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100 Science Experiment
100 Science Experiment
Learning Intentions:
To model good teaching practice as a means of improving science learning in the classroom To familiarise teachers with a range of teaching, learning and assessment strategies that assist recognition of student prior learning, facilitate student engagement and support the learning process
Contents Pages
Concept Cartoons Tea Bag Rocket Punctured Balloon Flowering Paper Frisky Fish Bounce Back Sugar Sweet Amazing Toothpicks Mystery Mix Bubbling Explosion A Curly Question Magic Bean Magic Bean Templates Roto-Copter Roto-Copter Templates Question Addition Investigating Fizz Pop Rockets Thinking Science: Making Groups Thinking Science: Making Groups; Activities Living and Non-Living Cards Big Animals Cards An Interactive Framework Classifying Animals Cooperative Learning Activity Classifying Animals Cooperative Learning Activity Cards Making a Model Cell The Digestive System The Human Heart and Circulatory System The Human Heart and Circulatory System Cards Inside the Eye Inside the Eye Cards Constructing a Circuit Cards Constructing a Circuit Diagrams
Jig-Saw: Investigating the Plane as Working System Barrier Activities Overview Barrier Activity Cards Classification Key for Crawling Creatures Barrier Activity Cards Key Word Chase Living World Key Word Chase Material World Structure Challenge
Aluminium foil
The Science Ideas: Whats Going On Here? This activity demonstrates the movement of heat energy by convection currents of moving air. The currents are generated when dense air (cool air), replaces less dense air (warm air). As the flame moves down the tea bag, all that remains is very light ash. The flame heats the air in and around the tube; this draws cooler air under the rocket creating a convection current. When the burning rocket gets light enough, the convection current rises to the ceiling and the burning tea bag rocket will slowly rise on the flow of air.
Punctured Balloon
Key Concepts: Lubrication Air pressure What You Need: A balloon Kebab skewer Cooking oil Small coin Paper towels Whats Happening! The more you blow up the balloon, the more the rubber stretches and becomes thinner, but the rubber does not stretch as much at the bottom or the top near the knot. By pushing the oil covered skewer through the less stretched parts of the balloon, the top and bottom, there is less chance of tearing and popping the balloon. This is because the rubber molecules are not fully stretched as around the side and they allow themselves to be pushed aside without popping if you are careful. The cooking oil acts like a lubricant and allows the skewer to slide more easily through the balloon and also acts as a seal around the skewer and the sides of the balloon. The greater air pressure trying to escape through the hole forces the coin to be pressed against the side of the balloon acting as a seal. What You Do:
1. Place a 5c coin into a balloon 2. Blow up the balloon until it is about the size of the skewer and tie the end in a knot 3. Dip the skewer into the cooking oil so that about 1/3 is in the oil 4. Hold the pointed end of the skewer near the knot in the balloon where the rubber is not so stretched 5. Predict what you think will happen when you carry out step 6 6. Using a twisting and pushing movement begin to force the skewer through the balloon 7. Aim for the thicker part of the balloon at the opposite end to the knot where the balloon is not so stretched and continuing to twist and push, force the skewer through the balloon. 8. Observe what happens 9. Can you explain why this happened? ( If the balloon popped, try again) 10. Pull the skewer back through the second hole you made. Put your finger over this hole. 11. Gently shake the 5c coin inside the balloon until it is over the second hole. (You may have to shift the coin using the skewer) 12. Predict what you think will happen when you carry out step 13 13. Remove your finger from the hole 14. Observe what happens to the coin 15. Can you explain why this happened?
