FRANCIS GREENWAY HIGH SCHOOL WORKBOOK YEAR 7 · 2020. 12. 5. · • Dutch fabric merchant and...

NAME:

FRANCIS GREENWAY HIGH SCHOOL

WORKBOOK

YEAR 7

2020

Completion Checklist

Complete the activities for each subject. Sign and date when you have completed all the activities for each subject.

Subject Completed

(sign/ date)

English

Mathematics

Science

Japanese

HSIE

Francis Greenway High School Year 7

FGHS

SCIENCEYEAR 7 CELLS

WORKBOOK

NAME: ______________________________


Match the parts of a microscope to the description.

Number the following steps to show the correct order when making a scientific drawing of a cell:

_____ Look at the cell

_____ Draw the outline of the shape of the cell

_____ Focus on your cell using a microscope

_____ Label the structures in your cell

_____ Fill in the structures you can see in your cell

_____ Put a title and magnification on your drawing

The lens you look through (magnifies the specimen)

Supports the microscope

Holds the objective lenses

Magnifies the specimen up to 100x

Supports the upper parts of the microscope and is used to carry the microscope

Used to focus when using the high power objective

Where the specimen is placed

Controls the amount of light reaching the objective lens

Used to focus on a specimen when using the low power objective

Directs light into the tube

Holds the specimen in place on the stage

Magnifies the specimen up to 400x

High Power Objective Lens

Arm

Base

Stage Clips

Coarse Focus Knob

Diaphragm

Fine Focus Knob

Mirror

Low Power Objective Lens

Stage

Eyepiece

Nosepiece


Hans and Zacharias Janssen (1590)

• Dutch lens grinders, father and son• Produced first compound microscope (2 lenses)

Robert Hooke (1665)

• English scientist• Looked at a thin slice of cork (oak cork) through a compound microscope• observed tiny, hollow, roomlike structures• Called these structures 'cells' because they reminded him of the rooms

that monks lived in• Only saw the outer walls (cell walls) because cork cells are not alive

Anton van Leeuwenhoek (1680)

• Dutch fabric merchant and amateur scientist• Looked at blood, rainwater, scrapings from teeth through a simple

microscope (1 lens)• Observed living cells; called some 'animalcules'• Some of the small 'animalcules' are now called bacteria

Matthias Schleiden (1838)

• German botanist• Viewed plant parts under a microscope• Discovered that plant parts are made of cells

Theodor Schwann (1839)

• German zoologist• Viewed animal parts under a microscope• Discovered that animal parts are made of cells

Rudolph Virchow (1855)

• German physician• Stated that all living cells come only from other living cells

I Saw It First!

The Development of Cell Theory

Hooke’s

Cork Cells

BaCteria

Plant Cells

an early MiCrosCoPe


http://www-groups.dcs.st-and.ac.uk/%7Ehistory/PictDisplay/Hooke.html

Cell Theory: Historical Time Line Activity You are to construct a timeline in the space below showing the chronology (order) of the historical events leading to the development of the cell theory • Use the information provided on the handout• Label the timeline with dates of the scientists’ discoveries (earliest date on the left of the timeline, most recent date on the right)• Label each date with the scientists name and briefly list their achievements

Tip! Make sure that your spacing shows a reasonable approximation of the amount of time between each datee.g. between 1590 and 1665 there is 75 years difference so there would be a bigger gap between them than between 1839 and 1855

Questions: • What theory did these scientists provide evidence for?• What instrument was necessary before this theory could be developed?• Which three scientists contributed evidence directly for this theory?


Plant Cells and Animal Cells

Use the descriptions below to label and color the plant and animal cell.

