SCIENCE TRACKS 7 TEACHER RESOURCE CD-ROM
© G Thickett, J Stamell, L Thickett 1999
Published by Macmillan Education Australia
SAMPLE CHAPTER
The Science Tracks Teacher Resource CD-ROMs contain Microsoft Word documents to print
out (or view on screen), organised by chapter in the student book, each divided into four parts:
Part 1 Answers to text questions in the Science Tracks textbooks.
Part 2 Additional topic tests for use in class assessments. Answers are supplied.
Part 3 Additional activities and exercises, especially on language and literacy. With
answers.
Part 4 Selected text and diagrams—print masters to be photocopied or pasted into
applications for computing exercises.
This file contains a sample chapter from the CD-ROM, Chapter 1 Investigations. It includes
diagrams (graphics). To view on screen, make sure that the Show Drawings box in the View
tab of Options, and the Drawing Objects box in the Print tab, are ticked.
A full contents list of the rest of the chapters on the CD-ROM is given at the end.
The chapter contains Bookmarks to enable you to jump quickly to desired sections. Use Word
Help for instructions on using Bookmarks.
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purpose of review and evaluation only. You may not make copies of it.
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Publication details of the Science Tracks 7 Teacher Resource CD-ROM
CD-ROM for IBM Windows or Macintosh, files in MS Word 6.0.
Price: $72.95 approx, ISBN: 07329 5595 5
Teacher Resource CD-ROMs to accompany Science Tracks 8-10 will be published in late
2000 and early 2001.
The licence for the Teacher CD-ROM is an institutional licence. The files may be printed out
and photocopied, or copied and pasted into other documents according to Licence Conditions
of Use stated in the disk. The files may be copied onto a number of computers, within the
purchasing school (one campus only). The CD-ROM is a Shared Network Resource, ie the
files may be copied onto a server from where they can be accessed over a network (within that
campus only) by computers with MS Word installed.
Science Tracks 7 Teacher Resource CD-ROM
CHAPTER 1: INVESTIGATIONS
CONTENTS
Part 1 Answers to text questions
Knowledge and understanding (pages 8–9)
Language focus (pages 9–10)
Problem solving 1.1: Safety rules (pages 10–11)
Activity 1.1: Making and recording observations (pages 12–13)
Practical activity 1.4: Using a Bunsen burner (pages 13–15)
Practical activity 1.5: The hottest part of the flame (pages 15 –17)
Practical activity 1.6: Boiling water (pages 18–19)
Homework set 1.1: Observing and safety (pages 19–21)
Knowledge and understanding (pages 26–27)
Language focus (page 27)
Problem solving 1.2: Laboratory techniques (pages 28–29)
Problem solving 1.3: Reading scales (pages 30–31)
Problem solving 1.4: Using tables and graphs (pages 34–37)
Homework set 1.2: Using your skills (pages 37–39)
Spelling (page 39)
Topic test (pages 40–41)
1.3
1.3
1.4
1.4
1.4
1.6
1.6
1.7
1.7
1.8
1.9
1.9
1.11
1.12
1.13
1.13
Part 2 Additional topic test
Additional topic text: Recall of knowledge
Answers to additional topic text: Recall of knowledge
1.16
1.21
Part 3 Additional activities and exercises
A1.1 Activity: How well can you observe?
A1.2 Exercise: Additional problem solving questions
A1.3 Literacy exercise: Three level reading exercise—the Bunsen burner
A1.4 Literacy exercise: Sources of scientific words
A1.5 Puzzle: Spelling/wonderword—investigations
A1.6 Literacy and numeracy exercise: Puzzleword
A1.7 Literacy exercise: Crossword puzzle
A1.8 Literacy exercise: Barrier exercise (oral activity)
Answers to additional activities and exercises
1.24
1.26
1.29
1.31
1.33
1.34
1.35
1.36
1.39
© L Thickett, G Thickett, J Stamell 1999. Published by Macmillan Education Australia
Science Tracks 7 Teacher Resource CD-ROM
Part 4 Selected text and diagrams—print masters
Figure 1.15 Match the haz-chem symbols to their descriptions and meanings
(Problem solving 1.1)
The Bunsen burner
Figure 1.55 Complete this column graph (Problem solving 1.4)
Figure 1.56 Complete this sector graph (Problem solving 1.4)
Figure 1.57 Complete this bar graph (Problem solving 1.4)
1.43
1.44
1.45
1.46
1.47
A full contents list of the rest of the chapters on the CD-ROM is given at the
end of this file.
© L Thickett, G Thickett, J Stamell 1999. Published by Macmillan Education Australia
Science Tracks 7 Teacher Resource CD-ROM
Answers 1.3
PART 1 ANSWERS TO TEXT QUESTIONS
Page numbers refer to pages in the textbook.
Knowledge and understanding pages 8–9
1 Most accidents can be avoided by using common sense.
2 If you have an accident, tell the teacher immediately.
3 a Long, loose hair can catch fire easily.
b Leather shoes protect feet from spills of corrosive liquids.
c Safety goggles protect the eyes from damage.
d The contents cannot injure anyone if they explode out of the test tube.
e Running in the laboratory can cause an accident.
4
Mistake
Correction
a Uses her hand to transfer chemicals
Uses a spatula
b Looks down into the test tube
Points the test tube away from all students
c Leaves desk and talks to friends
Remains at desk while completing the
experiment
d Places nose directly over the bottle to sniff
Use hand to waft air containing the smell of
the chemical towards her nose
e Glassware close to the edge of the table
Set up glassware away from the edge
f Thumb over the top of the test tube and the
contents shaken up and down
Gently tap the test tube on the hand to mix
the contents
g After boiling  picks up beaker with hand
Allows the beaker to cool before picking it up
and pouring the contents down the sink
h  solid wastes into the sink
Water down the sink and solid wastes in the
bin provided by the teacher
Language focus pages 9–10
1 a
b
c
d
2 a
b
c
d
e
analyse: examine minutely, find or show structure
corrosive: tending to destroy, wear away or destroy gradually
toxic: poisonous
contaminate: pollute, infect
When working around naked flames, long hair should be tied back.
At the end of an experiment, clean up your bench.
Before the bell rings, put away all your equipment.
During hazardous experiments, goggles or safety glasses should be worn.
Throwing things is not allowed in the room.
© L Thickett, G Thickett, J Stamell 1999. Published by Macmillan Education Australia
Science Tracks 7 Teacher Resource CD-ROM
Answers 1.4
Problem solving 1.1: Safety rules pages 10–11
PM
1 Haz-chem labels—correct matches:
AKP
BMU
CHQ
DIR
EJT
FNS
GLO
2 a Rules will vary with each class.
b Class discussion to come to some agreement.
c Poster making—attach haz-chem labels to poster.
3 a By pouring this way, no liquid will be able to flow over the label and obliterate the
name; any spills which run down the bottle will always be on the side away from the
label and therefore not contaminate the skin.
b When pouring from the bottle to the cylinder the technician is watching that she adds the
correct quantity of liquid to the cylinder. She avoids parallax error.
4 Class discussion of safety issues—examples:
 Talking on the mobile phone instead of observing carefully.
 Too many experiments being done at once.
 Heating near a curtain so it catches fire.
 Fighting in the lab can cause accidents.
 Do not eat in the lab.
 Do not boil a liquid in a vessel with a stopper—an explosion can occur.
Activity 1.1: Making and recording observations pages 12–13
1 a
b
c
2 a
b
c
Taste—it is dangerous to taste chemicals.
She needed to make her observations quickly as the reaction occurred.
present tense
Too difficult to make corrections. A pencil should always be used for drawings.
For clarity. Too small a diagram makes it difficult to see enough detail.
Accurate drawing required.
Practical activity 1.4: Using a Bunsen burner pages 13–15
Prelab
1
2
3
4
Fibre mat protects the desk from heat.
closed
The barrel—it is near the flame.
Turn off the gas immediately and try to relight the Bunsen. If this fails, report the problem
to the teacher.
© L Thickett, G Thickett, J Stamell 1999. Published by Macmillan Education Australia
Science Tracks 7 Teacher Resource CD-ROM
Answers 1.5
Results and questions
1 a
b
c
d
e
f
g
h
i
j
k
l
m
2 a
b
3 a
laboratory
heat
metal
rubber
gas
air
open
burning
smoke
plenty
closed
sooty
yellow
The yellow flame, because it is easily seen when not in use.
