10F2 Science
Weekly outline
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Kia Ora Young Scientists,
Welcome to Year 10 Science. My name is Mrs. Lindsay and I will be taking you through your Science journey this year. We will be exploring various areas of Science, including Biology, Chemistry, Physics, and Earth Science. Whilst content knowledge is important in Science, its the Science Skills that permeates through all areas of Science, which will be assess in your Common Assessment Tasks (CATs) delivered under exam conditions this year. In addition to the CATs, you will have an opportunity to start your NCEA Level 1 this year.
Should you need to contact me, face to face is always easiest while in class. Alternatively you can send me an email at alindsay@mhjc.school.nz, but do note that my reply may be brief.
I look forward to co-creating our Science journey together with you all.
Mrs Lindsay
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING how we can change the state of matter
- We are EXPLORING particle theory and how this is represented on the periodic table
- We are EXPLORING the physical and chemical properties of metals vs. non metals
- We are EXPLORING how new compounds can b formed through chemical change
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Kia Ora Scientist,
Our context this term is Kia Mana Ake- Chasing Greatness. We will be developing fundamental understanding of the Material World and emphasising lab skills and science literacy so that you feel confident moving into senior school next year!
Our first task is to hone in on our Science Skills, and this includes
Lab safety and skills
Using a Bunsen burner safely
Understanding, Investigating and Communicating in Science (Science literacy)We will be focusing on increasing our chemistry knowledge by doing plenty of practicals so that we are confident practitioners in a laboratory setting.
Success Criteria:
- Conduct myself in a lab safely
- Identify and use lab a variety of lab equipment correctly
- Use a Bunsen burner effectively and safely
- Show accuracy when measuring substance
- Understand the 3 states of matter
- Understand the basic structure of an atom
- Communicate the structure of an atom
- Interpret aspects on the periodic table
- Differentiate the different charges of sub atomic particle
- Calculate sub atomic particles using numbers on the periodic table
- Define "element"
- Recall the basic elements on the periodic table and its symbols (up to 20, and other commonly used symbols)
- Understand how the periodic table is structured
Activities:- Charades
- Lab equipment- identify and draw
- LAB- Practise lighting and extinguishing a bunsen burner
- Measuring and reading scales accurately
- SCIPAD
- Boardgames- subatomic
- Element bingo
Further Learning:
All resource will be posted on MHO, Google Classrooms. We will also be utilising Education Perfect and Brainpop to supplement understanding. -
Kia Ora Year 10s
Success Criteria:
- Interpret aspects on the periodic table
- Differentiate the different charges of sub atomic particle
- Calculate sub atomic particles using numbers on the periodic table
- Define "element"
- Recall the basic elements on the periodic table and its symbols (up to 20, and other commonly used symbols)
- Understand how the periodic table is structured
- Understand how the periodic table is classified
- Identify the different types of elements in a periodic table
Activities:
- Memorise the 1st 20 elements- Mnemonic
- Periodic table vs people in our communities
- Brainpop -Periodic table of elements (quiz, challenge, worksheet, game-Sortify)
- "Introduction to Chemistry" video
- Brainpop- "Compounds and Mixtures" (video and quiz)
- EP- "Pure and Impure Substances"
- SCIPAD 18-19 "Mixtures and compounds"
Further Learning:
All resource will be posted on MHO, Google Classrooms.
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Kia ora...
Success Criteria:
1. I can differentiate between:
Element vs compound
Atom vs molecule
Pure vs impure2. I can reason why chemical reactions are required to create a compound
3. Metallurgy- I can describe different properties of metals
4. I can compare physical and chemical properties of metals vs non metals
5. I can define an alloy and give examples of alloys
6. I can write chemical word equationsActivities:
- Card games- Valence / Subatomic
- Whoosh bottle- to explain particle motion theory
- investigate different physical properties of metals
- sodium and water demonstration
- writing chemical word equations
- test heat conductivity of 4 different metals
Further Learning:
See Google Classrooms, BBC bitesize, EP and Brainpop -
Kia ora...
