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Chapter 1 Inside the atom

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Scientific models are used to help explain things or concepts that are not readily visible. These models change and develop over time. Our ideas about the atom and the composition of matter have changed a lot, and its history shows us some of the ways in which scientific knowledge is built on and developed.1 Choose one of the following pioneers of atomic theory.

1.1A C T I V I T Yresearch:

Development of the atomic modelSKILLS

• Processing and analysing data and information

• Communicating• Critical and creative thinking• literacy• ICt

SYLLaBUS

students:• outlines the developments to the

atomic theories and models as a process of review by the scientific community

• Democritus

• John Dalton

• James Chadwick

• Ernest rutherford

• niels bohr

• JJ thomson

Put together a multimedia or poster presentation that includes the following:

a the scientist’s name and picture

b the date their model or theory was proposed

c a list of a few brief facts about their life story

d a description of the model or theory they proposed

e a labelled diagram (created by you) of their model

f a timeline showing a brief history of ideas of the atom and where their model or theory fits

g a discussion of the strengths and the weaknesses of the model or theory

h a list of your sources

01_ALI_IS9_WB_73732_TXT_UB.indd 1 04/11/13 10:45 AM



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2 Explain why Dalton’s atomic theory of matter is to important.

3 Discuss how ideas about matter have changed over time and explain why these changes have taken place.




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1.2A C T I V I T Y

Matter has mass and volume (it occupies space). All matter is made up of atoms, which are composed of protons, neutrons and electrons. The protons and neutrons make up the nucleus of the atom, and the electrons live in electron shells at set distances around the nucleus. Because we cannot see atoms, scientists use models to try and understand the structure of an atom.1 Determine whether each of the following statements is true or false.

a matter has mass. ___________

b Atoms are the smallest particles that we know of. ___________

c All matter is composed of atoms. ___________

d mass is the amount of space that something occupies. ___________

2 the diagram below shows a model of an atom. label the parts of the atom shown below.

SKILLS

• Communicating• Critical and creative thinking

SYLLaBUS

students:• identifies that all matter is made up

of atoms• describe the structure of atoms

in terms protons, neutrons and electrons

subatomic particles

p ...........................

e ...........................

n ...........................

n .....................





4 Complete the table below for subatomic particles.

particle Where is it? Charge? Mass?

Proton

neutron

Electron

5 outline the similarities between protons and neutrons.

6 outline the differences between protons and neutrons.

7 Explain why the nucleus of an atom is the densest part of the atom.

3 An atom of hydrogen is made of one proton with an electron, while an atom of helium is made of two protons with two neutrons and two electrons. Draw a diagram of these two atoms.





1.3A C T I V I T Y

1 Complete the following statements:

a atomic number = number of ____________________

b mass number = number of ____________________ + number of ____________________

c number of neutrons = mass number – number of ____________________

d (for neutral atoms) number of protons = number of ____________________

2 use the periodic table to complete the following table.

element name atomic number Mass number

Hydrogen

4

neon

3 Identify the element with:

a an atomic number of twelve ____________________

b three protons ____________________

c four neutrons ____________________

SKILLS


• Communicating• numeracy• ICt

SYLLaBUS

students:• describe the structure of atoms

in terms of the nucleus, protons, neutrons and electrons

Elements and atomic structure




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4 Choose one of the first twenty elements in the periodic table. Construct a poster for your chosen elements using the template shown below.

................................................

Element name

Atomic symbol

Information on whodiscovered theelement and oneof its uses

A labelled modelof the atom





A C T I V I T Y

1.4Atomic mass and isotopesSKILLS


• numeracy

SYLLaBUS

students:• describe the structure of atoms

in terms of the nucleus, protons, neutrons and electrons

1 Complete the following sentence.

Different isotopes of an element have the same ____________________ number but a different ____________________ number because of different numbers of ____________________.

2 use the periodic table to help you complete the following table.

Name of element Symbol of atom Mass number No. of protons No. of neutrons No. of electrons

Helium 2 2

9 F 9

8 8

Aluminium 27

24 Cr

22 18

198 119

95 Am

mercury 122

3 Identify the atom in question 1 that is the smallest. Justify your answer.

4 Identify the atoms in question 1 that are isotopes. Justify your answer.

5 Explain how the relative atomic mass of an element relates to isotopes.

19

52

241




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1.5A C T I V I T Y Arranging electrons

SKILLS


• numeracy

SYLLaBUS

students:• use models to describe the

arrangement of electrons in common elements (additional)

Electrons are arranged in electron shells around the nucleus of an atom. The first (innermost) shell holds up to 2 electrons, the second shell is full when it has 8 electrons and, up to calcium, the third shell also holds 8 electrons. We represent the number of electrons in an atom by listing the electron configuration or using a shell diagram.

For instance, the element lithium has atomic 3, so it has 3 electrons, its electron configuration is written as 2,1, and its shell diagram is shown below.

Chemical symbol Electron shell diagram

nucleusnucleus

1st shell with 2 electrons2nd shell with 1 electrons

7

Atomic number

Mass number

3

1 below are the electron shell diagrams for the first eighteen elements of the periodic table. for each element,

a Write in the element name, atomic number and electron configuration below each diagram.

b Complete the electron diagram by drawing in the electrons.

H11

Li73

Na2311 Al27

13 Si2814 P31

15 S Ar3216

3517

40Mg2412

Be14

He42

B113 C12

6 N147 O16

8 Ne2010

199

figure 1.1

figure 1.2





1.6A C T I V I T Yradioactivity

SKILLS


SYLLaBUS

students:• identifies that radioactivity arises

from the decay of nuclei in the form of particles and energy

• evaluate the benefits and limitations of the medical and industrial uses of nuclear energy

1 Classify the following statements as true or false.

a All radioactive substances are harmful to humans. ___________

b Gamma rays are the most penetrating type of radiation. ___________

c beta particles are made of electromagnetic waves. ___________

d both alpha radiation and beta rays consist of subatomic particles. ___________

2 Complete the table below using your textbook.

type of radiation What is emitted? Wave or particle? penetrating ability? What can stop it?

Alpha

beta

Gamma

3 Explain what a half-life is.

4 Explain what happens when an unstable nucleus decays via alpha radiation.




10

5 Explain how radioactive substances are used in nuclear reactors. Evaluate the positives and negatives of using nuclear energy.

6 Discuss how radioactive substances are used in hospitals; include the benefits and problems associated with their use.

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1.7A C T I V I T Y

The half-life of a radioactive substance (a radioisotope) is the time taken for half the substance to decay. As a radioactive substance decays, the radioactivity also drops.The following is a whole-class activity.1 Gather 100 counters or two-sided tokens; these will represent the 100 atoms initially in the substance.

2 make a mark on one side of each counter or token. Put all of them into a tray.

3 shake the tray randomly. Examine the counters or tokens and remove those that land with the marked side up; these represent atoms that have decayed. record the numbers remaining in the results table (below).

round (= time)

0 1 2 3 4 5 6 7 8 9 10 11 12

Number present

100

Note: The number of counters or tokens left at any time represents the remaining mass of the substance.

4 repeat step 3 a further 11 times.

5 Graph your results on the grid provided below.

modelling radioactive decaySKILLS

• Conducting investigations• Processing and analysing data and

information• Communicating• Critical and creative thinking• numeracy

SYLLaBUS

students:• identify that radioactivity arises from

the decay of nuclei in the form of particles and energy





6 Write a suitable aim for this activity.

7 Determine the half-life in terms of the number of rounds (i.e. the time where the number of cubes (= mass) is half the initial amount).

8 Why is the half-life of a radioactive substance determined by measuring mass rather than by counting atoms as happened here?

9 Describe the benefits of modelling a process the radioactivity in this way.





1.8A C T I V I T Y

1 What makes up the nucleus of an atom?a ProtonsB Protons and neutronsC Electronsd Empty space

2 What is the charge on a proton?a PositiveB neutralC negatived Zero

3 What does an element’s atomic number represent?a the number of atomsB the number of neutronsC the number of protonsd the number of electron shells

4 Which of the following is equivalent to (the number of protons + number of neutrons)?a Atomic numberB neutron numberC mass numberd Electron number

5 What is the maximum number of electrons in the second and third electron shells up to calcium?a oneB twoC sevend Eight

6 Which type of radiation can be stopped by a piece of paper?a Alpha radiationB beta radiationC X-raysd Gamma radiation

7 What is the electron shell structure of sodium (atomic number 11)?a 2,8B 2,8,1C 8,3d 2,9

8 using the periodic table, complete the following table.

Name Symbol No. of protons

Carbon

o 16

Au

20

9 Complete the following statements.a the negative particles inside an atom are

the _________________________.b An atom that achieves eight

electrons in its outer shell is very _________________________.

c Different forms of an atom that have different number of neutrons are called _________________________.

d the electrons around an atom are arranged in energy levels or _________________________.

review: Inside the atomSKILLS

• Processing and analysing data and information• Communicating• literacy




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10 Explain the difference between radioactive elements and non-radioactive elements, giving examples of each.

11 outline two historical models for the atom and explain why the models for the atom have changed over time.



