YEAR 9 GENERAL SCIENCE
IMCC 2015: TERM 2
PHYSICAL SCIENCES
Year 9 Level Description
The Science Inquiry Skills and the Science as a Human Endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the
expectations outlined in the Achievement Standards and also to the content of the Science Understanding strand for the relevant year level to ensure that these two strands are
addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the
content descriptions are organised into teaching/learning programs are decisions to be made by the teacher.
Over Years 7 to 10, students develop their understanding of microscopic and atomic structures, how systems at a range of scales are shaped by flows of energy and matter and
interactions due to forces, and develop the ability to quantify changes and relative amounts. In Year 9, students consider the operation of systems at a range of scales. They
explore ways in which the human body as a system responds to its external environment and the interdependencies between biotic and abiotic components of ecosystems.
They are introduced to the notion of the atom as a system of protons, electrons and neutrons, and how this system can change through nuclear decay. They learn that matter
can be rearranged through chemical change and that these changes play an important role in many systems. They are introduced to the concept of the conservation of matter
and begin to develop a more sophisticated view of energy transfer. They begin to apply their understanding of energy and forces to global systems such as continental
movement.
Year 9 Content Descriptions
Science Understanding
Physical sciences
Energy transfer through different mediums
can be explained using wave and particle
models (ACSSU182)
Science as a Human Endeavour
Nature and development of science
Scientific understanding, including models
and theories, are contestable and are
refined over time through a process of
review by the scientific community
(ACSHE157)
Advances in scientific understanding often
rely on developments in technology and
technological advances are often linked to
scientific discoveries (ACSHE158)
Use and influence of science
People can use scientific knowledge to
evaluate whether they should accept
claims, explanations or predictions
(ACSHE160)
Advances in science and emerging
sciences and technologies can significantly
affect people’s lives, including generating
new career opportunities (ACSHE161)
The values and needs of contemporary
society can influence the focus of scientific
research (ACSHE228)
Science Inquiry Skills
Questioning and predicting
Formulate questions or hypotheses that can
be investigated scientifically (ACSIS164)
Use knowledge of scientific concepts to
draw conclusions that are consistent with
evidence (ACSIS170)
Planning and conducting
Evaluating
Plan, select and use appropriate
investigation methods, including field
work and laboratory experimentation, to
collect reliable data; assess risk and
address ethical issues associated with these
methods (ACSIS165)
Evaluate conclusions, including identifying
sources of uncertainty and possible
alternative explanations, and describe
specific ways to improve the quality of the
data (ACSIS171)
Select and use appropriate equipment,
including digital technologies, to
systematically and accurately collect and
record data (ACSIS166)
Critically analyse the validity of
information in secondary sources and
evaluate the approaches used to solve
problems (ACSIS172)
Processing and analysing data and information
Communicating
Analyse patterns and trends in data,
including describing relationships between
variables and identifying inconsistencies
(ACSIS169)
Communicate scientific ideas and
information for a particular purpose,
including constructing evidence-based
arguments and using appropriate scientific
language, conventions and representations
(ACSIS174)
Physical Sciences Program Term 1 2015.
Skills/content
knowledge:
Physical
Sciences
Week
1
21st Apr –
24th Apr
Topic
Electrical
Energy
Describe the structure of an atom using the terms protons, neutrons & electrons.
Describe factors that affect the transfer of energy through electrical circuits.
Differentiate between static and current electricity
Identify & draw the components of an electrical circuit, and accurately use them to draw parallel and series circuits.
Differentiate between Current /Voltage, and practically measure the amps/voltage of circuits using an ammeter and voltmeter.
Describe and identify different types and parts of longitudinal and transverse waves as well as using the electromagnetic
spectrum to describe differences between many types of waves (radio, UV, microwaves etc.)
Identify the properties of light and explain how various types of lenses and mirrors reflect and produce images
Drawing lens and ray diagrams and use these diagrams to represent how light enters the eye and which lenses can correct eye
defects.
Examine sound, how it is produced, the speed of sound and the changing nature of sound itself.
Examine colour and the colour spectrum and explain why we see colour.
Content



Atomic Structure
(protons, neutrons,
electrons)
Electrical charge
Static vs. current
electricity
Activities
Resources and Experiments
Assessment and
Homework
Atomic structure: students draw and label the structure
of an atom and describe the charges of the subatomic
particles.
OR read pg 183/184 “electrical charge”.
Pearson 9 Textbook Chapter 1.1 &
6.1
Unit review qs pg 186187 in Pearson Text.
Qs 1 – 14.
Using page 184 in the textbook, students create a venn
diagram or a summary table that compares static and
current electricity.
Extension Activity (optional): Charging objects work
sheet.
Atoms & Electricity worksheet 1, 2
& 3.
Van der Graaf Generator
(http://science.howstuffworks.com/tr
ansport/engines-equipment/vdg.htm)
Static electricity experiment using
glass rods/fur/other materials.
Electroscope activity pg 188-189
Pearson 9 Textbook.
Students define electrical current and electrical circuits

2/3
28th Apr –
8th May
Measuring
electricity.

