Book Title:

PHScience

Table of Contents

Find Mr Right4. (1)
Friday Week2. (2)
--. (3)
--. (4)
--. (5)
blank. (6)
What is the outline of PHS Science. (7)
. _ Programs. (8)
. _ . _ Year 7. (9)
. _ . _ . _ Chemical World. (10)
. _ . _ . _ . _ Text book. (11)
. _ . _ . _ . _ . _ Properties of Substances. (12)
. _ . _ . _ . _ . _ Mixtures. (13)
. _ . _ . _ . _ Assessment. (14)
. _ . _ . _ . _ . _ Density 25%. (15)
. _ . _ . _ . _ . _ . _ Timing. (16)
. _ . _ . _ . _ . _ . _ . _ Notification in Week 7. (17)
. _ . _ . _ . _ . _ . _ . _ Date Week 9. (18)
. _ . _ . _ . _ . _ . _ . _ In class 60 mins. (19)
. _ . _ . _ . _ . _ . _ Ho?. (20)
. _ . _ . _ . _ . _ . _ . _ In class. (21)
. _ . _ . _ . _ . _ . _ . _ Two parts. (22)
. _ . _ . _ . _ . _ . _ . _ . _ includes. (23)
. _ . _ . _ . _ . _ . _ . _ . _ . _ Measuring + Working out. (24)
. _ . _ . _ . _ . _ . _ . _ . _ . _ Draw Diagrams + Observation/Inference. (25)
. _ . _ . _ . _ . _ . _ What to Bring. (26)
. _ . _ . _ . _ . _ . _ . _ Red + Blue plus. (27)
. _ . _ . _ . _ . _ . _ . _ Pencil plus. (28)
. _ . _ . _ . _ . _ . _ . _ Ruler + Set square. (29)
. _ . _ . _ . _ . _ . _ . _ Calculator plus. (30)
. _ . _ . _ . _ . _ . _ . _ Eraser. (31)
. _ . _ . _ . _ . _ . _ youtube. (32)
. _ . _ . _ . _ . _ . _ . _ How to measure a graduted cylinder. (33)
. _ . _ . _ . _ . _ . _ . _ Measuring Density. (34)
. _ . _ . _ . _ . _ . _ . _ . _ includes. (35)
. _ . _ . _ . _ . _ . _ . _ . _ . _ Mercury. (36)
. _ . _ . _ . _ . _ . _ . _ . _ . _ Glass Floating on Tin. (37)
. _ . _ . _ . _ . _ . _ . _ . _ . _ A rock. (38)
. _ . _ . _ . _ . _ . _ . _ How to draw a Scientific Diagram. (39)
. _ . _ . _ . _ . _ . _ activity. (40)
. _ . _ . _ . _ . _ . _ . _ Chemix 2.0. (41)
. _ . _ . _ . _ . _ . _ . _ Phet Density. (42)
. _ . _ . _ . _ . _ Notification. (43)
. _ . _ . _ . _ Syllabus. (44)
. _ . _ . _ . _ . _ Chemical World 1. (45)
. _ . _ . _ . _ . _ Mixtures plus. (46)
. _ . _ . _ . _ . _ Questioning and Predicting. (47)
. _ . _ . _ . _ . _ Planning an Investigation. (48)
. _ . _ . _ . _ Program. (49)
. _ . _ . _ Classification and Cells. (50)
. _ . _ . _ . _ Sylabus. (51)
. _ . _ . _ . _ . _ Classification . (52)
. _ . _ . _ . _ . _ Ecology. (53)
. _ . _ . _ . _ Textbook. (54)
. _ . _ . _ . _ . _ Classification. (55)
. _ . _ . _ . _ . _ Habitats. (56)
. _ . _ . _ . _ Programs. (57)
. _ . _ . _ . _ youtube. (58)
. _ . _ . _ . _ . _ Slaters. (59)
. _ . _ . _ Physical World. (60)
. _ . _ . _ Earth and Space. (61)
. _ . _ Year 8. (62)
. _ . _ . _ Physical World. (63)
. _ . _ . _ . _ Textbook. (64)
. _ . _ . _ . _ . _ Working with Data. (65)
. _ . _ . _ . _ . _ Energy and Machines. (66)
. _ . _ . _ . _ . _ . _ includes. (67)
. _ . _ . _ . _ . _ . _ . _ Energy. (68)
. _ . _ . _ . _ . _ . _ . _ Conservation of Energy. (69)
. _ . _ . _ . _ . _ . _ . _ Machines. (70)
. _ . _ . _ . _ not Assessment. (71)
. _ . _ . _ . _ Syllabus. (72)
. _ . _ . _ . _ . _ Energy. (73)
. _ . _ . _ . _ . _ . _ includes. (74)
. _ . _ . _ . _ . _ Converions. (75)
. _ . _ . _ . _ . _ Additional Content plus. (76)
. _ . _ . _ . _ . _ Questioning and Predicting. (77)
. _ . _ . _ . _ . _ Planning an Investigation. (78)