Because it is easily seen when not in use.
b The blue flame should be used for heating.
4 Heat-proof mat protects the surface of the desk from heat.
5 After turning on the gas, you have to wait a few seconds so that the gas can push out the air
which is in the hose. This can blow out your match if you try to light the Bunsen too soon.
© L Thickett, G Thickett, J Stamell 1999. Published by Macmillan Education Australia
Science Tracks 7 Teacher Resource CD-ROM
Answers 1.6
6
7 The strength of the flame can be adjusted by:
 changing the size of the air hole in the collar of the Bunsen to alter the amount of air
entering, or
 changing the flow of gas by using the gas tap.
Practical activity 1.5: The hottest part of the flame pages 15–17
Prelab
1
2
3
4
One-third full or 5 cm.
The Bunsen hole should be closed.
The wooden test-tube holder might burn if it is too close to the flame.
If you leave the contents of the tube still, heat will build up in one section and the contents
are more likely to explode out.
Results and questions
1 Students fill in the table.
2 Must keep everything the same, except for the position of the heating. Keep as many
variables constant as possible.
3 Water could explode out of the test tube, it should be pointed away from everyone.
4 It gets too hot; the contents could boil out onto your hand.
5 The test tube heated with the yellow flame became covered with black soot.
6 You should always use safety glasses when doing experiments.
Practical activity 1.6: Boiling water pages 18–19
Prelab
1 The blue flame—it is the hottest.
2 Goggles, long hair tied back, heat mat, place equipment away from desk edge, etc.
© L Thickett, G Thickett, J Stamell 1999. Published by Macmillan Education Australia
Science Tracks 7 Teacher Resource CD-ROM
Answers 1.7
Homework set 1.1: Observing and safety pages 19–21
1 a, b, c various answers
d sight, hearing
2 a various answers
b sight, smell, touch
c Student to provide drawings.
3 Examples include: astronaut is a male; astronaut is weightless or floating; astronaut has a
watch on his left wrist; the cabin is narrow; there is no floor; there are instruments on most
surfaces.
4 a Aim: To observe powdered sulfur as it burns in air.
b Method:
1. Collect equipment needed.
2. Place 1 cm of water in the gas jar.
3. Collect the sulfur and place it on the deflagrating spoon.
4. Heat sulfur in a blue Bunsen flame until it just begins to burn.
5. Immediately place the deflagrating spoon and burning sulfur into the gas jar.
6. Leave the spoon and its lid in place until the sulfur stops burning.
7. Record all observations.
c Student observations:
 Sulfur started to burn with a purple flame.
 Whitish, choking fumes produced.
 The gas jar glows.
 When the flames go out, the smoke begins to disappear.
 When removed from the gas jar, the sulfur begins to burn again.
d tripod, gauze
e Joe should have left the Bunsen on the safety flame so that his group could see it easily.
f Use a spatula to place some sulfur on a piece of folded paper. Pour the sulfur into the
deflagrating spoon from the paper.
g Catherine took the lid off the bottle and carried the open bottle back to her desk.
h Other things:
 not wiping up spills
 not following the directions of the teacher
 not recording results while the experiment is proceeding
 talking to the other groups
 no safety glasses
i The glasses are needed to protect the eyes from burning sulfur.
j Joe does not follow instructions. Joe should learn to follow the instructions exactly as
told, not to make up his own experiment and not to talk to students at other desks.
k Claude does not do any of the experiment. Claude should try to participate more in
practical lessons as he will learn valuable new skills.
Knowledge and understanding pages 26–27
1 A clean spatula is needed so that the chemicals in the jar do not become contaminated.
© L Thickett, G Thickett, J Stamell 1999. Published by Macmillan Education Australia
Science Tracks 7 Teacher Resource CD-ROM
Answers 1.8
2
3 Hold with little finger, or place inverted on a desk.
4 The stirring rod directs the flow of liquid from beaker to beaker. The liquid runs down the
rod.
5 Liquid will be allowed to get on the desk.
6 Place it back into its bottle or stand it upright in an empty beaker.
7 If the liquid comes above the filter paper, unfiltered liquid will flow between the paper and
glass; some residue will then flow into the beaker below.
8 Yes. Unfiltered liquid will flow though the hole in the paper.
9 The solid could stick to the wet sides of the test tube and not get into the liquid at the base
of the test tube.
10 a There may be poisonous liquid or solid on the opening.
Toxic gas may be given off.
b Tap the test tube with your fingers.
c Use the stopper when no gases are being formed or to mix substances thoroughly by
shaking.
Language focus page 27
1 A doctor uses a spatula to press the tongue down or to one side.
2 reagent: a substance used to cause a reaction
contaminate: pollute
dilute: weaken by addition of water or other solvent
parallax: apparent displacement of an object caused by actual change of point of
observation
3 a qualitative: looking at the features of the object or reaction
quantitative: measuring the amount of substance reacting
4 a qualitative
b quantitative
© L Thickett, G Thickett, J Stamell 1999. Published by Macmillan Education Australia
Science Tracks 7 Teacher Resource CD-ROM
Answers 1.9
5 Meniscus: curved upper surface of a liquid in a container (memisko means a crescent, as of
the moon). The thin crescent moon looks like the top of the water.
Problem solving 1.2: Laboratory techniques pages 28–29
1 © Any spills which may run down the sides of the bottle will always be away from the
label, and therefore if you pick up the bottle with the label against your hand you will not
get the spills on you.
2 X: folded in quarters
Y: fluted paper
The fluted paper allows the liquid to flow more quickly.
3 mass of container + salt
93.2 g
mass of container
85.9 g
7.3 g
mass of salt is 7.3 g
4 a measuring cylinder 3.4 mL
beaker 35 mL
b The beaker is less accurate because it does not have accurate scale markings on it.
5 a reading at A = 3.5 cm
reading at B = 3.7 cm
b The readings are different because of the parallax error.
c The eye should be placed in line with the edge of the object to be measured—i.e. at B.
d position C
Problem solving 1.3: Reading scales pages 30–31
1 a
b
c
2 a
b
c
d
e
f
19.4oC
21.3oC
Increase in temperature is 1.9oC
5.5
42
65
30
96
50
© L Thickett, G Thickett, J Stamell 1999. Published by Macmillan Education Australia
Science Tracks 7 Teacher Resource CD-ROM
Answers 1.10
3 16 volts
4
5 a 11 kg
b
6 The measuring cylinder—it has the most accurate scale markings.
7 Thermometer reading at 4 pm is 1oC.
© L Thickett, G Thickett, J Stamell 1999. Published by Macmillan Education Australia
Science Tracks 7 Teacher Resource CD-ROM
Answers 1.11
Problem solving 1.4: Using tables and graphs pages 34–37
PM
1 a
b
c
d
e
2 a
b
3 a
b
c
d
e
4 a
b
c
d
e
every two minutes
made from the water of the same kettle or the same boiling; to control all the factors
covered 65oC; uncovered 62oC
at 8.5–9 minutes after the start of the experiment
100 hectares = 250 acres
300 acres = 120 hectares
Average annual temperature at 70o N is –11o C
26oC
12oC
The south pole is colder.
23o – 6o C = 17oC difference
Categories along the horizontal axis from left to right: Motor vehicle crash; Medical;
Suicide; Other causes; Drowning; Accidental falls. (Note that Figure 1.55 in the
textbook is provided as a photocopy master on this disk.)
Cause of accident
Number of deaths
Causes of death of 15–24 year olds
Categories from the largest sector clockwise to smallest: Motor vehicle crash; Medical;
Suicide; Other causes; Drowning; Accidental falls.
(Note that Figure 1.56 in the textbook is provided as a photocopy master on this disk.)
© L Thickett, G Thickett, J Stamell 1999. Published by Macmillan Education Australia
Science Tracks 7 Teacher Resource CD-ROM
Answers 1.12
5 a
b ‘Hit in the rear’ is the most common accident.
c To allow yourself time to break and stop the forward momentum of the car without
hitting the car in front.