Chapter 2 Chemical change

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2.1A C T I V I T Y

Jons Jakob berzelius

Johann Dobereiner

John newlands

Dmitri mendeleev

Antoine lavoisier

william ramsay

Henry moseley

Glenn seaborg

SKILLS

• Communicating• Critical and creative thinking• literacy• iCt

SYLLaBUS

students:• outline some examples to show how

creativity, logical reasoning and the scientific evidence available at the time, contributed to the development of the modern periodic table

Ideas and models about the properties of the elements and how to organise them have changed over time. You will create a timeline of the history of scientific knowledge of the periodic table. It should follow the timeline structure below and should include at least five of the following scientists:

research: History of the periodic table

1 use your textbook and the internet to research the following points for each chosen scientist:

• time period of their work

• their contribution to organising the elements

• how they made their discovery e.g. experiments, observations, theorising

• an evaluation of the importance of their work




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2 use your timeline to discuss why the ideas the elements and the periodic table have changed over time. mention the scientific evidence or equipment available at the time.

NameTime period

Contribution

How

Importance

NameTime period

Contribution

How

Importance

NameTime period

Contribution

How

Importance

NameTime period

Contribution

How

Importance

NameTime period

Contribution

How

Importance





2.2A C T I V I T Y

SKILLS

• Communicating• Critical and creative thinking• Processing and analysing data and

information

SYLLaBUS

students:• identify the atom as the smallest unit

of an element and recognise that each element is represented by a specific symbol

• distinguish between the atoms of common elements on the basis of differences in the numbers of protons, neutrons and electrons

• describe the organisation of elements in the periodic table based on their atomic numbers

Use the periodic table to answer the following questions.1 Determine whether each statement is true or false.

a All elements are represented by a one letter symbol on the periodic table.

b Elements in group 1 are transition metals.

c Elements in group 2 are mostly gases at room temperature.

d Elements in group 7 are mostly non-metals.

2 Complete the sentence with a word from the list;

halogens, alkali metals, alkali earth metals, noble gases

a Group 1 is known as the .

b Group 2 is known as the .

c Group 7 is known as the .

d Group 8 is known as the .

3 Explain how you can find out the following information for a particular element using the periodic table.

a number of protons

navigating the periodic table





b number of neutrons

c number of electrons

4 Examine the elements lithium, carbon, fluorine, and neon, and gold. Construct a table to show the following information on each of these elements

a the element’s symbol

b the element’s atomic number

c the group it belongs to on the periodic table

5 Explain the difference between groups and periods on the periodic table.





2.3A C T I V I T Y

SKILLS


• iCt

SYLLaBUS

students:• relate the properties of elements to

their position in the periodic table• predict, using the periodic table, the

properties of common elements

Elements in the same group in the periodic table share some similar properties. Use your textbook and the Internet to answer the following questions.

ThE alkalI mETals1 identify which group is called the alkali metals.

2 list the first four elements in this group.

3 outline why they are called alkali metals.

4 outline the properties that are typical of alkali metals.

5 Describe the trend in melting point and boiling point as you go down this group.

6 Describe the trend in the reactivity of these elements as you go down this group.

Periodic table trends





7 Complete the table below for alkali metals.

Name (symbol) atomic number No. of electrons in outer shell Melting point (° C) Boiling point (° C)

lithium (li) 3 1 181 1342

ThE halogEns1 identify which group is called the halogens.


3 state whether or not these elements are dangerous or toxic.

4 outline some of the properties that are typical of this group.

5 Describe the trend in melting point and boiling point as you go down this group.

6 Describe the trend in the reactivity of these elements as you go down this group.





7 Complete the table below for the halogens.

Name (symbol) atomic number No. of electrons in outer shell

State (solid/liquid/gas) and colour

Melting point (° C) Boiling point (° C)

fluorine (f) 9 7 Pale yellow gas -220 -188

ThE noblE gasEs1 identify which group is called the noble gases.


3 state three properties common to all noble gas elements.

4 Explain why they are called noble gases.

5 Describe two typical uses of elements from this group.





6 Complete the table below for noble gases.

Name (symbol) atomic number No. of electrons in outer shell

State (solid/liquid/gas) and colour when vaporised

Melting point (° C)

Boiling point (° C)

atomic radius (nm)

Helium (He)





2.4A C T I V I T Y

SKILLS

• Critical and creative thinking• Processing and analysing data and

information

SYLLaBUS

students:• investigate the order of activity of a

range of metals (additional)

The majority of elements on the periodic table are metals. The table below is a summary of the reactions of some metal elements.

reactivity of metals

table 2.1 reactivity of metals

Metal Symbol reaction with air reaction with water reaction with acids

Potassium burns vigorously to form oxides

Vigorous; forms hydrogen gas, which may light/explode; produces an alkaline solution with hydroxide

Violent reaction; forms hydrogen gas, which may light/explode; produces a salt solution

sodium burns vigorously to form oxides

Vigorous; forms hydrogen gas, which may light/explode; produces an alkaline solution with hydroxide

Violent reaction; forms hydrogen gas, which may light/explode; produces a salt solution

Calcium burns strongly to form oxides

Energetic; forms hydrogen gas, which may light/explode; produces an alkaline solution with hydroxide

Vigorous reaction; forms hydrogen gas, which may light/explode; produces a salt solution

magnesium burns strongly to form oxides

Energetic; forms hydrogen gas, which may light/explode; produces an alkaline solution with hydroxide

Vigorous reaction; forms hydrogen gas, which may light/explode; produces a salt solution

Aluminium burns steadily to form oxides

no reaction with cold water but with steam forms hydrogen gas and oxide

strong reaction; forms hydrogen gas, which may light/explode; produces a salt solution

Zinc burns steadily to form oxides

As above As above

iron burns slowly to form oxides

As above steady reaction; forms hydrogen gas, which may light/explode; produces a salt solution

lead reacts slowly on heating to form an outer oxide layer

As above As above

Copper As above As above slow reaction; forms hydrogen gas, which may light/explode; produces a salt solution

silver As above no reaction no reaction

Gold no reaction no reaction no reaction





1 Complete the element symbols in the table.

2 Analyse the table and identify which metal is least reactive and which is most reactive.

3 Describe some uses for gold and link this to its position in the activity series.

4 Describe some uses for copper and link this to its position in the activity series.

5 Describe the trend in the reaction with air as you go down table 2.1.

6 Describe the trend in the reaction with acid as you go down the table.





7 Compare the acid reaction with the water reaction as you go down the table.

a identify the similarities.

b identify the differences.

8 Compare the reactivity of calcium and silver and relate this to how they are found in nature.




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2.5A C T I V I T Y Electrons and

properties of elements

When an atom gains or loses electrons it becomes charged, and is called an ion. The elements in group 7 need one more electron to become stable; they tend to try to gain an electron and become ions with a charge of 1-. The elements in group 1 need to give away one electron to become stable; they tend to give up one of their outer electrons and become ions with a 1+ charge.1 Classify each statement as either true or false.

a Helium has two outer electrons.

b beryllium is chemically reactive because it has no outer electrons.

c magnesium is chemically reactive because it has two outer electrons.

d the valence shell will only hold a maximum of two electrons.

2 Complete the following table.

SKILLS

• Critical and creative thinking• Processing and analysing data and

information• numeracy

SYLLaBUS

students:• relate the properties of some

common elements to their position in the periodic table

• predict, using the periodic table, the properties of some common elements

Name ofelement

Symbol of theatom

Number ofelectrons

Arrangement ofelectrons

Number ofvalence electrons Ion that forms

3 Li 3 2, 1 1 Li+1

9 F 2, 7

8 O

12 Mg

17 Cl

20 Ca

7

19

16

19

35

39





a identify the element.

b identify the electron arrangement for the atom.

c state the number of valence electrons.

d identify whether this atom has a stable arrangement of electrons?

e what is the most common ion that forms from this atom?

4 Explain why the noble gases are almost completely uncreative or inert.

5 Explain why group 2 atoms will form ions with a 2+ charge.

6 Explain which group contains elements most likely to form ions with a -2 charge.

3 Examine the diagram of an atom shown.

figure 2.1




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2.6A C T I V I T Y review: the periodic

table

1 in the periodic table, where is the most reactive metal located?a top of group 1B bottom of group 1C top of group 7d bottom of group 7

2 the atomic number of an element always shows the number of what?a electronsB neutronsC protonsd protons + neutrons

3 which is the most reactive non-metal element?a sodiumB potassiumC chlorined fluorine

4 in which group of the periodic table are the halogens found?a group 1B group 2C group 7d group 8

5 in a neutral atom, the number of protons is equal to the number of:a neutronsB protons + neutronsC nucleid electrons

6 the metal elements are conductors because they have:a delocalised electronsB delocalised protonsC 7 outer electronsd a full outer shell

7 what happens to the atomic radius when going from left to right across a period?a increasesB stays constantC decreasesd fluctuates

8 which group in the periodic table contains only gases?a group 1B group 2C group 7d group 8

9 where are an atom’s valence electrons located?a inner shellB middle shellC nucleusd outer shell

10 A full shell of electrons in the first shell and second shell is written as:a 1, 0B 2, 2C 8, 2d 2, 8

SKILLS






11 write each word in the list next to its matching statement.

halogens radioactive elements group period ions

Statement Word

Can be identified by the atomic number alone

Charged atoms

the name of the group 7 elements

A property of the largest and most unstable elements

A row in the periodic table

A column in the periodic table

12 Complete the following sentences.a the periodic table lists the elements in order

of increasing atomic .b the elements in group 1 are called

.c the elements in group 8 are called

.d the metal elements will tend to form ions that

are charged .