What You Need: Several different types of paper Scissors Pencil Ruler Bowl of water
What You Do: 1. Using the pencil and ruler, draw 5 squares arranged in a cross, so that they look like a + sign (make each square about 2.5cm along each side) 2. Cut the cross out 3. Fold in the four arms of the cross, so they are folded on top of the middle square 4. Predict what you think will happen when the folded cross is placed on the surface of the water, with the middle square on the bottom 5. Observe the paper closely 6. Explain what you think is happening 7. Repeat with different types of paper 8. Compare what happens 9. Explain why
Your Task: List at least 3 observations that you noticed from the time that you placed the paper in the water
When using photocopy paper the cross will unfold slowly, one square at a time. There are two processes happening here. The first is capillary action. Paper is made up of tiny fibres of wood, which have small gaps between them. the surface tension of the water pulls the water into these gaps, so it is absorbed into the paper. This capillary action leads to the second process. When the paper is folded, some of the gaps were squashed. As the water filled the gaps, the pressure of the water pushed the gaps back into their original shape, so the paper straightened out again. When the pressure of a fluid inside an object pushes it into a certain shape, it is called turgor pressure. There are many objects whose shape is caused by the pressure of a fluid inside it. A balloon is a simple example, but many plants are also held up by turgor pressure. The cells of the plants contain water that pushes out on the walls of the cells. The pressure of the water inside the cells keeps the cells rigid. If a plant starts to dry out, the pressure inside the cells is reduced, so the cells become less rigid and the plant starts to droop. This is why many plants go limp if they lack water.
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Asking and refining questions What You Need: A frisky fish shape Paper towels Water What You Do: 1. Place the cellophane fish on the palm of your hand. Observe what happens 2. Now place the cellophane fish on a hard surface. Observe what happens 3. Dampen a paper towel by dipping it in water and squeezing out as much water as you can. Flatten the towel on the table and place the fish shape on top 4. Observe what happens 5. Brainstorm your ideas about what might be happening 6. What questions do you have about what you have just observed? 7. Design an investigation to test out one of your ideas
The Science Ideas: Whats Going On Here? The cellophane fish curls and twists because it absorbs moisture from the palm of your hand and then loses water due to evaporation. The fish is made from a cellophane polymer that is hygroscopic, (Hydro means water and scopic meaning to view or find.) Moisture is absorbed into the fish through small holes in the cellophane by a process called capillary action. As the side of the fish toward the hand absorbs more moisture, the cellophane begins to swell causing the ends of the fish to curl up. The lightness of the cellophane makes it react to air currents which give a dancing effect. The heat of your hand then causes evaporation to occur. The fish will react differently with different people depending upon the warmth of the hand and the amount of moisture on the palm. The fish will flatten out on a warm dry surface as the moisture evaporates and no new moisture is added. The fish reacts on the damp towel as it did on your palm as it again absorbs water.
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What You Need: A bouncy ball, such a superball or highbounce ball Table A flat object such a book or folder Detergent A friend
What You Do: 1. Have your friend stand at the end of the table 2. Hold the book or folder about 30cm above the table 3. Ask the friend to throw the ball so it bounces off the table, hits the book, hits the table again and then bounces out the other side (so it goes in a W shaped path) 4. Make sure the ball is thrown gently (you may need to adjust the height of the book to help them) 5. Predict what you think will happen 6. Observe the ball bounce carefully 7. Explain what you think is happening 8. Coat the ball in detergent and try again 9. Compare what happens
The Science Ideas: Whats Going On Here?
When a spinning ball bounces, it reverses its spin and bounces off to the side
The dry ball will bounce back in the direction it came from and the detergent coated ball will continue in the same direction. There are two things that make the ball bounce backwards: friction and spin. Rubber balls are very elastic, which means that when they hit something they bounce back in the opposite direction. If you drop the ball straight down, it will bounce straight up again. If you give the ball a bit of sideways spin when you drop it, it will bounce off in the direction of the spin. When it hit the table, the rubber at the bottom of the ball was moving sideways. Because of friction, the rubber grips the table and bounces back in the opposite direction. This pushes the ball off to the side and reverses the direction it is spinning. The first time the ball bounced off the table, it kept moving forward, but friction between the table and the ball at the point where they touched made the ball start to spin with the top side of the ball going forward and the bottom going backwards. When the upper side of the ball hit the book, the bit where it touched was moving forwards, so when it bounced it was pushed backwards. It also reverses the direction it spins. When the ball hits the table the second time, it was still spinning. However, because of the direction it is spinning, when it hits the table it is pushed forward, back to the person that threw it. When the rubber is coated in detergent, it becomes slippery, so there is very little friction between the ball and the book. When you now throw the ball, it barely spins at all when it hits the table and even if it did spin, it doesnt grip the book enough to bounce backwards.
