Week 1 Science @ Home Program Chemistry Grades K to 4 An introduction to chemistry, molecules, and atoms, and how they interact with each other in reactions and in solutions using basic experiments. Learn about the differences between acids & bases. How we separate mixtures, states of matter as well as the use of colour in chemistry to indicate change. Acids & Bases States of Matter Colour changes Mixtures & Separations February 2 to 6 at 12:30pm AEDT (Sydney UTC +11) You can convert your timezone here Register for one of the session times Grades 5 to 8 Dive into a deeper understanding of chemistry using chemical and physical reactions with more complex ideas and concepts. Learn chemical indicators are used to detect pH levels in acids & bases. The difference between a chemical and physical reaction, heat and reaction rates as chemical separation techniques. Acids & Bases States of Matter Heat and reaction rates Techniques for chemical seperation February 2 to 6 at 12:30pm AEDT (Sydney UTC +11) You can convert your timezone here Grades 9 to 10 Students will learn balanced equations and the key concepts of higher level chemistry using previous knowledge. Acids are proton (H +) donors, while bases are proton acceptors. Oxidation & reduction, catalysts, covalent vs ionic bonding plus common chemical reaction and their equations will be covered. Acid/Base reactions related to REDOX States of Matter Oxidation states, catalysts Precipitation, Metals & Acids, Combustion February 2 to 6 at 12:30pm AEDT (Sydney UTC +11) You can convert your timezone here Optional materials needed for hands-on activities February 2 Bicarbonate soda, icing mixture & citric acid (found in herb & spice aisle of supermarket), 600mL soft drink bottle, vinegar, funnel, balloon, spoon, towels for spills February 3 N/A February 4 K – 4 Two white plates, full cream milk, 3 food colours (you can do this with 1 colour if needed), detergent, toothpick OR skewer OR cotton bud, skittles, cup of water, sugar, spoon, towels for spills 5 – 8 and 9 – 10 (hands on optional) 1 cup of fridge cold milk, 1 mug of warmed milk (30 seconds in microwave), white vinegar, spoon Parental supervision recommended when using the microwave We use cow’s milk for this experiment. If your household uses alternative milk instead, we can compare the results! February 5 K – 4 and 5 – 8 2 x clear cups of water, vegetable oil, 1 type of food colour, effervescent tablet (such as alka seltzer or berocca), assorted water soluble coloured markers (textas), white paper towels, scissors, towels for spills 9 – 10 (hands on optional) Tap water, salt, vinegar, clear fizzy drink, 4 clear cups, 4 steel nails (avoid galvanised), notebook/paper/device to record results February 6 – TRIVIA We will be using Kahoot! Your child can participate by opening a new browser window and going to kahoot.it on the same device used to join the webinar, OR use a second device to play while simultaneously watching the webinar…whichever suits! You can help your child by opening the page before the workshop, and all they have to do later in the session is type in the game code. Please note that Trivia does not get supplied as a recording. A catch up version of the Kahoot will be emailed after the sessions that participants can play at their own pace. Curriculum links Click below to get the syllabus links that are correct for you Australian ACARA Content Outcomes: Science F-10 Version 9.0 Year Level Outcome Descriptions Foundation to Year 2 Foundation Recognise that objects can be composed of different materials and describe the observable properties of those materials. AC9SFU03 Pose questions and make predictions based on experiences. AC9SFI01 Year 1 Describe pushes and pulls in terms of strength and direction and predict the effect of these forces on objects’ motion and shape. AC9S1U03 Year 2 Recognise that materials can be changed physically without changing their material composition. AC9S2U03 Year 3 to Year 6 Year 3 & 4 Investigate the observable properties of solids and liquids and how heat leads to a change of state. AC9S3U04 Examine the properties of materials and consider how these influence their use. AC9S4U04 Year 5 & 6 Explain properties of solids, liquids and gases by modelling the motion and arrangement of particles. AC9S5U04 Compare reversible changes and irreversible changes (cooking, rusting). AC9S6U04 Year 7 to Year 10 Year 7 use particle theory to describe the arrangement of particles in a substance, including the motion of and attraction between particles, and relate this to the properties of the substance AC9S7U05 Year 8 classify matter as elements, compounds or mixtures and compare different representations of these, including 2-dimensional and 3-dimensional models, symbols for elements and formulas for molecules and compounds AC9S8U06 compare physical and chemical changes and identify indicators of energy change in chemical reactions AC9S8U07 Year 7 & 8 (Skills) explain how new evidence or different perspectives can lead to changes in scientific knowledge AC9S7H01 AC9S8H01 develop investigable questions, reasoned predictions and hypotheses to explore scientific models, identify patterns and test relationships AC9S7I01 AC9S8I01 analyse data and information to describe patterns, trends and relationships and identify anomalies AC9S7I05 AC9S8I05 construct evidence-based arguments to support conclusions or evaluate claims AC9S7I07 AC9S8I07 Year 9 & 10 model the rearrangement of atoms in chemical reactions using a range of representations, including word and simple balanced chemical equations, and use these to demonstrate the law of conservation of mass AC9S9U07 explain how scientific knowledge is validated and refined, including the role of publication and peer review AC9S9H01 AC9S10H01 develop investigable questions, reasoned predictions and hypotheses to test relationships and develop explanatory models AC9S9I01 AC9S10I01 construct arguments based on analysis of a variety of evidence to support conclusions or evaluate claims AC9S9I07 AC9S10I07 NSW Science & Technology Syllabus Content (Current K-6) Code Outcome Description STe-4MW-ST Identifies that objects are made of materials that have observable properties. STe-5PW-ST Observes the way objects move and relates changes in motion to push and pull forces. ST1-6MW-S Identifies that materials can be changed or combined. ST1-7MW-T Describes how the properties of materials determine their use. ST1-9PW-ST Investigates how forces and energy are used in products. ST2-6MW-S Describes how adding or removing heat causes a change of state. ST2-9PW-ST Describes how contact and non-contact forces affect an object’s motion. ST3-6MW-S Explains the effect of heat on the properties and behaviour of materials. ST3-7MW-T Explains how the properties of materials determines their use for a range of purposes. ST3-9PW-ST Investigates the effects of increasing or decreasing the strength of a specific contact or non-contact force. NSW Science and Technology K–6 (Implementation from 2027) Stage Outcome Description & Content Early Stage 1 STE-SCI-01: Identifies and describes characteristics of living things, properties of materials, and movement. Stage 1 ST1-SCI-01: Measures and describes changes in living things, materials, and movement. Pose questions and test the effects of forces on an object’s movement. Stage 2 ST2-SCI-01: Uses information to investigate the solar system and the effects of energy. Describe how heat affects particle movement and arrangement. Recognise heat transfer via conduction, convection, and radiation. Stage 3 ST3-PQU-01: Poses questions to identify variables and conducts fair tests to gather data. NSW Science 7–10 Syllabus (Implementation from 2026) Stage Outcome