Getting Your Research Right!

Introduction: 

: a) Follow the link http://bit.ly/2BwdVpm 

  b) Fill in the columns in the Padlet https://padlet.com/kate_meijers/rnvk5autjt5o 

Step 1: Improve Your Search Terms

Using more effective search terms reduces your chances of getting unreliable webpage suggestion

Your Search Terms Matter! Click to Enlarge

Partner 1: The Art of Key Word Choices
Visit https://coursebuilder.withgoogle.com/sample/unit?unit=2&lesson=8	Do the Activity https://coursebuilder.withgoogle.com/sample/unit?unit=2&lesson=9
Visit https://www.lifehack.org/articles/technology/20-tips-use-google-search-efficiently.html	Do the activity Explore using these tips, select and test your favourites to share with your partner

Partner 2: Word Order & Finding Words
Visit https://coursebuilder.withgoogle.com/sample/unit?unit=2&lesson=10	Do the Activity https://coursebuilder.withgoogle.com/sample/unit?unit=2&lesson=11
Visit https://www.youtube.com/watch?v=cxuTZ7TgM2c	Do the activity https://coursebuilder.withgoogle.com/sample/unit?unit=2&lesson=13
OPTIONAL Already know about CTRL+F?  Learn how to search different content https://coursebuilder.withgoogle.com/sample/unit?unit=14&lesson=23	Do the activity https://coursebuilder.withgoogle.com/sample/unit?unit=14&lesson=24

Step 2: Take steps to be more analytical of webpages

Go back to the original search http://bit.ly/2BwdVpm  

Use the "Cheat Sheet to Researching Effectively" and the who/what/when/where guide to appraise your "most reliable website" and "least reliable website".  In pairs, do one each and then come back to discuss.

Have you changed your mind? Is this still the most reliable resource?

Summary: Have you improved?!

a) Follow the link http://bit.ly/2ibiQHy 

b) Fill in the padlet https://padlet.com/kate_meijers/2bmckltkt9dt 

Seasons

Use these resources to help you create your Earth Sun Seasons Model:

Crash Course Kids Seasons (Video)

Crash Course Kids Revolution & Rotation (Video)

Earth's Orbit put Simply (Video)

A model similar (but fancier) to what you will make (Video)

Equinoxes and Solstices Explained (Webpage)

From Wikipedia: Earth's Orbit

7R Word Cloud

7G Second Word Cloud 

7G World Cloud

Creating your own food web

Here is the link you'll need:
https://www.ten.org.au/taroonas-coastal-flora

Classification of Animals

AIM of TODAY:
1. To learn about the system of classification that scientists use to classify living things
2. More specifically how it is used to classify animals. 


BY the end of the LESSON: 
Be able to compare animals and kingdoms according to the classification.

RESOURCES FOR 16th & 17th AUGUST (WEDNESDAY & THURSDAY)
Classification Game > For a bit of fun

General information: Classifying Chordates

Crash Course: Chordates  > Everything you'd ever want to know, really, really fast

- - - - - - - - - - - - - - - - - - - - - - -

OTHER HELPFUL RESOURCES

LinnaeusClassification System:   

An introduction toclassifying and naming organisms

Australian Museum: Invertebrate Guide

Insect of Tasmania Invertebrate Guide 

Animals vs Plants

How do Scientists decide that a sponge is an animal, but a venus fly trap is a plant?

All these above organisms are actually animals! Click to Enlarge 

All these above organisms are actually plants! Click to enlarge

PLANTS	ANIMALS
Plants generally are rooted in one place and do not move on their own	Most animals have the ability to move fairly freely.
Plants contain chlorophyll and can make their own food	Animals cannot make their own food and are dependent on plants and other animals for food.
Plants give off oxygen and take in carbon dioxide given off by animals.	Animals give off carbon dioxide which plants need to make food and take in oxygen which they need to breathe.
Plants cells have cell walls and other structures differ from those of animals.	Animal cells do not have cell walls and have different structures than plant cells
Plants have either no or very basic ability to sense.	Animals have a much more highly developed sensory and  nervous system.

We have been investigating the difference between plant and animal cells by looking under the microscope.  One of the key differences is between the CELL structure.