6 a 1
b slowly
c double
d four
e twenty-five times
Homework set 1.2: Using your skills pages 37–39
1 a
b
c
d
balance, measuring cylinder, beaker, spatula
3g
150 mL
1. Weigh a clean beaker.
2. Weigh 3 g of salt.
3. Measure out 150 mL of water.
4. Pour the water into the beaker containing the salt and mix.
2 Many answers possible
3 a quantitative
b qualitative
c quantitative
d quantitative
e qualitative
4 a 1.1 g
b 3.5 g
c cow’s milk—has 720 mg of total mineral
d 3 times
e 35 g
f 40 g
g lactose, vitamin C
© L Thickett, G Thickett, J Stamell 1999. Published by Macmillan Education Australia
Science Tracks 7 Teacher Resource CD-ROM
Answers 1.13
5 a The lower the water temperature, the longer the time required for the salt to dissolve.
b The graph confirms the answer in a.
Spelling page 39
1 technique
science
apparatus
reagent
hazard
prediction
2 nature
Topic test pages 40–41
1 B
2 C
© L Thickett, G Thickett, J Stamell 1999. Published by Macmillan Education Australia
Science Tracks 7 Teacher Resource CD-ROM
Answers 1.14
3
Mollie’s mistakes
What she should have done
a Overfilled the beaker
Beaker only one-half to one-third full
b Used paper to light Bunsen
Use only taper, match or lighter provided
c Used smoky flame: Bunsen air hole closed
Use blue flame: air hole open
d Left experiment to talk to friends
Always stay with your experiment/group
e Pulled tap hose and knocked over the
equipment
Be very careful with hot objects, even in the
clean-up
f Equipment too close to the edge of desk
Set up equipment away from desk edges
g Friends ran around after accident
Stay at desk or help injured friend—cold
water on burns
h Cried
Tell the teacher immediately an accident
happens
4 a
b
c
d
e
5
hearing
touch
sight
smell
taste
6 a The pelican has a long beak, is pale-coloured and has a long neck. The hawk has a short
beak, is darker and mottled, and has a short neck.
b The pelican’s webbed feet are for swimming. The hawk’s clawed feet are for perching
and catching prey.
© L Thickett, G Thickett, J Stamell 1999. Published by Macmillan Education Australia
Science Tracks 7 Teacher Resource CD-ROM
Answers 1.15
7 a Martin should use a stirring rod, and pour the liquid down the rod from one beaker to
the other.
b Weigh the watch glass; zero the reading; remove the watch glass; use a spatula to spoon
blue crystals onto the watch glass; reweigh the glass.
c Make sure eyes are level with the surface of the liquid.
8 a 4g
b 2 g removed
9 a 22.5 metres/second
b 38 Newtons
c 19.7oC
© L Thickett, G Thickett, J Stamell 1999. Published by Macmillan Education Australia
Science Tracks 7 Teacher Resource CD-ROM
Additional Topic Test 1.16
PART 2 ADDITIONAL TOPIC TEST: RECALL OF KNOWLEDGE
Questions 1–5 are multiple choice.
1 Which group of laboratory equipment contains only items made of glass?
A gauze, beaker, measuring cylinder
B beaker, test tube, tripod
C beaker, test tube, measuring cylinder
D clamp, retort stand, tripod
2 Which of the following is the first step you must complete when you light a Bunsen
Burner?
A Light the match.
B Turn on the gas tap.
C Attach the hose of the Bunsen Burner to the gas tap.
D Put the lighted match at the top of the Bunsen Burner.
3 Which sense is not used very often in the laboratory?
A smell
B taste
C touch
D sight
4 What is the reading on the following scale?
A 12.5
B 12.75
C 13.5
D 13.0
5 Peter was asked to prepare 250 mL of sugar water which has a strength (concentration) of
5 g/100 mL. What pieces of laboratory equipment will he need to complete this task?
A measuring cylinder, electric balance
B measuring cylinder, electric balance, beaker
C measuring cylinder, electric balance, beaker, spatula
D measuring cylinder, spatula, beaker
© L Thickett, G Thickett, J Stamell 1999. Published by Macmillan Education Australia
Science Tracks 7 Teacher Resource CD-ROM
Additional Topic Test 1.17
6 Match the following haz-chem labels with their meanings. (Draw a line from each label to
its meaning.)
7 Below is a diagram of a blue Bunsen flame. Draw an arrow to indicate the area of the
hottest part of the flame.
© L Thickett, G Thickett, J Stamell 1999. Published by Macmillan Education Australia
Science Tracks 7 Teacher Resource CD-ROM
Additional Topic Test 1.18
8 Jon draws a diagram of equipment he used to evaporate some blue liquid. He has made
many mistakes, including spelling. Redraw the diagram correctly and correct any spelling
mistakes.
9 Match the following words with their meanings by drawing a line from the word in column
A to its meaning in Column B.
Column A
Column B
Aim
A A statement which answers the question asked in the experiment
Method
B What you hope to find out in the experiment
Equipment
C Information collected during the experiment
Conclusion
D A drawing of the laboratory items you used for the experiment
Results
E A set of instructions followed to complete the experiment
10 Use your 30 cm ruler to measure the lengths of the following lines to the nearest mm.
© L Thickett, G Thickett, J Stamell 1999. Published by Macmillan Education Australia
Science Tracks 7 Teacher Resource CD-ROM
Additional Topic Test 1.19
11 Carefully study the drawings of Animal A and Animal B. List three similarities and three
differences you can see in these drawings.
12 Steven grew some seeds and, once they had sprouted, he measured their height each day for
two weeks and recorded his results in a table. Plot a graph of these results as a line graph
on the graph paper below.
Day
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Height of plant in cm
1
2
2
3
4
6
11
13
14
16
19
19
19
19
© L Thickett, G Thickett, J Stamell 1999. Published by Macmillan Education Australia
Science Tracks 7 Teacher Resource CD-ROM
Additional Topic Test 1.20
13 Cassie and Ying are asked to carry out an experiment in which they measure the
temperature of water as it is heated. They know that they should write down their method
(what they do) and their observations (what they see) very carefully, but they produce the
following list by writing on small pieces of paper which then get mixed up in the wrong
order. Some of their observations are descriptions of equipment, others are observations of
events which happened, and the third type are actions involved in the experiment.
a Read the list carefully and write the letter of each observation in its correct category in
the table below the list.
A The beaker contains 100 mL of water.
B The match is struck to light it.
C The thermometer initially reads 22oC.
D The gas is turned on and let flow for a few seconds to push the air out of the tube.
E The Bunsen burner has a base, a barrel or tube, a collar and a long rubber hose.
F The gauze and the tripod are very hot.
G The collar is adjusted to give the heating flame.
H The temperature of the water is measured using a thermometer.
I The thermometer is clamped in place so that the bulb is in the centre of the water in
the beaker.
J 100 mL of water is poured into the beaker from the measuring cylinder.
K The Bunsen collar is turned to close the air hole.
L The gauze is red above the flame.
M Bubbles form in the water and rise to the surface.
N The beaker is placed on the tripod above the gauze.
O The gauze and tripod are cooled off under water from the laboratory tap.
P The Bunsen burner is connected to the gas tap.
Q The thermometer finally reads 101oC.
R The surface of the water is moving in a rolling motion.
S The match is held near the Bunsen and the gas allowed to light.
T After 1.5 minutes of heating the thermometer reads 60oC.
U The Bunsen is placed under the tripod and the gauze to heat the water.
V The Bunsen has a hole in its collar which must be closed before being lit.
Descriptions of equipment
Observations of events
during the experiment
Descriptions of actions
involved in the experiment
b Cassie and Ying have to write their method into their practical report. Using your list of
actions involved in the experiment, write down the letters in the correct order for
Cassie’s and Ying’s method.
c Draw a diagram of the equipment set up for the experiment. Name one piece of
equipment needed but not mentioned in the observations.
d Water has a boiling point of 100oC but Cassie and Ying find that their water boils at a
higher temperature. Can you think of a logical reason for this difference?
© L Thickett, G Thickett, J Stamell 1999. Published by Macmillan Education Australia
Science Tracks 7 Teacher Resource CD-ROM
Additional Topic Test 1.21
Answers to additional topic test: Recall of knowledge
1
2
3
4
5
6
7
C
C
B
C
C
1—D; 2—E; 3—A; 4—B; 5—C.