Animal Cell

• cell membrane - the thin layer that surroundsthe cell. The cell membrane allows somesubstances to pass into the cell and blockingothers. Color the cell membrane (A) RED

• nucleus - The nucleus controls many of thefunctions of the cell and contains DNA. Color thenucleus (B) BLACK

• vacuole - The vacuole fills with food beingdigested and waste material that is on its way outof the cell. Color the vacuoles (C) YELLOW

• mitochondrion - rod-shaped organelles withinner membrane folded many times. Themitochondrion converts the energy stored inglucose. Color the mitochondria (D) ORANGE

• cytoplasm - the jellylike material outside the cellnucleus in which the organelles are located.Color the cytoplasm (B) LIGHT BLUE

• Golgi body - a flattened, layered, sac-likeorganelle that looks like a stack of pancakes andis located near the nucleus. The Golgi bodypackages proteins for "export" from the cell.Color the Golgi Body (D) PINK

A

B

C

D

E

F


Plant Cell The organelles that are present in animal cells are also present in plant cells. Plant cells contain two extra organelles than animal cells, the cell wall and chloroplast. The vacuole in plant cells is much larger than in animal cells.

• cell wall - a thick, rigid membrane that surroundsa plant cell. This layer gives the cell most of itssupport and structure. Color the cell wall (G)DARK BLUE

• chloroplast - a disc-shaped organelle containingchlorophyll. Photosynthesis (in which energy fromsunlight is converted into chemical energy - food)takes place in the chloroplasts. Color thechloroplast (H) GREEN

• vacuole - a large space within a plant cell that isfilled with fluid. Color the vacuole (C) YELLOW

Complete the following table with ticks or crosses to compare plant and animal cells:

CHARACTERISTIC ANIMAL CELLS PLANT CELLS Example Nucleus

Cell Membrane Cell Wall

Chloroplasts Vacuole

Cytoplasm Circle shape Requires CO2 Waste is CO2

A

B

C

D

E

F

G

H


There are many types of cells in your body TRy To guESS wHICH CELLS:

• Move oxygen around the body: ___________________

• Fight disease in the body: ___________________

• Help you to think and learn: ____________________

• Enable you to run, walk and jump: _________________

• Allow you to respond to pain, touch and heat: ___________

moreup ofmade arethatthings living

cell onethan

U L

L E

C I

T L

U M

R A

L

UNICELLULAR: living things that have only one cell

Need to remain small so that their body can take in

foods and get rid of wastes easily

If they grow too large they can poison themselves and die from their own wastes


Specialised cells Specialised cells are cells that have a specific role or job, similar to how different tools have specific uses.

For each tool say what it is used for and what its special feature is for it to do that job

What is it used for? How is it specialised to do it? Chisel

Saw

Hammer

Pliers

Staple Gun

Screwdriver


© Pearson Education Limited 2002

7

A

c

7Ac/3 Special cells

A B

DC

literacy, knowledgeS

1 Here are some drawings of cells which areadapted to do special jobs. Write the name ofeach cell in your book. Use some of the words in the box.

? ciliated epithelial

cytoplasm

muscle nerve

nucleus palisade

root hair xylem

2 Of the drawings above, which ones are plant and which ones are animal cells?

3 a What is meant by the word adapted?

b Explain how the shape of the root hair cell is adapted to help it do its job.

4 Here is a picture of a nerve cell (neurone).

a Make a drawing of two nerve cells attached to each other.

b When nerve cells are joined in groups like this, what do they form?

c On your drawing label the nucleus, cell membrane and cytoplasm.

d What do nerves do?

e How does their shape help them do this?


98

>>>

The chromosomes in your cells right now are a copy of those that were present in the single fertilised egg cell from which you grew. How does this copying process take place?

Cell reproductionMitosisWhen cells such as those in your skin reproduce, they duplicate their chromosomes. When each cell divides, the resulting daughter cells each receive a copy of

the parent cell chromosomes. This type of cell division is called mitosis. Mitosis is an organised series of steps that ensures that each daughter cell is an exact copy of the parent cell. The major steps in mitosis are shown in Figure 4.1.5.