. _ . _ . _ . _ Program. (79)
. _ . _ . _ Chemical World. (80)
. _ . _ . _ . _ Syllabus. (81)
. _ . _ . _ . _ . _ Elements and Compounds. (82)
. _ . _ . _ . _ . _ Chemical Change. (83)
. _ . _ . _ . _ Assessment. (84)
. _ . _ . _ . _ Program. (85)
. _ . _ . _ . _ youtube. (86)
. _ . _ . _ . _ . _ Strangest Elements. (87)
. _ . _ . _ . _ . _ Deep sea Creatures. (88)
. _ . _ . _ Chemical World. (89)
. _ . _ . _ Living World. (90)
. _ . _ Year 9. (91)
. _ . _ . _ Earth and Space. (92)
. _ . _ . _ . _ Textbook. (93)
. _ . _ . _ . _ . _ Plate Tectonics. (94)
. _ . _ . _ . _ . _ Disasters. (95)
. _ . _ . _ . _ Assessment. (96)
. _ . _ . _ . _ . _ Research Task 25%. (97)
. _ . _ . _ . _ . _ . _ What are the documents?. (98)
. _ . _ . _ . _ . _ . _ . _ The assignment plus. (99)
. _ . _ . _ . _ . _ . _ . _ Outcomes Rubric. (100)
. _ . _ . _ . _ . _ . _ Concept Chain. (101)
. _ . _ . _ . _ . _ . _ . _ Research a historical and modern disaster then. (102)
. _ . _ . _ . _ . _ . _ . _ . _ includes. (103)
. _ . _ . _ . _ . _ . _ . _ . _ . _ Separately sourced/researched historical data plus. (104)
. _ . _ . _ . _ . _ . _ . _ . _ . _ Research a contempory event. (105)
. _ . _ . _ . _ . _ . _ . _ Chain of science then. (106)
. _ . _ . _ . _ . _ . _ . _ Tabulate features of disaster vs disasters then. (107)
. _ . _ . _ . _ . _ . _ . _ Graph of disasters then. (108)
. _ . _ . _ . _ . _ . _ . _ Infographic then. (109)
. _ . _ . _ . _ . _ . _ . _ Traditional Belief researched then. (110)
. _ . _ . _ . _ . _ . _ . _ Role of science in predicting / management then. (111)
. _ . _ . _ . _ . _ . _ . _ Make a judgement (evaluate). (112)
. _ . _ . _ . _ . _ . _ youtube. (113)
. _ . _ . _ . _ . _ . _ . _ How to plan. (114)
. _ . _ . _ . _ . _ . _ . _ Canva. (115)
. _ . _ . _ . _ . _ . _ youtube. (116)
. _ . _ . _ . _ . _ . _ . _ Clinton Institue. (117)
. _ . _ . _ . _ . _ . _ . _ Big Data. (118)
. _ . _ . _ . _ . _ . _ . _ Big Data Japan. (119)
. _ . _ . _ . _ . _ . _ . _ Mobile Phone apps. (120)
. _ . _ . _ . _ . _ . _ . _ Real Warning in Japan. (121)
. _ . _ . _ . _ . _ . _ . _ Bush Fire in Australia. (122)
. _ . _ . _ . _ . _ . _ activity. (123)
. _ . _ . _ . _ . _ . _ . _ Earthquake tutorial. (124)
. _ . _ . _ . _ . _ . _ . _ Phet Plate Tectonics. (125)
. _ . _ . _ . _ Syllabus. (126)
. _ . _ . _ . _ . _ Tectonics. (127)
. _ . _ . _ . _ . _ . _ includes. (128)
. _ . _ . _ . _ . _ . _ . _ plate tectonics. (129)
. _ . _ . _ . _ . _ . _ . _ convection and gravity. (130)
. _ . _ . _ . _ . _ . _ . _ earthquakes volcanoes. (131)
. _ . _ . _ . _ . _ . _ . _ technology. (132)
. _ . _ . _ . _ . _ Environment plus. (133)
. _ . _ . _ . _ . _ . _ includes. (134)
. _ . _ . _ . _ . _ . _ . _ interacting spheres. (135)
. _ . _ . _ . _ . _ . _ . _ impacts. (136)
. _ . _ . _ . _ . _ . _ . _ human impact. (137)
. _ . _ . _ . _ . _ . _ . _ current debate. (138)
. _ . _ . _ . _ . _ Questioning and Predicting. (139)
. _ . _ . _ . _ . _ Planning and Investigation plus. (140)
. _ . _ . _ . _ Published Program. (141)
. _ . _ . _ Physical World. (142)
. _ . _ . _ . _ Syllabus . (143)
. _ . _ . _ . _ . _ Heat and Waves. (144)