Description & Content Stage 4 identifies questions and makes predictions to guide scientific investigations SC4-WS-02 Identify questions and problems that can be investigated scientifically Make predictions based on scientific knowledge and observations explains how the properties of substances enable separation in a range of techniques SC4-SOL-01 Represent changes in the state of matter in terms of particle arrangement and movement Classify matter as pure substances, including elements and compounds, and impure substances, including mixtures explains how energy causes geological and chemical change SC4-CHG-01 Undertake experiments to identify the indicators of physical and chemical changes Describe the initial and final changes observed in a chemical reaction Stage 5 asks questions or makes predictions using observations SCLS-WS-02 Ask questions about familiar objects and events based on observations VIC Curriculum F–10 Version 2.0 Level Outcome Descriptions Primary Foundation to Level 2 Objects can be made of one or more materials; observable properties. VC2S2U04 Levels 3 & 4 States of matter and heat energy state changes. VC2S4U04 Levels 5 & 6 Particle modelling for solids, liquids, and gases. VC2S6U03 Reversible vs Irreversible changes (cooking, rusting). VC2S6U04 Levels 7 and 8 the particle and kinetic theories of matter can be used to describe the arrangement and motion of particles in a substance. VC2S8U05 matter can be classified as pure substances such as elements and compounds or impure substances such as mixtures. VC2S8U06 physical changes can be distinguished from chemical changes. VC2S8U08 investigable questions, reasoned predictions and hypotheses can be developed. VC2S8I01 Levels 9 and 10 chemical reactions are described by the Law of Conservation of Mass and involve the rearrangement of atoms. VC2S10U08 chemical reactions include synthesis, decomposition and displacement reactions. VC2S10U09 the validity and reproducibility of investigation methods can be evaluated. VC2S10I06 International Baccalaureate (IB) Framework: PYP & MYP Programme Framework Links & Objective Descriptions Primary Years Programme (PYP) Transdisciplinary Themes & Skills: How the world works: Inquiry into the natural world and its laws; how humans use scientific principles. Materials (Strand): Inquiry into properties, behaviours, and uses of materials; physical and chemical changes. Inquiry Skills: Formulate questions; make predictions; conduct fair tests; record data; interpret findings. Middle Years Programme (MYP) Key Concepts & Assessment Objectives: Key Concepts: Change (chemical reactions), Relationships (particle interactions), Systems (matter and energy). Objective B: Inquiring and designing – Explain a problem; formulate a testable hypothesis; design scientific investigations. Objective C: Processing and evaluating – Present and process data; interpret results; evaluate validity of methods. Cambridge International Science Standards Stage/Level Exact Standard Descriptions (Word-for-Word) Cambridge Primary (Stages 4–6) Describe the sub-division of matter into particles (using the particle model) and explain how this can be used to describe the properties of solids, liquids and gases. 6Ps.01 Describe the difference between a reversible change and an irreversible change and identify some examples of each. 6Cp.01 Describe how boiling and evaporation are different. 6Ps.03 Identify variables that should be taken into account when planning a fair test. 4TWsp.01 Make predictions based on scientific knowledge and understanding. 5TWsp.03 Cambridge Lower Secondary (Stages 7–9) Use the particle model to explain the properties of solids, liquids and gases, and to describe the changes of state (melting, freezing, boiling, evaporation, condensation, sublimation and deposition). 7Ps.01 Describe the differences between elements, compounds and mixtures, including identifying examples of each. 8Cp.01 Understand that a chemical reaction involves the rearrangement of atoms to form new substances. 9Cp.01 Explain how a range of factors (including temperature, concentration and surface area) affect the rate of a chemical reaction. 9Cp.07 Identify and evaluate the potential for human error in investigations. 8TWsc.05 Explain how new evidence or different perspectives can lead to changes in scientific knowledge and understanding. 7TWsp.01 Register for one of the session times Back to top of the page
Week 2 Science @ Home Program Our Planet Earth Grades K to 4 Students will be introduced to the basic elements of weather and how natural disasters form, as well as an introduction to ocean science. Investigate patterns of weather and cloud formation. Discover why weathering causes erosion. Learn what causes volcanoes and earthquakes and learn how the environment changes as dive into the deep ocean. How clouds form Rock Cycle Volcanoes & Earthquakes Our oceans February 9 to 13 at 12:30pm AEDT (Sydney UTC +11) You can convert your timezone here Register for one of the session times Grades 5 to 8 This week will focus on how natural disasters form, the rock cycle, and factors that affect our oceans. Investigate how convection works in our weather systems, influencing our climate. Learn about plate tectonics. Discover how light, pressure, temperature and more affect life underwater. Convection & climate The rock cycle Volcanoes & Earthquakes Factors that affect life underwater February 9 to 13 at 1:30pm AEDT (Sydney UTC +11) You can convert your timezone here Grades 9 to 10 This week will focus on how natural disasters form and affect the planet, the rock cycle and how to identify rocks and minerals, and the science of our oceans. Investigate global weather patterns and the influence of the oceans on our climate. Learn about the structure of the Earth and how force is measured in earthquakes and volcanoes. Learn geological techniques to identify rock types. Look at the abiotic factors that affect life underwater. Weather, pressure & climate The rock cycle & identification techniques for rock types Volcanoes, Earthquakes & the structure of the Earth Water pressure, light attentuation, salinity & currents February 9 to 13 at 2:30pm AEDT (Sydney UTC +11) You can convert your timezone here Optional materials needed for hands-on activities February 9 K – 4 Glass jar with lid or clear bottle with lid full of water (bottled water), detergent, shaving cream, a plastic cup filled with water, a straw or pipette, blue food colouring 5 – 8 and 9 – 10 (hands on optional) Clear bottle with lid full of water (bottled water), detergent, clear glass jar, lukewarm water from tap, hairspray (best) or aerosol deodorant, balloons February 10 Rocks of different types, nail, coin, different colours of dough or playdough (enough to fill up at least 4cm of the container), straw or sturdy tube, small container February 11 Ping pong ball, toilet roll, tape, optional plate, baking tray with a sand pile on it, 1 cup of water, 1 empty cup, bicarbonate soda, vinager, detergent, food colouring, towels for spills February 12 Lemonade or soda water, clear plastic cup, sultanas, towels for spills February 13 – TRIVIA We will be using Kahoot! Your child can participate by opening a new browser window and going to kahoot.it on the same device used to join the webinar, OR use a second device to play while simultaneously watching the webinar…whichever suits! You can help your child by opening the page before the workshop, and all they have to do later in the session is type in the game code. Please note that Trivia does not get supplied as a recording. A catch up version of the Kahoot will be emailed after the sessions that participants can play at their own pace. Curriculum links Click below to get the syllabus