8
9 Aim: B
Method: E
Equipment: D
Conclusion: A
Results: C
10 a 68 mm
b 97 mm
© L Thickett, G Thickett, J Stamell 1999. Published by Macmillan Education Australia
Science Tracks 7 Teacher Resource CD-ROM
Additional Topic Test 1.22
11
Similarities
Differences
1 Both have long tails
1 Size of eyes—animal B has larger eyes
2 Both have four legs
2 Animal B has obvious ears
3 Both have eyes
3 Animal A has a rough ridge down its back
12
13 a
Descriptions of equipment
Observations of events
during the experiments
Descriptions of actions
involved in the experiment
A, E, F, L, V
M, C, Q, R, T
B, D, G, H, I, J, K, N, O, P, S,
U
b J, N, P, K, B, D, S, H, I, G, U, O
© L Thickett, G Thickett, J Stamell 1999. Published by Macmillan Education Australia
Science Tracks 7 Teacher Resource CD-ROM
Additional Topic Test 1.23
c retort stand not mentioned
d Many answers are possible—e.g. students made a parallax error reading, the
thermometer was not accurate, etc.
© L Thickett, G Thickett, J Stamell 1999. Published by Macmillan Education Australia
Science Tracks 7 Teacher Resource CD-ROM
Additional Activities 1.24
PART 3 ADDITIONAL ACTIVITIES AND EXERCISES
A1.1 Activity: How well can you observe?
Aim
To observe then discuss, or draw, some diagrams.
Part A: Using notes and drawings
Method
1 Take exactly one minute to study the diagram of the house shown here. You can take
whatever notes or drawings you like during this time. Have a partner time you.
2 Turn over the page. (Your partner can still look at the diagram, but not let you see it.)
3 Your partner will ask the following questions. You have 10 seconds to answer each one.
Score 1 for each correct response, and 0 for an incorrect one.
a How many storeys does the house have?
b Is there an arch over the front door?
c How many chimneys are there on the roof?
d How many columns are at the front of the house?
e How many steps are there to the front landing?
f How many windows are there on the second storey at the front?
g There are two differences between the windows on the top floor and the windows on the
ground floor. What are they? (1 point for each difference)
h Draw a diagram of the roof.
i How many panes of glass are there in the front door?
© L Thickett, G Thickett, J Stamell 1999. Published by Macmillan Education Australia
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Additional Activities 1.25
Results
1 How well did you score?
2 Comment on your powers of observation.
Part B: Using notes only
Method
1 Take exactly one minute to study the diagram of the frog. You can take whatever notes you
wish, but no drawings, during this time. A partner can time you.
2 Turn over the page.
3 Redraw the diagram as best you can from your notes and from memory.
4 Change places with your partner and repeat.
Results
1 How well did you reproduce the diagram?
2 How well does your diagram compare with your partner’s?
3 Comment on your powers of observation. (Your artistic skill is not being measured here.)
Conclusion
Write a conclusion for this experiment. This should be a generalisation about your powers of
observation.
© L Thickett, G Thickett, J Stamell 1999. Published by Macmillan Education Australia
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Additional Activities 1.26
A1.2 Exercise: Additional problem solving questions
1 Shown here is a conversion scale which converts temperature from degrees Fahrenheit (oF)
(as used in the USA) to degrees Celsius (oC) (as used in Australia and Europe).
a Water boils at 100oC. What is this in degrees Fahrenheit?
b Water freezes at 32oF. What is this in degrees Celsius?
c A person’s body temperature is close to 37oC. Convert this to degrees Fahrenheit.
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Additional Activities 1.27
2 Here are some graphs. Each graph can be improved. What may be done to them to make
them better? (You don’t need to do anything to them, just say what could be done.)
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Additional Activities 1.28
3 Drivers are not the only people killed on our roads. This sector graph gives a breakdown
of people killed on Australian roads.
Answer true or false to these statements.
a Most people killed on our roads are drivers.
b About two-thirds of the people killed on our roads are car drivers or passengers.
c More than one-quarter of the people killed are pedestrians.
d This graph shows that there are more motorcycle riders on our roads than pedal cyclists.
4 Brass is a mixture of two metals: copper and zinc. A certain sample of brass consists of
68% copper and 32% zinc.
Which sector graph could best represent this?
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Additional Activities 1.29
A1.3 Literacy exercise: Three level reading exercise—the Bunsen
burner
Read the following and answer the questions which follow.
The Bunsen Burner
Nearly every student has seen and used a Bunsen burner to heat substances in a
science laboratory. Most students will know that the Bunsen burner was named
after its inventor, Robert Bunsen (1811–1899), a German chemist. However, very
few students will know that the burner was invented as a tool to help complete a
series of experiments which began the modern science of spectroscopy, in which
the properties of matter are analysed using light. When it interacts with matter,
light is spread out into bands of colour like a rainbow, just like light forming a
rainbow in the sky when it passes through raindrops.
In 1854, another German physicist Gustav Kirchhoff (1824–1887) was
working at the University of Heidelberg with the already well-known Robert
Bunsen. Kirchhoff’s experiments were about the ways substances behaved when
heated until they gave off light. Bunsen and Kirchhoff would then analyse the light
given off by the heated chemicals by passing it through a glass prism and a
narrow slit, breaking the light into its spectrum of coloured lines.
The key to this experiment was the invention of the burner in 1857. The
important features of the Bunsen burner’s flame are:
 the burner’s flame produces very little light of its own; and
 it is a very effective means of heating chemicals.
These features gave Kirchhoff and Bunsen the ability to study the light from
the glowing chemicals without interference from the light of the dim blue burner
flame.
Using their spectrometer, Kirchhoff and Bunsen found that each chemical
heated in the flame gave off a distinct pattern of coloured lines, which became
known as a ‘spectral signature’. In today’s scientific world, spectroscopy is used as
a standard technique in analytical chemistry to identify unknown substances and
even work out the composition of stars and galaxies; while Bunsen burners, with
very few modifications from the original design, are still the most basic of
laboratory equipment.
Answer T (true) or F (false) to the following questions.
Level 1: Recall of information
1
2
3
4
The Bunsen burner is named after its inventor, Robert Bunsen.
Robert Bunsen was a physicist.
Gustav Kirchhoff worked in Germany.
Each chemical heated in a flame gives off a distinct pattern of coloured lines
when viewed through a spectrometer.
5 Spectroscopy is not used in science today.
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Additional Activities 1.30
Level 2: Comprehension
6 Kirchhoff was 30 years of age when he worked at the University of Heidelberg.
7 A spectrometer contains a glass prism and a narrow slit through which light
can pass.
8 Since Bunsen burner flames produce little light of their own, they do not
interfere with the ‘spectral signatures’ of chemicals being heated in them.
9 Robert Bunsen was 78 when he died.
10 Robert Bunsen was born 13 years before Kirchhoff.
11 The Bunsen burner was invented to make an experiment easier.
Level 3: Applications and generalisations (correlations)
12 Spectroscopy may be the way we discover organic (carbon-based) molecules
in space.
13 Many important discoveries hav e had many and varied uses.
14 Previously unknown chemicals cannot be identified by spectroscopy.
15 Substances can be identified as pure and impure by spectroscopy.
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Additional Activities 1.31
A1.4 Literacy exercise: Sources of scientific words
Scientific words in English are divided into three groups according to their origins:
 words taken from ordinary English
 words taken from another language (usually unchanged)
 words which have been invented (the largest group)
Scientists do not usually invent words ‘out of their head’ but take bits and pieces from Greek,
Latin or other languages to build up the word.
Below is a table of beginnings and endings as well as their meanings.
Beginning/ending
Meaning
a-, an-
not, without, lacking (Gk, a-, an-)
alg-, -algia, -algesia
pain (Gk algos, algesis)
bi-, bio-, -be
life (Gk bios)
conch-, conchi-, concho-
a shell (L. concha ; Gk konche)
derm-, dermat-, dermato-
the skin (Gk derma, dermat- )
-genesis, genes-, -geny
coming into being, origin, formation (Gk genesis)
geo-, ge-
the Earth (Gk ge)
-logy, (-ology)
study of
limn- , limno-
a lake, freshwater (Gk limne)
zoo-, zoa-, -zoon, -zoic,
-zoid
an animal (Gk zoon, a living being, an animal)
© L Thickett, G Thickett, J Stamell 1999. Published by Macmillan Education Australia
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Additional Activities 1.32
Using only the table of scientific word beginnings/endings and meanings on the previous
page, give your meaning of the following words. Then, using a dictionary, write down the
standard meaning of each word.