. _ . _ . _ . _ . _ Circuits. (145)
. _ . _ . _ . _ Assessment. (146)
. _ . _ . _ . _ Program. (147)
. _ . _ . _ . _ Textbook. (148)
. _ . _ . _ . _ . _ Heat Light and Sound. (149)
. _ . _ . _ . _ . _ Electrical Energy. (150)
. _ . _ . _ . _ worksheets. (151)
. _ . _ . _ . _ Program. (152)
. _ . _ . _ Living World. (153)
. _ . _ . _ Chemical World. (154)
. _ . _ Year 10. (155)
. _ . _ . _ Physical World. (156)
. _ . _ . _ . _ Textbook. (157)
. _ . _ . _ . _ . _ Motion and Energy. (158)
. _ . _ . _ . _ . _ Working with data. (159)
. _ . _ . _ . _ not Assessment. (160)
. _ . _ . _ . _ Syllabus. (161)
. _ . _ . _ . _ . _ Motion. (162)
. _ . _ . _ . _ . _ . _ includes. (163)
. _ . _ . _ . _ . _ . _ . _ qualitative F=ma. (164)
. _ . _ . _ . _ . _ . _ . _ qualitative s=d/t. (165)
. _ . _ . _ . _ . _ . _ . _ qualitatively SumF=ma. (166)
. _ . _ . _ . _ . _ . _ . _ Everyday 3 Newton's Law. (167)
. _ . _ . _ . _ . _ Energy Conversions skillplus. (168)
. _ . _ . _ . _ . _ . _ includes. (169)
. _ . _ . _ . _ . _ . _ . _ conservation of energy. (170)
. _ . _ . _ . _ . _ . _ . _ efficiency. (171)
. _ . _ . _ . _ . _ . _ . _ society. (172)
. _ . _ . _ . _ . _ . _ . _ non-renewables. (173)
. _ . _ . _ . _ . _ Questioning and Predicting. (174)
. _ . _ . _ . _ . _ Planning an Investigation. (175)
. _ . _ . _ . _ Program. (176)
. _ . _ . _ Living World. (177)
. _ . _ . _ . _ Textbook. (178)
. _ . _ . _ . _ . _ Chapter 1. (179)
. _ . _ . _ . _ . _ Evolution. (180)
. _ . _ . _ . _ Assessment. (181)
. _ . _ . _ . _ Syllabus. (182)
. _ . _ . _ . _ . _ DNA. (183)
. _ . _ . _ . _ . _ Evolution. (184)
. _ . _ . _ . _ Program. (185)
. _ . _ . _ Chemical World. (186)
. _ . _ . _ . _ Text book. (187)
. _ . _ . _ . _ DNA research 40%. (188)
. _ . _ . _ . _ Syllabus. (189)
. _ . _ . _ Earth and Space. (190)
. _ . _ . _ . _ Textbook. (191)
. _ . _ . _ . _ Yearly Exam 30%. (192)
. _ . _ . _ . _ Syllabus. (193)
. _ . _ Assessment Schedule. (194)
. _ Literacy. (195)
. _ . _ What are the forms of literacy?. (196)
. _ . _ . _ Functional literacy (Hill). (197)
. _ . _ . _ . _ you tube. (198)
. _ . _ . _ . _ . _ Fibonnachi. (199)
. _ . _ . _ . _ . _ Florence Nightingale. (200)
. _ . _ . _ Cognative. (201)
. _ . _ . _ . _ youtube. (202)
. _ . _ . _ . _ . _ Asch Experiment. (203)
. _ . _ . _ . _ . _ Halo effect. (204)
. _ . _ . _ . _ . _ Milgrams Electric Shock. (205)
. _ . _ . _ . _ . _ Bystander Effect. (206)
. _ . _ . _ Cultural. (207)
. _ . _ . _ . _ youtube. (208)
. _ . _ . _ . _ . _ Hans Olag. (209)
. _ . _ . _ . _ . _ Washing Machine. (210)
. _ . _ . _ . _ . _ Mindset TED talk. (211)
. _ Quality Teaching Framework. (212)
. _ . _ What are the major elements. (213)
. _ . _ . _ Intellectual Quality. (214)
. _ . _ . _ Learning Environment. (215)
. _ . _ . _ Significance. (216)
. _ tunnel. (217)
. _ . _ Different Year Groups. (218)
. _ . _ . _ Year 7. (219)
. _ . _ . _ Year 8. (220)
. _ . _ . _ Year 9. (221)
. _ . _ . _ Year 10. (222)
. _ . _ Resources. (223)
. _ . _ . _ Science Handbook. (224)
. _ . _ . _ Google Docs. (225)
. _ . _ . _ . _ Science Handbook. (226)
. _ . _ . _ Periodic Table. (227)
. _ . _ . _ Brain Bee. (228)
. _ . _ Samples. (229)