links that are correct for you. Australian ACARA Content Outcomes: Science F-10 Version 9.0 Level Outcome Description Year 3 & 4 identify sources of heat energy and examine how temperature changes when heat energy is transferred from one object to another AC9S3U03 compare the observable properties of soils, rocks and minerals and investigate why they are important Earth resources AC9S3U02 investigate the observable properties of solids and liquids and how adding or removing heat energy leads to a change of state AC9S3U04 identify how forces can be exerted by one object on another and investigate the effect of frictional, gravitational and magnetic forces on the motion of objects AC9S4U03 examine the properties of natural and made materials including fibres, metals, glass and plastics and consider how these properties influence their use AC9S4U04 examine how people use data to develop scientific explanations AC9S3H01, AC9S4H01 consider how people use scientific explanations to meet a need or solve a problem AC9S3H02, AC9S4H02 pose questions to explore observed patterns and relationships and make predictions based on observations AC9S3I01, AC9S4I01 compare findings with those of others, consider if investigations were fair, identify questions for further investigation and draw conclusions AC9S3I05, AC9S4I05 Year 5 & 6 describe how weathering, erosion, transportation and deposition cause slow or rapid change to Earth’s surface AC9S5U02 explain observable properties of solids, liquids and gases by modelling the motion and arrangement of particles AC9S5U04 compare reversible changes, including dissolving and changes of state, and irreversible changes, including cooking and rusting that produce new substances AC9S6U04 investigate how scientific knowledge is used by individuals and communities to identify problems, consider responses and make decisions AC9S5H02, AC9S6H02 pose investigable questions to identify patterns and test relationships and make reasoned predictions AC9S5I01, AC9S6I01 compare methods and findings with those of others, recognise possible sources of error, pose questions for further investigation and select evidence to draw reasoned conclusions AC9S5I05, AC9S6I05 Year 7 & 8 investigate tectonic activity including the formation of geological features at divergent, convergent and transform plate boundaries and describe the scientific evidence for the theory of plate tectonics AC9S8U03 describe the key processes of the rock cycle, including the timescales over which they occur, and examine how the properties of sedimentary, igneous and metamorphic rocks reflect their formation and influence their use AC9S8U04 explain how new evidence or different perspectives can lead to changes in scientific knowledge AC9S7H01 AC9S8H01 examine how proposed scientific responses to contemporary issues may impact on society and explore ethical, environmental, social and economic considerations AC9S7H03 AC9S8H03 develop investigable questions, reasoned predictions and hypotheses to explore scientific models, identify patterns and test relationships AC9S7I01 AC9S8I01 analyse data and information to describe patterns, trends and relationships and identify anomalies AC9S7I05 AC9S8I05 construct evidence-based arguments to support conclusions or evaluate claims and consider any ethical issues and cultural protocols associated with using or citing secondary data or information AC9S7I07 AC9S8I07 Year 9 & 10 explain how scientific knowledge is validated and refined, including the role of publication and peer review AC9S9H01 AC9S10H01 Investigate how advances in technologies enable advances in science, and how science has contributed to developments in technologies and engineering AC9S9H02 AC9S10H02 develop investigable questions, reasoned predictions and hypotheses to test relationships and develop explanatory models AC9S9I01 AC9S10I01 analyse and connect a variety of data and information to identify and explain patterns, trends, relationships and anomalies AC9S9I05 AC9S10I05 construct arguments based on analysis of a variety of evidence to support conclusions or evaluate claims, and consider any ethical issues and cultural protocols associated with accessing, using or citing secondary data or information AC9S9I07 AC9S10I07 NSW Science & Technology Syllabus Content (Current K-6) Code Outcome Description ST1-10ES-S recognises observable changes occurring in the sky and on the land and identifies Earth’s resources ST2-10ES-S investigates regular changes caused by interactions between the Earth and the Sun, and changes to the Earth’s surface ST3-10ES-S explains regular events in the solar system and geological events on the Earth’s surface NSW Science and Technology K–6 Syllabus (Implementation from 2027) Code Outcome Description ST2-SCI-01 uses information to investigate the solar system and the effects of energy on living, physical and geological systems Research and describe the changes to the landscape caused by earthquakes and volcanoes Research, describe and model the internal structure of Earth Describe and model how forces produced by moving water cause erosion ST2-PQU-01 poses questions to create fair tests that investigate the effects of energy on living things and physical systems ST3-SCI-01 uses evidence to explain how scientific knowledge can be used to develop sustainable practices Research the effects of natural events on the atmosphere Explain the effects of natural events and human activities on climate ST3-PQU-01 poses questions to identify variables and conducts fair tests to gather data NSW Science 7–10 Syllabus (Implementation from 2026) Stage Outcome Description & Content Stage 4 A student: identifies questions and makes predictions to guide scientific investigations SC4-WS-02 Identify questions and problems that can be investigated scientifically Make predictions based on scientific knowledge and observations describes the effects of forces in everyday contexts SC4-FOR-01 Conduct a practical investigation on the effects of a range of direct and indirect forces explains how energy causes geological and chemical change SC4-CHG-01 Describe the processes associated with the movement of tectonic plates Identify the evidence used to develop the theory of plate tectonics Identify that earthquakes and volcanoes are natural phenomena that provide evidence of geological changes in the Earth’s crust and surface Conduct investigations or simulations to compare the observable properties of different types of minerals and rocks Use the rock cycle to explain the geological processes that lead to the formation and transformation of different types of rock Model the formation of fossils and explain how fossils show evidence that different organisms existed at different times in the past Recognise that the law of superposition allows scientists to determine the relative age of rock strata Stage 5 asks questions or makes predictions using observations SCLS-WS-02 Ask questions about familiar objects and events based on observations Make predictions based on observations VIC Curriculum F–10 Version 2.0 Level Outcome Description Levels 3 & 4 the properties of natural and made materials, including fibres, metals, glass and plastics, influence their use and re-use. VC2S4U05 forces, including frictional, gravitational, electrostatic and magnetic, can be exerted by one object on another through direct contact or from a distance and affect the motion (speed and direction) of objects. VC2S4U10 weather events and climate have impacts on the land, air, water and living things; human activity can affect climate. VC2S4U08 scientific investigations to answer questions or test predictions can be planned and conducted using provided scaffolds, including identifying the