states<br />
of matter.<br />
skiLLs CheCk<br />
I can state the three main<br />
states of matter.<br />
I can describe the behaviour<br />
of particles in each state.<br />
4 GOOD SCIENCE <strong>NSW</strong> STAGE 4<br />
5<br />
Check-in<br />
on student<br />
progress with<br />
questions on<br />
every spread.<br />
Every spread<br />
concludes with<br />
learning criteria<br />
so students can<br />
check that they<br />
have achieved<br />
the learning<br />
intention.<br />
You can’t do good science without<br />
good literacy and numeracy skills.<br />
Literacy and numeracy activities are<br />
built into every lesson.<br />
GOOD PROGRESS<br />
Every chapter concludes with two pages of summary and revision material.<br />
Every chapter<br />
concludes<br />
with a visual<br />
summary.<br />
chapter summary<br />
What mineral is that?<br />
Physical weathering<br />
Rock breaks down but<br />
does not change its<br />
chemical make-up<br />
Check the Check a Scratch the Check the Check the<br />
Chemical weathering<br />
hardness of mineral’s mineral to structure colour,<br />
Rock breaks down<br />
a mineral lustre – is check the of its but this is<br />
through chemical<br />
and score it it dull or colour of crystals. not very<br />
reactions that<br />
using Moh’s shiny? the streak.<br />
reliable.<br />
change the minerals<br />
scale.<br />
in the rocks.<br />
Fossils<br />
Crust<br />
form when<br />
0–100 km thick<br />
a dead<br />
organism<br />
Geologist<br />
is quickly<br />
Analyses ore and<br />
covered by<br />
suggests where to mine.<br />
Mantle<br />
sediment. Many<br />
layers are added, compact<br />
and then cement into<br />
Outer core<br />
sedimentary rock.<br />
Metallurgical engineer<br />
Works to take metal<br />
out of ore<br />
The layers of sedimentary<br />
rock give us clues to the<br />
Inner core<br />
history of the area. Did it<br />
used to be underwater?<br />
Did ancient animals live<br />
Environmental<br />
here? Was it part of a vast<br />
scientist<br />
mountain range? We can<br />
Ensures the natural<br />
study the type of and size<br />
environment is<br />
of the rocks to answer<br />
protected and restored.<br />
many of these questions.<br />
Final challenge<br />
CHAPTER 5: EARTH AND THE ROCK CYCLE<br />
1 Describe each of Earth’s three main layers.<br />
LeveL 1<br />
2 Which type of rock forms when molten rock cools and solidifies?<br />
3 Explain why fossils are so rare.<br />
50xp<br />
4 This list shows scientists involved in the mining process in Australia.<br />
Draw an arrow between their title and the description of what they do.<br />
Geologist<br />
Uses equipment to identify the types of rocks under the surface<br />
Geophysicist<br />
Specialises in extracting metal from ore<br />
Geotechnical engineer Analyses the chemical make-up of samples from the mining site LeveL 2<br />
Geochemist<br />
Analyses the ore that is being mined<br />
Metallurgical engineer Identifies ways to protect and restore the natural environment<br />
Environmental scientist Gathers information on the site and helps plan to<br />
make the mine safe<br />
100xp<br />
5 Explain how you would classify an unknown rock based on observable properties.<br />
6 If you were asked to grow a very large crystal, how would you go about doing this?<br />
Give evidence to support your answer.<br />
7 Streak is a better way to identify minerals than colour – suggest why.<br />
LeveL 3<br />
8 Explain how the sedimentary layers within a cliff face can be used to learn about<br />
geological history.<br />
150xp<br />
LeveL<br />
uP!<br />
End of chapter<br />
Final Challenge<br />
questions give<br />
students the<br />
opportunity<br />
to check their<br />
understanding<br />
and show their<br />
progress.<br />
Deposition<br />
The natural process of<br />
depositing sediments.<br />
Erosion<br />
Movement of sediment by<br />
wind, ice, water or gravity.<br />
Igneous rocks<br />
Form when molten rocks cool<br />
and solidify. Most contain<br />
interlocking crystals; the<br />
slower the cooling, the larger<br />
the crystals.<br />
Sedimentary rocks<br />
Form when sediment such<br />
as clay, sand and shells<br />
are buried and eventually<br />
compacted, joining together.<br />
Can be classic, organic or<br />
chemical.<br />
Metamorphic rocks<br />