Prac 1p. 104

Inheritance Inheritance

Mitosis—cell division to produce new cells identical to the parent cell

Membranes form to produce two daughter cells.

a skin cell

two skin cells

Two pairs of chromosomes are visible.

Chromosomes are doubled but attached at a point calledthe centromere.

Chromosomes line up along the ‘equator’ of the cell.

Chromosomes separate and move to the ends of the cell.

Fig 4.1.5

Fig 4.1.6 Mitosis—chromosomes separate at opposite ends of the cell.

Human chromosomes treated with stain, then arranged and numbered Fig 4.1.4


99

UN

ITU

NIT

MeiosisA different type of cell division, called meiosis, occurs in the cells in the ovaries and testes, which produce eggs and sperm. Each gamete contains only one of each type of chromosome. When a sperm meets an egg, the resulting cell will have the correct number of chromosomes. During meiosis the chromosomes are duplicated, as for mitosis. This is followed by two divisions.• In the first division, the

individual chromosomes of eachhomologous pair separate to formtwo cells, each containing only one copy of eachkind of chromosome.

• In the second division, the duplicatedchromosomes separate to produce a totalof four daughter cells.The major steps in meiosis are shown in

Figure 4.1.7.Meiosis, and the subsequent joining of

gametes, allows for the passing of chromosomes from two parents to an offspring. In this way you have acquired chromosomes, and therefore genes, from both your parents. But you do not simply have half

your father’s characteristics and half your mother’s characteristics. A closer look at genes and how they interact is needed to give you an understanding of how this happens.

Four types of daughter cellsare possible due to the random way in which pairs separate during meiosis.

Homologous pair of chromosomes—one inherited from each parent

Cell divides by meiosis.

Fig 4.1.8During meiosis, homologous chromosomes separate randomly to produce different types of gametes.

Worksheet 4.1 Cell division

Prac 2p. 104

Will there ever be another me?

Homologous chromosomes randomly

separate during the first division of

meiosis. Hence a cell with only two pairs

of chromosomes will produce four different

possible gamete types (shown in Figure

4.1.8). For three pairs of chromosomes,

eight gamete types are possible. This in

turn means that there are 64 possible

combinations when two gametes join.

Humans have 23 pairs of chromosomes.

The number of possible combinations of

chromosomes in offspring of the same two

parents is 70 million million! It is therefore

extremely unlikely that there will ever be

another you!

Meiosis—cell division to produce gametes with half the chromosome number of the parent cell

Membranes form to produce four daughter cells.

an ovary cell

four egg cells (ova)

Two pairs of chromosomes are visible.

Chromosomes are doubled but attached at a point called the centromere.

Homologous chromosomes line up along the ‘equator’ of the cell.

One of each pair of chromosomes moves to the ends of the cell.

Chromosomes line up along the ‘equator’ of each cell.

Chromosomes separate and move to the ends of each cell.

Fig 4.1.7

4.14.1


Growth Data

How do we grow? Why is this important?

Plot the following data on growth in cm against their age in years.

Age (years) Height (cm) 2 82 3 85 4 92 5 100 6 103 7 110 8 117 9 122 10 130 11 133 12 135 13 140 14 145 15 150 16 152 17 155 18 158

Plot this data on a line graph. Put time along the x (horizontal) axis and height up the y (vertical) axis.


© Pearson Education Limited 2002

7

A

b

7Ab/8 Cells and

microscopes

Name Class

1 Work out what the missing words are in the clues below. Fill in the words on the grid.

a The cell surface controls what goes in and out of a cell.

b When you see a specimen clearly down a microscope, it is in .

c The lens is closest to the stage.

d A specimen is placed on a glass .

e The has a hole in it to let light through.

f The is found in plant cells. It is used for storing things.

g The is found in both plant and animal cells. It is like jelly.

?

a

b

c

d

e

f

g

2 The letters in the shaded part of the grid spell out a word.

a What is the word?

b What is the job of this part of a cell?

