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Science Focus 2 Teaching Program

Chapter 8 Machines

Prescribed focus area

The applications and uses of science


4.3a) 4.3b) 4.3c) 4.3d) identify and describe examples of scientific concepts and principles that have been used in technological development (including Australian examples) discuss, using examples, the positive and negative impacts of applications of recent developments in science identify and describe examples where technological advances have had an impact on science give reasons why society should support scientific research

Domain outcomes
Knowledge and understanding Skills 4.1 a) ".1 d) 4.13 4.14 4.1" 4.1% 4.1& 4.1' 4.1( 4. ) 4. Values and attitudes 4. " 4. % identify that technologies ma!e tas!s easier or more convenient describe ways in which technology has increased the variety of made resources clarifies the purpose of an investigation and, with guidance, produces a plan to investigate a problem follows a se#uence of instructions to underta!e a first$hand investigation uses given criteria to gather first$hand data accesses information from identified secondary sources evaluates the relevance of data and information with guidance, presents information to an audience to achieve a particular outcome draws conclusions based on the information available uses an identified strategy to solve problems underta!es a variety of team and individual tas!s with guidance recognises the relevance and importance of lifelong learning and ac!nowledges the continued impact of science in many aspects of everyday life recognises the role of science in providing information about issues being considered and in increasing understanding of the world around them

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Science Focus 2 Teaching Program

Chapter 8 Machines

Unit 8.1 Simple machine technolog


Students learn about 4.1 technology Students learn to 4.1 a) identify that technologies ma!e tas!s easier or more convenient Suggested teaching and learning strategies "uick #ui$% ,hapter ' (Science Focus 2 Second Edition LiveText, Science Focus 2 Second Edition Student Lounge) &aking tasks easier /ntroduce simple machinery and what that includes (ramps, wedges, screws, levers, wheels, gears and pulleys). 'ffort and load forces 0efine the words effort and force. (ork in science 0efine the term wor! and relate it to force. 1ecall understanding of forces from 2oo! 1. 0escribe wor! in words and as an e#uation. 3se the e#uation to illustrate how force changes with distance. The ramp)T pes of ramps 0escribe how it reduces the force needed for a fixed amount of wor!. Drag and drop% 4he ramp (Science Focus 2 Second Edition LiveText) ,omplete 5rac 16 1amps ,omplete 5rac 6 7egal and illegal ramps 0rag and drop Science Focus 2 !esources -uic! #ui. !egister

4.13.1a) describe a problem, hypothesis or #uestion that can be tested or researched 4.13.1b) propose possible sources of data and*or information relevant to the investigation 4.13.1c) identify what type of information or data needs to be collected 4.13.1d) +ustify why particular types of data or information are to be collected 4.13.1e) identify the appropriate units to be used in collecting data 4.13.1f) recommend the use of an appropriate technology or strategy for collecting data or gathering information

4.13.1g) formulate a means of recording the data to be gathered or the information to be collected 4.13. b) specify the dependent and independent variables when planning controlled experiments 4.13.3a) identify advantages and limitations of using particular laboratory e#uipment for a specific tas! 4.13.3c) describe ways to reduce the ris! to themselves and others when wor!ing in the laboratory or field 4.14a) follow the planned procedure when performing an investigation

5rac 1 5rac

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Science Focus 2 Teaching Program

Chapter 8 Machines

4.14d) 4.14e) 4.1"a) 4.1&a) 4.1&b) 4.1&c)

record data using the appropriate units evaluate and modify experimental procedures ma!e and record observations and measurements accurately over a number of trials collate information from a number of sources distinguish between relevant and irrelevant information chec! reliability of gathered data and information by comparing with observations or information from other sources organise data using a variety of methods including graphs, diagrams, tables, spreadsheets and databases identify trends, patterns, relationships and contradictions in data and information ma!e generalisations in relation to a relevant set of observations or experimental results use models, including mathematical ones, to explain phenomena or ma!e predictions evaluate the appropriateness of different strategies for solving an identified problem

,omplete 8or!sheet '.16 1amps &echanical ad*antage 0efine mechanical advantage in words and in a word e#uation. 5erform a number of calculations using different examples. ,omplete 3nit '.1 #uestions

8or!sheet '.1

3nit #uestions

4.1&d) 4.1&f) 4.1(d) 4.1(f) 4. )d) 4.

.1a) independently plan and conduct investigations, communicate information and understandings and solve problems . a) identify the specific roles needed when wor!ing in a team . c) negotiate and allocate individual roles to members of the team

4. 4.