. _ . _ . _ Year 8 Assignment 3. (230)
. _ . _ . _ Find Mr Right4. (231)
. _ . _ . _ Genesis3. (232)
. _ . _ . _ AFL. (233)
. _ Administration Infomation. (234)
. _ . _ What are the timings?. (235)
. _ . _ . _ School Calender. (236)
. _ . _ . _ Dr Hills time table. (237)
. _ . _ . _ . _ blank. (238)
. _ . _ . _ . _ Monday 1. (239)
. _ . _ . _ . _ . _ Pre 1 Lab 6. (240)
. _ . _ . _ . _ . _ Per 2 Lab3. (241)
. _ . _ . _ . _ . _ Per 3 Lab 4. (242)
. _ . _ . _ . _ . _ Per 4 Lab 2. (243)
. _ . _ . _ . _ Tuesday 1. (244)
. _ . _ . _ . _ . _ Per 1 Lab4. (245)
. _ . _ . _ . _ . _ blank. (246)
. _ . _ . _ . _ . _ Per 3 Maths Room 3. (247)
. _ . _ . _ . _ . _ Per 4 Lab 3. (248)
. _ . _ . _ . _ Wednesday 1. (249)
. _ . _ . _ . _ . _ Per 1 Lab 4. (250)
. _ . _ . _ . _ . _ Per 2 Lab 4. (251)
. _ . _ . _ . _ Thursday 1. (252)
. _ . _ . _ . _ . _ Per 1 Lab 5. (253)
. _ . _ . _ . _ . _ Per 2 Room 19. (254)
. _ . _ . _ . _ . _ Per 3 Lab 2. (255)
. _ . _ . _ . _ . _ blank. (256)
. _ . _ . _ . _ Friday 1. (257)
. _ . _ . _ . _ . _ Per1 Lab 6. (258)
. _ . _ . _ . _ . _ blank. (259)
. _ . _ . _ . _ . _ Per 2 Room 8. (260)
. _ . _ . _ . _ . _ Per 4 Lab 4. (261)
. _ . _ . _ . _ Monday 2. (262)
. _ . _ . _ . _ . _ Per 1 Lab 4. (263)
. _ . _ . _ . _ . _ Per 2 Lab 2. (264)
. _ . _ . _ . _ . _ Per 3 Lab 3. (265)
. _ . _ . _ . _ . _ Per 4 Lab 4. (266)
. _ . _ . _ . _ Tueday 2. (267)
. _ . _ . _ . _ . _ blank. (268)
. _ . _ . _ . _ . _ blank. (269)
. _ . _ . _ . _ . _ Per 3 Lab 3. (270)
. _ . _ . _ . _ . _ Per 4 Lab 6. (271)
. _ . _ . _ . _ Wednesay 2. (272)
. _ . _ . _ . _ . _ Per 1 Room 26. (273)
. _ . _ . _ . _ . _ Per 2 Lab 3. (274)
. _ . _ . _ . _ Thursday 2. (275)
. _ . _ . _ . _ . _ Per 1 Lab 2. (276)
. _ . _ . _ . _ . _ Per 2 Lab 4. (277)
. _ . _ . _ . _ . _ Per 3 Lab 4. (278)
. _ . _ . _ . _ . _ blank. (279)
. _ . _ . _ . _ 2. (280)
. _ . _ . _ . _ . _ Lab 3. (281)
. _ . _ . _ . _ . _ Lab 6. (282)
. _ . _ . _ . _ . _ blank. (283)
. _ . _ . _ . _ . _ blank. (284)
. _ . _ . _ Resource booking. (285)
. _ . _ . _ Homework. (286)
. _ . _ . _ Laboratory Orders. (287)
. _ . _ Communications. (288)
. _ . _ . _ Gmail. (289)
. _ . _ Websites. (290)
. _ . _ . _ Penrith High School. (291)
. _ Resources. (292)
. _ . _ Web Apps. (293)
. _ . _ . _ Screen Capture. (294)
. _ . _ . _ Celestia 100 000 stars. (295)
. _ . _ . _ Periodic Table. (296)
. _ . _ . _ paint net. (297)
. _ . _ . _ Robot Down Load. (298)
. _ . _ on the portal. (299)
. _ . _ . _ My Library. (300)
. _ . _ Productivity. (301)
. _ . _ . _ Google Docs. (302)
. _ . _ . _ Gmail. (303)
. _ . _ . _ Tiny URL.COM. (304)
. _ . _ . _ Luna Pic online editing. (305)
. _ . _ APPS. (306)
. _ . _ . _ WebCalc. (307)
. _ . _ youtube. (308)
. _ . _ . _ Persistance of vision machine. (309)
. _ . _ . _ Electrostatic Motor. (310)
. _ . _ . _ Homo Polar Generator. (311)
. _ . _ . _ Condola Effect. (312)
. _ . _ . _ Giant Vortex. (313)
. _ . _ . _ Water Rocket. (314)
. _ . _ . _ Fan Wing plane. (315)
. _ . _ . _ Drone inventions. (316)
. _ . _ youtube. (317)
. _ . _ . _ kilogram. (318)
. _ . _ Sites. (319)
. _ . _ . _ Ducksters. (320)
. _ . _ . _ Atc site. (321)
. _ . _ . _ Revision World. (322)

