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good
SCIENCE
make every lesson
a good lesson
BRAND
NEW
for
NSW

SIMPLER + BETTER + MORE EFFECTIVE
GOOD PRACTICE
Every chapter begins with a critical thinking ‘hub’. Make it work for you: Spend 10 minutes or
spend a whole lesson unpacking the rich critical thinking tasks at the start of every chapter.
Visual literacy tasks provide opportunities
for every student to demonstrate and
practice their critical thinking skills.
LIVING WORLD
LIVING WORLD
2 see–know–wonder
2 see–know–wonder
List three things you can see , three things you know and three
List things three you things wonder you can about see this , three image. things you know and three
things you wonder about this image.
CHAPTER 14: CELLS
CHAPTER 14: CELLS
14Cells
All living things are made of cells, which is why cells are commonly
All living things are made of cells, which is why cells are commonly
known as the ‘building blocks of life’. However, a cell in an animal looks
known as the ‘building blocks of life’. However, a cell in an animal looks
and acts very differently to a cell in a plant.
and acts very differently to a cell in a plant.
There are many different types of cells – even within the human body.
There are many different types of cells – even within the human body.
They all look really different because they have very different jobs to do.
They all look really different because they have very different jobs to do.
Nerve cells send messages around your body from and to your brain, so
Nerve cells send messages around your body from and to your brain, so
they have special features. Blood cells carry oxygen around your body,
they have special features. Blood cells carry oxygen around your body,
so they look different too.
so they look different too.
1
1
learning
learning
links
links
What do you already know about cells?
What do you already know about cells?
Objects
Objects can
can
be
be
sorted
sorted
according
according to
to
whether
whether
they
they
are are living or or non-living.
There are relationships between
plants and animals, including
that plants are able to use light
to to make food, while animals must
eat eat plants or or other animals to
obtain food.
3
3 CriTiCal
CriTiCal
+
+
CreaTive
CreaTive
Thinking
Thinking
Alternatives: List ways
Alternatives: List ways
What
What
if …
if
you
… you
found
found
a way
a way
Prediction:
Prediction:
What
What
could
could
happen
happen that
that
you could
you could
see a
see a
to
to
stop
stop
cells
cells
from
from
ever
ever
if the
if the
nerve
nerve
cells
cells
in your
in your
body
body cell without
cell without
using
using
a
a
dying? dying?
stopped stopped working? working?
light light microscope. microscope.
4 4 The The opposiTe!
The The biggest biggest cell cell in the in the human human body body is the is the female female egg egg cell cell
(ovum). These These cells cells are are about about as wide as wide as the as the thickness thickness of a of a
human hair. hair. The The body's body's smallest cell cell is the is the male male sperm sperm cell. cell.
Females are are born born with with all the all the egg egg cells cells they they will ever will ever have. have.
Males create millions of new of new sperm sperm every every day. day. In females In females
that that may may have have babies, babies, an an egg egg cell cell will will be released be released once once
each each month. month. If sperm If sperm are are around, around, they they will will race race against against each each
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
dissolve dissolve the the outside outside of the of the egg egg and and wiggle wiggle in to in possibly to possibly start start
a new a new life. life.
Critical thinking
is not about
right and
wrong answers.
Challenge your
students to ‘bend
their minds
sideways’ with
these innovative
critical thinking
tasks.
216 216 MACMILLAN MACMILLAN SCIENCE SCIENCE NSW NSW STAGE STAGE 4
217 217
Begin with what
students already
know! Elicit prior
knowledge and
resolve any
misconceptions
before you
progress further
into the topic.
Science is amazing!
Students will be captivated
by these extraordinary
science stories.
GOOD INVESTIGATION
Investigations are positioned at the end of the book in the Skills and Investigations chapter
allowing a spacious and clear layout with the full scientific method scaffolded for students.
The Stage 4 Science Skills section is designed for quick reference.
All
investigations
have been
reviewed by
a NSW school
lab technician.
The conclusion
is scaffolded to
help students
with this
important skill.
INVESTIGATIONS
InvestIgatIon 1.3
Expanding gases
AIM
To investigate how the volume of a gas changes
when heated
MATERIALS
balloon
conical flask
• 2 beakers (large enough for the conical
flask to fit inside)
ice water
hot water from tap
string
• ruler
METHOD
1 Inflate and deflate the balloon a couple
of times to stretch it out.
2 Blow up the balloon so that it has a diameter
of about 10 cm. Place the balloon over the neck
of the conical flask.
3 Wrap the string around the widest part of the
balloon and mark the string where the two
parts touch. Unwrap and measure the string
with a ruler. Record the circumference of the
balloon at room temperature.
4 Half fill one of the beakers with ice water and
place the conical flask inside the beaker. Let it
stand for 5 minutes.