Success Criteria:
- I can describe a chemical reaction via a chemical equation
- I can explain what happens when metals react with acid
- I can explain what happens when metals react with oxygen
- I can explain what happens when metal carbonates react with acids
- I can describe ions and explain their charges
- I can write a chemical formulae and demonstrate the chemical reactions visually
Activities:
- SCIPAD- writing chemical equations
- MASH LAB
- MOMO LAB
- CASHC LAB
- Ion presentation
- Drawing cations and anions, calculation charges
- Counting the number to atoms in a molecule
- Molymods
Further Learning:
See Google Classrooms -
Kia ora...
You will be sitting your assessment in Week 11
Success Criteria: Acids and Bases, neutralisation
1. I can explain the pH scale in terms of acid and bases
2. I can explain what happens when an acid react with a base
3. I can explain the molecular difference between an acid and a base
4. I can explain the difference between a ionic and covalent bondActivities:
- Making a rainbow in a test tube using acids and bases
- Making salt with acids and bases
- Drawing the molecular make up of acids and bases
- Ionic vs covalent bond presentation and quiz
Further Learning:
See Google Classroom, BBC bitesize, EP and Brainpop -
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Nau mai, hoki mai!
Welcome back to Term 2. Our context is Chemistry of Attraction.
Genetics is what makes us unique, the reason why no two animals on earth are exactly the same. Through natural selections, the strongest and fittest are able to pass on their DNA and traits to their offspring.Success Criteria:
I can describe organelles in an animal and plant cell, and explain their functions
I have a basic idea of what "genetics" isActivities:
- Cell organelle karaoke competition
- Animal and plant cell comparison through a microscope
- Create a genetics infographic that details the history and timeline of genetics
Further Learning:
See Google classrooms, EP, and Brainpop -
Kia ora Scientists
We are delving further into the world of Genetics. By the end of these 2 weeks you will be able to make genotype and phenotype predictions (in terms of ratios) via a monohybrid cross.
Success Criteria:
I can identify genetic variations vs environmental variation
I can identify continuous vs discontinuous variation
Describe why genetic variation is essential, and give examples of what can happen when there is limited genetic variation
Explain the difference between DNA, genes, chromosomes, and traits
Explain how chromosomes determine sex
Expand my genetic vocabularyMake genetic predictions and describe the ratios accurately using Punnett Squares
Activities:
- Investigate the genetic variation amongst my classmates
- DNA fingerprinting- figure out the mysteries
- Ameoba sister- Introduction to heredity video and worksheet
- Brainpop "DNA" and "Genetics"
- Ameoba sisters- “Monohybrid and the Punnett Square Guinea Pigs”
- Brainpop- "Heredity"
Further Learning:
See Google Classrooms, EP, Brainpop, and SCIPAD for resources - Investigate the genetic variation amongst my classmates
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Kia ora Year 10s
Our next couple of weeks will be all about genetics and heredity
Success Criteria:
I can differentiate between genotype and phenotype
I will be able to predict genotype and phenotype ratios by completing a monohybrid cross using Punnett Squares
I can explain how genetic variation occurs through heredityActivities:
- Monohybrid cross- Scipad 142-145
- Bikini bottom genetics
- Beaker babies
- DNA extraction from kiwifruit
- DNA- draw and label
- Heredity quiz and challenge
Further Learning:
All resources are on Google Classroom, EP, and Brainpop -
Kia ora Year 10s
Success Criteria:
I can describe the process of natural selection, identify the key components, and give an example.
VARIATION + ENVIRONMENTAL STRESSOR --> NATURAL SELECTIONI can describe the process of artificial selection, identify the key components, and give an example.