13 indicate the trend seen down a group in the periodic table for the following:

a atomic mass

b reactivity of metals

14 Explain why noble gases are so stable.

15 Explain the differences between metals, non-metals and metalloids, and locate them on the periodic table.

16 Explain how atoms can gain the noble gas electron configuration.



30

Chapter 3 Understanding and managing ecosystems

Copyright © Oxford University Press ISBN 9780195573732oxford INSIGht SCIeNCe 9 AUstrAliAn CUrriCUlUm for nsw workbook

1 list the parts of the nitrogen cycle that put nitrogen into the air.

2 list the parts of the cycle that take nitrogen out of the air.

3 Explain why nitrogen is said to cycle.

SKILLS


• Critical and creative thinking

SYLLaBUS

students:• outlines, how matter such as nitrogen

is cycled through ecosystems

Cycles of matter

3.1A C T I V I T Y

Matter is constantly cycling through ecosystems. Two of the most important cycles are the nitrogen cycle and the carbon cycle.

NiTrogeN cycle

Denitrifyingbacteria Lightning

Animals

Plants

Nitrates inthe soil

Nitrifyingbacteria

Nitrites inthe soil

Nitrifyingbacteria

Ammonia inthe soil

Decomposers

Dead matter

Nitrogen-fixingmicrobes

(in the soil)

Nitrogen in theatmosphere

biotic changes

abiotic processes

human interaction

Humans add fertiliser

Humans add fertiliser

Leaching

figure 3.1 the nitrogen cycle




31oxford INSIGht SCIeNCe 9 AUstrAliAn CUrriCUlUm for nsw workbookCopyright © Oxford University Press ISBN 9780195573732

4 Describe the involvement of each of the following in the nitrogen cycle.

a ammonia

b decomposer

c nitrogen fixation

5 Explain, giving two reasons, why the cycling of nitrogen is important to Earth’s ecosystems.

carboN–oxygeN cycle

Coal, oil and gas

Earth’s crust

Carbon in rocks such as limestone

Fossil fuels

Soil organic matter

AnimalsPlants

Marine deposits

Ocean

Atmosphere CO2

Atmosphere O2

RespirationDecomposition

Respiration Photosynthesis

Photosynthesis

Diffusion

Composition

figure 3.2 the carbon–oxygen cycle



32



6 list the parts of the carbon–oxygen cycle that put carbon into the air (carbon sources) and take carbon out of the air (carbon sinks).

7 list the parts of the cycle that take oxygen out of the air and the parts of the cycle that put oxygen into the air.

8 identify what you think is the largest contributor to atmospheric Co2.

9 Are atoms created or destroyed in the carbon–oxygen cycle? Explain your answer.

10 Describe how each of the following is involved in the carbon–oxygen cycle.

a fossil fuels

b photosynthesis

c decomposition

11 Explain why the burning of forests has a double impact on the carbon–oxygen cycle.

12 Explain why the release large amounts of carbon is fast, whereas the accumulation of large amounts of carbon through photosynthesis is slow and can take centuries.





A C T I V I T Y

3.2energy flows through ecosystems in many ways. The movement of matter through the different levels of the ecosystem is shown in food chains and food webs. a balanced ecosystem will retain its biodiversity for a long time, and the number of individual species will tend not to fluctuate too radically.Many types of relationships exist between different species in ecosystems. Symbiosis is important, as are competition and predator–prey relationships.1 Complete the statements below using words from the following list.

movement excreted heat plant biomass carnivore herbivores

Plants use the sun’s ______________________ that falls on their leaves for photosynthesis. when a rabbit eats a ______________________ it digests the food to provide energy and raw materials for its body. some of the plant material is indigestible and is ______________________ as droppings. some of the energy is lost as ______________________. rabbits will convert approximately 10% of the grass they eat into energy for ______________________ or flesh in their body. rabbits are ______________________, whereas a fox that eats the rabbit is a ______________________.

2 Describe how the sun is the alternate source of energy for ecosystems, and use the appropriate word equation to illustrate your answer.

3 Explain where the process of respiration takes place and use the appropriate word equation to illustrate your answer.

Energy in ecosystemsSKILLS


• Communicating• literacy

SYLLaBUS

students:• describes how energy flows through

ecosystems via food webs



34



4 outline why plants are at the beginning of food chains.

5 Explain whether or not energy is lost along a food chain.

6 Explain why the number of top-order predators will always be small in any stable ecosystem.





to come

A C T I V I T Y

3.3relationships in ecosystemsSKILLS

• to come

SYLLaBUS

• to come



36



to come





1 Answer the following questions for the above ecosystem.

a identify the producer. _____________________

b identify the top order consumers. _____________________

c identify two herbivores which are not mammals. _____________________

d Does the above diagram show a food chain or a food web? _____________________

A C T I V I T Y

3.4food chains and food websSKILLS


• Critical and creative thinking• Communicating

SYLLaBUS

students:• describe how energy flows through

ecosystems via food webs• recall that ecosystems consist of

interdependent biotic and abiotic components

• analyse how changes in biotic and abiotic components of an ecosystem affect populations

Many animals and plants share the same habitat and live together in a balanced way. a food chain shows what an organism eats in an ecosystem. an arrow indicates that one organism eats another. a food chain always starts with the producers. Food webs are more complex and show many inter-related food chains.

Hawks

Snakes

Feral cats

Possums Mice Seed-eating birds

Spiders

Herbivorous insects, ants

Grasses and plant leaves

Beetles

Toads

Lizards

Insectivorousbirds

figure 3.3



38



2 what is the difference between a food chain and a food web?

3 Use the food web to construct a food chain that ends with a hawk.

grass → _____________________ → _____________________ → _____________________

4 write out a four step food chain that:

a involves spiders and snakes.

b ends with feral cats.

5 Describe what happens to the size of individual organisms as you move up a food chain.

6 Explain the difference between a consumer and a producer.

7 Explain how a disease that wiped out all the mice could affect the snakes and grasses.

8 Explain what the term ‘dynamic equilibrium’ means in terms of ecosystems.





A C T I V I T Y

3.5investigation: biotic and abiotic featuresSKILLS

• Planning investigations• Conducting investigations• Processing and analysing data and

information• Critical and creative thinking

SYLLaBUS

students:• recalls that ecosystems consist of

interdependent biotic and abiotic components

• analyse how changes in biotic and abiotic components of an ecosystem affect populations

Some scientists make measurements to understand how ecosystems work. These measurements can be of both abiotic (non-living) and biotic (living) features.

acTiViTyThe class should divide into two groups. each group should look at the table below and decide what instruments will be needed to measure the abiotic features listed. group 1 should go to an open field within the school grounds and group 2 should go to an outdoor area in the shade (again within the school grounds). each group should report back to complete the table with the appropriate measurements. 1 record your observations and measurements in the table.

feature measured Instrument used observation/measurement and unitarea 1 (open) area 2 (shaded)

Air temperature

soil temperature

soil pH

Air pressure

light level

noise level

Humidity

Population size



40



2 Describe some features of the open environment you investigated. in your description, include some information about communities of organisms present. identify the features as either biotic or abiotic.

3 Describe some features of the shaded environment. in your description, include some information about communities of organisms present.

4 outline what features are substantially different between the two environments and why.

5 Chose a biotic feature of the shaded ecosystem. Explain how changes in biotic components of an ecosystem affect populations of organisms.

6 Chose an abiotic feature of the shaded ecosystem. Explain how changes in abiotic components of an ecosystem affect populations of organisms.





• water pollution

• introduced species

• overfishing

• rainforest destruction

• enhanced greenhouse effect

• soil salinity

• pesticide use

• garbage and landfill

A C T I V I T Y

3.6research: managing sustainable ecosystemsSKILLS

• Questioning and predicting• Communicating• Problem-solving• Critical and creative thinking• iCt• literacy

SYLLaBUS

students:• researches how indigenous Australians use their knowledge

to conserve and manage ecosystems• evaluate some examples of strategies used to balance human

activities and needs with conserving the sustainability of the environment

1 Create a multimedia or poster presentation for one of the following environmental issues.

for your chosen issue:

a create labelled photos or diagrams to show examples of what is happening.

b describe some of the impacts of the environmental issue.

c explain any strategies in place to reduce the impacts.

d describe how the proposed solutions affect both society and the natural environment.

2 Describe an example of how the knowledge of indigenous Australians is being used to improve the sustainability of Australian ecosystems.



42



3 Describe the impact of the following natural disasters, bushfires, drought and flooding, on ecosystems.

4 Use a search engine to find the website for either Greenpeace or the world wildlife fund.

a summarise the purpose of the organisation.

b Describe some of the human impacts on ecosystems that the organisation tries to address.