3 Fill in the correct magnifications in the table below.

Magnification of Magnification of Total magnification

eyepiece lens objective lens

¥5 ¥10

¥5 ¥40

¥10 ¥150

literacy, numeracy, knowledgeS


Name: ________________

Date ______

Name: ________________

Date ______CELL WORD

SEARCH

E I M D I F F U S I O N S E Y U T E I C Y T O P L A S M H P K S L D T S I S O M S O P N R A A L L K O R G V W J A Y L O R L E L O U C A V C G U Z Z K Y P N E K O O H T R E B O R A O O A C H L O R O P H Y L L R T R G V U Q K T R N Y G L F Y I O R V E W A L T U D M P K O C L O S E M O S O B I R X J T P H O T O S Y N T H E S I S I O C R R E L B A E M R E P A C Y D H Y T I L I B U L O S S Z C C S U L O E L C U N B J F C N U C L E U S M E M B R A N E

CELLCHLOROPHYLLCHLOROPLASTCHROMATORGAPHYCYTOPLASMDIFFUSIONEUKARYOTICMEMBRANEMITOCHONDRIASOLUBILITY

NUCLEOLUSNUCLEUSORGANELLEOSMOSISPERMEABLEPHOTOSYNTHESISPROKARYOTICRIBOSOMEROBERTHOOKEVACUOLE


For you to try...


NAME:

FGHS

MATHEMATICS

WORKBOOK


Negative Integers


Fractions, Decimals and Percentages


NAME:

FGHS

ENGLISH

WORKBOOK


Words ending in 'ant'

1. Ignorant

2. Instant

3. Assistant

4. Brilliant

5. Vacant

6. Vibrant

7. Distant

8. Pleasant

9. Important

10. Defiant

11. Applicant

12. Fragrant

13. Resistant

14. Relevant

15. Transplant

Extension spellings

1. Reluctant

2. Tolerant

3. Arrogant

4. Vigilant

5. Significant

Words containing 'once'

1. Romance

2. Performance

3. Chance

4. Guidance

5. Glance

6. Finance

7. Accordance

8. Acceptance

9. Brilliance

10. Cancellation

11. Circumstance

12. Entrance

13. Enhancement

14. Reliance

15. Significance

1. Maintenance

2. Avoidance

3. Ancestor

4. Nuisance

5. Abundance

Extension spellings


Words containing 'ITE'

1. Invite

2. Spiteful

3. Incite

4. Polite

5. Excite

6. Infinite

7. Literature

8. Write

9. White

10. Recite

11. Items

12. Waiter

13. Unite

14. Suite

15. Elite

Extension spellings

1. Satellite

2. Unlimited

3. Definitely

4. Ignite

5. Appetite

1. Computer

2. Monitor

3. Input

4. Network

5. Sensor

6. Cable

7. Delete

8. Database

9. Connection

10. Virus

11. Keyboard

12. Modem

13. Program

14. Document

15. Software

Extension spellings

1. Multimedia

2. Electronic

3. Megabyte

4. Cartridge

5. Processor

Subject specific words (ICT)


NAME:

FGHS

JAPANESE

WORKBOOK


YEAR 7 JAPANESE : Keeping up with your Japanese at home During your time off, there are some simple, fun things you can do to practise your Japanese skills. Aim to do each activity at least once. Give yourself a tick each time you do an activity.

Activity Tally Total

Say “ohayou” (Morning) to a family member or a friend.

Say “konnichi wa” (Hello) to a family member or a friend.

Say “oyasumi” (Good night) to a family member or a friend.

Teach someone to count to 10 in Japanese.

Teach someone how to write the kanji characters from 1 to 10.

Go for a walk on a nice day with a friend/ family member and say to them, “ii otenki desu ne” (It’s nice weather today, isn’t it?)

Express gratitude to someone by saying, “arigatou” (Thank you)

Say you like something e.g. food you are eating, an activity you are doing “suki desu” (I like it.)


Before you go to sleep, say to yourself, “watashi wa sugoi” (I am awesome.)