attributes of fair tests, and considering the safe use of materials and equipment. VC2S4I02 Levels 5 & 6 geological processes including weathering, erosion, transportation and deposition can cause slow or rapid changes to Earth’s surface. VC2S6U05 sudden geological changes or extreme weather conditions can affect Earth’s surface and atmosphere; the impacts of natural hazards, including earthquakes, volcanic eruptions, wildfires and floods, can be reduced by human actions and technological innovations. VC2S6U06 repeatable scientific investigations to answer questions can be planned and conducted, including, as appropriate, deciding the variables to be changed, measured and controlled in fair tests, considering potential risks, planning for the safe and ethical use of equipment and materials, and obtaining permissions for investigations conducted on Country and Place or in protected areas. VC2S6I02 Levels 7 & 8 Earth is a dynamic planet as demonstrated by tectonic activity, including the formation of geological features at divergent, convergent and transform plate boundaries; the theory of plate tectonics is supported by scientific evidence. VC2S8U10 key processes of the rock cycle occur over different timescales; the properties of sedimentary, igneous and metamorphic rocks not only reflect their formation but also impact their usefulness and determine the methods used when mined. VC2S8U11 investigable questions, reasoned predictions and hypotheses can be developed in guiding investigations to identify patterns, test relationships and analyse and evaluate scientific models. VC2S8I01 scientific methods, conclusions and claims can be analysed to identify assumptions, possible sources of error, conflicting evidence and unanswered questions. VC2S8I06 evidence-based arguments can be constructed to support conclusions or evaluate claims, including consideration of ethical issues and protocols associated with using or citing secondary data or information. VC2S8I07 Levels 9 & 10 investigable questions, reasoned predictions and hypotheses can be used in guiding investigations to test and develop explanatory models and relationships. VC2S10I01 the validity and reproducibility of investigation methods and the validity of conclusions and claims can be evaluated, including by identifying assumptions, conflicting evidence, biases that may influence observations and conclusions, sources of error and areas of uncertainty. VC2S10I06 arguments based on a variety of evidence can be constructed to support conclusions or evaluate claims, including consideration of any ethical issues and cultural protocols associated with accessing, using or citing secondary data or information. VC2S10I07 International Baccalaureate (IB) Science Framework Programme Framework Links & Objective Descriptions Primary Years Programme (PYP) Transdisciplinary Themes & Scientific Strands: How the world works: Inquiry into the natural world and its laws; the interaction between the physical and biological worlds; how humans use their understanding of scientific principles. Earth and Space (Strand): Inquiry into the planet Earth and its position in the universe; history of the Earth; changes to the Earth and its atmosphere. Forces and Energy (Strand): Inquiry into the origins, storage, and transfer of energy; the interaction of forces and motion. Inquiry Skills: Observe, identify, and describe; formulate questions; make predictions; conduct fair tests; record and analyze data; evaluate and reflect on findings. Middle Years Programme (MYP) Key Concepts & Assessment Objectives: Key Concepts: Change (geological transformation), Relationships (force and motion), Systems (tectonic plates/rock cycle). Global Contexts: Orientation in space and time; Scientific and technical innovation. Objective A: Knowing and understanding – Explain scientific knowledge; apply understanding to solve problems in familiar and unfamiliar situations. Objective B: Inquiring and designing – Explain a problem or question to be tested by a scientific investigation; formulate a testable hypothesis and explain it using scientific reasoning; design scientific investigations. Objective C: Processing and evaluating – Present collected and transformed data; interpret data and explain results using scientific reasoning; evaluate the validity of a hypothesis and methods. Objective D: Reflecting on the impacts of science – Explain the ways in which science is applied to address a specific issue; discuss and evaluate the implications of using science (ethical, social, environmental). Cambridge International Science Standards Stage/Level Exact Standard Descriptions (Word-for-Word) Cambridge Primary (Stages 3–6) Identify the different types of rock and their properties. 3Es.01 Describe how fossils are formed when organisms are trapped in sedimentary rock. 4Es.02 Know that the Earth is surrounded by a layer of air called the atmosphere. 5Es.01 Describe the sub-division of matter into particles (using the particle model) and explain how this can be used to describe the properties of solids, liquids and gases. 6Ps.01 Describe how gravity on Earth pulls objects, that are not supported, towards the centre of the Earth. 6Pf.01 Plan and carry out fair tests, identifying variables to be changed, measured and kept the same. 6TWsp.01 Cambridge Lower Secondary (Stages 7–9) Describe the model of plate tectonics, in which a series of plates are move on the Earth’s surface by convection currents in the mantle. 7Es.01 Explain how evidence from the distribution of fossils and rocks, and the shapes of continents, supports the theory of plate tectonics. 7Es.02 Use the particle model to explain the properties of solids, liquids and gases, and to describe the changes of state. 7Ps.01 Explain how the key processes of the rock cycle (weathering, erosion, transportation, deposition, metamorphism, melting, crystallisation and uplift) lead to the formation of different types of rocks. 8Es.01 Describe how an object’s motion can be changed by the action of unbalanced forces. 7Pf.03 Explain how new evidence or different perspectives can lead to changes in scientific knowledge and understanding. 7TWsp.01 Register for one of the session times Back to top of the page
Week 3 Science @ Home Program Maths & Engineering Grades K to 4 An instructional week on how to measure and collect data though different methods such as weight and length, and how to analyse data in a simple way to help build mathematical skills. Using tools to measure our world Measure more things! Can you build it with these materials? Can you build it with these other materials? February 16 to 20 at 12:30pm AEDT (Sydney UTC +11) You can convert your timezone here Register for one of the session times Grades 5 to 8 Starting with basic data collecting, students will learn how to find the mean, mode, and range, and use this to help understand data sets from both collected data and at home experimentation. Statistics & ratios Measurement Forces in engineering More forces in engineering February 16 to 20 at 1:30pm AEDT (Sydney UTC +11) You can convert your timezone here Grades 9 to 10 Students will use collected data to improve and retest experiments to create an optimal data set, to showcase how scientists in a real lab use maths to improve science. Statistics – Mean, median & Mode Applications of ratios & consequences of data inputs Tension, compression, shear, bending, and torsion in structures More forces in engineering February 16 to 20 at 2:30pm AEDT (Sydney UTC +11) You can convert your timezone here Optional materials needed for hands-on activities February 16 K – 4 Pencil case with assorted pencils, pens, erasers, sharpeners, kitchen scales (optional), a calculator. Additionally, find