3.7A C T I V I T Yreview: Understanding

and managing ecosystemsSKILLS


1 in what compound do plants store chemical energy?a starchB ChlorophyllC Carbon dioxided Protein

2 what are the inputs required for cellular respiration?a Carbon dioxide, water and energyB Glucose and carbon dioxideC Glucose and oxygend water, carbon dioxide and the sun’s energy

3 which of the following is a type of intraspecific relationship?a mutualismB CommensalismC Collaborationd Parasitism

4 in the carbon cycle, where does carbon go directly after it has been through respiration?a into the atmosphereB into a plant cellC into the groundd into an animal

5 in the nitrogen cycle,what helps put nitrogen into the soil?a DecomposersB nitrifying bacteriaC Denitrifying bacteriad Animals eating plants

6 which of the following is a biotic feature?a Air temperatureB water levelC soil acidityd Predators

7 in a food chain, what happens to the energy present as you move from one organism to the nexta Energy is lostB Energy is gainedC Energy stays the samed respiration increases

8 A plague of insects that eats most of the plants in a certain field would be classed as a:a biotic impactB abiotic impactC climatic impactd chemical impact.

9 An oil spill from a factory into the environment is a:a climate impactB biotic impactC natural impactd human impact.

10 the type of relationship shown by a fish living off the leftovers falling out of the mouth of a shark it swims next to is classified as:a commensalismB a parasitic relationshipC mutualismd predator–prey relationship.



44



11 the connection between traditional indigenous Australian peoples and the landscape has many interrelationships with ecology, identity, kinship, social organisation, and economy, and this is often based around using land in a _________________________ way.

12 turbidity is a measure of the cloudiness of a body of water. As turbidity increases, the amount of sunlight that is able to penetrate water decreases. Plants living below the water need sunlight for photosynthesis.a is turbidity a biotic factor or an abiotic factor?

b Describe how turbidity will affect the photosynthesis of water plants.

13 Examine the ecosystem shown.

a name two organisms that are in competition with each other.

b Describe how energy flows in this ecosystem.

c imagine that all insectivorous birds died from a disease. Describe two possible effects on other species and give reasons for your answers.

14 Explain what the term ‘dynamic equilibrium’ means in terms of ecosystems.

15 identify the method of counting organisms that would be most suitable for the following situations. Explain your answer.a You need to estimate the number of plants

and insects in a small garden.

b You need to estimate the number of stationary organisms in a highly varied ecosystem.

c You need to estimate the number of possums in a park.

Hawks

Snakes

Feral cats

Possums Mice Seed-eating birds

Spiders

Herbivorous insects, ants

Grasses and plant leaves

Beetles

Toads

Lizards

Insectivorousbirds

figure 3.4



Chapter 4 Body systems and responses

45oxford INSIGht SCIeNCe 9 AustrAliAn CurriCulum for nsw workBookCopyright © Oxford University Press ISBN 9780195573732 oxford INSIGht SCIeNCe 9 AustrAliAn CurriCulum for nsw workBookCopyright © Oxford University Press ISBN 9780195573732

3 Explain how the shape of this cell helps it to carry out its function.


a the nervous system acts more slowly than the endocrine system. _____________

b Electrical impulses can cross the synaptic gap. _____________

c nerve cells send electrochemical impulses. _____________

d the brain is part of the nervous system. _____________

2 label the parts of the nerve cell shown in figure 4.1. Draw arrows on the diagram to indicate the path along which an impulse would move.

SKILLS

• Communicating• Processing and analysing data and

information• Critical and creative thinking

SYLLaBUS

students:• describe how coordination systems

maintain humans as functioning organisms

the nervous system

4.1A C T I V I T Y

figure 4.1

04_ALI_IS9_WB_73732_TXT_UB.indd 45 05/11/13 10:23 PM


Chapter 4 responding to the world

46 Copyright © Oxford University Press ISBN 9780195573732oxford INSIGht SCIeNCe 9 AustrAliAn CurriCulum for nsw workBook Copyright © Oxford University Press ISBN 9780195573732oxford INSIGht SCIeNCe 9 AustrAliAn CurriCulum for nsw workBook

Sympathetic nervous systemSpeeds heart

Parasympathetic nervous systemSlows heart

Central nervous systemBrain and spinal cord

Peripheral nervous systemNerves between limbs and organs

and central nervous system

Somatic nervous systemControls voluntary skeletal muscles

Autonomic nervous systemControls involuntary actions

Nervous system

figure 4.2

4 Explain how an electric cable can be compared with a nerve.

5 Complete the table for the three types of neuron.

Neuron type Location function

sensory neuron

motor neuron

interneuron

6 Examine the diagram of the nervous system shown in figure 4.2.

a identify the two main divisions of the nervous system.

b identify what the autonomic part of the nervous system does.

c identify which part of the nervous system controls the beating of the heart.





d Explain which part of the nervous system activates and prepares the body for vigorous muscular activity, stress and emergencies.

7 the reflex action is an automatic, involuntary reaction to a stimulus. when testing your reflexes a doctor may tap your knee with a small hammer. the impulse goes from the sense neuron (pressure/pain-detecting nerve) to the spinal cord, to a motor neuron which is connected to a nearly muscle in your leg. the result is a rapid kick from the leg without the brain being consciously aware. this can be shown as:

hit → pain detected by receptor → signal sent to effector → muscle moves

use a flow chart to describe a similar reflex arc for the following situations.

a Blink reflex

b rebalancing when tripping

c Pulling away after touching a hot object




48 Copyright © Oxford University Press ISBN 9780195573732oxford INSIGht SCIeNCe 9 AustrAliAn CurriCulum for nsw workBook

4.2A C T I V I T Y


a the endocrine system acts very quickly and its effects only last a short time. ______________

b the endocrine system uses hormones to control the body. _____________

c there are two types of hormones: peptide hormones and nitrate hormones. ___________

d the pituitary gland is an organ of the nervous system. _____________

2 Can a particular hormone bind to any organ or tissue? Explain your answer.

3 Complete the table below.

organ hormone released target tissue effects

wide range of neurohormones

Pituitary gland links nervous system to endocrine system via pituitary gland to control many internal conditions as well as hunger, thirst and sleep patterns

ovaries

uterus thickens wall of uterus and is important for calcium in bones

Body cells Develops female sexual characteristics, aspects of pregnancy and foetal development

testes testosterone male reproductive system, body cells

Pancreasinsulin lowers blood glucose level

Glucagon raises blood glucose level

the endocrine systemSKILLS

• Communicating• Processing and analysing data and

information• Questioning and predicting

SYLLaBUS

students:• describe examples of the function

of endocrine glands in humans (additional)




49oxford INSIGht SCIeNCe 9 AustrAliAn CurriCulum for nsw workBookCopyright © Oxford University Press ISBN 9780195573732

responding to external changeSKILLS

• Questioning and predicting• Processing and analysing data and

information• Communicating• iCt

SYLLaBUS

students:• describe how multicellular organisms

respond to changes in their environment

4.3A C T I V I T Y

1 Explain the meaning of the term stimulus.

2 for each stimulus, complete the table to identify the organ that detects the change and the type of sensory neuron involved.

Stimulus Sense organ Sensory neuron involved

A bright light turning on

A loud noise

A sharp object under your foot

A burning smell

3 label the diagram of the eye and explain how the eye allows you to detect light.

Cornea

Iris Lens

Retina

Optic nerve

Choroid layer

Pupil





4 research one of the following topics and create a poster explaining:

• how echolocation in bats works

• how some snakes can detect the body heat of other animals

• how catfish use their sense of taste to find food

• what is so special about the nose of the star-nosed mole

• how butterflies taste.

include labelled photographs as part of your poster.

5 A student in your class claims that ‘plants can’t respond to any stimuli, they just sit there doing nothing!’ write a response to this statement, explaining the different ways in which plants respond to stimuli.





4.4A C T I V I T YBody systems

SKILLS



SYLLaBUS

students:• describe how the coordinated function

of body systems provides cells with oxygen, nutrients, water and removal of wastes

1 recall the main parts of the:

a circulatory system

b respiratory system

c digestive system

d excretory system.

2 Describe the role of each of the systems listed below, and explain how it coordinates with other systems in the body.

a Circulatory system

b Digestive system





3 research one problem that can occur in each of the body systems listed below. identify how these may impact on other systems in the body.

a respiratory system

b Excretory system

4 Explain the meaning of the term homeostasis and why homeostasis is important.

5 A mind map starts with a central concept and draws out related concepts, words and explanations around it. for one of the following topics, research and construct a mind map to show the organs and systems involved, the body’s responses, and effects on society. use the questions provided as a starting point.

a smoking: How does the body respond to excessive smoking? what are the trends for the life expectancy of smokers? what are the current trends in society for this issue?

b Alcohol: How does the body respond to excessive alcohol? what are the effects of alcohol on the body? what are the current trends in society for this issue?

c fatty foods: How does the body respond to excessive intake of fatty foods? what are the effects of fat on the body? what are the current trends in society for this issue?





A C T I V I T Y

4.5Medicine's cutting edge: RegRowing oRgans

By wyatt Andrews, 11 february 2009

three years ago, lee spievack sliced off the tip of his finger in the propeller of a hobby shop airplane. what happened next, Andrews reports, propelled him into the future of medicine. spievack’s brother, Alan, a medical research scientist, sent him a special powder and told him to sprinkle it on the wound. ‘i powdered it on until it was covered,’ spievack recalled. to his astonishment, every bit of his fingertip grew back.