Copyright Pearson Australia 2010 (a division of Pearson Australia Group Pty td! "#$% &'8 1 ((2) 1)2' '

Science Focus 2 Teaching Program

Chapter 8 Machines

Unit 8.+ ,e*ers


Students learn about 4.1 technology Students learn to 4.1 a) ".1 d) identify that technologies ma!e tas!s easier or more convenient describe ways in which technology has increased the variety of made resources follow the planned procedure when performing an investigation use time and resources effectively safely and efficiently construct, assemble and manipulate identified e#uipment ma!e and record observations and measurements accurately over a number of trials select and use an appropriate medium to present data and information use symbols to express relationships, including mathematical ones, and appropriate units for physical #uantities use drawings, diagrams, graphs, tables, databases, spreadsheets and flow charts to show relationships and present information clearly and*or succinctly Suggested teaching and learning strategies (hat is a le*er- 4he definition and history of the lever. Video% 7evers in our lives (Science Focus 2 Second Edition LiveText) .orce multipliers% class 1 and class + le*ers 0escribe two classes of levers. 2rainstorm examples and uses. 0efine the 5rinciple of 7evers using a word e#uation. 9erify the principle by experiments. ,omplete 5rac 16 4he seesaw ,omplete 5rac 6 7ifting boo!s Principle of le*ers effort by distance : load by distance. Speed multipliers% class / le*ers 0escribe class 3 levers and contrast with classes 1 and . ;ote that these increase speed rather than effort. 2rainstorm examples and uses. Drag and drop% A class 3 lever (Science Focus 2 Second Edition LiveText, Science Focus 2 Second Edition Student Lounge) ,omplete 8or!sheet '. 6 7evers ,omplete 5rac 36 ,lass 3 7evers ,omplete 5rac 46 7evers at wor! ,omplete 5rac "6 2ody levers 0rag and drop 5rac 1 5rac 9ideo Science Focus 2 !esources !egister

4.14a) 4.14b) 4.14c)

4.1"a)

4.1'b) 4.1'd)

4.1'e)

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Copyright Pearson Australia 2010 (a division of Pearson Australia Group Pty td! "#$% &'8 1 ((2) 1)2' '

Science Focus 2 Teaching Program

Chapter 8 Machines

4.1(a) 4.

+ustify inferences in light of gathered information

0nteracti*e% A class 3 lever (Science Focus 2 Second Edition LiveText) &echanical ad*antage in le*ers 1ecall the term from inclined planes. ;ote that there are two ways to calculate it in levers. ,omplete 3nit '. #uestions (eb destination% Archimedes (Science Focus 2 Second Edition LiveText, Science Focus 2 Second Edition Student Lounge) (eb destination% 7evers (Science Focus 2 Second Edition LiveText, Science Focus 2 Second Edition Student Lounge)

/nteractive

.1a) independently plan and conduct investigations, communicate information and understandings and solve problems .1b) set and wor! to realistic timelines and goals .1c) accept responsibility for maintenance of a safe wor!ing environment for themselves and others .1d) evaluate the effectiveness of their performance in completing the tas!

4. 4.

3nit #uestions 8eb destination

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4.

Unit 8./ (heels1 a2les and gears


Students learn about 4.1 technology Students learn to 4.1 a) ".1 d) 4.14a) 4.14b) 4.14c) identify that technologies ma!e tas!s easier or more convenient describe ways in which technology has increased the variety of made resources follow the planned procedure when performing an investigation use time and resources effectively safely and efficiently construct, assemble and manipulate identified e#uipment record data using the appropriate units Suggested teaching and learning strategies (heels 0efine a wheel, and describe the main parts. 0escribe a wheel as both a force and speed magnifier that also has the ability to change direction of motion. 0efine tor#ue as a measure of the turning force being applied to and axle. 2rainstorm examples and uses. ,omplete 5rac 16 A simple wheel and axle 3hanging the motion 0efine as a toothed wheel. 0istinguish between the driven and driving gear. 0efine the terms gearing up and gearing down. 0escribe different types of gears and give examples of uses. 5rac 1 Science Focus 2 !esources !egister

4.14d)

Copyright Pearson Australia 2010 (a division of Pearson Australia Group Pty td! "#$% &'8 1 ((2) 1)2' '

Science Focus 2 Teaching Program

Chapter 8 Machines

4.14e) 4.1"a)

evaluate and modify experimental procedures ma!e and record observations and measurements accurately over a number of trials apply mathematical concepts and computer based technologies to assist analysis of data and information use symbols to express relationships, including mathematical ones, and appropriate units for physical #uantities predict outcomes and generate plausible explanations directly related to observations made ma!e generalisations in relation to a relevant set of observations or experimental results use cause and effect relationships to explain ideas

Drag and drop% 8heels, axles and gears (Science Focus 2 Second Edition LiveText) 0nteracti*e% <ears (Science Focus 2 Second Edition LiveText, Science Focus 2 Second Edition Student Lounge) ,omplete 8or!sheet '.36 <ears ,omplete 5rac 6 1oping them together ,omplete 5rac 36 <eared machines ,omplete 5rac 46 =odel building ,omplete 5rac "6 /nvestigating bicycles ,omplete 3nit '.3 #uestions (eb destination% <ear ratios (Science Focus 2 Second Edition LiveText) (eb destination% <ears (Science Focus 2 Second Edition LiveText, Science Focus 2 Second Edition Student Lounge) (eb destination% >imple machines (Science Focus 2 Second Edition LiveText, Science Focus 2 Second Edition Student Lounge)