Form from other rocks that<br />
have been changed by heat<br />
and/or pressure. Can be<br />
regional or contact. Crystals<br />
may be in layers.<br />
The relationship between<br />
igneous, sedimentary and<br />
metamorphic rocks:<br />
Erosion and<br />
settling<br />
Melting<br />
Igneous<br />
Sedimentary<br />
rocks<br />
rocks<br />
Change<br />
Change<br />
Melting<br />
Erosion<br />
Metamorphic and<br />
rocks<br />
settling<br />
9 You are presented with two samples of different white minerals. Outline what you<br />
would do to tell the difference between the two.<br />
10 Explain how sedimentary, metamorphic and igneous rocks are related using an<br />
annotated flow chart.<br />
11 Metamorphism can be likened to baking a cake – suggest why.<br />
12 Using your understanding of the processes of deposition, compaction and cementation,<br />
explain the steps required for a skeleton to become a fossil.<br />
13 Create a Venn diagram to identify the similarities and differences between<br />
the three rock types – igneous, sedimentary and metamorphic.<br />
LeveL 4<br />
200xp<br />
LeveL 5<br />
300xp<br />
94 MACMILLAN SCIENCE <strong>NSW</strong> STAGE 4<br />
95
CONTENTS<br />
GOOD SCIENCE Stage 4<br />
CHEMICAL WORLD<br />
1. States of matter<br />
2. The structure and properties of<br />
matter<br />
3. Mixtures<br />
4. Chemical change<br />
EARTH AND SPACE<br />
5. Earth and the rock cycle<br />
6. Earth, Sun and Moon<br />
7. Resources<br />
8. Water as a resource<br />
PHYSICAL WORLD<br />
9. Forces<br />
10. Fields<br />
11. Energy<br />
12. Energy as a resource<br />
LIVING WORLD<br />
13. Classification<br />
14. Cells<br />
15. Body systems<br />
16. Biotechnology<br />
17. Ecosystems<br />
SKILLS AND INVESTIGATIONS<br />
18. Skills and Investigations<br />
GOOD SCIENCE Stage 5<br />
PHYSICAL WORLD<br />
1. Waves and particles<br />
2. Motion<br />
3. Electricity<br />
4. Energy<br />
EARTH AND SPACE<br />
5. The universe<br />
6. Plate tectonics<br />
7. Global systems<br />
LIVING WORLD<br />
8. Energy and matter<br />
in ecosystems<br />
9. Genetics<br />
10. Evolution<br />
CHEMICAL WORLD<br />
11. Inside atoms<br />
12. The periodic table<br />
13. Chemical reactions<br />
GOOD DIGITAL SUPPORT<br />
14. Rates of reaction<br />
SKILLS AND INVESTIGATIONS<br />
15. Investigations<br />
TEACHER eBOOK<br />
• Comprehensive teaching program<br />
• Victorian Curriculum and Australian<br />
Curriculum mapping<br />
• Answers to every question in the text<br />
• End of chapter tests with marking scheme<br />
• Printable student worksheet for every lesson<br />
with answers<br />
STUDENT eBOOK<br />
• Auto-marking quiz for every lesson<br />
• Auto-marking end of chapter quiz<br />
• Student worksheets<br />
• Audio HITS: teacher implementation audio file for<br />
every lesson<br />
• Indigenous <strong>Science</strong> implementation support:<br />
Audio HITS, teacher support, student activity<br />
sheets and fieldwork suggestions<br />
• STEM connections<br />
• Curated weblinks including access to Google Earth<br />
education voyages, interactive modules<br />
and videos<br />
Title ISBN Price<br />
<strong>Good</strong> <strong>Science</strong> <strong>NSW</strong> Stage 4 Student Book + Digital 9781420246124 $79.95<br />
<strong>Good</strong> <strong>Science</strong> <strong>NSW</strong> Stage 4 Student Book Digital Access Code 9781420246148 $49.95<br />
<strong>Good</strong> <strong>Science</strong> <strong>NSW</strong> Stage 4 Teacher Digital Access 9781420246131 $199.95<br />
<strong>Good</strong> <strong>Science</strong> <strong>NSW</strong> Stage 5 Student Book + Digital 9781420246155 $79.95<br />
<strong>Good</strong> <strong>Science</strong> <strong>NSW</strong> Stage 5 Student Book Digital Access Code 9781420246179 $49.95<br />
<strong>Good</strong> <strong>Science</strong> <strong>NSW</strong> Stage 5 Teacher Digital Access 9781420246162 $199.95<br />
Pricing and product information is subject to change without notice.<br />
Access to Student digital product lasts for 27 months. Access to Teacher digital product lasts for 5 years.<br />
For all enquiries and orders please contact Customer Support on 1300 277 235 or email<br />
customersupport@matildaed.com.au<br />
04/20<br />
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