‘Your finger grew back,’ Andrews asked spievack, ‘flesh, blood vessels and nail?’ ‘four weeks,’ spievack answered. Andrews spoke to Dr steven Badylak of the university of Pittsburgh’s mcGowan institute of regenerative medicine and asked whether that powder was the reason behind spievack’s new finger tip. ‘Yes, it is,’ Badylak explained. ‘we took this and turned it into a powdered form.’ that powder is a substance made from pig bladders called extracellular matrix. it is a mix of protein and connective tissue surgeons often use to repair tendons and it holds some of the secrets behind the emerging new science of regenerative medicine.

‘it tells the body, start that process of tissue regrowth,’ said Badylak. Badylak is one of the many scientists who now believe every tissue in the body has cells that are capable of regeneration. All scientists have to do is find enough of those cells and ‘direct’ them to grow. ‘somehow the matrix summons the cells and tells them what to do,’ Badylak explained. ‘it helps instruct them in terms of where they need to go, how they need to differentiate—should i become a blood vessel, a nerve, a muscle cell or whatever.’ if this helped spievack’s finger regrow, Badylak says, at least in theory, you should be able to grow a whole limb.

in his lab at wake forest university, a lab he calls a medical factory, Dr Anthony Atala is growing body parts. Atala and his team have built, from the cell level up, eighteen different types of tissue so far, including muscle tissue, whole organs and the pulsing heart valve of a sheep. ‘And is it growing?’ Andrews asked. ‘Absolutely,’ Atala said, showing him. ‘All this white material is new tissue. when people ask me “what do you do?” i say, “we grow tissues and organs”. we are making body parts that we can implant right back into patients.’

Dr Atala, one of the pioneers of regeneration, believes every type of tissue already has cells ready to regenerate if only researchers can prod them into action. sometimes that prodding can look like science fiction. Emerging from an everyday ink jet printer is the heart of a mouse. mouse heart cells go into the ink cartridge and are then sprayed down in a heart-shaped pattern, layer by layer. Dr Atala believes it’s a matter of time before someone grows a human heart.

SKILLS


• literacy• Critical and creative thinking• Communicating

SYLLaBUS

students:• discuss how the values and needs of

contemporary society can influence the focus of scientific research

repairing body systems





1 summarise the information in the article by writing the important points from each paragraph.

2 Copy the table below and list the body tissue, organs, systems and organisms mentioned in the article.

tissue organ System organism

3 working as a group, list the features of the article that make the information reliable.

4 Explain why the scientists are researching this topic. outline whether you think it is an important research topic.

5 individually or as small groups, and using the information given, discuss the benefits and ethical issues associated with research like that mentioned in the article.






a A pathogen cannot cause disease. _________________

b A virus cannot reproduce on its own. _________________

c the common cold is caused by a virus. _________________

d red blood cells can attack and engulf foreign bodies. _________________

2 Complete the following table for pathogens.

type Virus Bacterium fungi protozoan Macroparasite

Example tinea malaria

featuresGenetic material surrounded by a protein coat, not a true cell

multicellular organisms that are usually parasitic

3 identify the differences between infectious diseases and non-infectious diseases and identify an example of each.

4 Are all the bacteria in our bodies harmful? Explain your answer.

responding to diseaseSKILLS

• Critical and creative thinking• Conducting investigations• Processing and analysing data and

information• Communicating• iCt

SYLLaBUS

students:• outline some responses of the human

body to infectious and non-infectious disease

A C T I V I T Y

4.6





5 Describe the ways pathogens can enter our bodies.

6 use your textbook and the internet to complete this table on the body’s defences.

Line of defence Where it is in the body What it does

first

skin, hair, mucous membranes in your nose and throat, tears

second

uses some types of white blood cell, such as phagocytes, to envelop and destroy pathogens

third

7 research one of the following non-infectious diseases.

• haemophilia

• cystic fibrosis

• sickle-cell anaemia

• muscular dystrophy

• type 2 diabetes

• heart disease

find out what causes the disease, what its symptoms are and what treatment, if any, is available for it. Present your findings as a digital presentation.





1 in which two body systems do the lungs belong?a respiratory and circulatoryB respiratory and immuneC Digestive and respiratoryd Digestive and circulatory

2 which of the following is the smallest type of pathogen?a BacteriumB fungusC Virusd Parasitic worm

3 what type of cell is shown here?

a nerve cellB fat cellC Cancer celld muscle cell

4 what are the two parts of the nervous system?a Cerebellum, cerebrumB Central nervous system and peripheral

nervous systemC Brain, cerebrumd spine, senses

5 Hormones are released by:a endocrine glandsB synapsesC the cerebrumd nerve cells.

6 which organ pumps blood around the body?a kidneysB lungsC Heartd Arteries

7 which system puts wastes out of the body?a DigestiveB ExcretoryC Circulatoryd skeletal

8 A disease that spreads from person to person is:a infectiousB a reflex arcC non-infectiousd gentic.

9 which of the following are non-infectious diseases?a type 2 diabetesB muscular dystrophyC sickle-cell anaemiad All of the above.

10 true or false?a Parasitic worms are small parasitic animals

that can cause disease. ________b ringworm is a fungal parasite. _________c A virus is a tiny animal. _________d A bacteria is a single-celled organism.

_________

review: Body systems and responsesSKILLS

• Processing and analysing data and information• Critical and creative thinking

A C T I V I T Y

4.7





c Describe what low blood sugar may bring about for the person affected.

14 Copy and complete the following table for the body systems.

System Main parts What it does

other systems it connects to

Circulatory

respiratory

nervous

Digestive

Endocrine

Excretory

15 write a paragraph explaining the lines of defence that a pathogen would have to get through to successfully infect a person.

11 Complete these sentences:a the general name for a disease-causing agent

is a _________________________.b the system that remove wastes from the body

is _________________________.c the vessels carrying blood from the heart to

the rest of the body are __________.d the cells that carry oxygen around the body

are _________________________.

12 Describe the steps that occur in a reflex action when your hard toadies a hot stove.

13 insulin is responsible for taking glucose out of the bloodstream and giving it to the body cells, where it can be used immediately as energy or put into ‘storage’ for later use.

a identify which systems are involved with putting sugar into the blood?

b Explain why a sharp peak in blood sugar causes a sharp rise in insulin.

Pancreas receptors respond and release insulin

Liver changes glucose to glycogen

Healthyglucose level

Glucose decreases

Glucose increases

Liver releases its glycogenstore as glucose

Pancreas receptorsrespond and

release glucagon



Chapter 5 Plate tectonics


SKILLS



SyLLabuS

students:• outline how the theory of plate

tectonics changed ideas about the structure of and changes in the Earth’s surface


a wegener could not explain how the continents moved. _____

b Australia was once part of Pangaea. _____

c the position of the continents on the Earth’s surface has stayed the same throughout its history. _____

d while other continents have moved, Africa has never moved. _____

2 How long ago did Pangaea exist?

3 Describe what continental drift indicates about the Earth.

4 Describe the evidence supporting the initial theory of continental drift.

5 use figure 5.1 to describe how Australia has changed location from early times to the present.

6 in the 1960s, much more evidence came about showing that the Earth’s interior had a tremendous amount of heat and that the crust was not static, but was actually moving around in sections. Discuss how this would have affected the theory of continental drift.

Continental drift

5.1A C T I V I T Y

Eurasia

North America

South America

Africa

Antarctic

Australia

India

figure 5.1





A C T I V I T Y

5.2Experiment: modelling plate tectonicsSKILLS


information• Communicating• Critical and creative thinking

SyLLabuS

students:• relate movements of the Earth’s

plates to convection currents and gravitational forces

AimTo model plate tectonics.

HAzArdsFlame hazard: Wear safety goggles and keep flammables away. Hot glassware hazard: Handle hot glassware using a towel.

mATeriAls• 250-ml beaker

• sand

• sawdust

• Teaspoon

• Balsa wood or thick cardboard

• Knife or scissors

• Bunsen burner

meTHod1 Add 150 ml water to a 250-ml beaker.

2 Add three teaspoons of sand and five teaspoons of sawdust to the water and mix thoroughly.

3 Cut out a circular section of balsa wood or thick cardboard the same size as the base of the beaker. tear this circle into four pieces with jagged edges. Put the pieces together again as a complete piece on top of the water in the beaker.

4 bring the water to a rapid boil using a bunsen burner placed two-thirds of the way across, under the beaker, as shown in figure 5.2.

5 turn off the heat when the mixture is boiling.





6 record your observations while heating the mixture, while it was boiling and when it was cooling.

resulTslabel the parts a–f in the diagram of the experimental set-up shown in Figure 5.2 and complete the table below.

observations during heating observations during boiling

discussion1 Explain why each of the following pieces of equipment was used.

a bunsen burner _________________________________________________________________________

b beaker ________________________________________________________________________________

c Gauze mat _______________________________________________________________________________

a ...............................

b ...............................

c ...............................

d ...............................

e ...............................

f ...............................

figure 5.2





2 Complete the passages below to explain how the different parts of the model match what occurs in plate tectonics.

Model action in plate tectonics

the b____________________ wood pieces are similar to the

Earth’s tectonic p____________________.

rigid pieces f____________________ on top of a lower layer,

which is m____________________.

the mixture of sand, sawdust and w____________________

models the m____________________ material under the

Earth’s crust.

is part solid and part l____________________ and can flow.

the b____________________ burner models the Earth’s hot

c____________________.