Look for objects in and around your home that are made in Japan.

If you have access to Netflix, watch a Studio Ghibli anime movie. E.g. My Neighbour Totoro, Spirited Away, Arietty. Write down any words you recognise or that you learn.

Listen to some JPOP (Japanese popular music). Write down any bands/ singers you like.

Do some art. Draw a picture of something you like e.g. food, sports, hobbies. If you have access to the internet, find out how to say the word in Japanese.

Cook a cake or biscuits with a family member or friend and decorate with a Japanese theme. Eg pink cherry blossoms, a Japanese flag, pokemon face. Remember to take a photo.

2020 is the Year of the Rat in the Japanese zodiac. Make a model or create a poster featuring a rat.


Make a short video in which you use Japanese to communicate. It can include both English and Japanese or any other language you are interested in. For example, introduce your family/friends, say who they are, how old they are etc

Activities I thought of myself. Tally Total

If you have access to your Japanese Google Classroom at home, you will find presentations of work we have done in lessons this year. There is a new section called “Japanese Activities for Home”. Check it every few days, as I will be adding activities and websites for you to look at. ki o tsukete. (Take Care) Waller sensei


NAME:

FGHS

HSIE

WORKBOOK Francis Greenway High School

Year 7

Year 7 Geography

Term 1 Work Pack

Activity Resources Page

Australian Nation Parks Research Activity 2-3

World Heritage Sites & The Great Barrier Reef

Watch and Answer the following questions https://www.youtube.com/watch?v=BgHddierVus

4

World Heritage Sites & The Great Barrier Reef - No Internet Alternate

Reading, Comprehension and Questions 5 - 7

Murray Darling Basin Sentence fill a word 8

Mountain Ranges Poster 9

Newcastle Earthquake Case Study

Case Study (Reading and Answering) 10- 11

Earthquake Activities http://www.tlc.com/games-quizzes/earthquake-simulator.htm http://www.insidedisaster.com/experience/Main.html

12

Map of Australian Natural Hazards

http://www.gised.com.au/maps/hazards-in-australia-07.gif

13

Earthquakes video Resources: Watch the following/research on and write a short summary of their story. Cyclone Yasi - https://www.youtube.com/watch?v=lgrx2bIS140 Japanses Tsunami – https://www.youtube.com/watch?v=zxm050h0k2I