5 Use the string to measure the circumference of
the balloon after the air has been cooled by the
water and record the measurement.
6 Transfer the conical flask to the beaker
containing hot water. Let it stand for 5 minutes.
7 Use the string to measure the circumference
of the balloon after the air has been warmed
by the water, and record the measurement.
30 min
Level 2
DISCUSSION
1 What effect did heating have on the
circumference of the balloon?
2 Use the particle model to explain why this
happened.
3 What would you expect to happen to the
circumference of the balloon if the water was
heated further?
CONCLUSION
Copy and complete:
‘The results show that: (respond to the aim)’.
InvestIgatIon 1.4
Exploring melting points
INVESTIGATIONS
294 MACMILLAN SCIENCE NSW STAGE 4
295
AIM
To investigate the melting and boiling points of
different household substances
MATERIALS
• household liquids (e.g. water, vinegar,
dishwashing liquid, vegetable oil, apple juice,
milk, candle wax, soft drink)
• ice-cube tray (to make ice cubes that fit inside
the test tubes)
• test tubes (one for each substance, large
enough to fit ice cubes)
• thermometer
• Bunsen burner
• heatproof mat
• tripod
• gauze mat
• matches
RESULTS
Sample Melting point Boiling point
(no foil)
(foil)
METHOD
TABLE I1.4
1 The day before the investigation, pour each
substance into a separate ice cube mould.
Place the trays in a freezer overnight.
2 Collect your solid, frozen samples.
3 Copy the results table into your notebook,
adding a title and rows as needed.
4 Remove one of the samples from the ice-cube
tray and place it into a test tube. Several
samples can be done together if the beaker
is large enough.
5 Set up the apparatus.
6 Light the Bunsen burner and heat the sample
until it has completely melted. Use the
thermometer to measure the melting point
of the sample and record in your table.
60 min
Level 2
7 If time permits, continue to heat the sample
until it begins to boil. If you are boiling several
samples together, make sure that there is some
space between the test tubes.
8 Use the thermometer to measure the boiling
point of the sample and record in your table.
9 Repeat steps 4–8 for the rest of your samples.
DISCUSSION
1 Which substances had low melting points?
2 Which substances had high melting points?
3 Consider the classroom you are currently in.
Can you identify something that would have a
very high melting point? Justify your answer.
CONCLUSION
Copy and complete:
‘The results show that: (respond to the aim)’.
AN OPEN FLAME IS A HAZARD. TAKE
CAUTION. IF YOU BURN YOURSELF,
TELL YOUR TEACHER IMMEDIATELY
AND PLACE YOUR SKIN UNDER COLD
RUNNING WATER FOR 20 MINUTES.
Discussion
questions are
provided to
help students
analyse their
results.
Results tables
are provided to
model correct
layout.
Illustrations are
provided to help
students with correct
set up.
Safety alerts
are provided
as helpful
reminders.

EARTH AND SPACE
THE RESOURCE YOU HAVE BEEN WAITING FOR
GOOD TEACHING AND LEARNING
Page by page, concept by concept, make every science lesson, a good lesson!
One lesson,
one NSW
science
syllabus
content area
covered.
Help students to
‘come up for
air’ at the end of
every concept
with in-text
questions.
Clear, numbered
headings for
easy navigation
and logical
progression of
learning.
Most spreads link to
an investigation which
you will find in the Skills
and Investigations
section.
Every spread
beings with
a clear
learning
intention.
Remove the
literacy block!
Students can
access glossary
definitions at
the point of
need.
CHEMICAL WORLD
1.1
the
partiCLe
modeL
At the end of this lesson
I will be able to:
• describe the behaviour of
matter in terms of particles
that are continuously moving
and interacting.
keY terms
compress
squash into a smaller space
matter
particles that make up all
physical substances; they have
mass and take up space
particles
a very small amount of matter
particle model
a model used to describe the
properties of solids, liquids and
gases
volume
the space taken up
by something
LiteraCY Link
Create a flowchart that shows
the relationship between solids,
liquids and gases.
nUmeraCY Link
Oxygen fills a room that is 6m
long, 5m wide and 3m high.
What is the volume of the room?
Formula: V = lwh
Figure 1.1 Water is the only
substance that is found naturally
as a solid, liquid and gas on Earth.
The particle model is a way of describing all the matter on
Earth. This model states that all matter is made up of tiny
particles, and that these particles are constantly moving. It
can explain why matter behaves in certain ways. It can predict
how matter will be affected by changing conditions such as
pressure and temperature.
How can this model be used to describe the properties
of solids, liquids and gases?
1 The particles in a solid are packed
close together
Solids are materials such as metal or plastic. The particles in solids are
packed closely together like bricks in a wall. The particles aren’t still, they
are constantly vibrating.