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What You Need: Small flat white container Water Blu Tack 4 Gobstoppers (4 different colours)
Gobstoppers
What You Do: 1. Place four pieces of Blu Tack evenly around the edge of the container 2. Press a different coloured gobstopper firmly onto each of the pieces of Blu Tack 3. Carefully pour water into the container until the gobstoppers are covered 4. OBSERVE carefully what happens 5. What questions do you have about this activity? 6. If we changed the . Would the .? 7. Could we try.? 8. How could you answer your questions? 9. Think about visiting a library, searching the internet, or asking an expert
The Science Ideas: Whats Going On Here? This activity only works with sweets where the colour is embedded in a sugar coating, because it is the sugar that creates the effect, not the colour. Gravity is the driving force that spreads the colour. As the sugar (and colour) dissolve, a dense solution is formed that sinks to the bottom where it is pushed outward by the solution still falling from above. When the two colours meet the concentrations are the same, so they stop. After a much longer period, if you look closely, diffusion will start to cause spreading. colour
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Key Concepts: Surface tension Capillary action Adhesion Cohesion What You Need: Eyedropper Toothpicks Container of water Laminated card or foil
Whats Happening! Water molecules are attracted to each other. The attraction of one water molecule to another is called cohesion. One result of the attraction, or cohesion of water molecules, is called surface tension. The cohesive property of water is shown by the rounded shape of the water drops on the laminated card. The attraction and attaching of a substance to something else is called adhesion. The water drops are attracted to the toothpicks and then absorbed by them through capillary action. The toothpick is made up of dead plant cells; the water that is absorbed by the toothpick fills the interior of the cells causing them to expand. This expansion causes the toothpicks to move.
What You Do: 1. Snap one toothpick in half so that the two halves remain connected 2. Place the snapped toothpick on a piece of laminated card 3. Predict what you think will happen when you carry out step 4 4. Using the eyedropper place two or three drops of water on the break in the snapped toothpick (see figure 1) 5. Observe carefully what happens 6. Explain what has happened 7. Now snap five toothpicks in half making sure that the two halves remain connected 8. Arrange the five toothpicks like the spokes of a wheel on a piece of laminated card (see figure 2) 9. Predict what you think will happen when you carry out step 10 10.Using the eyedropper place a few drops of water in the centre of the wheel 11. Observe carefully what happens 12. Explain what has happened
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What You Need: Calcium chloride (Damp Rid) Baking soda Food colouring Teaspoon (5ml) Clip lock bag Film canister water Your Task: List at least 5 observations that you noticed from the time that you tipped the water into the mixture of chemicals
What You Do: 1. Measure 2 teaspoons of baking soda and tip into the bag 2. Measure 4 teaspoons of calcium chloride, Mix the 2 substances thoroughly 3. Half fill the film canister with water 4. Add 3 drops of food colouring to the water in the film canister 5. Without tipping the water out, carefully put the film canister into the bag holding it upright (Dont tip the water out) 6. Ziplock the bag closed, squeezing as much air out as possible 7. Predict what you think will happen when the water is tipped into the mixture 8. Observe the contents closely while holding the bag by the base 9. Explain what you think is happening Put the bag in the rubbish Wash your hands!
The Science Ideas: Whats Going On Here? Anhydrous Calcium Chloride (CaCl2 with the water removed), reacts with water to produce heat. This heat in turn reacts with the baking soda (sodium bicarbonate or bicarbonate of soda), a carbonate, to produce a gas carbon dioxide. This is an example of an exothermic chemical reaction; one that gives out heat to the surroundings. Hence the bag feels warm.