some small objects from around the house or garden to measure. A device with google maps satellite view, and a way to record data. 5 – 8 2x A4 paper, ruler, scissors, pencil, calculator. A device with google maps satellite view, and a way to record data. 9 – 10 (hands on optional) Jelly beans, A4 paper, pencil, calculator, ruler A device with google maps satellite view, and a way to record data February 17 K – 4 and 5 – 8 Paper, pencil, ruler, scissors, business card (90mm x 55mm) Parental supervision is required when using scissors 9 – 10 (hands on optional) Paper, pencil, ruler, scissors, business card (90mm x 55mm) String, desk lamp, Adult supervision February 18 Raw eggs OR water balloons OR hollow chocolate eggs Straws, cotton balls, string, tape, plastic or paper cup, balloons, scissors, plastic or paper bags Any other materials you want to use! Parental supervision is advised when dropping from heights February 19 Straws, masking tape, at least 20 paddlepop sticks (wooden ice-cream sticks) rubber band, marshmallows or paper February 20 – TRIVIA We will be using Kahoot! Your child can participate by opening a new browser window and going to kahoot.it on the same device used to join the webinar, OR use a second device to play while simultaneously watching the webinar…whichever suits! You can help your child by opening the page before the workshop, and all they have to do later in the session is type in the game code. Please note that Trivia does not get supplied as a recording. A catch up version of the Kahoot will be emailed after the sessions that participants can play at their own pace. Curriculum links Click below to get the syllabus links that are correct for you. Australian ACARA Content Outcomes: Science & Mathematics Level Outcome Description Year 3 & 4 Mathematics estimate the quantity of objects in collections and make estimates when solving problems to determine the reasonableness of calculations AC9M3N05 use mathematical modelling to solve practical problems involving additive and multiplicative situations including financial contexts; formulate problems using number sentences and choose calculation strategies, using digital tools where appropriate; interpret and communicate solutions in terms of the situation AC9M3N06 identify which metric units are used to measure everyday items; use measurements of familiar items and known units to make estimates AC9M3M01 measure and compare objects using familiar metric units of length, mass and capacity, and instruments with labelled markings AC9M3M02 identify angles as measures of turn and compare angles with right angles in everyday situations AC9M3M05 develop efficient strategies and use appropriate digital tools for solving problems involving addition and use mathematical modelling to solve practical problems involving additive and multiplicative situations including financial contexts; formulate the problems using number sentences and choose efficient calculation strategies, using digital tools where appropriate; interpret and communicate solutions in terms of the situation AC9M4N08 interpret unmarked and partial units when measuring and comparing attributes of length, mass, capacity, duration and temperature, using scaled and digital instruments and appropriate units AC9M4M01 estimate and compare angles using angle names including acute, obtuse, straight angle, reflex and revolution, and recognise their relationship to a right angle AC9M4M04 recognise line and rotational symmetry of shapes and create symmetrical patterns and pictures, using dynamic geometric software where appropriate AC9M4SP03 Science examine how people use data to develop scientific explanations AC9S3H01, AC9S4H01 consider how people use scientific explanations to meet a need or solve a problem AC9S3H02, AC9S4H02 pose questions to explore observed patterns and relationships and make predictions based on observations AC9S3I01, AC9S4I01 compare findings with those of others, consider if investigations were fair, identify questions for further investigation and draw conclusions AC9S3I05, AC9S4I05 Year 5 & 6 Mathematics solve problems involving multiplication of larger numbers by one- or two-digit numbers, choosing efficient calculation strategies and using digital tools where appropriate; check the reasonableness of answers AC9M5N06 solve problems involving division, choosing efficient strategies and using digital tools where appropriate; interpret any remainder according to the context and express results as a whole number, decimal or fraction AC9M5N07 use mathematical modelling to solve practical problems involving additive and multiplicative situations including financial contexts; formulate the problems, choosing operations and efficient calculation strategies, using digital tools where appropriate; interpret and communicate solutions in terms of the situation AC9M5N09 find unknown values in numerical equations involving multiplication and division using the properties of numbers and operations AC9M5A02 choose appropriate metric units when measuring the length, mass and capacity of objects; use smaller units or a combination of units to obtain a more accurate measure AC9M5M01 estimate, construct and measure angles in degrees, using appropriate tools including a protractor, and relate these measures to angle names AC9M5M04 approximate numerical solutions to problems involving rational numbers and percentages, including financial contexts, using appropriate estimation strategies AC9M6N08 use mathematical modelling to solve practical problems involving natural and rational numbers and percentages, including in financial contexts; formulate the problems, choosing operations and efficient calculation strategies, and using digital tools where appropriate; interpret and communicate solutions in terms of the situation, justifying the choices made AC9M6N09 convert between common metric units of length, mass and capacity; choose and use decimal representations of metric measurements relevant to the context of a problem AC9M6M01 identify the relationships between angles on a straight line, angles at a point and vertically opposite angles; use these to determine unknown angles, communicating reasoning AC9M6M04 recognise and use combinations of transformations to create tessellations and other geometric patterns, using dynamic geometric software where appropriate VC2M6SP03 Science investigate how scientific knowledge is used by individuals and communities to identify problems, consider responses and make decisions AC9S5H02, AC9S6H02 pose investigable questions to identify patterns and test relationships and make reasoned predictions AC9S5I01, AC9S6I01 compare methods and findings with those of others, recognise possible sources of error, pose questions for further investigation and select evidence to draw reasoned conclusions AC9S5I05, AC9S6I05 NSW Science & Technology Syllabus Content Code Outcome Description ST2-9PW-ST describes how contact and non-contact forces affect an object’s motion ST2-1WS-S questions, plans and conducts scientific investigations, collects and summarises data and communicates using scientific representations ST2-2DP-T selects and uses materials, tools and equipment to develop solutions for a need or opportunity ST2-3DP-T defines problems, describes and follows algorithms to develop solutions ST3-9PW-ST investigates the effects of increasing or decreasing the strength of a specific contact or non-contact force ST3-1WS-S plans and conducts scientific investigations to answer testable questions, and collects and summarises data to communicate conclusions ST3-2DP-T plans and uses materials, tools and equipment to develop solutions for a need or opportunity ST3-3DP-T defines problems, and designs, modifies