Word
Your meaning
Dictionary meaning
1 Dermatology
2 Biogenesis
3 Zoology
4 Limnology
5 Analgesia
6 Geology
7 Abiotic
8 Use the dictionary to find 10 words and their meanings which contain the following
endings or beginnings:
zoo-, -zoa, -zoon, -zoic, -zoid.
9 The word ‘azote’ (meaning ‘without life’) was originally proposed as the name for
nitrogen. Could you suggest a reason for this name? Can you find out which scientist
proposed this name?
© L Thickett, G Thickett, J Stamell 1999. Published by Macmillan Education Australia
Science Tracks 7 Teacher Resource CD-ROM
Additional Activities 1.33
A1.5 Puzzle: Spelling/wonderword—investigations
Spelling list—find the following words in the grid below.
corrosive
glassware
burner
method
explosion
chemical
hottest
aim
accident
toxic
tripod
gas
laboratory
analyse gauze
tap
common
contaminate spatula
beaker
sense
pollute
burn
sink
safety
infect
cylinder
funnel
goggles
destroy
hot
danger
barrel
sooty
drink
solid
rubber
look
waste
Bunsen
filter
C
H
E
M
I
C
A
L
H
I
D
K
C
N
I
N
F
E
C
T
O
B
C
N
E
S
N
U
B
C
N
D
L
O
O
K
G
X
B
H
R
E
H
L
G
L
P
B
U
I
E
E
K
T
M
L
B
U
T
A
R
A
I
M
Y
O
I
A
S
E
N
S
E
G
I
M
R
H
L
V
O
K
F
I
L
T
E
R
N
K
L
T
S
A
N
N
O
O
E
E
S
E
N
L
A
B
O
R
A
T
O
R
Y
S
A
T
E
N
T
T
I
R
U
F
U
N
N
E
L
O
S
O
C
A
T
T
D
N
R
A
V
T
A
P
B
L
S
L
G
H
A
Y
O
E
S
O
E
T
I
N
E
X
P
L
O
S
I
O
N
E
F
J
S
A
H
D
B
A
P
I
D
U
L
C
N
O
C
R
O
T
E
T
W
T
I
G
U
N
O
M
E
T
O
O
U
L
M
U
L
T
T
O
E
C
X
L
R
A
D
A
Z
E
T
O
X
I
C
B
C
M
Y
M
C
M
G
U
N
L
F
T
U
K
N
I
R
D
I
B
R
S
P
A
T
U
L
A
E
Y
I
N
A
C
Y
L
I
N
D
E
R
D
A
N
G
E
R
E
R
S
F
O
G
L
A
A
S
W
A
R
E
O
G
O
G
G
L
E
S
E
T
C
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Additional Activities 1.34
A1.6 Literacy and numeracy exercise: Puzzleword
The table below contains 36 letters which spell out words from Chapter 1, Investigations.
Each letter has a number value found by adding together its row value and column value—e.g.
P has a value of 3 + 3 = 6 (third row, third column). But B could be 1 + 2, 1 + 5 or 4 + 6.
The same number is not the same letter; and each letter in the table is used once.
Work out the correct letters from the possibilities in the table so that you can spell out six
words.
1
2
3
4
5
6
1
R
B
R
T
B
N
2
A
K
N
E
I
M
3
T
R
P
T
U
E
4
A
S
E
R
A
B
5
F
N
U
H
O
E
6
G
L
S
E
D
E
6
8
5
7
12
2
3
10
9
4
7
8
6
7
8
5
11
4
7
3
9
4
5
6
10
8
7
6
9
5
8
6
7
9
10
11
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Additional Activities 1.35
A1.7 Literacy exercise: Crossword puzzle
Across clues
2. Includes beakers, cylinders and test tubes
4. Study carefully
5. Very poisonous
6. The steps used to complete an experiment
10. Comes from the gas tap
13. A special spoon used by scientists
14. A chemical which damages the skin is _____
17. The cylindrical part of the Bunsen burner
21. After the heating experiment, the tripod is _____
23. If one of these happens, tell the teacher
immediately
24. Using the same spatula for two chemicals will
_____ the second one
Down clues
1. Used when you filter muddy water
2. Should be worn when carrying out an experiment
3. The word describes the yellow Bunsen flame
7. Being careful will minimise the ______
8. Used to measure liquids
9. Could be for water or gas
10. Placed between the tripod and the beaker
11. Never throw solid wastes into the ____
12. To observe
15. Mixing unknown chemicals together may make an
______ mixture
16. The name of a science classroom
18. Pouring chemicals into the sink may ____ the
water system
19. The yellow flame is also called the _____ flame
20. A virus can _______ many people
22. The problem being solved by an experiment
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Additional Activities 1.36
A1.8 Literacy exercise: Barrier exercise (oral activity)
Students work in pairs. One student has the page with the ‘across’ words filled in, and the
other has the page with the ‘down’ words filled in.
In turn they give each other clues to enable them to complete the grid.
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Additional Activities 1.37
Down clues
Down clues
1. Used when you filter muddy water
2. Should be worn when carrying out an experiment
3. The word describes the yellow Bunsen flame
7. Being careful will minimise the ______
8. Used to measure liquids
9. Could be for water or gas
10. Placed between the tripod and the beaker
11. Never throw solid wastes into the _____
12. To observe
15. Mixing unknown chemical together may make an
______ mixture
16. The name of a science classroom
18. Pouring chemicals into the sink may ____ the
water system
19. The yellow flame is also called the _____ flame
20. A virus can _______ many people
22. The problem being solved by an experiment
© L Thickett, G Thickett, J Stamell 1999. Published by Macmillan Education Australia
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Additional Activities 1.38
Across clues
Across clues
2. Includes beakers, cylinders and test tubes
4. Study carefully
5. Very poisonous
6. The steps used to complete an experiment
10. Comes from the gas tap
13. A special spoon used by scientists
14. A chemical which damages the skin is ______
17. The cylindrical part of the Bunsen
21. After the heating experiment, the tripod is _____
23. If one of these happens, tell the teacher
immediately
24. Using the same spatula for two chemicals will
_____ the second one
© L Thickett, G Thickett, J Stamell 1999. Published by Macmillan Education Australia
Science Tracks 7 Teacher Resource CD-ROM
Additional Activities 1.39
Answers to additional activities and exercises
Answers to A1.2 Exercise: Additional problem solving questions
1 a 212oF
b 0oC
c 98oF
2 Improvements:
(a) Make labels on segments written the same way; add title
(b) Add label to the horizontal axis
© Give segments different shading; add title
(d) Add units to horizontal scale
(e) Add scale units to vertical axis; make horizontal scale linear
3 a T
b T
c F
d F
4 graph a
Answers to A1.3 Literacy exercise: Three level reading exercise—the Bunsen
burner
1 T
2 F
3 T
4 T
5 F
6 T
7 T
8 T
9 F
10 T
11 T
12 T
13 T
14 F
15 T
© L Thickett, G Thickett, J Stamell 1999. Published by Macmillan Education Australia
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Additional Activities 1.40
Answers to A1.4 Literacy exercise: Sources of scientific words
Word
Your meaning
Dictionary meaning
1 Dermatology
Study of skin
The study of skin and its diseases
2 Biogenesis
The origin of living things
*Synthesis of chemical substances by living
matter
*Hypothesis that living matter arises only
from living matter
3 Zoology
The study of animals
Science of animal structure, physiology,
classification, habits and distribution
4 Limnology
The study of lakes or fresh water
The study of the physical phenomena of
lakes and other fresh water
5 Analgesia
Without pain
Absence or relief of pain
6 Geology
The study of the Earth
Science of the Earth’s crust, its strata and
their relations and changes
7 Abiotic
Not living, without life
Devoid of life
8
Word
Meaning
Zoo
Zoological gardens
Zoolatry
Worship of animals
Zooplankton
Plankton consisting of animals
Zooid
A cell resembling but not being an animal
Zoophyte
Plant-like animal especially coral, jellyfish or sponge
Protozoa
The ‘first animals’—e.g. amoeba, paramecium
Cenozoic
‘recent life’—the era from about 60 million years ago to present day
Zoolite
‘animal stones’—a fossil animal; a fossilised animal substance
Spermatozoan
A ‘seed animal’—the typical male sex cell consisting usually of a head
(with a nucleus), a thin body and a tail.