Simple circuits,
circuit components
& diagrams
(using pg 184/185 in textbook).
Go over the circuit symbols (p. 185) & have students
label and draw them.
Students then use the circuit symbols to start
constructing circuit diagrams.
Resistance, Current
& Voltage
Students read p. 190 – 192 of textbook, summarise and
define Current and Voltage. Students must take note of
the unit symbols, unit name, the name of the apparatus
that measures each.
Students define resistance (p. 193) and explain that the
resistance of a material depends on 3 things (dot points
p. 193). Resistance is measured in ohms.

Factors that affect
the transfer of
energy through a
circuit (Conductors,
insulators)
Drawing circuit’s worksheet 1 & 2.
Experiment: Students construct
circuits using different circuit
components to see if they can make a
circuit work. Draw their circuits.
Activity 6.2 ‘Reading meters’ in
Pearson Activity Book.
Experiment: Construct circuits and
use an ammeter/voltmeter to take
readings at different points in the
circuit. Draw circuit diagram.
Briefly introduce students to Ohm’s Law
Activity 6.3 & 6.4 ‘Ohm’s Law’ &
‘Plotting Ohm’s Law’ in Pearson
Activity Book. Or Ohm’s Law
worksheet 1 & 2.
Students then compare conduction and insulation (p.
194) & identify what materials are
conductors/insulators.
Conductors and insulators
comprehension sheet.
Experiment: use examples of
conductors and insulators in a circuit
with a lamp to illustrate. You will
need: electrical wires, lamps,
alligator clips, pieces of copper,
aluminium, iron, glass, wood, plastic,
water, salt water.
Activity 6.5’Predicting
current and voltage’ in
Pearson Activity
Book.
Or.
Unit Review qs pg 195
in Pearson Text. Qs. 1
– 15b.
Practical
Circuits

Series vs. parallel
circuits (household
wiring)
Series Circuits
Read p. 199 in Pearson text, students summarise a
series circuits by identifying specific characteristics
that allow them to identify the circuit.
Parallel Circuits
Read p. 200 in Pearson text, students summarise a
series circuits by identifying specific characteristics
that allow them to identify the circuit.
Experiment: P. 206 Pearson Test
‘Series and parallel circuits’
Series and Parallel circuits’ work
booklet.
Students explain why it is practical to wire their houses
in a parallel circuit rather than series.

4
11th May –
15th May
Waves/elec
tromagnetic
spectrum

Electrical safety
Waves & wave
properties
Extension Activity: Students set up a series & parallel
circuit and use an ammeter/voltmeter to measure
current/voltage in different places in the circuit.
Record.
Activity 6.6 ‘Keeping safe’ in
Pearson Activity Book.
Students create a summary table about fuses; Circuit
breakers ad Safety switches using p. 202-203 in the
text.
Electricity Revision booklets
(multiple booklets to use).
Read Pearson Science Chapter 5.1 Wave motion and
properties. Discuss how energy is transferred by
waves.
Pearson Science Text Chapter 5.1
Get students to compare longitudinal and transverse
waves by drawing and labelling each part of the wave
(p. 148).
Students read ‘wave properties’ p. 149, draw, label and
define the properties of all waves. Including;
Demonstration/Experiment: Slinky or
skipping rope per pair. Students stand
at either end of the rope and move
their hands up and down to create a
wave. Students do this twice, fast and
then slow and then comment on the
difference between the two types of
waves created. Which is high/low
Topic test 1:
Electricity test.
Students may need to
finish the
electromagnetic
spectrum booklet at
home.
Study for the in-class
quiz.
wavelength, amplitude, troughs & crests & the
rest/middle position.


5/6
18th May –
29th May
Light mirrors
Practical Activity p. 122 ‘Making
waves’
Wave equation
Electromagnetic
spectrum/radiation

Properties of light

Diffuse & regular
reflection
Law of reflection &
total internal
reflection

frequency and why?
Students need to know how to use the wave equation,
additionally; students need to know the formula.
Anatomy of a wave worksheet
Students define electromagnetic radiation and
spectrum using p. 150. Students use the information
from the rest of the chapter to help them complete the
electromagnetic spectrum worksheet booklet.
Activity 5.1 ‘The wave equation’ in
Pearson activity book.
Students complete an in-class quiz (under test
conditions). It should take about 15 mins. They will be
marked, however results will not go toward their
overall mark. Collect and mark (or mark as a class).
Give time for students to use the textbook to make
corrections. (This can be set as a homework
completion task).
Either present the PowerPoint or refer to chap. 4.3.
Students are to identify the properties of light.
Practical activity p. 160 ‘Infrared
radiation’.
Reflection
Begin by discussing reflection and what students know
about how images are reflected.
Students differentiate between diffuse and regular
reflection by defining each and drawing and comparing
figures 4.3.5 & figure 4.3.6 o p. 124/125.
Introduce the Law of Reflection
Students define total internal reflection.
Practical activity p.132 ‘Law of
reflection’
Electromagnetic spectrum booklet.
Waves in-class quiz.
Pearson Science Chapter 4.3 p. 123
Light PowerPoint
Year 9 Physics work booklet ‘light
mirrors and the eye’
Law of reflection worksheet.
Activity 4.7 ‘Reflection & total
internal reflection’ Pearson Activity
Book.
Unit review qs p. 130
Q1-12
7
3rd Jun –
5th Jun
8/9
8th Jun –
19th June