14- 16


https://www.youtube.com/watch?v=BgHddierVus

http://www.tlc.com/games-quizzes/earthquake-simulator.htm


http://www.insidedisaster.com/experience/Main.html



https://www.youtube.com/watch?v=lgrx2bIS140

https://www.youtube.com/watch?v=zxm050h0k2I

Australian National Parks – Research

State/Territory National Park Reasons for being a NP Location on Map

Queensland

New South Wales

Victoria

South Australia

Northern Territory

Western Australia


Tasmania


Video – The Great Barrier Reef – World’s Greatest Natural Wonders

1. Is the Great Barrier Reef (GBR) World Heritage listed? _________________________

2. Where is the GBR located? ________________________________________________

3. Can the GBR be seen from space? __________________________________________

4. What are the authorities trying to prevent at the GBR? _________________________

_______________________________________________________________________

5. What water was needed for the GBR to develop? _______________________________

6. What happened to the GBR when the sea levels rose and fell again? ________________

_______________________________________________________________________

7. Which state of Australia is the GBR approximately the size of? ___________________

8. What are the three types of coral reefs in the GBR?

a) ______________________________________________________

b) ______________________________________________________

c) ______________________________________________________

9. What types of coral exist? __________________________________________________

10. List three types of life forms that exist in the GBR apart from the coral:

________________________________________________________________________

11. What does a Dugong eat? __________________________________________________

12. How many types of reef turtles are there? _____________________________________

13. What are the bird breeding groups called? ____________________________________

14. How many tourists visit the GBR each year? ___________________________________

15. What is one of the major commercial industries in the GBR? _____________________

16. List three areas of concern for the GBR

____________________________________________________________________


THE GREAT BARRIER REEF: A Case Study The Great Barrier Reef was inscribed in 1981 for all four of the natural criteria specified in the World Heritage Convention – criteria (vii), (viii), (ix) and (x). The Great Barrier Reef World Heritage Area also meets the requirements for integrity, meaning that its natural attributes are considered to be whole and intact. That is, the property includes all elements necessary to express its outstanding universal value, is of adequate size to ensure the complete representation of the features and processes which convey the property’s significance and is protected from threats. The retrospective statement of outstanding universal value was adopted by the World Heritage Committee in July 2012. The world heritage values of the Great Barrier Reef World Heritage Area are protected under national environment law. Although the Great Barrier Reef is not world heritage listed for its cultural values, indigenous cultural values are protected under Australian legislation, including the Great Barrier Reef Marine Park Act 1975. The retrospective statement of outstanding universal value acknowledges Aboriginal and Torres Strait Islander interaction with the natural environment, illustrated by strong ongoing links with sea-country.

Protecting the Reef’s Outstanding Universal Value Managing the Reef is a complex task because of its sheer size, diversity and range of threats. It is, and always has been, a multi-use property and it is only with a coherent and functioning management system that we can protect such a large area. In addition to the protection of world heritage values under the Environment Protection and Biodiversity Conservation Act 1999, the Great Barrier Reef Marine Park is a matter of national environmental significance in itself. It is also protected by the Great Barrier Reef Marine Park Act 1975.

To ensure use of the Great Barrier Reef remains sustainable, activities in the World Heritage Area and Marine Park are tightly controlled under these laws and policies, as well as other relevant state and federal law. For example, commercial shipping is strictly regulated including through a ship reporting system, coastal vessel tracking service, compulsory pilotage in high risk areas, navigational aids, marine pollution response plans, and designated shipping areas. For more information on management of the Great Barrier Reef, visit www.environment.gov.au/heritage/publications/gbr/ gbr-managing.html

Threats to the Outstanding Universal Value of the Great Barrier Reef World Heritage Area The Great Barrier Reef is the largest coral reef ecosystem on the planet and one of its richest and most complex natural ecosystems. Like all natural ecosystems, the Reef faces a number of threats. The Outlook Report on the Great Barrier Reef that was prepared by the Great Barrier Reef Marine Park Authority in 2009 identifies the following threats of climate change, declining water quality from catchment runoff, loss of coastal habitats from coastal development and impacts from fishing and poaching as the priority issues reducing the resilience of the Great Barrier Reef at that time. These factors, together with natural pressures such as extreme weather events and crown of thorns starfish outbreaks, pose threats to the outstanding universal value of the world heritage property. In order to address these threats and in response to World Heritage Committee concerns about development on Curtis Island, the Australian and Queensland governments are undertaking a comprehensive strategic assessment of the Great Barrier Reef World Heritage Area and adjacent coastal zone that will include consideration of its outstanding universal value. For more information visit www.environment.gov.au/epbc/notices/assessments/pub/gbr-strategic-assessment-factsheet.pdf


http://www.environment.gov.au/heritage/publications/gbr/

http://www.environment.gov.au/

The United Nations Educational, Scientific and Cultural Organization (UNESCO) seeks to encourage the identification, protection and preservation of cultural and natural heritage around the world considered to be of outstanding value to humanity. This is embodied in an international treaty called the Convention concerning the Protection of the World Cultural and Natural Heritage - adopted by UNESCO in 1972.