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What You Need: Clip lock bag Teaspoon Tartaric acid Baking soda Film canister Water
Your Task: List at least 3 observations that you noticed from the time that you tipped the water into the mixture of chemicals
What You Do: 1. Carefully place 1 teaspoon of baking soda in the plastic bag 2. Add 1 teaspoon of tartaric acid to the bag 3. Fill a film canister with water and carefully sit it on the bottom of the inside of the plastic bag. (Dont tip the water out) 4. Squeeze as much air out of the bag as you can 5. Zip lock the bag closed 6. Predict what you think will happen when you carefully shake the bag so that the water, tartaric acid and baking soda are all thoroughly mixed together 7. Observe the contents closely while holding the bag by the base 8. What do you notice? 9. Explain what you think is happening Put the bag in the rubbish Wash your hands!
The Science Ideas: Whats Going On Here? Baking soda (sodium bicarbonate or bicarbonate of soda) a carbonate, reacts with acid, in this case tartaric acid to produce a gas carbon dioxide. This is an example of an endothermic chemical reaction; one that takes heat from the surroundings. Hence the bag feels cold.
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You have been given three pieces of paper, which are the same size. Fill three shallow containers with water and place each of the pieces of paper carefully onto the surface of the water, one per container. Each piece should sit flat, not touching the sides of the saucer Observe closely for 30 seconds What is happening to each piece of paper? Your task now is to brainstorm as many ideas / questions as you can to help investigate the mystery These starters could help you: What would happen if If we changed thewould the If Could we try How can we Would it be possible to What happens when Will this work with
What learning is going on here and how do we know? How could we find out?
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Diagram 2
Diagram 3 What You Need: Scissors Template Sticky tape Marble Ramp
Diagram 1
What You Do: Cut out the template Fold up the template as shown in diagram 1 Use a loop of sticky tape to secure the bottom long flap in place Place a marble or two into the container you have made see diagram 2 Fold down the upper long flap and secure in place with another loop of sticky tape see diagram 3 Construct a ramp by tilting a table or use books and a long piece of thick card Place the magic bean at the top of the slope in an upright position and let go
Things you could change: Size of container Number of marbles Mass of marbles Shape of mass Material the container is made of Ratio of mass to size Colour of bean Gradient of slope Surface of slope Length of slope
Speed of roll Does the bean work or not? Direction of flips Number of flips Sound effect
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What You Need: Copy of the Roto-copter template Scissors Paper Clips What You Do: Hold the Rot-copter by the paper clip Throw it like a baseball, as high and far as you can You can also stand on a chair and drop it
Why does the rot-copter spin? When the roto-copter falls, air pushes up against the blades, bending them just a little. When air pushes upwards on the slanted blade, some of that thrust becomes a sideways, or horizontal, push. Why doesnt the rotcopter simply move sideways through the air? Thats because there are two blades, each getting the same push, but in opposite directions. The two opposing thrusts work together to cause to spin. Does it fall clockwise or counter clockwise? Bend the blades in opposite directions. Now which way does it spin?
Challenge:
How can you modify the design to make it fall slowly?