Activities:
- Brainpop- Natural selection
- PHET simulation- natural selection + worksheet
- Belgium Blue Cows- Video and questions
- Selective Breeding- reading, comprehension questions and summarise
- "100 Years of Breed Improvement" reading and comprehension questions
- Labensborn "The fountain of life" Project- Video / article / discussion
- Summarising artificial selection ppt
Further Learning:
All resources are posted on Google Classroom, EP, and Brainpop -
Kia ora Year 10s
Success Criteria:
I can explain the importance of cell mitosis.
I can describe all 6 phases of cell mitosis
I can explain how genetic mutations occur, and identify some of the main causes
I can give examples of beneficial and detrimental genetic mutation occurring in humans, as well as our food
Genetics revisionActivities:
- Ameoba sisters mitosis video and worksheet
- Create a drawing board outlining the 6 phases of cell mitosis
- Genetic mutation ppt
- SCIPAD revision 150. 151. 154-155
- Genetic mutation case studies-
werewolf syndrome
the deadly nature of bitter almonds
and the Human Papilloma Virus aka HPV, and why we vaccinate young people against it
Further Learning: All resources are posted on Google Classrooms, EP, and Brainpop
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Nau mai, hoki mai!
Welcome back to Term 3. Our context is Fast and Furious.
This term we will be EXPLORING the physical world around us, and explaining everyday physical phenomena through developing our understanding of forces and motion, as well as simple machines. This term, you will be designing and conducting a physical investigation as part of your NCEA Science assessment experience.
Success Criteria:Define the difference between weight, mass and gravity
Able to measure forces using a force metre
Identify different types of forces and categorise them in contact vs. non contact forces
Identify balances and unbalances forces
Calculate the net resultant force on an objectActivities
- Watch videos and compare weight, mass, and gravity
- Weight vs mass lab
- Newton metre lab
- Types of forces - Identifying and drawing free body diagrams
- https://www.ck12.org/physics/free-body-diagrams/enrichment/Types-of-Forces-and-Free-body-Diagrams-Overview/?referrer=concept_details
- Brainpop- forces
- Scipad 102
Further Learning:
See Google Classrooms, EP, and Brainpop for further resources -
Kia ora Year 10s
Success Criteria:
Describe the effects of friction and drag
Identify friction and drag in everyday life and explain how its can be both a beneficial or a hinderance
Describe ways we can decrease friction
Investigate how drag affects a falling object
Explain the 4 sources of error and describe how you would mitigate it
Use keywords to analyse and describe a linear graph
Write a structured conclusion for a scientific investigationActivities:
- Paper helicopter lab
- Paper helicopter lab- graph analysis and conclusion write up NCEA style
- SCIPAD 105-109
- PHET simulation lab- Net forces
- PHET simulation lab - motion
- PHET simulation- friction
- EP- sources of error
Further Learning:
See Google Classrooms, EP, and Brainpop for all resources -
Kia ora Year 10s,
We are in Level 4 lockdown for Weeks 5 and 6. Continue your learning at home so you don't fall behind. Sometimes it's easier to buddy up with a friend so you can help and motivate each other to complete the learning!
Success Criteria:
Conduct and write up an investigation (via simulation) on the effects of tyre type/road surface on braking distance
Attempt to write a structured NCEA discussion section using noted sentence structures.
I can describe Newton's 3 Laws of Motion, giving examples of each
I can describe the relationship between distance, displacement, speed, velocity, and time, and acceleration
I can interpret distance, speed, velocity, and time interactions graphs
I can calculate distance, displacement, speed, velocity, time and acceleration
Activities:STILE- Friction and braking distance simulation - investigation and write up
EP - Discussion (Evaluation) task
EP - Discussion ( Physics ideas) task- NCEA conclusion and discussion- planning and writing template task
- EP - Newton’s 3 Laws of Motion EP, video, take notes and give 3 examples for each Law
- EP task on distance, speed, velocity, and time relationships and graph interpretations
- Motion graph interpretation assignment posed on Google Classroom - submit when complete
EP- optional revision to develop writing skills for NCEA
PHET simulations on Acceleration.