Provides the source of h____________________ energy, which

drives the surface motion.

the circulating currents made up of water,

s____________________ and sawdust model the moving

magma c____________________ in the Earth’s mantle.

form circulating convection c____________________ where

the hot material r____________________ and the cool material

sinks.

3 models are often used in science. why did we use a model here?

4 list some benefits of using models.

5 list some drawbacks of using models.

6 identify ways in which your model could be improved.

conclusionDid the model used here tell you more about volcanoes or earthquakes? Explain your reasoning.





5.3A C T I V I T YActivity at plate

boundariesSKILLS


• Problem-solving• Communicating• iCt

SyLLabuS

students:• relate movement of the Earth’s

plates to convection currents and gravitational forces

• outlines how volcanic activity, earthquakes and formation of new landforms can be explained using plate tectonics

1 use the map of the tectonic plates at the world shown in figure 5.1 on page 182 of the student book or search the internet for a similar map.

a list the five largest tectonic plates on the Earth’s surface. Are any of them in the Asia-Pacific region?

b identify the plate that Australia is sitting on and describe how this plate is moving.

2 Explain how the tectonic plates are able to move. Draw a diagram to illustrate your answer.





3 Explain the difference between a convergent plate boundary and a divergent plate boundary.

4 which type of plate boundary causes the sea floor to spread? identify a place in the Asia-Pacific region where this occurs.

5 which type of plate boundary causes mountains to rise? identify a place in the Asia-Pacific region where this occurs.

6 rock closer to mid-ocean ridges has been found to be younger than rock further away. Does this evidence support the theory of plate tectonics or not? Explain your reasoning.

7 summarise how plate tectonics explain earthquakes and cause new landforms to form.





A C T I V I T Y

5.4energy is released when earthquakes occur and this energy will have a number of different effects on the earth’s surface. The strength of an earthquake is usually measured on one of two scales: the mercalli scale or the richter scale.

richter magnitude

Mercalli intensity description occurrence per year

upward acceleration from wave (cm/s2)

energy

1–2 i usually not felt, but detected by instruments. 1 000 000 <1 2–63 mJ

2–3 ii weak. felt by very few people. 49 000 2.5 63 mJ–2.0 GJ

3–4 iii slight. felt by many; often mistaken for a passing vehicle. 3 2.0–63 GJ

4 iV moderate. felt by many indoors; dishes and doors disturbed. 6200 10 63 GJ

4–5 Vrather strong. felt by nearly everyone. People awakened, cracked walls, trees disturbed.

25 63 GJ–2.0 tJ

5–6 Vistrong. felt by all. many people run outdoors where they can. furniture moves. slight damage occurs.

800 50 2.0–63 tJ

6 ViiVery strong. People run outdoors where they can. Poorly built buildings suffer severe damage. slight damage everywhere else.

100 63 tJ

6–7 Viii

Destructive. People run outdoors where they can. moderate to major damage. minor damage to secure buildings. Chimneys and walls collapse.

120 250 63 tJ–2.0 PJ

7 iXruinous. All buildings suffer major damage. Ground cracks, pipes break, foundations shift.

250 2.0 PJ

7–8 XDisastrous. major damage. structures destroyed. Ground is badly cracked. landslides occur.

18 500 2.0–63 PJ

8 XiExtreme. Almost all structures fall. bridges wrecked. Very wide cracks in ground.

18 750 63 PJ

>8 XiiCataclysmic. total destruction. Ground surface waves seen. objects thrown into the air. All construction destroyed.

0.1 980 >63 PJ

Data analysis: EarthquakesSKILLS


• Problem-solving• Critical and creative thinking• literacy• numeracy

SyLLabuS

students:• describe examples of how

technological advances have increased understanding of geological activity




66 Copyright © Oxford University Press ISBN 9780195573732oxford INSIGht SCIeNCe 9 AustrAliAn CurriCulum for nsw workbook Copyright © Oxford University Press ISBN 9780195573732oxford INSIGht SCIeNCe 9 AustrAliAn CurriCulum for nsw workbook

The mercalli scale is based on what people in an affected area feel and the damage done to the surroundings. The effects of any one earthquake vary greatly from place to place, so many mercalli intensity values (e.g. iV, Vii) may be measured for the same earthquake.

each earthquake should have only one magnitude on the richter scale, although the various methods of calculating it may give slightly different values. The richter scale is based on measurements recorded by seismographs and other instruments that help determine the speed, or acceleration, of the ground when it moves suddenly to get a reading of the energy released. note that the richter scale is a type of scale called a logarithmic scale, and each whole-number step represents a tenfold increase in magnitude. Thus, a magnitude 7 earthquake is ten times larger than a magnitude 6 earthquake and 100 times larger than a magnitude 5 earthquake.

1 identify which scale:

a uses roman numerals i–Xi? _______________________________________________________________

b uses a description of damage to buildings? ___________________________________________________

c gives a measure of the actual energy released? _______________________________________________

2 identify the mercalli and richter readings for an earthquake that does the following.

a shakes and topples chimneys and is felt by all

b totally destroys weak structures

c causes hanging objects to start swinging

3 Describe the effect on the Earth’s surface if the mercalli intensity is Xii.

4 As the mercalli intensity increases, describe what happens to magnitude on the richter scale.

5 outline the relationship between the mercalli intensity and the energy of the earthquake.

6 Describe how these scales rely on technology.




67oxford INSIGht SCIeNCe 9 AustrAliAn CurriCulum for nsw workbookCopyright © Oxford University Press ISBN 9780195573732 oxford INSIGht SCIeNCe 9 AustrAliAn CurriCulum for nsw workbookCopyright © Oxford University Press ISBN 9780195573732

7 Predict why readings from seismographs important to the study of the Earth’s interior.

8 research some examples of earthquakes in the Asia-Pacific region (including Australia) and where they appear on the scales. Can you identify any trends or patterns from this?

9 Compare the mercalli and richter scales.





5.5A C T I V I T Y Geological technology

Skills

• Critical and creative thinking• literacy• Communicating• Processing and analysing data and

information

SyLLabuS

students:• describe examples of how

technological advances have increased understanding of geological activity

1 Explain how each of the following devices work.

a magnetometer

b seismometer

c seismic surveys

2 Explain why it is important for scientists to monitor geological activity.

3 Describe one possible future for the Earth if the continents continue to move as they currently do. what would life be like in a world like this?





5.6A C T I V I T Y

1 How does the theory of plate tectonics describe our planets’ crust?a A thick layer without cracks which covers the

inner mantleb A thick layer with small cracks where the

mantle sometimes seeps throughC A thin layer broken into large plates that move

slowlyd A thin layer broken into millions of pieces that

move slowly

2 what is the correct term for two tectonic plates that can slide past each other?a transform boundaryb diverging boundaryC converging boundaryd transfer boundary

3 what occurs when rock layers that have been jammed suddenly grind past one another, releasing stress?a an earthquakeb sea-floor spreadingC mountain ranges formd a volcanic eruption

4 tectonic plates are:a more dense than the magma beneath themb less dense than the magma beneath themC the same density as the magma beneath themd so light that they don’t have a density.

5 which of the following is evidence for the theory of plate tectonics?a outlines of the continents fit together like a

jigsawb matching patterns of magnetism in rocks of

different continentsC the same fossils found on different continentsd all of the above

6 the substance that flows out of a volcano and solidifies into rock is called:a a volcanic bombb magmaC ashd lava

7 most earthquakes occur:a at plate boundariesb in the mantleC in the centre of a plated in the Earth’s core.

8 what is the name of the supercontinent that Australia and all other continents were once part of?a Pangaea proximab PangaeaC Amasiad Eurasia

review: movements on the Earth’s surfaceSKILLS

• literacy• Communicating





9 the circular flow of material in the mantle is called:a seismic wavesb circulationC radiationd convection currents.

10 the technique that measurers the structure of underlying rock layers using reflections of sound waves is:a a seismographb a richter scaleC a seismic surveyd a magnetometer.

11 match each word with its definition.

seismometer epicentre fault lithosphere

a point on the surface directly above where the earthquake occurred ____________________

b plane along which rocks have fractured ____________________

C a device that measures the intensity of earthquakes ____________________

d solid uppermost layer of the crust ____________________

12 Compare a continent-to-continent plate collision with an ocean-to-ocean plate collision.

13 Describe what continental drift is and include two pieces of evidence for continental drift.

14 figure 5.3 below shows a cross-section through a tectonic boundary.

a which of the two crusts shown is most dense?

b is this a subduction zone or a mid-ocean ridge?

c what feature occurs at this boundary in the ocean?

d Describe how the plates are moving and state what drives their motion.

15 Explain what can cause tsunamis and why tsunamis pose such a large threat to life.

Continental crustOceanic crust

figure 5.3



Chapter 6 Energy on the move


The particle model explains that all matter is made of particles; these are atoms. The arrangement of particles determines whether the substance is a solid, liquid or gas. Heat energy will flow through matter in a number of ways.1 Does heating a solid cause the particles in it to vibrate more or less quickly? Explain your answer.

2 if a material feels cold when you touch it, it is readily absorbing heat from your hand. Does this make the material a heat conductor or insulator?