0rag and drop /nteractive

4.1&g)

8or!sheet '.3 5rac 5rac 3 5rac 4 5rac " 3nit #uestions 8eb destination 8eb destination

4.1'd)

4.1(c)

4.1(d)

4.1(g)

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Science Focus 2 Teaching Program

Chapter 8 Machines

Unit 8.4 Pulle s


Students learn about 4.1 technology Students learn to 4.1 a) ".1 d) 4.14a) 4.14e) 4.1"a) identify that technologies ma!e tas!s easier or more convenient describe ways in which technology has increased the variety of made resources follow the planned procedure when performing an investigation evaluate and modify experimental procedures ma!e and record observations and measurements accurately over a number of trials ma!e generalisations in relation to a relevant set of observations or experimental results Suggested teaching and learning strategies Single pulle s ,ontrast with a wheel. 0escribe as a grooved wheel that changes the direction of the effort force. 5ulleys are force magnifiers. ,omplete 5rac 16 ?ixed and moveable pulleys &ultiple pulle s 2igger loads can be lifted with a collection of pulleys. (eb destination% 4he elements of machines (Science Focus 2 Second Edition LiveText) 5ow do pulle s reduce effort- =ultiple pulleys can reduce the effort but as with inclined planes increase the distance. 1ecall the definition of wor!. ,omplete 8or!sheet '.46 5ulleys ,omplete 5rac 6 5aperclip pulleys ,omplete 5rac 36 3sing pulleys ,omplete 5rac 46 1ope sections ,omplete 5rac "6 ,onstructing a complex machine (0@A) ,omplete 3nit '.4 #uestions 8or!sheet '.4 5rac 5rac 3 5rac 4 5rac " 3nit #uestions 8eb destination 5rac 1 Science Focus 2 !esources !egister

4.1(d)

4.

.1a) independently plan and conduct investigations, communicate information and understandings and solve problems

Copyright Pearson Australia 2010 (a division of Pearson Australia Group Pty td! "#$% &'8 1 ((2) 1)2' '

Science Focus 2 Teaching Program

Chapter 8 Machines

Science .ocus 6 7boriginal technolog


Students learn about 4.3 the applications and uses of science Students learn to 4.3a) identify and describe examples of scientific concepts and principles that have been used in technological development (including Australian examples) Suggested teaching and learning strategies /nvestigate the !nowledge of indigenous Australian in developing technologies to assist in hunting for food. 7oo!s at the spear thrower, throwing stic! and the science involved. ,omplete 5rac %6 >pear thrower (eb destination% Aboriginal technology (Science Focus 2 Second Edition LiveText, Science Focus 2 Second Edition Student Lounge) (eb destination% Australian indigenous tools and technology (Science Focus 2 Second Edition LiveText, Science Focus 2 Second Edition Student Lounge) (eb destination% 2oomerang (Science Focus 2 Second Edition LiveText, Science Focus 2 Second Edition Student Lounge) Science Focus 2 !esources 9arious student activities including research and investigations 5rac % 8eb destination !egister

4.13. c) describes a logical procedure for underta!ing a simple or controlled experiment 4.13.3b) select appropriate e#uipment (including appropriate safety e#uipment) and*or resources to perform the tas! 4.13.3c) describe ways to reduce the ris! to themselves and others when wor!ing in the laboratory or field 4.1%a) use a range of sources including databases, ,0 1A= and the internet, to assess information use a variety of techni#ues, such as !ey words, s!imming and scanning to identify appropriate information

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4.1%b)

Copyright Pearson Australia 2010 (a division of Pearson Australia Group Pty td! "#$% &'8 1 ((2) 1)2' '

Science Focus 2 Teaching Program

Chapter 8 Machines

3hapter !e*iew
Suggested teaching and learning strategies ,omplete the chapter review #uestions at the end of the chapter ?urther revise with 8or!sheet '." =achines crossword ,ompile a glossary of !ey words using 8or!sheet '.% >ci$words 3hapter re*iew #uestions (Science Focus 2 Second Edition LiveText, Science Focus 2 Second Edition Student Lounge) 3hapter test (Science Focus 2 Second Edition LiveText) Science Focus 3 !esources ,hapter review 8or!sheet '." 8or!sheet '.% ,hapter review #uestions ,hapter test !egister

Copyright Pearson Australia 2010 (a division of Pearson Australia Group Pty td! "#$% &'8 1 ((2) 1)2' '

Science Focus 2 Teaching Program

Chapter 8 Machines

Program review and evaluation Topic% Simple machine technolog


&odifications re#uired in program

7dditional practicals and skill de*elopment

7ssessment for learning strategies

Pro8ects undertaken

(eb sites

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