Forces and Motion powerpoint- make notes
Physics motion concepts comprehension assignment on Google Classroom - submit when complete
Further Learning:
See Google Classrooms, EP, Brainpop for all learning resources and instruction -
Kia ora Year 10s,
We are again in Level 4 lockdown for Weeks 7-8. Hopefully we'll be back to school soon!
Thank you to all who attended our Science Google Meets, contributed and asked questions, and staying on top of your learning.Success Criteria:
I can write up a PHYSICS INVESTIGATION using NCEA language and structures
I can recognise the variables of acceleration and use them to calculate acceleration
I can describe different forms of energy, recall the Law of Energy Conservation, and explain energy transformation at various phases.
Activities:
1. Complete all tasks assigned for Weeks 5-6 on Google Classroom
2. Complete the MOCK NCEA PHYSICS INVESTIGATION WRITE UP on catapults on GC to the best of your ability. Submit when complete.3. Complete EP tasks on Acceleration
4. Complete 2 short acceleration calculation worksheets
5. Brainpop- Forms of Energy
6. Watch video and write up your notes on Forms of energy, Law of Energy Conservation and energy transformations
Further Learning:
See Google Classrooms, EP, and Brainpop for all learning resources -
Kia ora Year 10s,
By now, you should be fairly confident with motion, and concepts such as distance, time, displacement, unit conversions, speed, velocity, and acceleration. I'm only giving you 3 tasks this week as I know many of you may be experiencing lockdown fatigue :-)
Success Criteria:
Revise what you have learnt so far about motion via SCIPAD lessons
Calculate various variables of motion, including distance, time, displacement, unit conversions, speed, velocity, and acceleration.
I have begun to explore the interrelated nature of energy, work, and powerActivities:
- Task 1 : SCIPAD instructions
1. Go to scipadonline.co.nz and log in (you should have created an account last week- if not, do it now! See announcement on GC to instructions)
2. Choose BOOK 2 --> LESSONS --> Forces and Motion --> work through ALL the lessons (including revision activity)
3. You can also have a play around with CONTENT- there's heaps of cool games in there!
Task 2 : Speed, velocity, and acceleration problems
Task 3: EP- Energy, work, and powerFurther Learning:
Go to Google Classroom for all links, resources, and further instruction. -
Kia ora Year 10s,
Here are the formula that you will need to use for this weeks learning
Power (Watts) = Work (Joules) / time (seconds)
Force (Newtons) = Work (Joules) / distance (metres)
Potential Energy (Joules) = mass (kg) x gravity (m/s^2) x height (metres)Success Criteria:
I can explain the difference between work and power
I can calculate problems involving work and powerActivities:
Work through these activities on work and power
- Do in order
1. Brainpop - Work, Power, Incline Plane
2. BBC Bitesize - Work and power
3. BBC Bitesize- Work and power test questions
4. Work and power worksheet
Further Learning:
Go to Google Classroom for links and resources - Do in order
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Welcome back Year 10s!
Hope you have had a relaxing break. We will be continuing for deepening your understanding of forces and physical phenomenaWALT- Explore Hooke's Law
Success Criteria:
I can explain Hooke's Law
I can find the spring constant by applying Hooke's Law to a Spring Lab SimulationActivities:
1. Copy the following notes in your book
Hooke's Law is a law of mechanics and physics discovered by Robert Hooke. This theory of elasticity says the extension of a spring is proportional to the load applied to it. Many materials obey this law as long as the load does not exceed the material's elastic limit.
Hooke's law is important because it helps us understand how a stretchy object will behave when it is stretched or compacted. The main component of car shocks are springs, and understanding how the spring will behave (using Hooke's Law) is ideal for enhancing the technology.
Mathematically, Hooke's law states that the applied force F (N or kg·m/s2) equals a constant k (N/m or kg/s2) times the displacement or change in length x (meters), or F = kx. Sometimes Hooke's law is formulated as F = −kx.