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A B A B A B A B A B
C E D C E D C E D C E D C E D
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A A B A B
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Question addition
A good starter activity
Involves:
Asking and answering questions Group interaction Clarifying ideas
Divide the class into small groups Each member of the group asks a question about the material Record the questions on slips of paper Read the questions out, but do not try to answer them at this stage Everyone in the group must ask a question before any questions are answered Attach the questions to a large sheet of paper Group members can now try to answer the questions that have been posed in this first round Questions that are answered are crossed off All questions that were asked in the first round are either o Answered to the questioners satisfaction o Partially answered o Not answered at all Questions in the last two categories will not be crossed off Following this there are several more rounds of questioning answering All unanswered questions are then listed for large group discussion At this stage they may need to be reworded or adjusted to allow for possible investigation A variety of equipment is supplied to help find answers There is a need to limit access to the equipment until after the second round of questions You could use a speak ball when answering. A student holds the ball until they finish giving their answer and then pass it on to the next person It must be remembered that equipment can help to broaden the questions asked Group size is very important so that everyone gets a chance to answer
Some Alternatives:
Adapted from: A Selection of Teaching Strategies and Presentation Ideas Compiled by Warren Bruce and Barbara Spurr Published by the Teacher Support Services, Christchurch College of Education
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groups
Much classification work teaches setting: dividing things into smaller and smaller groups, but there is no single strategy for classifying things in a formal way. Classification involves clarifying or identifying the goal of a particular classification, i.e. why is it helpful to classify or categorize this particular group of items that have similarities and differences. This in turn determines what characteristics are chosen. If these prove not to be adequate for the purpose, new criteria must be applied and reclassifying takes place. This is a mental feedback loop. Characteristics are variables. There are five different sorting activities in this section; each highlights a different aspect of classification and a different purpose. This encourages the development of problem-solving strategies. Flexibility and an understanding of the open nature of problems are encouraged.
For whole class One or two sets only: selection of about 15 tins, packets, jars, etc from the supermarket, with as much variety as possible. Examples might include baked beans, tinned fish, meat, cake mix, jam, pet food, herbs, flour, vegetables, orange drink, etc. Instead of real packets and jars you could use cut out pictures from magazines or drawings and a large sheet of paper with a store cupboard drawn on it. Safety note: Care should be taken with general handling of the chemicals. Iron (II) and copper sulphate are harmful. Potassium nitrate is an oxidizing agent. Keep the sulphur away from flames as it produces a toxic gas. Avoid possible contamination with the other chemicals.
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There need be no presentation of the seven accepted characteristics of living things. Many will arise naturally from the discussion. The aim is not to teach these but to highlight how sorting things depends on choosing characteristics and then looking for their presence or absence in everything. Explore the word characteristic and draw attention to characteristics being like things that vary. Activity 2: Chemicals. Here the classification relies both on visual characteristics (coloured or white) and on a functional property (solubility). These two characteristics are used simultaneously to form sets and subsets. The 2 X 2 table encourages the use of the two differences simultaneously, making four groups. Activity 3: Store cupboard. This presents students with a real situation where classification is useful. Characteristics chosen depend on the students own perception of a useful sorting method. Labelling the shelves forces them to make their characteristics explicit. There should be discussion and argument about the best way to arrange things in the store cupboard. If there are too many subsets for the number of shelves the point is made that a classification is only useful if it simplifies the situation. To be easily classifiable, objects should have a number of common features. Students need to gain confidence in dealing with no right answer. Activity 4: Big animals. Once again it is not important that students learn correct biological criteria for classifying. They should look for useful characteristics from the drawings, from what they know about the animals habitat or diet. Characteristics that are selected must be applied consistently to all of the animals. There are several different solutions to this problem, some better than others because they use more observable characteristics or would serve a more useful purpose. Activity 5: Thinking back. This is the explicitly metacognitive section, where you encourage students to think about the way they have tackled the different classifications. Use the students answers to questions at the end of each activity to highlight what makes classifying some things easier then others. Some points that may be raised are: familiar things are generally easier to classify then unfamiliar ones. In science many things are unfamiliar. Visible characteristics tend to be easier to use but sometimes it is more useful to use functions or more abstract characteristics, such as habitats of animals, or types of reactions of chemicals. The selection of characteristics to be used depends on the purpose of the classification. Only groups with a number of shared characteristics can be classified into small subgroups with any meaning. Groups of randomly selected items are too different and their classification would be too complex to be useful. A 2 X 2 table helps to classify a group of similar things into four using just two differences.