Zoogeography
The study of the distribution of animals on the Earth
9 Lavoisier found that the gas which remained after he had removed the oxygen from air
would not support life. He suggested the name ‘azote’. Chaptal renamed the gas ‘nitrogen’.
The term ‘azote’ fell into disuse but the azo- unit is still used to indicate nitrogen in a
chemical compound (e.g. hydrAZine).
Answers to A1.6 Literacy and numeracy exercise: Puzzleword
The six words are:
burner
beaker
filter
gas tap
Bunsen
method
© L Thickett, G Thickett, J Stamell 1999. Published by Macmillan Education Australia
Science Tracks 7 Teacher Resource CD-ROM
Additional Activities 1.41
Answers to A1.7 Literacy exercise: Crossword puzzle
© L Thickett, G Thickett, J Stamell 1999. Published by Macmillan Education Australia
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Print Masters 1.42
PART 4 SELECTED TEXT AND DIAGRAMS—PRINT MASTERS
These print masters are selected diagrams and charts from the student book which can be
printed out and photocopied for use as worksheets or overhead transparencies.
© L Thickett, G Thickett, J Stamell 1999. Published by Macmillan Education Australia
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Print Masters 1.43
Figure 1.15 Match the haz-chem symbols to their descriptions and meanings. (Problem
solving 1.1)
Symbol
Description
Meaning
A
H Toxic
O Can give off harmful radiation
B
I Oxidising agent
P Can easily burn
C
J Harmful
Q Poisonous
D
K Flammable
R Can help fires get worse or spread
E
L Radioactive
S May explode
F
M Corrosive
T Can affect health if breathed in or
absorbed through the skin
G
N Explosive
U Can burn skin and clothes
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Print Masters 1.44
The Bunsen burner.
© L Thickett, G Thickett, J Stamell 1999. Published by Macmillan Education Australia
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Print Masters 1.45
Figure 1.55 Complete this column graph. (Problem solving 1.4)
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Print Masters 1.46
Figure 1.56 Complete this sector graph. (Problem solving 1.4)
© L Thickett, G Thickett, J Stamell 1999. Published by Macmillan Education Australia
Science Tracks 7 Teacher Resource CD-ROM
Print Masters 1.47
Figure 1.57 Complete this bar graph. (Problem solving 1.4)
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Contents page 1
Contents for Chapters 2-11 of Science Tracks 7
Teacher Resource CD-ROM
CHAPTER 2: CLASSIFICATION OF LIVING THINGS
Part 1 Answers to text questions
Knowledge and understanding (pages 46–47)
Language focus (page 47)
Practical activity 2.1: Classification of screws (pages 48–50)
Practical activity 2.2: Sorting the class (pages 50–51)
Problem solving 2.1 (pages 52–53)
Homework set 2.1: Classification (pages 53–55)
Knowledge and understanding (page 59)
Language focus (pages 59–60)
Activity 2.1: Life forms on Kryptos-3 (pages 60–62)
Practical activity 2.3: Characteristics of living things (pages 62–64)
Problem solving 2.2 (pages 64–65)
Homework set 2.2: Living things (pages 66–67)
Activity 2.2: Classifying by environment (page 68)
Technical literacy exercise (pages 69–70)
Computer exercise (page 70)
Current issues (page 71)
Activity 2.3: Using a wide range of keys (pages 71–72)
Topic Test (pages 73–76)
2.3
2.3
2.4
2.5
2.5
2.6
2.7
2.8
2.8
2.9
2.10
2.12
2.13
2.13
2.14
2.15
2.16
2.17
Part 2 Additional topic test
Additional topic text: Classification of living things
Answers to additional topic text: Classification of living things
2.19
2.23
Part 3 Additional activities and exercises
A2.1 Activity: Creating a branching key of Australian beetles
Students use diagrams of beetles to create a key
A2.2 Activity: Writing a key to identify Australian beetles
Students read descriptive passages to create a key
A2.3 Literacy activity: Creative writing
Students use suncreeen labels to write a pamphlet about the dangers of the sun
A2.4 Activity: Cut and paste—locks and keys
Students use a classification key to match diagrams of locks and keys
2.25
2.26
2.27
2.28
© L Thickett, G Thickett, J Stamell 1999. Published by Macmillan Education Australia
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Contents page 2
A2.5 Activity: Fantasy birds
A cut and paste activity where fantasy birds are created. A key is then used to
name these birds
A2.6 Puzzle: Spelling/wonderword—classification of living things
Spelling words are located in the wonderword
Answers to additional activities and exercises
2.30
2.31
2.32
Part 4 Selected text and diagrams—print masters
Screws to classify (Practical activity 2.1)
The Australian fake? (Technical literacy exercise)
Diagrams of Australian beetles (A2.1)
Sunscreen labels (A2.3)
Keys to classify (A2.4)
Diagrams of various locks (A2.4)
Classification key for keys (A2.4)
Fantasy birds (A2.5)
Classification key for fantasy birds (A2.5)
2.35
2.36
2.37
2.38
2.39
2.40
2.41
2.42
2.43
CHAPTER 3: PARTICLES OF MATTER
Part 1 Answers to text questions
Knowledge and understanding (page 82)
Language focus (page 82)
Practical activity 3.1: Modelling solids, liquids and gases (pages 83–84)
Practical activity 3.2: Atoms and molecules (pages 85–86)
Problem solving 3.1: Particles of matter (page 87)
Homework set 3.1: Particles (page 88)
Knowledge and understanding (pages 92–93)
Language focus (pages 93–94)
Practical activity 3.3: Compressing the states of matter (pages 94–95)
Practical activity 3.4: Constructing and using a gas thermometer (pages 96–97)
Practical activity 3.5: Diffusion (pages 97–99)
Practical activity 3.6: Determining the freezing point of wax (pages 99–100)
Problem solving 3.2: Solids, liquids and gases (pages 100–102)
Homework set 3.2: Properties of the states of matter (pages 102–103)
Knowledge and understanding (pages 104)
Technical literacy exercise (page 105)
Computer exercise (page 106)
Topic test (pages 107–110)
3.3
3.3
3.3
3.4
3.5
3.6
3.7
3.8
3.8
3.8
3.9
3.9
3.10
3.11
3.11
3.12
3.13
3.14
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Contents page 3
Part 2 Additional topic test
Additional topic test: Particles of matter
Answers to additional topic test: Particles of matter
3.16
3.20
Part 3 Additional activities and exercises
A3.1 Literacy activity: Current issues—Buckyball ‘transistor’
A comprehension passage based on nanotechnology
A3.2 Practical activity: Sublimation
Information and experiments involving sublimation
A3.3 Exercise: Language focus and homework
Additional language focus and homework questions are provided
A3.4 Puzzle: Spelling/wonderword—particles of matter
Students locate words from the chapter in the wonderword puzzle
A3.5 Literacy activity: Definitions help to find a secret word
Definitions of key terms help to provide letters for a secret word
Answers to additional activities and exercises
3.22
3.23
3.26
3.27
3.28
3.29
Part 4 Selected text and diagrams—print masters
Figure 3.14 Particles of common substances. (Problem Solving 3.1)
Figure 3.40 Concept map for the states of matter. (Technical literacy exercise)
What is matter? (Computer exercise)
3.32
3.33
3.34
CHAPTER 4: FORCES OF NATURE
Part 1 Answers to text questions
Knowledge and understanding (pages 115–188)
Language focus (pages 118–119)
Practical activity 4.1: Using a force meter (pages 120–122)
Practical activity 4.2: Frictional forces (pages 122–124)
Problem solving 4.1: Measuring forces (pages 125–127)
Homework set 4.1: Working with forces (pages 127–129)
Knowledge and understanding (pages 133–134)
Language focus (pages 134–135)
Practical activity 4.3: Investigating magnets and magnetic fields (pages 135–138)