A solid has a fixed shape and a fixed volume. Because the particles
in a solid are very strongly attracted to each other, the solid keeps
its shape and doesn’t spread out or flow. A solid cannot be easily
compressed, because there’s no room between particles for them
to squeeze closer together.
Why isn’t a solid able
to spread out?
Figure 1.2 The particles in a solid
are packed closely together, like
bricks in a wall. They vibrate in
their positions.
2 The particles in a liquid can move past
each other
The particles in liquids aren’t as close together as they are in solids.
The particles are still strongly attracted to each other, but there’s room
for them to move past each other.
A liquid will take on the shape of its container, because the attraction
between the particles isn’t strong enough to stop them from spreading
out. A liquid can’t be compressed very much, because there isn’t much
space between particles for them to squeeze closer together. A liquid
has a fixed volume but not a fixed shape.
Why does a liquid take on the shape of its container?
Figure 1.3 The
particles in a
liquid can move
past each
other. They will
take on the
shape of their
container.
3 The particles in a gas have large gaps
between them
The particles in a gas are very weakly attracted to each other, and so
they can move around a lot. The particles have large gaps between
them, and they are constantly moving in all directions. Some common
gases are oxygen and carbon dioxide. Air is a mixture of gases including
oxygen, nitrogen and carbon dioxide.
Gases will spread out to fill up the
container they are placed in. A gas
can be compressed because there
is space between the particles.
In a smaller space the gas
particles just have less room to
move around. A gas has neither
a fixed shape nor a fixed volume.
Why can a gas be compressed?
Figure 1.4 The particles in a gas are
weakly attracted to each other. They
can be squashed into a smaller space.
CHAPTER 1: STATES OF MATTER
investigation 1.1
Compressing liquids
and gases
CheCkpoint 1.1
1 List three solids, three liquids
and three gases you have
come into contact with today.
2 a My particles are constantly
moving all over the place
and have a weak attraction
to each other. People always
tell me that I will go far in life.
I do not have a fixed shape or
a fixed volume. Who am I?
b My particles are constantly
moving and have a very
strong attraction to each
other. I have a fixed shape
and a fixed volume. As hard
as you try, you can’t give me
the squeeze! Who am I?
c My particles are constantly
moving (usually over, under
and on top of each other!)
and have a strong attraction
to each other. I tend to go
with the flow and do not have
a fixed shape (although I do
have a fixed volume). Who
am I?
3 a How can a brick wall be
used to explain the particles
in a solid?
b How can a jar of marbles be
used to explain the particles
in a liquid?
c How can a pool table and
balls be used to explain the
particles in a gas?
ChaLLenge
4 Plasma is sometimes called
the fourth state of matter.
Use the internet to research
plasma, and how it differs
from the other three states
of matter.
skiLLs CheCk
I can state the three main
states of matter.
I can describe the behaviour
of particles in each state.
4 GOOD SCIENCE NSW STAGE 4
5
Check-in
on student
progress with
questions on
every spread.
Every spread
concludes with
learning criteria
so students can
check that they
have achieved
the learning
intention.
You can’t do good science without
good literacy and numeracy skills.
Literacy and numeracy activities are
built into every lesson.
GOOD PROGRESS
Every chapter concludes with two pages of summary and revision material.
Every chapter
concludes
with a visual
summary.
chapter summary
What mineral is that?
Physical weathering
Rock breaks down but
does not change its
chemical make-up
Check the Check a Scratch the Check the Check the
Chemical weathering
hardness of mineral’s mineral to structure colour,
Rock breaks down
a mineral lustre – is check the of its but this is
through chemical
and score it it dull or colour of crystals. not very
reactions that
using Moh’s shiny? the streak.
reliable.
change the minerals
scale.
in the rocks.
Fossils
Crust
form when
0–100 km thick
a dead
organism
Geologist
is quickly
Analyses ore and
covered by
suggests where to mine.
Mantle
sediment. Many
layers are added, compact
and then cement into
Outer core
sedimentary rock.
Metallurgical engineer
Works to take metal
out of ore
The layers of sedimentary
rock give us clues to the
Inner core
history of the area. Did it
used to be underwater?
Did ancient animals live
Environmental
here? Was it part of a vast
scientist
mountain range? We can
Ensures the natural
study the type of and size
environment is
of the rocks to answer
protected and restored.
many of these questions.
Final challenge
CHAPTER 5: EARTH AND THE ROCK CYCLE
1 Describe each of Earth’s three main layers.
LeveL 1
2 Which type of rock forms when molten rock cools and solidifies?
3 Explain why fossils are so rare.
50xp
4 This list shows scientists involved in the mining process in Australia.
Draw an arrow between their title and the description of what they do.