Page 1

Question PP>

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Reponse Fr2

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Question -

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Question -

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Question -

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Question

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Question Out

1

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Reponse Pr

These are planning documents that charts out how the Syllabus will be taught

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Question Y7

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Reponse T1

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Question TB

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Reponse C2

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Reponse C4

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Question Ass

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Reponse Den

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Question Tm?

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Reponse Not

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Reponse Dat

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Reponse Len

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Question Hw?

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Reponse IC

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Reponse 2P

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Question

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Reponse A

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Reponse B

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Question WB?

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Reponse Pen

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Reponse Pcl

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Reponse Rul

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Reponse Cal

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Reponse Era

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Question

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Reponse MGc

What is the curve surface of the liquid called -Meniscus >Where should your eye be? -level with the Meniscus >Where should you read from? - An imaginary line that touches the bottom of the Meniscus

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Reponse Den

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Question

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Reponse Mer

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Reponse Gla

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Reponse Roc

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Reponse SD

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Question

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Reponse Ch

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Reponse Phe

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Reponse not

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Question Syl

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Reponse CW1

The properties of the different states of matter can be explained in terms of the motion and arrangement of particles.

Page 46

Reponse CW3

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Reponse WS4

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Reponse WS5

collaboratively and individually produces a plan to investigate questions and problems

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Question Pr

Page 50

Reponse T2

Page 51

Question Syl

where does the word syllabus come from? - mistranslation of the word "Table of contents"

Page 52

Reponse LW1

There are differences within and between groups of organisms; classification helps organise this diversity. (ACSSU111) Students: a. identify reasons for classifying living things b. classify a variety of living things based on similarities and differences in structural features c. use simple keys to identify a range of plants and animals L d. identify some examples of groups of micro-organisms e. outline the structural features used to group living things, including plants, animals, fungi and bacteria f. explain how the features of some Australian plants and animals are adaptations for survival and reproduction in their

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Reponse lw5

Science and technology contribute to finding solutions to conserving and managing sustainable ecosystems. Students: a. construct and interpret food chains and food webs, including examples from Australian ecosystems b. describe interactions between organisms in food chains and food webs, including producers, consumers and decomposers (ACSSU112) c. describe examples of beneficial and harmful effects that micro-organisms can have on living things and the environment d. predict how human activities can affect interactions in food chains and food webs, including examples from Australian land or marine ecosystems (ACSSU112) CCT e. explain, using examples, how scientific evidence and/or technological developments contribute to developing solutions to manage the impact of natural events on Australian ecosystems LCC f. describe how scientific knowledge has influenced the development of practices in agriculture, eg animal husbandry or crop cultivation to improve yields and sustainability, or the effect of plant-cloning techniques in horticulture SE

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Question TB

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Reponse Ch6

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Reponse Ch5

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Question Pr

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Question

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Reponse SL

Slaters -wood lice is the common US name > videos ^ farm [https://youtu.be/Ir2YDfuP-Yg]

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Reponse T3

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Reponse T4

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Question Y8

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Reponse T1

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Question TB

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Reponse C1

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Reponse C5

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Question

Page 68

Reponse En

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Reponse Con

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Reponse Mac

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Question As

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Question syl

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Reponse PW3

Energy appears in different forms including movement (kinetic energy), heat and potential energy, and causes change within systems

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Question

Page 75

Reponse PW4

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Reponse AD

investigate some simple machines, eg levers, pulleys, gears or inclined planes

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Reponse WS4

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Reponse WS5

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Question Pr

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Reponse T2

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Question Syl

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Reponse CW2

Scientific knowledge and developments in technology have changed our understanding of the structure and properties of matter. Students: a. describe the properties and uses of some common elements, including metals and non-metals b. identify how our understanding of the structure and properties of elements has changed as a result of some technological devices c. identify some examples of common compounds d. explain why internationally recognised symbols are used for common elements e. describe at a particle level the difference between elements, compounds and mixtures, including the type and arrangement of particles (ACSSU152) f. investigate how people in different cultures in the past have applied their knowledge of the properties of elements and compounds to their use in everyday life, eg utensils, weapons and tools