Great Barrier Reef – World Heritage Area 1. What is a World Heritage Site? ______________________________________________________________________________________________________________________________________________________ 2. Which Criteria’s did The Great Barrier Reef meet? Describe one of these. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3. List 2 laws which have been created by government, to meet their international obligations to protect the reef. ______________________________________________________________________________________________________________________________________________________ 4. What things are threatening the Reef? ______________________________________________________________________________________________________________________________________________________


http://whc.unesco.org/?cid=175

http://whc.unesco.org/?cid=175

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 5. Why is it important to have the Great Barrier Reef listed as a World Heritage Site? ______________________________________________________________________________________________________________________________________________________ 6. What does UNESCO (which is responsible for world heritage sites) stand for? ________________________________________________________________________________________________________________________________ 7. What international treaty was set up in 1972 to protect these unique sites? ______________________________________________________________________________________________________________________________________________________

8. What can the following do to help protect the Reef:

http://www.gbrmpa.gov.au/

I. Individuals: __________________________________________________________________________________________________________________________________________

II. Groups (name): ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

III. Government Organisations (name): _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


http://www.gbrmpa.gov.au/

The Murray-Darling Basin – Fill in a word The Murray-Darling ____________covers about one million square kilometres and is drained by more than 20 major___________. It has a large variety of______________, ranging from alpine areas in the east to plains in the west. The basin produces one-third of Australia's __________and 40 per cent of Australia's total agricultural income. It supports one-quarter of the nation's__________, half the sheep and makes up almost three-quarters of the irrigated land in Australia. The Murray-Darling ____________ basin is the largest and most important in Australia, but it is small by _________standards. The amount of water flowing through it in one ________is about the same as the Amazon River's flow in one day. The basin is facing severe problems:

• Only about 20 per cent of water flowing through the basin ever reaches the sea. The rest is diverted for agriculture, _________and domestic use. In 1981 the Murray mouth closed for the first time since European __________. It happened again in ______ and will probably close more often unless natural flows are increased.

• The Murray supplies about 40 per cent of Adelaide's_________water. Within 20 years, if water quality continues to decline, ___________ levels will exceed World Health Organization _________for safe drinking water.

• Approximately 50-80 per cent of the____________in the basin have been severely damaged or destroyed and more than one-third of native ________species are threatened with______________.

• An estimate of __________trends shows that the flow to the Murray River _________may be reduced by a further 25 per cent by 2030. However, with the added problem of _________change, it is predicted that _____________in the Murray-Darling ____________will decrease, so the reduction in flow to the mouth could be as high as 70 per cent.

Industry Settlement Fish Rivers 2002 Environments Cattle Drinking Settlement Food World Drinking Drainage Wetlands Salinity Limits


MOUNTAIN RANGES create a poster via Word/ Powerpoint OR a hard copy poster. Select a mountain range. Some mountain ranges you can choose from include:

● The Great Dividing Range ● The Rocky Mountains ● The Himalayas ● The European Alps ● The Andes ● The Atlas Mountains ● Ural Mountains ● Appalachian Mountains

Things you need to include on your poster include:

● A map of all the mountain ranges of the world ● An arrow or mark indicating where your mountain range is located on the

map ● Some information on the geography of your mountain range. (what

country/ies is the mountain range located in, what tectonic features caused this mountain range?)

● Facts about your mountain range (height, length etc.) ● Some photographs with labels of your mountain range.


Earthquakes – Newcastle Case Study. Read the case study below and answer the following questions.

(1) Make a list of the following facts. (a) Time (b) Magnitude (c) Location of epicentre

(2) What history of earthquakes had there been in Newcastle? (3) How far away was damage caused? (4) What was the immediate response of Novacastrians to the Earthquake?

Give at least two reasons why they responded in this way. (5) What were the effects of the earthquake at land and sea? (6) Where were people killed? (7) Design a newspaper front page and write a report on the earthquake,

using the information in the case study and your creativity (Use Microsoft Publisher on your laptop)


Earthquake Activities: Complete the following activities. You can complete these in any order. Activity 1: http://www.tlc.com/games-quizzes/earthquake-simulator.htm Document what type of ground you used, the prevention and the magnitude of earthquake. Record the results and a description of why this occurred. Repeat this process with different ‘ground, prevention, magnitude’ and record the differences.