3 what type of material would be best to use to make the handle of a frypan: a heat conductor or a heat insulator? identify a specific material that you would use and explain why it would make a good handle for a frypan.

4 will particle vibrations spread more easily in an insulator or in a conductor? use this to help decide what type of material would be best to use to make the base of a frypan.

6.1A C T I V I T Y

SKILLS

• Questioning and predicting• Critical and creative thinking

SyLLabuS

students:• explain processes of convection and

conduction of heat energy

Heating by conduction





6.2A C T I V I T Y

1 figure 6.1 shows convection currents from a fireplace. Answer each of the following questions by labelling the diagram and writing a statement on the line provided.

a where are the particles that are flowing upward?

b where are the particles that are flowing downward?

c where are the particles that have the least energy

d where are the particles that have the most energy

2 is hot air less or more dense than cool air? Give your reasoning.

3 Describe a few situations at home that involve convection currents.

Heating by convectionSKILLS


• Communicating

SyLLabuS

students:• explain the processes of convection

and conduction of heat energy

figure 6.1





6.3A C T I V I T Y

When heat is transmitted by radiation, it uses waves (of heat energy) rather than particles. These can travel across empty space, unlike conduction and convection. The heat waves are absorbed differently by different types of surfaces.

AimTo test the heat absorption of different-coloured test tubes.

PredicTionWrite a prediction (hypothesis) for this experiment.

mATeriAls• heater

• three test tubes, one coloured with black paper and one with metal foil

• three thermometers

label the equipment shown in Figure 6.2. note that the minimum distance between the heater and the test tubes racks is 50 cm.

SKILLS

• Questioning and predicting• Planning investigations• Conducting investigations• Critical and creative thinking

SyLLabuS

students:• distinguishe between the absorption,

reflection and refraction of light and identify everyday situations where each occurs [CCt]

Experiment: Heating by radiation

Black

Silver

Heat waves

Clear

figure 6.2





resulTscomplete the results table below.

test tube Initial temperature (°C) final temperature (°C)

black

silver

Clear

discussion1 identify the source of radiant heat energy in this experiment.

2 Explain how heat travels when it is said to be radiating.

3 Explain the results of your experiment.

4 Can heat waves travel across outer space? Explain your answer.

5 Compare radiation with convection and conduction.

conclusionAnswer the aim of this experiment. describe how accurate your hypothesis was.





6.4A C T I V I T Y

1 identify what waves carry from one place to another.

2 Examine the diagram of the slinky spring in figure 6.3.

SKILLS

• Critical and creative thinking• numeracy

SyLLabuS

students:• identify situations where waves

transfer energy• describe waves in terms of

wavelength, frequency and speed• explain the transmission of sound in

different mediums

Energy and waves

figure 6.3

a identify what type of wave this is.

b Describe how this wave transfers energy.

c Does this wave model a sound wave or a light wave? Explain your answer.





4 Describe what light waves are made from.

5 identify what frequency represents its unit.

6 the many parts of a wave include the wavelength, amplitude, frequency, crest and trough. some of these are labelled in figure 6.4.

a what is the point labelled v known as? _________________________

V

WU

Z

Y

X

figure 6.4

3 the table below shows the speed of sound in the some different substances. Explain, in terms of particles, why the speed of sound is different in the different states of matter.

State of matter Substance approximate speed of sound (m/s)

solid Glass 4540

Copper 3900

steel 6100

wood 3500

liquid Pure water 1480

salt water 1590

Gas Air 340

oxygen 320

Helium 970





b what is the point labelled x known as? _________________________

c Amplitude is the vertical distance between which two labels? ____________ ____________

d the distance between u and which label is a wavelength? _________________________

e label the diagram showing wavelength and amplitude.

7 the mathematical equation for calculating the speed of a wave is v = f × λ

where v is the wave speed in m/s, f is the frequency in Hz and λ is the wavelength in m.

a Calculate the wave speed for waves that are measured to have 8 cm between successive peaks and a frequency of 0.5 Hz.

b Calculate the frequency of waves that are measured to have a wavelength of 3 m and a speed of 2 metres per second.

c Calculate the wavelength of a wave that has a wave speed of 12 metres per second and a frequency of 2 Hz.





6.5A C T I V I T Y

light travels as waves. We can use equipment such as a light box kit to investigate how light waves interact when reflecting and refracting.

PArT 1: rAy TrAcing using A ligHT box And reFlecTors1 label the equipment used in the set-up shown in figure 6.5.

SKILLS


information• Communicating• Critical and creative thinking

SyLLabuS

students:• describe absorption, reflection and

refraction of light

investigation: How light behaves

figure 6.5

2 state the function of each of the following.

a transformer

b light box

c slit screen





3 Complete the table below showing what happens to rays of light when they encounter different reflecting objects.

top view What happens to the rays? plane, convex or concave surface?

PArT 2: looking THrougH diFFerenT lensesstart with a convex lens close to your eye and then slowly move it away from you until your arm is completely outstretched. record what you see. repeat this action for a concave lens. What is the difference between the images in the concave and convex lenses?





PArT 3: rAy TrAcing using A ligHT box And lenses And Prismsuse the same set-up as in part 1 and the lenses in the light box kit. complete the table below, describing what happens to rays of light when they encounter different lenses and prisms.

top view What happens to the rays? Lens or prism? Convex or concave or neither?





PArT 4: meAsuring THe FocAl lengTH oF A lens1 label the equipment used in the set-up shown in figure 6.6.

2 set up the equipment and move the white card away from the lens until the light produces a sharp point on the card. measure the focal length (i.e. the distance between the lens holder and the card). Complete the results table below using at least two different lenses.

Lens focal length (cm)

PArT 5: looking inTo diFFerenT mirrorsstart with a convex mirror close to your eye and then slowly move it away from you until your arm is completely outstretched. record what you see. repeat this action for a concave mirror. What is the difference between the images in the concave and convex mirrors?

White card

Focal length of lens

figure 6.6





discussion

1 Describe the similarities between the reflection and refraction of light rays.

2 Describe the differences between the reflection and refraction of light rays.

3 figure 6.7 shows light rays encountering different kinds of mirrored surfaces. label the incoming rays and the reflected rays in each case and describe what is occurring.

figure 6.7

4 total internal reflection is an unusual interaction between light and a surface. Explain how it involves and identify at least one use of total internal refraction.





6.6A C T I V I T Y

comparisons of light and sound are very useful to find out more about waves.


a Energy is not transferred in a light wave. _______________

b light is a form of electromagnetic wave. _______________

c sound is a form of electromagnetic wave. _______________

2 Describe what aspect of light each of the diagrams in figure 6.8 is showing.

SKILLS



SyLLabuS

students:• explain the transmission of sound in

different mediums• describe waves in terms of

wavelength, frequency and speed• describe absorption refraction and

reflection of light

light and sound

x x

figure 6.8

a _______________________________________________________________________________________

b _______________________________________________________________________________________

c _______________________________________________________________________________________





4 Complete the passage below.

both light and sound travel as w_________________________. the waves transmit energy but not matter. the energy in sound waves produces n_________________________ that we hear and the _________________________ in light waves produces light that we see. Changing the frequency of a light wave will cause a change in c_________________________ to be seen. Changing the frequency of a sound wave will produce a change in p_________________________. when the amplitude of a sound wave is _________________________, the sound becomes louder. when the intensity of a light wave is increased, the light becomes b_________________________.

5 Complete the following sentences:

a light is a type of electromagnetic _________________________.

b sound waves travel as a _________________________ wave.

c light waves travel in a _________________________ wave.

d splitting which light into the different colours is called _________________________.

e the law of reflection states that the angle of incidence is equal to _________________________.

figure 6.9

3 look at the figure 6.9. Explain how sound is produced here and how its amplitude can be altered.





6 Draw one light wave with a low frequency and another with a high frequency, and describe the difference between the two.

7 Complete the following table comparing light waves and sound waves.

property Light waves Sound waves

speed

where they can travel

Example showing reflection

Example of a high-frequency wave

Example of a low-frequency wave

8 Compare the detection of sound waves by the body to the detection of light waves by the body. write down the similarities and differences between the two.





6.7A C T I V I T Y Electromagnetic

wavesSKILLS

• Communicating• Critical and creative thinking• iCt

SyLLabuS

students:• describe waves in terms at

wavelength, frequency and speed• relate the properties of different

radiation in the electromagnetic spectrum to their uses

There are different types of electromagnetic radiation that make up the electromagnetic spectrum. A diagram of the electromagnetic spectrum is shown in Figure 6.15.

1 use figure 6.10 to identify the following.

a which type of electromagnetic radiation has the longest wavelength? _________________________

b which type has the highest frequency? _________________________

c which is the higher in frequency, red or blue light? _________________________

d which is the longer in wavelength, red or blue light? _________________________

e what is produced when the primary colours of light are all added together? ________________________

f identify the trend or pattern for wavelength and frequency using figure 6.10. _______________________

Gamma waves(10–12 m)

X-rays(10–10 m)

Ultraviolet(10–8 m)

Infrared(10–5 m)

Microwaves(10–2 m)

Radio waves(102 m)

Visible light

Long wavelength,low frequency

Short wavelength,high frequency

figure 6.10





2 Complete the table below about the different types of electromagnetic radiation.

type of radiation description example of use

radio waves

microwaves

infrared

Visible light

ultraviolet waves

X-rays

Gamma rays

3 a which type of electromagnetic radiation is responsible for sunburn? _________________________

b which type is detected by the eye? _________________________

4 Explain how the properties of waves relate to their use in everyday life in the following examples.

a A radio

b A microwave oven

c An X-ray scanner

5 in general, the wavelength of the wave should be similar to the size of the object used to detect the wave. use this principle to explain:

a why you cannot use visible light to ‘see’ molecules





b why you can use X-rays to see the structure of a virus.