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Reponse CW4

In a chemical change, new substances are formed, which may have specific properties related to their uses in everyday life. Students: a. identify when a chemical change is taking place by observing a change in temperature, the appearance of new substances or the disappearance of an original substance b. demonstrate that a chemical change involves substances reacting to form new substances (ACSSU225) c. investigate some examples of chemical change that occur in everyday life, eg photosynthesis, respiration and chemical weathering d. compare physical and chemical changes in terms of the arrangement of particles and reversibility of the process e. propose reasons why society should support scientific research, eg in the development of new pharmaceuticals and polymers EUCCTPSCSE f. describe, using examples, how science knowledge can develop through collaboration and connecting ideas across the disciplines of science, eg making or obtaining new substances from Earth's spheres

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Question As

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Question Pr

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Question

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Reponse SE

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Reponse DSC

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Reponse T3

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Reponse T4

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Question Y9

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Reponse T1

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Question TB

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Reponse C9

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Reponse Dis

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Question Ass

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Reponse RT

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Question Doc

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Reponse As

“How has Science changed the way we view and respond to Natural Disasters?” >What is the suggested structure? -Describe what happens in a natural disaster that you have identified. Explain processes of the Earth that causes the disaster. Tabulate data on historical and recent disasters, graph important features, and produce an infographic. Research and describe some traditional (non - scientific) beliefs about the disaster. Describe Science’s role in reducing the impact of this type of disaster on society.

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Reponse Ru

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Question CC

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Reponse RMH

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Question

Page 104

Reponse SH

If present table with out citing sources then ...... - we will conclude a BASIC just copying a table from the net

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Reponse CE

What if the contempory event has new data not known for the old - write "not known for the old" >Why a recent event? Recent event have Science playing a role

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Reponse CS

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Reponse Tab

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Reponse GrD

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Reponse IFG

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Reponse TB

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Reponse RS

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Reponse Ju

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Question

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Reponse Pln

other ^link [https://youtu.be/CelpkwseU5U] >general ^advice [https://youtu.be/jfZ4zZHYKsw]

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Reponse Cva

Online Infographic maker

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Question

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Reponse SCi

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Reponse BD

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Reponse BDJ

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Reponse MP

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Reponse RW

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Reponse BF

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Question

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Reponse Eqt

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Reponse Pht

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Question Syl

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Reponse ES2

The theory of plate tectonics explains global patterns of geological activity and continental movement.

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Question

Page 129

Reponse a

outline how the theory of plate tectonics changed ideas about the structure of the Earth and continental movement over geological time

Page 130

Reponse b

relate movements of the Earth's plates to mantle convection currents and gravitational forces

Page 131

Reponse c

outline how the theory of plate tectonics explains earthquakes, volcanic activity and formation of new landforms

Page 132

Reponse d

describe how some technological developments have increased scientific understanding of global patterns in geological activity, including in the Asia-Pacific region

Page 133

Reponse ES3

People use scientific knowledge to evaluate claims, explanations or predictions in relation to interactions involving the atmosphere, biosphere, hydrosphere and lithosphere

Page 134

Question

Page 135

Reponse a

outline how global systems rely on interactions involving the biosphere, lithosphere, hydrosphere and atmosphere, including the carbon cycle

Page 136

Reponse b

describe some impacts of natural events, including cyclones, volcanic eruptions or earthquakes, on the Earth's spheres

Page 137

Reponse c

evaluate scientific evidence of some current issues affecting society that are the result of human activity on global systems, eg the greenhouse effect, ozone layer depletion, effect of climate change on sea levels, long-term effects of waste management and loss of biodiversity

Page 138

Reponse d

discuss the reasons different groups in society may use or weight criteria differently to evaluate claims, explanations or predictions in making decisions about contemporary issues involving interactions of the Earth's spheres

Page 139

Reponse WS4

Page 140

Reponse WS5

Page 141

Question Pr

Page 142

Reponse T2

Page 143

Question Syl

Page 144

Reponse PW1

Energy transfer through different mediums can be explained using wave and particle models. (ACSSU182) Students: a. explain, in terms of the particle model, the processes underlying convection and conduction of heat energy b. identify situations where waves transfer energy c. describe qualitatively, using the wave model, the features of waves including wavelength, frequency and speed d. explain, using the particle model, the transmission of sound in different mediums e. relate the properties of different types of radiation in the electromagnetic spectrum to their uses in everyday life, including communications technology CCT f. describe the occurrence and some applications of absorption, reflection and refraction in everyday situations

Page 145

Reponse PW3

Scientific understanding of current electricity has resulted in technological developments designed to improve the efficiency in generation and use of electricity. Students: a. describe voltage, current and resistance in terms of energy applied, carried and dissipated b. describe qualitatively the relationship between voltage, resistance and current c. compare the characteristics and applications of series and parallel electrical circuits d. outline recent examples where scientific or technological developments have involved specialist teams from different branches of science, engineering and technology, eg low-emissions electricity generation and reduction in atmospheric pollution CCT