Geologist
Uses equipment to identify the types of rocks under the surface
Geophysicist
Specialises in extracting metal from ore
Geotechnical engineer Analyses the chemical make-up of samples from the mining site LeveL 2
Geochemist
Analyses the ore that is being mined
Metallurgical engineer Identifies ways to protect and restore the natural environment
Environmental scientist Gathers information on the site and helps plan to
make the mine safe
100xp
5 Explain how you would classify an unknown rock based on observable properties.
6 If you were asked to grow a very large crystal, how would you go about doing this?
Give evidence to support your answer.
7 Streak is a better way to identify minerals than colour – suggest why.
LeveL 3
8 Explain how the sedimentary layers within a cliff face can be used to learn about
geological history.
150xp
LeveL
uP!
End of chapter
Final Challenge
questions give
students the
opportunity
to check their
understanding
and show their
progress.
Deposition
The natural process of
depositing sediments.
Erosion
Movement of sediment by
wind, ice, water or gravity.
Igneous rocks
Form when molten rocks cool
and solidify. Most contain
interlocking crystals; the
slower the cooling, the larger
the crystals.
Sedimentary rocks
Form when sediment such
as clay, sand and shells
are buried and eventually
compacted, joining together.
Can be classic, organic or
chemical.
Metamorphic rocks
Form from other rocks that
have been changed by heat
and/or pressure. Can be
regional or contact. Crystals
may be in layers.
The relationship between
igneous, sedimentary and
metamorphic rocks:
Erosion and
settling
Melting
Igneous
Sedimentary
rocks
rocks
Change
Change
Melting
Erosion
Metamorphic and
rocks
settling
9 You are presented with two samples of different white minerals. Outline what you
would do to tell the difference between the two.
10 Explain how sedimentary, metamorphic and igneous rocks are related using an
annotated flow chart.
11 Metamorphism can be likened to baking a cake – suggest why.
12 Using your understanding of the processes of deposition, compaction and cementation,
explain the steps required for a skeleton to become a fossil.
13 Create a Venn diagram to identify the similarities and differences between
the three rock types – igneous, sedimentary and metamorphic.
LeveL 4
200xp
LeveL 5
300xp
94 MACMILLAN SCIENCE NSW STAGE 4
95

CONTENTS
GOOD SCIENCE Stage 4
CHEMICAL WORLD
1. States of matter
2. The structure and properties of
matter
3. Mixtures
4. Chemical change
EARTH AND SPACE
5. Earth and the rock cycle
6. Earth, Sun and Moon
7. Resources
8. Water as a resource
PHYSICAL WORLD
9. Forces
10. Fields
11. Energy
12. Energy as a resource
LIVING WORLD
13. Classification
14. Cells
15. Body systems
16. Biotechnology
17. Ecosystems
SKILLS AND INVESTIGATIONS
18. Skills and Investigations
GOOD SCIENCE Stage 5
PHYSICAL WORLD
1. Waves and particles
2. Motion
3. Electricity
4. Energy
EARTH AND SPACE
5. The universe
6. Plate tectonics
7. Global systems
LIVING WORLD
8. Energy and matter
in ecosystems
9. Genetics
10. Evolution
CHEMICAL WORLD
11. Inside atoms
12. The periodic table
13. Chemical reactions
GOOD DIGITAL SUPPORT
14. Rates of reaction
SKILLS AND INVESTIGATIONS
15. Investigations
TEACHER eBOOK
• Comprehensive teaching program
• Victorian Curriculum and Australian
Curriculum mapping
• Answers to every question in the text
• End of chapter tests with marking scheme
• Printable student worksheet for every lesson
with answers
STUDENT eBOOK
• Auto-marking quiz for every lesson
• Auto-marking end of chapter quiz
• Student worksheets
• Audio HITS: teacher implementation audio file for
every lesson
• Indigenous Science implementation support:
Audio HITS, teacher support, student activity
sheets and fieldwork suggestions
• STEM connections
• Curated weblinks including access to Google Earth
education voyages, interactive modules
and videos
Title ISBN Price
Good Science NSW Stage 4 Student Book + Digital 9781420246124 $79.95
Good Science NSW Stage 4 Student Book Digital Access Code 9781420246148 $49.95
Good Science NSW Stage 4 Teacher Digital Access 9781420246131 $199.95
Good Science NSW Stage 5 Student Book + Digital 9781420246155 $79.95
Good Science NSW Stage 5 Student Book Digital Access Code 9781420246179 $49.95
Good Science NSW Stage 5 Teacher Digital Access 9781420246162 $199.95
Pricing and product information is subject to change without notice.
Access to Student digital product lasts for 27 months. Access to Teacher digital product lasts for 5 years.
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04/20
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