What are Cells Though? 

Resources: 
Video 1: History of Cell Theory TED-ED
Video 2: Bill Nye the Science Guy: What are Cells

Question 1: 
Write a few sentences which summarise these two videos.  Focus on information about what cells are, how they were discovered and what they do.

What are the Differences Between Plant & Animal Cells?

Resources:
Interactive Plant vs Animal Cell .
Video: Nerdy Plant Cell meets Cool Animal Cell 

Question 2:
From the two resources compile a list that describes the differences between a plant and animal cell?

Question 3:
What reasons does the video suggest for differences between plants and animals?

Is it Alive?

We are looking at the very broadest way to classify life.  The first branch of our world's dichotomous key if you will.

We have developed a pretty good list of what defines a living thing.   We can easily see that things like dogs are alive.  

Denison looking very much alive

BUT. What about things like yeast? Is yeast alive?

What is Yeast? Scan over the Wikipedia page about yeast.  Take a few brief notes.

Ok so yeast is alive: but why?  You need to do a bit of research and some experimentation to work this out:

Apply the MRS. C. GREN process to find out why Scientists thing yeast is alive.

Look at each of the links below to  find evidence as to why we think yeast is alive. Take a few notes in your book as evidence.

Movement    - Yeast's Movement is passive & Yeast's Sense of 'Self' 

Respiration   - Time to experiment! See Mrs. McW.

Cells & DNA - BBC Bitesize Yeast   & Yeast x1000

Growth - Yeast Growth Time-Lapse

Reproduction -  BBC Bitesize Yeast 

Excretion - Your experiment should also answer this question! 

Nutrition - Your experiment should also answer this question! 

Chemistry Test

7G your test is Monday 3rd July
7R your test is Tuesday 4th 

Key Topics Covered:

TOPIC	WHAT:	KEY VOCAB	RESOURCES
Solid, Liquid, Gases	•       Properties of each •       Atomic structure	•       Condensation •       Evaporation •       Melting •       Solidifying	•     Science blog •     Venn Diagram
Solutions	•       Methods of separating •       Vocabulary	•       Solutions •       Solute •       Solvent •       Soluble/Insoluble •       Saturation •       Filtration •       Evaporation •       Distillation •       Chromatography	•     Science blog •     Write ups in book
Suspensions & Colloids	•       Methods of separating •       Identifying •       Vocabulary	•       Colloid •       Suspension •       Flocculation •       Emulsifier	•     Science blog •     Science sheet

Extra Information:

Solids Colloids and Suspensions

Chemistry: Last Day Chem Experiment

Your experiment for the last day of term should :

1. Be risk managed 

2. Be affordable 

3. Come with a set of instructions and equipment 

4. Have a clear learning outcome (what do we learn from this experiment?)

Some  good starting points are:

Steve Spangler Experiments 

Magic or Science

Science Buddies

10 Mad Scientist Chemistry Experiments

Leave your suggestion (ensuring it addresses the 4 key points above) in the comments below!

Chemistry: Solids Liquids & Gases

We are just doing a short unit on solids, liquids & gases.

What do I need to know?

• You should pick up on the defining properties of solids, liquids & gases.  A good summary is found here: BBC Solids, Liquids, Gases
• You should be able to explain at a molecular level what is happening.  A good summary of this is found here: BBC particle models

What else?

• You should be able to identify the forth state of matter plasma.  A bit of light reading here: Simple Wiki Plasma
• And should be able to identify how a non-newtonian fluid (like cornstarch-water-mix) behaves like both a solid and a liquid.  You can repeat the experiment at home, and read more about these here: Steve Spangler Non-Newtonian Fluid

Not surprisingly, a bunch of your favourite you-tube channels have mucked around with it:

• Hydraulic Press Channel
• The Slow-Mo Guys
• Crash Course
• Mythbusters

Chemistry: Introducing the Atom

TASK 1: Investigate just how small atoms are:

      15 minutes to load & explore

•What is the largest atom you can find?

•What are five things that are smaller than an atom?

•What do the atoms look like?

TASK 2: Explore the Periodic Table

       10 minutes to explore

•How is the periodic table organised?

•Explore what happens with heat with the temperature tool

•What are some of the properties we use to understand the periodic table?