Activity 2: http://www.dropcoverholdon.org/beatthequake/game/ Record your successes and where you failed. List something you did not know about preparing for an earthquake

Activity 3: http://earthguide.ucsd.edu/eoc/teachers/t_tectonics/swf_earthquake_triangulation/p_activity_eqtriangulation.html

1. What is a seismogram? 2. How can we measure the distance

an earthquake may have originated from?

3. Why are seismometers buried underground?

Activity 4: http://www.insidedisaster.com/experience/Main.html Write 2 paragraphs describing who you chose and what your experience was.




http://www.dropcoverholdon.org/beatthequake/game/

http://www.dropcoverholdon.org/beatthequake/game/

http://earthguide.ucsd.edu/eoc/teachers/t_tectonics/swf_earthquake_triangulation/p_activity_eqtriangulation.html





Hazards in Australia http://www.gised.com.au/maps/hazards-in-australia-07.gif

Questions

1) Using the map above, list which areas in March/April 2007 were affected by: a) floods

___________________________________ b) bushfires

___________________________________ c) earthquakes

___________________________________ d) storm

___________________________________ e) cyclones ___________________________________

2) What is a natural hazard?

______________________________________________________________


Extension Activity

Choose ONE Australian National Park and Answer the Questions below

1. Name of the NP

2. Description of the environment

3. Why is it a NP?

4. Where is it located?

5. Complete a landscape sketch with labels of the NP


6. What types of Animals can be found in the NP?

World Heritage site Is the site Cultural or Natural? 1. The Great Barrier Reef

2. Mapungubwe

3. Grand Canyon

4. Great Wall of China

5. Machu Picchu

6. Durham Cathedral

World Heritage Research


Newcastle Earthquake Profile Using the following websites answer the following questions. If you have difficulty using

then use the websites listed next to each question.

For Q1 use the following website http://www.ga.gov.au/hazards/earthquake/index.jsp

Q1. What is an earthquake and how are they measured?

For Q2-Q4 use the following website http://www.ga.gov.au/hazards/earthquake/causes.jsp

Q2. Describe the process that causes an earthquake to occur.

Q3. What is an epicenter?

Q4. What else can earthquakes cause?

For Q5-Q6 use the following website http://www.ga.gov.au/hazards/earthquake/where.jsp

Q5. Where do earthquakes occur? Where do the largest events occur?

Q6. Where in Australia has the highest earthquake risk?

Q7-Q12 relates to the Newcastle Earthquake (see handout or Newcastle Earthquake blog)

Q7. When did the Newcastle Earthquake occur?

Q8. What was it on the Richter Scale?

Q9. How many lives were lost? How many people were hospitalized?

Q10. How many buildings were destroyed?

Q11. Approximately how many people were affected?

Q12. What was the total damage bill?

Q13- Q16 use the following website

http://www.ema.gov.au/www/ema/schools.nsf/Page/LearnAbout_EarthquakesIn_My_Backya

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Q13. When and where did Australia experience its first earthquake?

Q14. How many earthquakes have there been measuring 6.0 or more in the last 60 years?

Q15. What are 4 major earthquakes that have occurred in Australia in recent times? When did

they occur?

Q16. Choose 1 of the earthquakes from above (apart from Newcastle) and write a short

summary.


http://www.ga.gov.au/hazards/earthquake/index.jsp

http://www.ga.gov.au/hazards/earthquake/causes.jsp

http://www.ga.gov.au/hazards/earthquake/where.jsp

http://www.ema.gov.au/www/ema/schools.nsf/Page/LearnAbout_EarthquakesIn_My_Backyard

http://www.ema.gov.au/www/ema/schools.nsf/Page/LearnAbout_EarthquakesIn_My_Backyard

FRANCIS GREENWAY HIGH SCHOOL WORKBOOK YEAR 7 · 2020. 12. 5. · • Dutch fabric merchant and...

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