Page 146

Question Ass

Page 147

Question Pro

Page 148

Question TB

Page 149

Reponse Ch3

Page 150

Reponse Ch5

Page 151

Question

^ 3 Types worksheet [http://www.irysec.vic.edu.au/userfiles/ehung/8HW_3types_of_heat_transfer.pdf] ^ Typical worksheet [http://www.district196.org/schools/shms/STAFF/SIEFKES_T/tebweb/sci_units/Energy/penguin/CCR_worksheets/Heat%20transfer%20worksheet.pdf] >How is this poor science? -The troposphere is driven by H2O bouancy and 03 thermal inversion

Page 152

Question Pr

Page 153

Reponse T3

Page 154

Reponse T4

Page 155

Question Y10

Page 156

Reponse T1

Page 157

Question TB

Page 158

Reponse C8

Page 159

Reponse WD

Page 160

Question As

Page 161

Question Syl

Page 162

Reponse PW2

The motion of objects can be described and predicted using the laws of physics

Page 163

Question

Page 164

Reponse a

describe qualitatively the relationship between force, mass and acceleration

Page 165

Reponse b

explain qualitatively the relationship between distance, speed and time

Page 166

Reponse c

relate acceleration qualitatively to a change in speed and/or direction as a result of a net force

Page 167

Reponse d

analyse qualitatively everyday situations involving motion in terms of Newton's laws

Page 168

Reponse PW4

Energy conservation in a system can be explained by describing energy transfers and transformations

Page 169

Question

Page 170

Reponse a

apply the law of conservation of energy to account for the total energy involved in energy transfers and transformations

Page 171

Reponse b

describe how, in energy transfers and transformations, a variety of processes can occur so that usable energy is reduced and the system is not 100% efficient

Page 172

Reponse c

discuss, using examples, how the values and needs of contemporary society can influence the focus of scientific research in the area of increasing efficiency of the use of electricity by individuals and society

Page 173

Reponse d

discuss viewpoints and choices that need to be considered in making decisions about the use of non-renewable energy resources

Page 174

Reponse WS4

Page 175

Reponse WS5

Page 176

Question Pr

Page 177

Reponse T2

Page 178

Question TB

Page 179

Reponse CH1

Page 180

Reponse Ch3

Page 181

Question as

Page 182

Question Syl

Page 183

Reponse LW3

Advances in scientific understanding often rely on developments in technology, and technological advances are often linked to scientific discoveries. (ACSHE158, ACSHE192) Students: a. relate the organs involved in human reproductive systems to their function b. identify that during reproduction the transmission of heritable characteristics from one generation to the next involves DNA and genes (ACSSU184) c. identify that genetic information is transferred as genes in the DNA of chromosomes d. outline how the Watson-Crick model of DNA explains: the exact replication of DNA changes in genes (mutation) e. describe, using examples, how developments in technology have advanced biological understanding, eg vaccines, biotechnology, stem-cell research and in-vitro fertilisation CCTEUPSC f. discuss some advantages and disadvantages of the use and applications of biotechnology, including social and ethical considerations PSCEU

Page 184

Reponse LW4

The theory of evolution by natural selection explains the diversity of living things and is supported by a range of scientific evidence. (ACSSU185) Students: a. describe scientific evidence that present-day organisms have evolved from organisms in the past b. relate the fossil record to the age of the Earth and the time over which life has been evolving c. explain, using examples, how natural selection relates to changes in a population, eg in the development of resistance of bacteria to antibiotics and insects to pesticides L d. outline the roles of genes and environmental factors in the survival of organisms in a population

Page 185

Question Pr

https://drive.google.com/open?id=0B6Ppvmj8oXBpVnpDckRZRXBhV00

Page 186

Reponse T3

Page 187

Question TB

Page 188

Question as

Page 189

Question Syl

Page 190

Reponse T4

Page 191

Question TB

Page 192

Question as

Page 193

Question Syl

Page 194

Question ASD

.

Page 195

Reponse Lit

Page 196

Question Wf

Page 197

Reponse Fun

Page 198

Question YT

Page 199

Reponse Fib

Page 200

Reponse FN

Page 201

Reponse Cog

The scientific literacy framework comprises four interrelated aspects: the contexts in which tasks are embedded, the competencies that students need to apply, the knowledge domains involved, and students´ attitudes towards science

Page 202

Question

Page 203

Reponse Asc

Page 204

Reponse Hal

Page 205

Reponse Mil

Page 206

Reponse BSE

Page 207

Reponse Cul

Page 208

Question

Page 209

Reponse Ig

Page 210

Reponse Wom

Page 211

Reponse MS

Page 212

Reponse QTF

Page 213

Question WE

Page 214

Reponse In

pedagogy focused on producing deep understanding of important, substantive concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active construction and requires students to engage in higher-order thinking and to communicate substantively about what they are learning.