TASK 3: Bill Nye the Science Guy!

Half an hour to watch & take notes 

Hot Drinks Cooling Prac

HEAT CHEAT SHEET

What is heat?

Heat is the amount of energy flowing from one body (solid, liquid or gas) to another body spontaneously due to their temperature difference.  Heat always moves from high concentrations to low concentrations.  In this sense, heat is always lost from one source, and given to another.  On this point, it is important to recognise that nothing gains cold.  Rather you lose heat or gain heat.

Newton's Law of Cooling

Newton's Law of Cooling states that the rate of change of the temperature of an object is proportional to the difference between its own temperature and the temperature of its surroundings.  This means, the larger difference between an object’s temperature and its environments, the faster its temperature drops.  

Taken from http://ctcp.massey.ac.nz/lein/lectures/124.102-Unit-02-Lecture-4.pdf

How does this apply to our experiment?

When you added milk you dropped the temperature of your cup of tea.  We know that the hotter something is, the faster the temperature will drop.  At some point, the temperature stops being super hot, so it begins to cool more slowly.  

Does adding the milk at the start drop the temperature enough to slow the rate of cooling? 

Between 7G and 7R most people found little to no difference between the final temperature whether the milk was added at the start, or at the end. 

Using both the graphs that you see, your data, and perhaps another quick experiment, can you tell me why it makes no difference?

Questions:

On a separate piece of paper or computer: Create a graph your results

-    1. What did you find in your experiment? When is the optimum time to add milk to have a hot cup of tea?  Make sure you refer directly and specifically back to your data.

-        

2. 2. Read the ‘HEAT CHEAT SHEET’ above.  Use this to speculate some reasons about why you received the results you did (or that the group did). 

-   3.  Where your results similar to those around you? Why might some people get different results?

-  

-   4.  How would you improve your experiment for next time?

Physics Unit: Newton's Laws of Motion

Newton's First Law: Inertia 

Assessment:

Type up with a table and graph of your results.  Send to the taroonawork gmail account.

QUESTIONS:

         1.How would you describe, in your own words, Newton’s First Law of Motion?

2. What did you predict would happen in the experiment? What actually happened? Use the actual numerical results to support your statements. 

3.How does this experiment relate to Newton’s First Law? What forces were at play on the cart and on the Crash Test Dummy?

4.List three circumstances where you have seen or felt Newton’s First Law take place.  

5. Was this a fair test? Write a list about what might have influenced the accuracy of your results.  How could you improve this experiment for next time?

EXTENSION INVESTIGATION:

Use the PHeT cannon simulator (see below) and draw up a table in your book to explore this question > Do heavier things go further and faster? 

How to use the cannon simulator 
https://phet.colorado.edu/sims/projectile-motion/projectile-motion_en.html
1. Select "user choice" projectile
2. Turn on air resistance
3. Put angle on 33 degrees
4. Now experiment with different masses (try between 10kg - 200kg)
5. Use the information at the top of page to add to your table.

Hello!

Well done you've found the 7 Green and 7 Red Science blog!

Favourite this blog ths7science.blogspot.com in your browser so you can access it easily in class.

What are we learning in Science this year?

Term 1: Physics 

Week 1-3: Introduction to Science:  Observing, measuring, predicting

Week 4: What are forces? 

Week 5-6: Investigating Newtons Laws 

Week 7: Gravity & Magnets 

Week 8-10: Rube Goldberg Machines 

Term 2: Chemistry 

Chemistry Skills, atoms and elements, types of mixtures and separating mixtures 

Term 3: Earth Science 

Seasons & Space, Earth's resources 

Term 4: Biology 

Classification of living things, introduction to ecosystems

How am I being assessed in Science?

- You will receive an A-E assessment.  'C' is generally the most common mark students get as it means 'at the standard expected'.  Most of your assessments will simply say 'at the standard' or 'above the standard' or 'not yet at the standard'.  In your reports you will see your A-E mark.

- Formal assignments (about 1-2 assignments per term)  and tests (usually only 3-4 tests per year)

- Smaller, informal tasks that you do in class.

- Your verbal communication of ideas and participation in class

- Your practical work: including recording, observations and safety 

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