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Making groups
Activity 1 Living and non-living things
Here is a list of living and non-living car things. Put a tick by everything you cloud think is living. Alternatively use picture bird cards to sort the groups.
fish insect planet wind moss
How did your group decide what was living? Are there more animals or more living things?
Activity 2 Chemicals
Divide the chemicals into two groups, using their appearance. Group 1 2 Chemicals (letters on test tube) Appearance (Characteristics)
Take a very small amount of each chemical in turn and shake it gently with water. If the solid disappears, and the liquid is left clear, that chemical is soluble. If the liquid is still cloudy, that chemical is insoluble.
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Divide the chemicals into two groups, using solubility as the characteristics for deciding how to divide them. Group 3 4 Chemicals (letters) Solubility (Characteristics)
Now use both characteristics together to divide the chemicals into four groups.
Group 1
Group 2
Look at the selection of tins and packets. Sort them out so that you can store them on the shelves on the drawing of the cupboard. Alternatively use drawings or pictures. Write a label for each shelf, saying what the characteristics of the things on that shelf are. Sort the tins and packets onto their right shelf. Make a note of what you decide.
Which things were particularly difficult to classify? Where would you put them? Why? Have other groups used the same classification system as you?
Think of why other people may not have used the same system.
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Look at the pictures of big animals. All of these animals share at least one characteristic, they all have backbones. Sort them into three or four groups. Use these rules: Each group must have at least two animals. The members of a group must share at least one characteristic. Each group must be different from every other group. Look at some of the other groups classifications.
Have they got the same groupings of animals as yours? How are their groups the same? How are their groups different? Are their groups better than yours are? Why do you think they are/are not?
Put a tick by the classification activity you found easiest. Put a cross by the one you found most difficult. Activity 1: Living and non-living things Activity 3: Store cupboard Activity 2: Chemicals Activity 4: Big animals
Why was the one you ticked the easiest? Why was the one you marked with a cross the hardest? Has every other group ticked and crossed the same things?
Write a group sentence describing someone in the group and using the word characteristic.
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Car
Cloud Wind
Bird
Fish
Insect
Planet
Moss
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Milk
Nature Seaweed
Snail
Human
Cat
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Tree
Book
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Rain
Grass
Flower Energy
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Fire
Bamboo Tiger
Water
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An Interactive Framework
Focusing / initiating activity (ies) e.g. Post-box, interviewing to focus thinking to clarify ideas, attitudes and values to share ideas Generating Questions What questions do you have about.. Finding answers to questions Individually, small groups, whole class Research from library, books Survey students, teachers, parents, others Carry out investigations Use the internet, CDs, videos Contact experts Invite an expert to visit Presentation of findings Individually or in groups Written report Role-play Charts, mobiles, models Poems, songs Video, CD, DVD Mock TV interview
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To help students realise that explanations of why things behave the way they do are frequently not right or wrong but are rather consistent with evidence or inconsistent, useful or less useful, plausible or not plausible, intelligible or not intelligible, and To convey to students an awareness that their ideas are valued.
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Classifying Animals
Co-operative Learning Activity Groups of 4 Each group member has a card Do not show your card to the other members of the group Each person reads out one clue at a time from their card Use the clues to fill in the sheet below
Features:
Adapted from: A Selection of Teaching Strategies and Presentation Ideas Compiled by Warren Bruce and Barbara Spurr Published by the Teacher Support Services, Christchurch College of Education
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CLASSIFYING ANIMALS
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All animals have backbones. Mammals are animals. Mammals suckle their young.
Mammals have hair or fur. Animals are divided into two groups. Homo sapiens means wise man.
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An invertebrate does not have a backbone. Some animals have a backbone. Mammals give birth to live young.
A vertebrate has a backbone. Some animals do not have a backbone. The scientific name for humans has two parts.