and follows algorithms to develop solutions NSW Science and Technology K–6 Syllabus (Implementation from 2027) Code Outcome Description ST2-SCI-01 uses information to investigate the solar system and the effects of energy on living, physical and geological systems Observe examples of matter that exist as a solid, which has a defined shape and volume; a liquid, which has a definite volume but not a definite shape; and a gas, which has neither a definite shape nor a definite volume Recognise that heat energy can be transferred from warmer to cooler objects by conduction, convection and radiation Recognise that temperature is a measure of hotness or coldness, measured using a thermometer and often expressed in degrees Celsius Pose questions and conduct fair tests to compare how different materials absorb or reflect heat energy ST2-PQU-01 poses questions to create fair tests that investigate the effects of energy on living things and physical systems ST3-PQU-01 poses questions to identify variables and conducts fair tests to gather data NSW Science 7–10 Syllabus (Implementation from 2026) Stage Outcome Description Stage 4 Science SC4-WS-02: identifies questions and makes predictions to guide scientific investigations SC4-WS-04: follows a planned procedure to undertake safe and valid investigations SC4-WS-05: uses a variety of ways to process and represent data SC4-WS-06: uses data to identify trends, patterns and relationships, and draw conclusions SC4-WS-07: identifies problem-solving strategies and proposes solutions SC4-FOR-01: describes the effects of forces in everyday contexts SC4-CHG-01: explains how energy causes geological and chemical change SC4-DA1-01: explains how data is used by scientists to model and predict scientific phenomena Mathematics (2022 Syllabus) solve problems involving the use of rates and ratios in real-life contexts, including speed and unit pricing MA4-RAT-C-01 solve problems involving the area of a circle and composite shapes, using appropriate terminology and units MA4-ARE-C-01 recognise and explain the relationship between the radius, diameter and circumference of a circle, and the value of pi MA4-ARE-C-01 use mathematical modelling to solve problems involving percentages and decimals in financial contexts, including GST and discounts MA4-FRC-C-01 apply the properties of angles on a straight line, at a point, and vertically opposite angles to find unknown angles MA4-ANG-C-01 classify and use the properties of triangles and quadrilaterals to solve problems MA4-GEO-C-01 Stage 5 Science SC5-WS-01: selects and uses scientific tools and instruments for accurate observations SC5-WS-02: develops questions and hypotheses for scientific investigation SC5-WS-08: communicates scientific arguments with evidence, using scientific language and terminology SC5-DA2-01: assesses the use of scientific knowledge and data in evidence-based decisions Mathematics (2022 Syllabus) solve problems involving compound interest and review the appropriateness of the mathematical model in financial decision-making MA5-FIN-C-01 apply Pythagoras’ theorem and trigonometry to solve 2D and 3D problems in right-angled triangles MA5-TRG-C-01 calculate the surface area and volume of right prisms and cylinders to solve practical problems MA5-MEA-C-01 use deductive reasoning to solve geometric problems and prove properties of triangles and quadrilaterals MA5-GEO-C-01 identify and use the constant sine, cosine and tangent ratios for a given angle in right-angled triangles MA5-TRG-C-02 solve problems involving direct and inverse proportion and evaluate the model MA5-RAT-C-01 VIC Curriculum F–10 Version 2.0 Level Outcome Description Foundation to Level 2 Science objects can be made of one or more different materials; these materials have observable properties. VC2S2U04 materials can be combined in a variety of ways for particular purposes. VC2S2U05 the way objects move depends on a variety of factors including their size, shape and material VC2S2U10 pushes and pulls are forces that can change an object’s movement or shape VC2S2U11 Mathematics represent practical situations involving addition, subtraction and quantification VC2MFN05 identify and compare attributes of objects and events, including length, capacity, mass and duration VC2MFM01 measure the length of shapes and objects using informal units VC2M1M02 recognise, compare and classify shapes, referencing the number of sides VC2M2SP01 Levels 3 & 4 Science forces, including frictional, gravitational, electrostatic and magnetic, can be exerted by one object on another. VC2S4U10 scientific investigations to answer questions or test predictions can be planned and conducted. VC2S4I02 Mathematics use mathematical modelling to solve practical problems involving additive and multiplicative situations VC2M3N08 identify angles as measures of turn and use right angles as a reference VC2M3M05 use scaled and digital instruments to interpret unmarked and partial units to measure and compare VC2M4M01 estimate and compare angles using angle names including acute, obtuse, straight angle, reflex and revolution VC2M4M04 Levels 5 & 6 Science the observable properties of matter (solids, liquids and gases) can be explained by modelling. VC2S6U03 changes to substances may be reversible or irreversible. VC2S6U04 repeatable scientific investigations to answer questions can be planned and conducted. VC2S6I02 Mathematics estimate, construct and measure angles in degrees, using appropriate tools, including a protractor VC2M5M04 describe and perform translations, reflections and rotations of shapes VC2M5SP03 use mathematical modelling to solve practical problems involving rational numbers and percentages VC2M6N09 identify the relationships between angles on a straight line, angles at a point and vertically opposite angles VC2M6M04 Levels 7 to 9 Mathematics use mathematical modelling to solve practical problems involving rational numbers and percentages VC2M7N10 describe the relationship between đťś‹ and the circumference, radius and diameter of a circle VC2M7M03 solve problems involving the circumference and area of a circle using formulas VC2M8M03 solve spatial problems, applying angle properties, scale, similarity, ratio, Pythagoras’ theorem and trigonometry VC2M9M03 International Baccalaureate (IB) Framework: PYP & MYP Programme Framework Links & Objective Descriptions Primary Years Programme (PYP) Transdisciplinary Themes & Skills How the world works: Inquiry into the natural world and its laws; interaction between physical/biological worlds. Mathematics: Using mathematical language and symbols to describe relationships; measuring and estimating to explore the physical world. Inquiry Skills: Formulating questions; making predictions; conducting fair tests; measuring with accuracy. Middle Years Programme (MYP) Key Concepts & Assessment Objectives Key Concepts: Relationships (connecting rates in Math to forces in Science); Systems (mathematical models and particulate matter); Change. Objective B: Inquiring and designing – Formulate testable hypotheses; design valid scientific/mathematical investigations. Objective C: Processing and evaluating – Process data using accurate tools (protractors, digital sensors); evaluate the validity of models and methods. Cambridge International Science & Mathematics Standards Stage/Level Exact Standard Descriptions (Word-for-Word) Cambridge Primary (Stages 4–6) Mathematics Estimate, measure and compare lengths, masses and capacities using standard units. 4Mm.01 Estimate and compare angles, and use a protractor to measure them. 5Gg.03 Identify and describe the properties of 2D shapes, including their lines of symmetry and rotational symmetry. 