Problem solving 4.2: Magnetic fields (pages 138–140)
Homework set 4.2: Gravity and magnets (pages 140–141)
Knowledge and understanding (pages 142–143)
Practical activity 4.4: Electromagnets (pages 144–145)
4.2
4.3
4.4
4.5
4.5
4.7
4.10
4.11
4.11
4.13
4.15
4.15
4.16
© L Thickett, G Thickett, J Stamell 1999. Published by Macmillan Education Australia
Science Tracks 7 Teacher Resource CD-ROM
Contents page 4
Topic test (pages 146–150)
4.17
Part 2 Additional topic test
Additional topic test: Forces of nature
Answers to additional topic test: Forces of nature
4.20
4.27
Part 3 Additional activities and exercises
A4.1 Literacy activity: Current issues—using physics to advantage
Comprehension passage concerning the reduction in frictional drag in women’s
swimsuits
A4.2 Literacy activity: Read and retell—the history of magnetism
Group work and class activity to help students focus on key ideas
A4.3 Literacy activity: Language exercise—using the history of magnetism
Students discover verbs and adjectives by re-reading a text
A4.4 Puzzle: Circular word puzzle—forces
Students locate key words in this circular puzzle
Answers to additional activities and exercises
4.30
4.31
4.33
4.34
4.36
Part 4 Selected text and diagrams—print masters
Figure 4.27 Column graph to complete (Problem solving 4.1)
Figure 4.31 Action and reaction forces (Homework set 4.1)
Figure 4.52 Gravitational effects of the Sun and Moon on tides
(Problem solving 4.2)
Diagram of a driver and the forces which act on him to bring him to rest during
a collision
4.38
4.39
4.40
4.41
CHAPTER 5: PATTERNS IN THE SKY
Part 1 Answers to text questions
Knowledge and understanding (pages 158–159)
Language focus (pages 159–160)
Practical activity 5.1: Sun in the sky (pages 160–163)
Practical activity 5.2: Plotting star positions on star charts (pages 163–166)
Problem solving 5.1: Locating the stars (pages 166–169)
Homework set 5.1: Investigating the stars (page 169)
Knowledge and understanding (pages 175–176)
Language focus (pages 177–178)
Practical activity 5.3: Modelling the Solar System (pages 178–180)
5.3
5.5
5.5
5.5
5.7
5.8
5.9
5.10
5.11
© L Thickett, G Thickett, J Stamell 1999. Published by Macmillan Education Australia
Science Tracks 7 Teacher Resource CD-ROM
Practical activity 5.4: Modelling retrograde motion in a square
solar system (pages 181–182)
Problem solving 5.2: Orbits and revolutions (pages 183–184)
Homework set 5.2: Planets and other bodies (pages 184–185)
Practical activity 5.5: Moon phases (pages 186–188)
Technical literacy (pages 188–190)
Topic test (pages 191–193)
Contents page 5
5.11
5.11
5.12
5.13
5.13
5.14
Part 2 Additional topic test
Additional topic test: Under southern skies
Answers to additional topic test: Under southern skies
5.15
5.19
Part 3 Additional activities and exercises
A5.1 Exercise: Additional questions relating to text content
More questions based on history of astronomy, the zodiac and constellations
A5.2 Literacy activity: Mars and science fiction
Comprehension exercise on the relationship between H.G. Wells’ The War
of the Worlds and attitudes towards Mars at the time
A5.3 Activity: Luna—the Moon
Information text on the Moon, including Apollo space missions, myths and
legends, and how the Moon orbits the Earth
A5.4 Internet Activity: Sourcing current information on astronomy
Web sites for locating current data on space missions
A5.5 Activity: Current issues—Galileo–Europa mission
Comprehension exercise on the Galileo probe to Europa
A5.6 Puzzle: Puzzle words—the southern sky
Answers in the puzzle help reveal a message about the Southern sky
A5.7 Language activity: The phases of Venus
Comprehension and cloze passages about Venus and its phases
Answers to additional activities and exercises
5.22
5.23
5.25
5.28
5.29
5.30
5.31
5.34
Part 4 Selected text and diagrams—print masters
Figure 5.5 Celestial sphere and ecliptic
Figure 5.15 Path of the Sun at different times of the year
(Knowledge and understanding, pages 158–159)
Figure 5.26 Sky diagram (Practical activity 5.2)
Figure 5.30 Positions of the stars of the Southern Cross in space
(Problem solving 5.1)
Figure 5.46 Square solar system (Practical Activity 5.4)
5.39
5.40
5.41
5.42
5.43
© L Thickett, G Thickett, J Stamell 1999. Published by Macmillan Education Australia
Science Tracks 7 Teacher Resource CD-ROM
Contents page 6
CHAPTER 6: STUDENT RESEARCH PROJECT 1
Part 1 Answers to text questions
Knowledge and understanding (pages 196–197)
Language focus (pages 197–198)
Problem solving 6.1: Thinking (pages 198–199)
Homework set 6.1: Observations, inferences, and generalisations (page 200)
Knowledge and understanding (page 201)
Homework set 6.2: Writing reports (page 206)
Topic test (pages 207–208)
6.2
6.3
6.4
6.4
6.5
6.5
6.6
Part 2 Additional topic test
Additional topic test: Student research project
Answers to additional topic test: Student research project
6.8
6.10
Part 3 Additional activities and exercises
A6.1 Activity: What is a ‘typical’ scientist?
Class discussion about what a scientist is
A6.2 Puzzle: Crossword
Crossword concerning the branches of science
A6.3 Puzzle: Wheelwords
Key words in this topic are found in each wheel
Answers to additional activities and exercises
6.11
6.12
6.13
6.14
Part 4 Selected text and diagrams—print masters
Figure 6.5 Steps of a scientific enquiry (Knowledge and understanding,
pages 196–197)
Figure 6.8 An experiment report
6.16
6.17
CHAPTER 7: LIFE FORMS
Part 1 Answers to text questions
Knowledge and understanding (page 214)
Language focus (page 214)
Practical activity 7.1: Diversity of life forms (page 215)
Practical activity 7.2: Observing living things at home (pages 216–217)
Problem solving 7.1: Characteristics of living things (pages 217–218)
7.2
7.2
7.2
7.3
7.3
© L Thickett, G Thickett, J Stamell 1999. Published by Macmillan Education Australia
Science Tracks 7 Teacher Resource CD-ROM
Homework set 7.1: Classifying living things (pages 218–219)
Knowledge and understanding (page 224)
Language focus (pages 224–225)
Practical activity 7.3: Classifying vertebrates (pages 225–227)
Practical activity 7.4: Pregnancy in mammals (pages 227–228)
Problem solving 7.2: More about vertebrates (pages 228–229)
Homework set 7.2: Vertebrates and their features (pages 231–232)
Knowledge and understanding (page 234)
Technical literacy exercise (pages 234–235)
Topic test (pages 238–240)
Contents page 7
7.4
7.4
7.6
7.6
7.7
7.9
7.10
7.11
7.12
7.12
Part 2 Additional topic test
Additional topic test: Life forms
Answers to additional topic test: Life forms
7.14
7.18
Part 3 Additional activities and exercises
A7.1 Literacy activity: Cloze activity—fish (Agnatha and Placoderms)
Cloze passage concerning lesser known fish
A7.2 Literacy activity: Current issues—microbes cause disease of frogs
Comprehension passage about the world wide decline in frog populations
A7.3 Puzzle: Spelling/wonderword—life forms
A wonderword using words from the topic
A7.4 Puzzle: Piewords
A difficult puzzle where students locate letters from pie segments to create
key words
Answers to additional activities and exercises
7.19
7.20
7.22
7.23
7.24
Part 4 Selected text and diagrams—print masters
Table: The features of vertebrates (Problem solving 7.2)
Figure 7.27 Vertebrate classification key (Problem solving 7.2)
Sam’s adventures in the five kingdoms (Computer exercise)
7.27
7.28
7.29
CHAPTER 8: MIXTURES AND THEIR SEPARATION
Part 1 Answers to text questions
Knowledge and understanding (pages 246–247)
8.3
Language focus (pages 247–248)
8.4