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Each group chooses whether they want to make a plant or animal cell Each member of the group chooses several organelles from the list until they are all distributed The Cell membrane / Cell wall person draws the outline on the large sheet of paper. (Remember animal cells do not have a cell wall). Each person cuts out their chosen organelles and arranges them on the large sheet of paper. (In plant cells the large vacuole sits in the centre of the cell). When all the parts have been assembled glue them to the poster Cut out the labels and glue them on to the poster, link the labels to the appropriate organelle with an arrow Using the notes provided read and summarise one of your chosen organelles. Your notes need to include the structure and function (what it does) of your chosen organelle Each member teaches the structure and function of their organelle to everyone
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else. The other members can ask questions if they have not understood Now each person passes their notes to the person on their right to read Continue this until each person has read all the notes Share your poster with the rest of the group
Plant Cell
Nucleus (Nucleolus, Nuclear Membrane, Chromsomes) Mitochondria Golgi bodies Endoplasmic reticulum Cytoplasm Ribosomes Vacuole (Large
Animal Cell
Nucleus (Nucleolus, Nuclear Membrane, Chromsomes) Mitochondria Golgi bodies Endoplasmic reticulum Cytoplasm Ribosomes Vacuole(If present
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Adapted from an idea developed by Rachael Dalley and Azra Moeed, Victoria University
Cooperative Learning Task: Working in small groups create a digestive system collage / poster
Each member of the group chooses an organ from the list until they are all distributed You can either use the outline of the body provided or draw your own on a sheet of paper Each person cuts out their chosen organ and positions it on the sheet of paper When all the parts have been arranged glue them to the poster Cut out the labels and glue them on to the poster, link the labels to the appropriate organ with an arrow Using the notes provided read and summarise those about your chosen organ. Your notes need to include the structure and function (what it does) of your chosen organ Each member teaches the structure and function of their organ to everyone else. The other members of the group can ask questions if they have not understood Now each person passes their notes to the person on their right to read Continue this until each person has read all the notes Attach the notes to the poster
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The ventricles are below the auricles. Arterial blood is brighter red as it leaves the left ventricle. The aorta takes arterial blood from the heart to the body. The pulmonary vein takes oxygenated blood from the lungs to the left auricle. Semilunar valves separate the ventricles from the arteries
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The pulmonary artery leaves the right ventricle. The vena cava is a vein that returns deoxygenated blood from the body to the right auricle. Arteries carry blood away from the heart.
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The right auricle collects blood from the body. The ventricles have thick walls and are the pumps that circulate the blood. The pulmonary artery takes deoxygenated blood to the lungs. Since the heart is seen as if in a dissection of a person facing you, the left side is drawn on the right.
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The heart has four chambers (2 ventricles and 2 auricles). The left ventricle is larger than the right ventricle. The left ventricle pumps blood to the body. The lungs oxygenate the blood.
There are cuspid valves between the auricles and the ventricles.
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The iris determines what colour eyes you have. The cornea bulges out in front of the lens and iris. An optic nerve carries information from the eye to the brain.
The retina covers the inside surface of the eyeball, from the 11 oclock position to 7 oclock.
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CONSTRUCTING A CIRCUIT
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There are two bulbs in the circuit. There is a battery in the circuit.
The switch is open (off) in the circuit. The bulbs are in parallel.
One bulb can be switched on or off. There are two cells in the circuit.
One bulb glows all the time. There is one switch in the circuit.
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Home Group: Number yourselves 1, 2, 3, or 4 Go to expert group 1, 2, 3 or 4 Read the material provided Each group focuses on one specific aspect of a plane (see below). Read the information with the following general questions in mind: 1. What is the science of flight? 2. What is the function of the individual parts, how do they work and interrelate with each other? Then focus on your particular part and think about
Expert Group 1 Controls Flaps Ailerons Rudders Elevators How do they work and assist flight?