4Gg.01 Conduct an investigation to answer a question, choosing appropriate data collection methods. 6Ds.01 Science Describe the sub-division of matter into particles and explain how this can be used to describe the properties of solids, liquids and gases. 6Ps.01 Plan and carry out fair tests, identifying variables to be changed, measured and kept the same. 6TWsp.01 Make predictions based on scientific knowledge and understanding. 5TWsp.03 Cambridge Lower Secondary (Stages 7–9) Mathematics Solve problems involving rates and ratios in a variety of contexts. 8Ni.01 Understand and use the relationship between the radius, diameter and circumference of a circle, including the number pi. 9Gg.01 Use Pythagoras’ theorem to solve problems involving right-angled triangles. 9Gg.05 Apply trigonometric ratios (sine, cosine and tangent) to solve problems in right-angled triangles. 9Gg.06 Science Use the particle model to explain the properties of solids, liquids and gases. 7Ps.01 Explain how new evidence or different perspectives can lead to changes in scientific knowledge and understanding. 7TWsp.01 Select and use appropriate equipment to make accurate measurements. 7TWsc.03 Register for one of the session times Back to top of the page
Week 4 Science @ Home Program Applied Science Grades K to 4 An introduction to how science has been integrated and used in everyday practices in relation to age-appropriate Crime Scene Investigation, food science, and materials. Who did the crime? Food science Properties of Materials Making slimes February 23 to 27 at 12:30pm AEDT (Sydney UTC +11) You can convert your timezone here Register for one of the session times Grades 5 to 8 A dive into how different types of science come together to develop new scientific techniques, including CSI, food science, and the characteristics of materials. CSI Forensics Food science Properties of Materials Making slimes February 23 to 27 at 1:30pm AEDT (Sydney UTC +11) You can convert your timezone here Grades 9 to 10 Students will learn how science is applied in the real world, by investigating real CSI techniques, food science methods, and how the properties of materials are tested or altered. CSI Forensics Food science Properties of Materials Polymer Science February 23 to 27 at 1:30pm AEDT (Sydney UTC +11) You can convert your timezone here Optional materials needed for hands-on activities February 23 Clear sticky tape, scissors, paper, pen Optional: clear nail polish February 24 K – 4 Weetbix, magnet, cup of water 5 – 8 and 9 – 10 (hands on optional) Towels for spills, 2 clear cups, wooden kebab stick or similar, methylated spirits or hand santiser (70% or higher), detergent, salt, chux wipe, a banana or strawberry, warm and cold water, resealable plastic bag, rubber band Parental supervision advised when using methylated spritis February 25 Metal nail/needle/unfurled paperclip, magnet, dish of water, piece of floating foam/styrofoam OR empty plastic bottle cap, bluetak Ice cubes, trays of at least two different materials, such as metal baking tray, silicon tray, plastic/wood chopping board, towels for mess February 26 Bowl of corn flour (cornstarch), bowl of water, 2 cups, food colouring (optional) Metamucil/psylium husk, a cup, warm water Towels for spills February 27 – TRIVIA We will be using Kahoot! Your child can participate by opening a new browser window and going to kahoot.it on the same device used to join the webinar, OR use a second device to play while simultaneously watching the webinar…whichever suits! You can help your child by opening the page before the workshop, and all they have to do later in the session is type in the game code. Please note that Trivia does not get supplied as a recording. A catch up version of the Kahoot will be emailed after the sessions that participants can play at their own pace. Curriculum links Click below to get the syllabus links that are correct for you. Australian ACARA Content Outcomes: Science Level Outcome Description Year 3 & 4 identify sources of heat energy and examine how temperature changes when heat energy is transferred from one object to another AC9S3U03 investigate the observable properties of solids and liquids and how adding or removing heat energy leads to a change of state AC9S3U04 examine the properties of natural and made materials including fibres, metals, glass and plastics and consider how these properties influence their use AC9S4U04 examine how people use data to develop scientific explanations AC9S3H01, AC9S4H01 consider how people use scientific explanations to meet a need or solve a problem AC9S3H02, AC9S4H02 pose questions to explore observed patterns and relationships and make predictions based on observations AC9S3I01, AC9S4I01 compare findings with those of others, consider if investigations were fair, identify questions for further investigation and draw conclusions AC9S3I05, AC9S4I05 Year 5 & 6 explain observable properties of solids, liquids and gases by modelling the motion and arrangement of particles AC9S5U04 compare reversible changes, including dissolving and changes of state, and irreversible changes, including cooking and rusting that produce new substances AC9S6U04 investigate how scientific knowledge is used by individuals and communities to identify problems, consider responses and make decisions AC9S5H02, AC9S6H02 pose investigable questions to identify patterns and test relationships and make reasoned predictions AC9S5I01, AC9S6I01 compare methods and findings with those of others, recognise possible sources of error, pose questions for further investigation and select evidence to draw reasoned conclusions AC9S5I05, AC9S6I05 Year 7 & 8 use a particle model to describe differences between pure substances and mixtures and apply understanding of properties of substances to separate mixtures AC9S7U06 compare physical and chemical changes and identify indicators of energy change in chemical reactions AC9S8U07 explain how new evidence or different perspectives can lead to changes in scientific knowledge AC9S7H01 AC9S8H01 examine how proposed scientific responses to contemporary issues may impact on society and explore ethical, environmental, social and economic considerations AC9S7H03 AC9S8H03 develop investigable questions, reasoned predictions and hypotheses to explore scientific models, identify patterns and test relationships AC9S7I01 AC9S8I01 analyse data and information to describe patterns, trends and relationships and identify anomalies AC9S7I05 AC9S8I05 construct evidence-based arguments to support conclusions or evaluate claims and consider any ethical issues and cultural protocols associated with using or citing secondary data or information AC9S7I07 AC9S8I07 Year 9 & 10 explain how scientific knowledge is validated and refined, including the role of publication and peer review AC9S9H01 AC9S10H01 Investigate how advances in technologies enable advances in science, and how science has contributed to developments in technologies and engineering AC9S9H02 AC9S10H02 develop investigable questions, reasoned predictions and hypotheses to test relationships and develop explanatory models AC9S9I01 AC9S10I01 analyse and connect a variety of data and information to identify and explain patterns, trends, relationships and anomalies AC9S9I05 AC9S10I05 construct arguments based on analysis of a variety of evidence to support conclusions or evaluate claims, and consider any ethical issues and cultural protocols associated with accessing, using or citing secondary data or information AC9S9I07 AC9S10I07 NSW Science & Technology Syllabus Content Code Outcome Description ST2-7MW-T investigates the suitability of natural and processed materials for a range of purposes ST3-6MW-S explains the effect of heat on the properties and behaviour