Practical activity 8.1: Homogeneous and heterogeneous mixtures (pages 248–250) 8.4
© L Thickett, G Thickett, J Stamell 1999. Published by Macmillan Education Australia
Science Tracks 7 Teacher Resource CD-ROM
Contents page 8
Practical activity 8.2: Testing different solvents (pages 250–251)
Problem solving 8.1 (pages 252–253)
Homework set 8.1 (page 253)
Knowledge and understanding (pages 258–259)
Language focus (pages 259–260)
Practical activity 8.3: Filtration (pages 260–262)
Practical activity 8.4: Evaporation and crystallisation (pages 262–263)
Practical activity 8.5: Distillation (pages 263–264)
Problem solving 8.2: Separating substances (pages 265–266)
Homework set 8.2: More separation (pages 268–270)
Knowledge and understanding (pages 271–273)
Technical literacy exercise (page 274)
Topic test pages (277–279)
8.5
8.6
8.7
8.8
8.10
8.11
8.11
8.12
8.12
8.14
8.16
8.17
8.17
Part 2 Additional topic test
Additional topic test: Mixtures and their separation
Answers to additional topic test: Mixtures and their separation
8.19
8.23
Part 3 Additional activities and exercises
A8.1 Practical activity: A salty problem
Student teams design and carry out an experiment to extract salt from rock salt
A8.2 Practical activity: Problems of separation
Students use techniques of separating mixtures to solve three problems
A8.3 Literacy activity: Comprehension—colloids
Comprehension passage about colloids and their properties
A8.4 Practical activity: Colloids
Preparing colloidal suspensions and investigating their properties
A8.5 Literacy activity: Current issues—technology solves the problem of
the bitter orange
New technology helps to solve a problem in bitter oranges
A8.6 Puzzle: Spelling/wonderword—mixtures and their separation
A wonderword puzzle which reinforces key words
Answers to additional activities and exercises
8.25
8.26
8.27
8.30
8.32
8.34
8.35
Part 4 Selected text and diagrams—print masters
Figure 8.35 Particle diagram of filtration (Homework set 8.2)
Figure 8.37 Distillation apparatus (Homework set 8.2)
Natural resources: Extraction of sulfur (Technical literacy exercise)
Figure 8.43 The process of extracting sulfur (Technical literacy exercise)
8.37
8.38
8.39
8.40
© L Thickett, G Thickett, J Stamell 1999. Published by Macmillan Education Australia
Science Tracks 7 Teacher Resource CD-ROM
Contents page 9
CHAPTER 9: ENERGY IN OUR LIVES
Part 1 Answers to text questions
Knowledge and understanding (pages 284–285)
Language focus (page 285)
Practical activity 9.1: Oscillations (pages 286–287)
Practical activity 9.2: Heat and light (pages 287–289)
Practical activity 9.3: Electrical, sound and chemical energy (pages 289–291)
Problem solving 9.1: Mechanical energy and energy sources (pages 292–294)
Homework set 9.1: Fossil fuels, types of energy and energy
sources (pages 294–295)
Knowledge and understanding (pages 298–300)
Language focus (pages 300–301)
Practical activity 9.4: Energy transformations 1 (pages 301–303)
Practical activity 9.5: Energy transformations 2 (pages 304–306)
Problem solving 9.2: Energy transformations and hot rocks (pages 306–309)
Homework set 9.2: Producing and supplying energy (pages 309–310)
Technical literacy exercise (pages 310–312)
Computer exercise (pages 312–314)
Topic test (pages 315–319)
9.3
9.4
9.4
9.5
9.5
9.6
9.8
9.9
9.10
9.11
9.11
9.12
9.13
9.14
9.17
9.17
Part 2 Additional Topic test
Additional topic test: Energy in our lives
Answers to additional topic test: Energy in our lives
9.20
9.24
Part 3 Additional activities and exercises
A9.1 Activity: Current issues—the girth of a nation
A newspaper article is used as a focus for debate
A9.2 Activity: Saving energy in the home
Comprehension and numeracy exercise on ways of saving energy
A9.3 Literacy activity: Language focus—use of past tense
Writing sentences using an energy context
Answers to additional activities and exercises
9.26
9.28
9.31
9.33
Part 4 Selected text and diagrams—print masters
Figure 9.13 Australia’s energy source use (Problem solving 9.1)
Figure 9.14 Australia’s energy source reserves (Problem solving 9.1)
Report: Historical aspects of energy usage (Technical literacy exercise)
9.37
9.38
9.39
© L Thickett, G Thickett, J Stamell 1999. Published by Macmillan Education Australia
Science Tracks 7 Teacher Resource CD-ROM
Contents page 10
Table: Common foods (Computer exercise)
9.40
CHAPTER 10: THIS LAND AUSTRALIA
Part 1 Answers to text questions
Knowledge and understanding (pages 325–326)
Language focus (page 326)
Practical activity 10.1: Rocks of an ancient land (pages 327–328)
Problem solving 10.1: Regions of Australia (pages 329–331)
Homework set 10.1: Vegetation (pages 331–332)
Knowledge and understanding (page 338)
Language focus (page 339)
Practical activity 10.2: Modelling a coastal river and delta (pages 340–341)
Problem solving 10.2: Moving earth (pages 341–342)
Homework set 10.2: Physical and chemical weathering (page 342)
Knowledge and understanding (page 344)
Language focus (pages 344–345)
Practical activity 10.3: Field trip to a sand dune (pages 345–347)
Problem solving 10.3: Formation of sand dunes (pages 347–348)
Homework set 10.3: About sand dunes (pages 348–349)
Current issues (pages 349–351)
Options: Science and myth—the Great Barrier Reef (pages 351–352)
Technical literacy exercise (page 352)
Topic test (pages 353–356)
10.3
10.3
10.4
10.4
10.5
10.6
10.7
10.7
10.8
10.9
10.9
10.10
10.10
10.10
10.11
10.12
10.12
10.13
10.13
Part 2 Additional topic test
Additional topic test: This land Australia
Answers to additional topic test: This land Australia
10.15
10.17
Part 3 Additional activities and exercises
A10.1 Activity: Mapping the beach
Interpreting a diagram about organisms in a beach habitat
A10.2 Activity: Mangroves and estuaries
Use of a scale diagram and comprehension questions about organisms in a
mangrove community
A10.3 Puzzle: Spelling/wonderword—this land Australia
Wonderword to reinforce spelling of key words
Answers to additional activities and exercises
10.18
10.20
10.22
10.23
© L Thickett, G Thickett, J Stamell 1999. Published by Macmillan Education Australia
Science Tracks 7 Teacher Resource CD-ROM
Contents page 11
Part 4 Selected text and diagrams—print masters
Figure 10.5 Map of surface rock zones (Practical activity 10.1)
Figure 10.7 Rainfall map of Australia (Problem solving 10.1)
Figure 10.28 Sand dunes on Stradbroke Island, Queensland (Problem solving 10.3)
Figure 10.30 Reef profile (Options: science and myth—the Great Barrier Reef)
10.25
10.26
10.27
10.28
CHAPTER 11: SCIENCE JOURNAL: ISSUES IN
SCIENCE
Part 1 Answers to text questions
Knowledge and understanding (page 360)
Language focus (page 361)
Problem solving 11.1: The moon (pages 361–362)
Problem solving 11.2: Endangered (pages 362–364)
Problem solving 11.3: Endangered and extinct birds (pages 364–365)
Problem solving 11.4: Coffee and caffeine (pages 367–368)
Activity 11.5: Puzzles (page 370)
11.2
11.2
11.2
11.2
11.3
11.4
11.5
Part 2 Additional activities and exercises
A11.1 Activity: Jobs or insects?
Passage used as a stimulus for class discussion about environmental protection
versus jobs
A11.2 Activity: The future
Designing a poster about our future life in a technological world
11.6
11.7
Part 3 Selected text and diagrams—print masters
Figure 11.7 Flowchart of carbon dioxide decaffeination (Problem solving 11.4)
11.9
Figure 11.8 Quantities of caffeine present in various drinks (Problem solving 11.4) 11.10
Figure 11.13 Graph of windspeed versus angle of deflection
(Practical activity 11.1)
11.11
© L Thickett, G Thickett, J Stamell 1999. Published by Macmillan Education Australia