Page 215

Reponse LE

creates classrooms where students and teachers work productively in an environment clearly focused on learning. Such pedagogy sets high and explicit expectations, and develops positive relationships between teachers and students and among students.

Page 216

Reponse Sig

Page 217

Reponse

Page 218

Question Ye

Page 219

Reponse Y7>

Page 220

Reponse Y8>

Page 221

Reponse Y9>

Page 222

Reponse 10>

Page 223

Question Re

Page 224

Reponse SH>

Page 225

Reponse GD

Page 226

Question SH>

Page 227

Reponse PT>

Page 228

Reponse BB>

Page 229

Question Sm

Page 230

Reponse 8a>

Page 231

Reponse PP>

Page 232

Reponse GN>

Page 233

Reponse FT>

Page 234

Reponse Ad

Page 235

Question Tim

Page 236

Reponse Cal

Page 237

Reponse TT

Page 238

Question

Page 239

Question Mn1

Page 240

Reponse 9

to ^ edit [https://docs.google.com/document/d/1nAJBvjrAFa9jVAs9rdOeEy3npxZC4FHhw8h6RoVQkAA/edit]

Page 241

Reponse 7P

to ^edit [https://docs.google.com/document/d/1FRvbfZuKyzDlzbKU7HwEO1ieEWXCRt-I-IYKFqaWoHI/edit]

Page 242

Reponse 8

Page 243

Reponse 10

Page 244

Question Tu1

Page 245

Reponse 7H

to ^edit [https://docs.google.com/document/d/1FRvbfZuKyzDlzbKU7HwEO1ieEWXCRt-I-IYKFqaWoHI/edit]

Page 246

Reponse

Page 247

Reponse 8m

Page 248

Reponse 7P

to ^edit [https://docs.google.com/document/d/1FRvbfZuKyzDlzbKU7HwEO1ieEWXCRt-I-IYKFqaWoHI/edit]

Page 249

Question We1

Page 250

Reponse 10

Page 251

Reponse 7H

Page 252

Question Th1

Page 253

Reponse 9

Page 254

Reponse 8

Page 255

Reponse 10

Page 256

Reponse

Page 257

Question Fr1

Page 258

Reponse 8

Page 259

Reponse

Page 260

Reponse 9

Page 261

Reponse 7H

to ^edit [https://docs.google.com/document/d/1FRvbfZuKyzDlzbKU7HwEO1ieEWXCRt-I-IYKFqaWoHI/edit]

Page 262

Question Mn2

Page 263

Reponse 7H

Page 264

Reponse 10

Page 265

Reponse 9

Page 266

Reponse 8-6

Page 267

Question Tu2

Page 268

Reponse

Page 269

Reponse

Page 270

Reponse 7P

Page 271

Reponse 8

Page 272

Question We2

Page 273

Reponse 9

Page 274

Reponse 7P

Page 275

Question Th2

Page 276

Reponse 9

Page 277

Reponse 10

Page 278

Reponse 7H

Page 279

Reponse

Page 280

Question Fri

Page 281

Reponse 7P

Page 282

Reponse 8

Page 283

Reponse

Page 284

Reponse

Page 285

Reponse res

Page 286

Reponse HW

Page 287

Reponse LO

Page 288

Question Com

Page 289

Reponse GM

Page 290

Question Web

Page 291

Reponse PHS

158-240 High St, Penrith NSW 2750 (02) 4721 0529

Page 292

Reponse Res

Page 293

Question Web

Page 294

Reponse Cap

Page 295

Reponse Cel

Page 296

Reponse PT>

Page 297

Reponse PN

Page 298

Reponse Rob

Page 299

Question DET

Page 300

Reponse Lib

Page 301

Question Pro

Page 302

Reponse GD

Page 303

Reponse GM

Page 304

Reponse TU

Page 305

Reponse LP

Page 306

Question APP

Page 307

Reponse Cal

Page 308

Question

Page 309

Reponse POV

hi -sdf >sadf -sffdssfd

Page 310

Reponse EM

20 ^ Cockcroft-Walton Voltage Multiplier [https://en.wikipedia.org/wiki/Cockcroft%E2%80%93Walton_generator] circuit & royer converter circuit & 12V Had generator -reveal >should we build it it -yeset ^lets go [Year 10]

Page 311

Reponse HPM

Page 312

Reponse CE

Page 313

Reponse Vor

Page 314

Reponse WR

Page 315

Reponse FW

Page 316

Reponse drn

Page 317

Question

Page 318

Reponse kg

Page 319

Question Sit

Page 320

Reponse DUC

Page 321

Reponse ATC

Page 322

Reponse RW