6 research what kinds of waves the following animals can detect that cannot be detected by humans.

a bees

b snakes





6.8A C T I V I T Y

A working electrical circuit must have these things:• electrical charge (which makes up the current)• a complete path for the charges to go around• a voltage source to provide the energy, or push.A battery or cell acts as a voltage source in most simple circuits. A switch is often placed in a circuit to complete or make and break the circuit, enabling the components to be turned on and off. A series circuit has the components connected along one complete line. A parallel circuit has the components connected along separate lines that branch off from the main line.1 Complete the passage below.

A current is made from moving _________________________. it will flow along a path called a _________________________ if there is a battery or _________________________ source.

2 Explain why a bulb in a circuit will not light if a switch is left open.

3 Complete the table below to compare series and parallel circuits. include the different applications of each type.

Series circuit parallel circuit

Current, voltage and resistance in circuitsSKILLS

• Problem-solving• Processing and analysing data and

information• Critical and creative thinking• numeracy

SyLLabuS

students:• describe voltage, resistance and

current in terms of energy• compare series and parallel circuits• describe the relationship between

voltage resistance and current





4 Examine the electrical circuit in figure 6.11.

a state why this classed as a series circuit.

b if the cell produces 12 V, calculate how many volts would each of the identical lamps would take?

c if there were 150 mA flowing out of the cell, calculate what current flows in each lamp.

d Draw a circuit diagram of this circuit.

5 Examine the diagram shown in figure 6.12.

a identify whether this is a series or parallel circuit

b label the pieces of equipment.

c if the cell produced 10 V, calculate how many volts would each of the identical lamps take

d if there were 140 mA flowing out of the transformer, calculate what current flows in each lamp.

e Draw a circuit diagram of this circuit.

figure 6.11

figure 6.12





6 the diagram in figure 6.13 shows how a student altered the number of lamps in her circuit.

figure 6.14

figure 6.13

a Describe how the brightness of the individual lamps changed.

b Explain why the brightness changed.

c if the battery produced 9 V, calculate the voltage across each of the lamps before and after the change.

d Add in a voltmeter to the circuits to show how you could measure the voltage across one of the lamps.

7 figure 6.14 shows how another student altered their circuit.

a Describe the changes in the brightness of the lamps.





b if the battery produced 12 V, calculate the voltage across each of the lamps before and after the change.

c Explain how the current through each of the lamps has changed.

d Draw in ammeters and voltmeters in the diagram above to show how you could measure the current through and the voltage across the lamps.

8 Design your own circuit diagram using at least five circuit components. Explain what the circuit does once the power is switched on.

9 A student steadily increases the voltage across a lamp from 4 V to 12 V.

a Explain the relationship between voltage and current in this situation.

b why would the resistance steadily increase in this situation?





6.9A C T I V I T YEnergy efficiency

Electricalenergy

Kinetic energy

Heat

Sound

figure 6.15

SKILLS

• Problem-solving• Processing and analysing data and

information• Critical and creative thinking• numeracy• literacy• iCt

SyLLabuS

students:• outline examples where scientific

developments have involved teams of specialist scientists

• describe how energy transfers and transformations are not 100% efficient

• discuss how the needs of society can influence scientific research in increasing energy efficiency

• discuss viewpoints that need to be considered in the use of non-renewable energy resources

Any electrical device such as a battery-powered toy car converts electrical energy into other forms of energy. An energy transformation diagram shows the energy input and the energy outputs in terms of arrows. The thicker the arrows, the more energy. For example, Figure 6.15 shows the energy transformation diagram for a particular toy car.

As you can see, as well as the form energy of energy that we wanted – the kinetic energy of the car moving – we also get forms that we didn’t want: heat and sound energy are lost to the surroundings. We say that the car is not very energy efficient. energy efficiency can be calculated using the formula:

Efficiency = amount of usable energy/amount of initial energy × 100%

energy efficiency is becoming more and more important in the modern world. This is because some of the earth’s energy resources are finite and will not last forever. using energy efficiently allows us to get more out of the resources we have and to produce less pollution.1 Define the term ‘energy efficiency’.

2 state the energy transformation, and calculate the efficiency, for the following devices:

a a solar cell that uses 100J of sunlight to produce 40J of electrical energy

b a heater that uses 1000J of chemical energy (in natural gas) to produce 600J of heat energy





c a bicycle rider that uses 240J of chemical energy (in food) to produce 150J of kinetic energy

d a leaf that uses 5J of light energy from the sun to produce 3J of chemical energy in sugar during photosynthesis

3 building an energy efficient home is important to most people. state whether the following changes improve energy efficiency or not, and explain your answer.

a using double-glazed windows instead of single-glazed ones. (Hint: double-glazed windows have a layer of air between the layers of glass, and air is a poor conductor of heat)

b installing a gas-powered water heater instead of a solar-powered water heater

c buying a cheap refrigerator that has a 25% energy efficiency instead of a slightly more expensive one that has 50% energy efficiency

d using ducted air conditioning that cools the whole house instead of zone air conditioning that cools just the rooms being used.

4 Examine the following table that shows the properties of three different types of light bulb.

Incandescent light bulbs Leds Compact fluorescent bulbs

Power used (watts) 75 w 9–13 w 18–25 w

life span 1 200 hrs 50 000 hrs 8 000 hrs

Heat emitted 86 units 3.4 units 31 units

Contains toxic chemicals? no no Yes, some mercury

Cost low High medium

light output 1 100 lumens 1 100 lumens 100 lumens





a identify which bulb uses the most amount of power.

b identify which bulb uses the least amount of power.

c identify the form of energy that is being lost by the bulbs.

d list the bulbs in order from shortest to longest lifespan.

e Assess which type of bulb you would use when constructing a house. Explain your answer.

5 Propose four features that an energy efficient building should have.

6 outline how the following people involved in the construction of a building can make it more energy efficient:

a the electrician

b the architect





c the plumber

d the builder

7 most of the electrical energy we use in our homes and industry currently comes from non-renewable sources such as coal.

a Explain the long-term problems with only using coal for energy.

b research some of the ways that scientists are looking to improve the efficiency of power stations and manage the pollution they produce.





6.10A C T I V I T Yreview: Energy on

the moveSKILLS


1 what type of energy cannot travel across space?a sound energyb light energyC radio wavesd microwaves

2 which of the following is the unit for frequency?a metresb AmplitudeC Hertzd metres/second

3 the distance between two wests on a wave is called:a periodb wavelengthC velocityd frequency

4 which feature of a light wave controls the colour of light?a the frequencyb the wavelengthC the wave speedd the amplitude

5 the light from the sun is classified as what type of wave?a transverse waveb longitudinal waveC Circular waved seismic wave

6 Convection currents can occur within:a solidsb liquids and gasesC the vacuum of spaced liquids only

figure 6.16

7 the amplitude of a wave is:a the distance between matching points on two

waves next to each otherb the number of waves per secondC how fast the wave travelsd the height of a wave from the midline to the

top of a crest

8 in reflection, the angle of reflection equals:a the angle of refractionb 90°C the angle of incidenced the critical angle

9 Electrical current measures:a the amount of charge that passes a point in

one secondb how easily electrons move through a materialC the potential energy that electrons haved how much energy is transformed into a

desired energy type

10 what type of electromagnetic wave has the longest wavelength?a radio waveb Gamma rayC Heat energyd X-ray

11 Examine figure 6.16.





a state two forms of energy produced by the bunsen burner.

b identify on the picture where convection of heat occurs and describe this process.

c identify on the picture where conduction of heat occurs and describe this process.

d identify on the picture where radiation of heat occurs and describe this process.

12 the electromagnetic spectrum consists of radio waves, microwaves, infrared radiation, visible light, ultraviolet radiation, X-rays and gamma rays.a identify which type of radiation is commonly used to detect bone fractures.

b identify which type of radiation is used to transmit radio signals.

c identify which type of radiation has the most energy.

d identify which type of radiation is used to send messages from remote controls to televisions.

e identify which type of radiation is the most harmful.

13 Explain why a fish looks closer to the surface of water than it actually is.





14 match each word from the list below to the appropriate definition.ammeter ohm’s law circuit electron buzzera V = IR. _________________________b Charged particle that flows in an electrical current. _________________________c Device that will measure the amount of electrical current. _________________________d Converts electrical energy into sound. _________________________e Complete path for charges to flow around. _________________________

15 A student built a series circuit using a lamp, an electric buzzer and a battery.a Draw a circuit diagram to show this.

b what other component is required to control this circuit?

c Describe what happens to the circuit components as the voltage from the battery is steadily increased.

16 identify which of the following two devices is the most energy efficient: a heater that produces 50J of heat energy from 100J of electrical energy or a light bulb that produces 20J of light energy from 60J of electrical energy. Explain your answer.



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