Plane & curved
mirrors
(concave/convex)
Mirrors
a) Plane mirrors: Using a plane glass/mirror & 2
candles students visualise what a virtual image
looks like. Students draw the image produced
and identify (using p. 126) the characteristics
of a virtual image.
b) Curved mirrors: Use curved (convex/concave)
mirrors with the light boxes to illustrate
diverging and converging rays. Students draw
these.
Activity 4.5 ‘Reflection from Plane
mirrors’ Pearson activity book.

Refraction/refractiv
e index
Refraction
Students need to define refraction and explain why
refraction occurs.
Activity 4.6 ‘Refraction experiment’
Pearson Activity Book. This is
practice for the assessment task.
Graphing activity.
Graphing skills powerpoint
Exam
revision
Exam revision
Light Lenses
Yr 9 Science Exam.

Convex/Concave
lenses

Lens diagram
Students use concave/convex lenses to produce
different images. Students use light boxes and the
lenses in conjunction with the practical activity sheet
‘ Properties of images produced by lenses’
Students then refer to p. 135 and draw figure 4.4.2 for
a flat and strong curved convex lens. Students use p.
Practical
Investigation:
Determine the
refractive index of a
Perspex block.
Semester 1 Exam
Chapter 4.4 p. 134 Pearson Science
Textbook.
Practical activity ‘Properties of
images produced by lenses’
worksheet
Unit review qs. P. 140
qs 1 – 8, & 12-15


10/11
22nd Jun –
3rd Jul
Visible
spectrum/
Sound




Compare
lenses/mirrors
136 to draw figure 4.4.11 that compares rays of convex
and concave lenses.
Lenses Worksheet
Based on learned content, students compare the images
produced by lenses and mirrors (Venn diagram/table)
Practical Activity p. 142 ‘Comparing
curved mirrors and lenses’ Pearson
Science Textbook
http://www.youtube.com/watch?v=nrrXFIWd1AY
(The eye and eye defects)
Using p. 137 in the text, students draw the eye and
label the following; Cornea, Iris, pupil, Lens, retina,
fovea, optic nerve. Students must also in their own
words provide a short description of the function of
each.
Eye dissection (demonstration)
The eye/vision
problems
Colour
Seeing in colour
Colour filters
Soundwaves
Use figures 4.4.15 & 4.4.16 on p. 138 to explain to
students how each type of lens can fix Myopia and
Hyperopia. Students draw these images and MUST
explain why each type of lens causes a person to be
able to see correctly. Use ray diagram to model the
pathway of light.
Using p. 162-163 in the textbook students complete the
Visible Spectrum – Colour worksheet.
Visible Spectrum – Colour
worksheet.
Using the ray boxes, students combine different
colours to investigate and explore the behaviour of
coloured filters.
Practical Activity p.168 in text
‘Combining colour’.
Watch on Click view ‘Principles of Physics 2 – Sound,
Magnetism, Electricity & radioactivity’. A good intro
into sound. Only watch the Sound chapter.
Pearson Science Chapter 4.2 p. 111
Click view resource worksheet
(available on click view under
Topic Test 2: Light
and sound.
‘resources’)
Sound PowerPoint
Sound worksheets 1, 2, 4
Sound worksheet 3 (students can do
the tuning fork experiment).
Sound Cloze worksheet
Sound waves crossword

Compression/rarefa
ctions
Revise waves and discuss how sound waves are
produced and compressions and rarefactions.

Frequency/pitch
Use an CRO (Oscilloscope) and introduce frequency
and pitch. Have students (a group at a time) having a
go on the CRO to see if they can create different
frequencies/pitches. Have the rest of the class working
on Activity 4.4 whilst students are on the CRO.
Activity 4.4 ‘Human hearing range’
Pearson Activity Book.

Speed of sound
Refer to p. 112 of the text. Explain how sound must
travel through a medium and that depending on the
property of the medium can affect the speed of sound.
Wave calculations worksheet.

The ear
Using p. 117 in the text complete Activity 4.3 ‘The
ear’.
Activity 4.3 ‘The ear’ Pearson
Activity Book.
Assessment Outline
ASSESSMENT TYPE
Topic Test 1
Practical Investigation
TITLE
Electricity topic test.
Determine the refractive index of a Perspex block
WEIGHTING
6%
6%
Semester 1 Exam
Chemistry and Physics
10%
Topic Test 2
Light & sound test
8%