Expert Group 3 Design Shape of body and wings Aerodynamics Think about how all the other aspects impact on the design of the plane
Expert Group 4 The Human Element Language Law Navigation Think about the effect of flight on the
Return to your original HOME GROUP Each member reports back what they have found out about the plane as a working system As a group draw and label a working diagram of a plane. Label the individual parts and write a short explanation of how they work Try to indicate how the different parts of the plane
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Barrier Activities
Involves:
Listening actively and exchanging information Speaking, naming, questioning, describing, debating, verifying information, learning new words Exploring new ideas Students making new ideas their own by allowing them to explore the ideas
Some Alternatives:
If there are six boxes per sheet, each partner will describe three and listen to three descriptions. The process can be used to complete a crossword where one student has Down answers and the other has Across answers. The process can be used with real objects, i.e. leaves or vegetables It can be used for classifying where one student has a picture of an animal and the other has a key.
Adapted from: A Selection of Teaching Strategies and Presentation Ideas Compiled by Warren Bruce and Barbara Spurr Published by the Teacher Support Services, Christchurch College of Education
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Start
Habitat
An animal that eats plants The complete sequence of developmental events in the lifetime of an organism
Herbivore
Life history
Pollen
Vertebrate
Reproduction
Chlorophyll
Consumers
Carnivore
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Community
The chemical that carries the genetic information in most organisms The outermost layer of animals skin cells or the outer tissue layer of a plant
Epidermis
Evergreen
Exoskeleton
Larva
Finish
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Start
A substance that turns litmus paper red A compound that reacts with acids by fizzing and releasing carbon dioxide
Acid
Carbonate
The process in which a solid mixes completely with a liquid An investigation in which a number of trials are run, each trial being different in terms of one variable only A liquid that allows another substance to dissolve in it
Dissolving
Fair test
Solvent
A measure of the acidity or alkalinity of substances A blend of two or more substances that are mixed together but have not reacted chemically with one another The process in which a vapour or gas changes into a liquid
pH
Mixture
Condensation
A soluble base
Alkali
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Indicator
Red cabbage
Melting
Molecule
Homogeneous
Evaporation
Finish
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What You Do: Using only toothpicks and lollies make a self-supporting structure. Guidelines for building the structure This activity can either be done in groups or individually Each group should receive a set amount of toothpicks and lollies To finish or win the challenge each group should either build the tallest structure possible, the structure that can bear the most weight, a simple structure like a house or bridge or the structure that most resembles a famous building, for example the Eiffel Tower. A time limit is optional.
The Science Ideas: Whats Going On Here? What shapes are the strongest?
Square and triangles are very strong shapes. If you use both triangles and squares in a structure the tower will be more rigid. Even though the structure appears still, the parts are always pulling and pushing on each other. Structures remain standing because some parts are being pulled or stretched and other parts are being pushed or squashed. The parts that are being pulled are in tension. The parts that are being squashed are in compression. Strong structures such as towers, bridges and beams have to be able to cope with pushing (compressive) and pulling (tensile) forces. For example, two bricks side by side can withstand pushing forces, but not pulling forces. A rope can withstand pulling forces but not pushing forces. What shapes can you think of that are strong when you push or pull them? Bridges are great example of structures that use simple shapes for strength. Triangles form the strongest structure because all three sides bear the load. Compression pushes down equally on two sides of the triangle, causing the base to be pulled equally in two directions, which creates tension. In a square, two sides of the structure bear the load.
Adapted from: http://www.csiro.au/helix/sciencemail
Applications The triangle is the strongest shape. Triangles are used to make a very strong form called a truss. A truss is a type of frame which is designed to be stiff. Before steel, trusses were made of wood or iron. Now they are almost always made of steel, though some concrete trusses exist, and some smaller examples use timber. Circles are also among the strongest shapes in nature. External and internal stress distributes itself evenly throughout a circular structure. Plant stems and tree trunks are examples of the strength of the circular shape. A bicycle is also an example of a structure that uses simple shapes for strength. The frame of a bicycle is made up of triangles, the frame is tube shaped and the wheels are circles reinforced with triangles. This makes the bicycle a very strong machine.