2. Watch the 2 videos below to gain an understanding of Hooke's Law BEFORE you do the lab simulation
3. Do the PHET Lab guided simulation task - see GCFurther Learning:
All video links, worksheets, and guided simulations instructions are on Google Classroom -
Kia ora Year 10s,
You have your second Science assessment next week on Tuesday, from 10am to 1pm. Please read through the assessment task on MHO. This task you prepare you for your assessment.
WALT- Explore the mathematical relationship of Hooke's Law
Success Criteria:
I have found the mathematical relationship between spring length extension and mass using the given data.
I can identify scientific variables
I can communicate a scientific investigation using scientific conventionsActivities:
- Read and work through the Year 10 Spring Investigation task on GC
Further Learning:
All learning resources, further instructions and links are on Google Classroom -
Kia ora Year 10s
Success Criteria:
Demonstrate your understanding of Forces, Motion, and Energy
You have your Science Assessment 2 on Tuesday, 10am - 1pm via EP
Activities:
1. Do Science Assessment 2 on EP
2. If you score less than 70% in your assessment, you will be given revision tasks to complete on EP - please complete these before Week 4.
Further Learning:
See EP for assessment and remedial revision tasks -
Kia ora Year 10s
We will be preparing for our upcoming CATs, scheduled on Wednesday Week 6.
This was the Science Assessment 2 that was planned which is a reflections of the NCEA physic investigation.
This is excellent preparation for the Year 10 Science CAT - the questions and tasks will be VERY SIMILAR!
Especially the graphing section.
All instruction are on the EP task itself- this is a learning task, NOT an assessment, so you can use whatever resources you need, and there is no time limit. You have until Monday 10am next week to complete this, and then we will go through model answers.Success Criteria:
I have practised communicating a physics investigation using scientific conventions.
Activities:
- Complete EP mock assessment
Further Learning:
Go to Google Classroom for links and resources - Complete EP mock assessment
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Kia ora Year 10s,
Success Criteria:
• FOCUS on practising Science skills for your CAT
Activities:
- 1. Complete CAT EP revision tasks
DNA
Viscosity
Data interpretation (including graphs and tables, graphing rates of reaction)
2. Edit/correct your Spring Investigation report from Week 4 (via EP)Further Learning:
Go to Google Classroom for links and resources -
Kia ora Year 10s,
This week we will be focusing on revising for our Year 10 Science CAT on Wednesday from 11:30-1:30pm.
The Google Meet on Monday at 12:30 and I will be going through the answers to Spring Investigations.
Many of the questions in the CAT are almost exactly the same.
There is another Google Meet on Wednesday at 10:30 right before the Science CAT to answer any questions.Success Criteria:
FOCUS on practising exam style questions
Activities:
- Writing an AIM for an experiment
- Year 10 Introducing variables
- Creating a line graph
Further Learning:
Go to Google Classroom for links and resources -
Kia ora seniors,
COVID may be new but we have been here and done it all before.
This week, we will be exploring historical pandemics and how the world overcame it.Success Criteria:
I have gained a different perspective of pandemics through exploring historic global pandemics i.e. Polio
Activities:
- 1. Watch the documentary (via ETV link below) to help you complete the worksheet 'Polio: The Shot Felt ' Round The World''
Further Learning:
See Google Classroom for resources and links
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Kia ora Seniors,
Last week, we explored the historical pandemic polio and how the world overcame it.
This week, we will be focusing on global polio eradication efforts and the effects of politics and religion.Success Criteria:
- Explore global polio eradication efforts and identify challenges that arises
- Recognise the catastrophic consequences of NOT eradicating polio in the developing world
- Observe the national and global consequences of mixing public health initiatives with politics/religion.
Activities:
Complete the task sheet on Polio and Politics posted on Google Classroom
Further Learning:
Explore the global efforts to eradicate Polio
https://polioeradication.org/ -
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