of materials ST3-7MW-T explains how the properties of materials determines their use for a range of purposes NSW Science and Technology K–6 Syllabus (Implementation from 2027) Stage Outcome Description & Content Stage 2 ST2-PQU-01: poses questions to create fair tests that investigate the effects of energy on living things and physical systems ST2-DAT-01: uses and interprets data to describe patterns and relationships Stage 3 ST3-SCI-01: uses evidence to explain how scientific knowledge can be used to develop sustainable practices Recognise that in a fair test, an independent variable is changed, a dependent variable is measured, and controlled variables remain the same Pose questions to determine whether substances dissolve in water by identifying variables and conducting and evaluating fair tests ST3-PQU-01: poses questions to identify variables and conducts fair tests to gather data ST3-DAT-01: interprets data to support explanations and arguments NSW Science 7–10 Syllabus (Implementation from 2026) Stage Outcome Description & Content Stage 4 A student: identifies questions and makes predictions to guide scientific investigations SC4-WS-02 Identify questions and problems that can be investigated scientifically Make predictions based on scientific knowledge and observations explains how the properties of substances enable separation in a range of techniques SC4-SOL-01 Compare the properties of dilute, concentrated, saturated and supersaturated solutions explains how uses of elements and compounds are influenced by scientific understanding and discoveries relating to their properties SC4-PRT-01 Identify some common elements in everyday objects Conduct a series of investigations to identify and compare the physical properties of metals, non-metals and metal explains how energy causes geological and chemical change SC4-CHG-01 Undertake experiments to identify the indicators of physical and chemical changes Describe the initial and final changes that are observed in a chemical reaction, including writing a word equation to represent a chemical reaction. Stage 5 asks questions or makes predictions using observations SCLS-WS-02 Ask questions about familiar objects and events based on observations Make predictions based on observations VIC Curriculum F–10 Version 2.0 Level Outcome Description Levels 3 & 4 solids, liquids and gases have observable properties; adding or removing heat energy leads to a change of state between solids, liquids and gases. VC2S4U04 the properties of natural and made materials, including fibres, metals, glass and plastics, influence their use and re-use. VC2S4U05 scientific investigations to answer questions or test predictions can be planned and conducted using provided scaffolds, including identifying the attributes of fair tests, and considering the safe use of materials and equipment. VC2S4I02 scientific knowledge, skills and data can be used by people to explain how they will meet a need or solve a problem. VC2S4H02 Levels 5 & 6 changes to substances may be reversible, in which case the substance may be recovered, or irreversible, in which case new substances are formed; for most substances a change of state or dissolving in water is reversible, while irreversible changes include cooking and rusting. VC2S6U04 repeatable scientific investigations to answer questions can be planned and conducted, including, as appropriate, deciding the variables to be changed, measured and controlled in fair tests, considering potential risks, planning for the safe and ethical use of equipment and materials, and obtaining permissions for investigations conducted on Country and Place or in protected areas. VC2S6I02 scientific knowledge, skills and data can be used by individuals and communities to identify problems, consider responses and make decisions. VC2S6H02 Levels 7 & 8 matter can be classified as pure substances such as elements and compounds or impure substances such as mixtures (including solutions), and can be modelled using the particle model; mixtures may have a uniform (homogeneous) or non-uniform (heterogeneous) composition and can be separated based on the properties of their components using techniques including filtration, decantation, evaporation, crystallisation, magnetic separation, distillation and chromatography. VC2S8U06 physical changes can be distinguished from chemical changes; a chemical change can be identified by a colour change, a temperature change, the production of a gas (including laboratory preparation and testing of oxygen, carbon dioxide and hydrogen gases) or the formation of a precipitate. VC2S8U08 investigable questions, reasoned predictions and hypotheses can be developed in guiding investigations to identify patterns, test relationships and analyse and evaluate scientific models. VC2S8I01 scientific methods, conclusions and claims can be analysed to identify assumptions, possible sources of error, conflicting evidence and unanswered questions. VC2S8I06 evidence-based arguments can be constructed to support conclusions or evaluate claims, including consideration of ethical issues and protocols associated with using or citing secondary data or information. VC2S8I07 Levels 9 & 10 chemical reactions include synthesis, decomposition and displacement reactions and can be classified as exothermic or endothermic; reaction rates are affected by factors including temperature, concentration, surface area of solid reactants, and catalysts. VC2S10U09 investigable questions, reasoned predictions and hypotheses can be used in guiding investigations to test and develop explanatory models and relationships. VC2S10I01 the validity and reproducibility of investigation methods and the validity of conclusions and claims can be evaluated, including by identifying assumptions, conflicting evidence, biases that may influence observations and conclusions, sources of error and areas of uncertainty. VC2S10I06 arguments based on a variety of evidence can be constructed to support conclusions or evaluate claims, including consideration of any ethical issues and cultural protocols associated with accessing, using or citing secondary data or information. VC2S10I07 International Baccalaureate (IB) Framework: PYP & MYP Programme Framework Links & Objective Descriptions Primary Years Programme (PYP) Transdisciplinary Themes & Scientific Strands: How the world works: Inquiry into the natural world and its laws; the interaction between the physical and biological worlds; how humans use their understanding of scientific principles. Materials (Strand): Inquiry into the properties, behaviours and uses of materials (natural and manufactured); the physical and chemical changes materials undergo. Energy (Strand): Inquiry into the different types of energy; its origins, storage, and transfer; and how energy is used by people. Inquiry Skills: Observe carefully; pose questions; make predictions; conduct fair tests; record data; interpret findings and communicate explanations. Middle Years Programme (MYP) Key Concepts & Assessment Objectives: Key Concepts: Change, Relationships, Systems (e.g., investigating chemical changes as shifts in a system). Related Concepts (Chemistry): Properties, Models, Form, Patterns, Transformation. Objective A: Knowing and understanding – Explain scientific knowledge; apply understanding to solve problems in familiar and unfamiliar situations. Objective B: Inquiring and designing – Explain a problem or question; formulate a testable hypothesis and explain it using scientific reasoning; design scientific investigations. Objective C: Processing and evaluating – Present and process data; interpret data and explain results; evaluate the validity of a hypothesis; evaluate methods and suggest improvements. Objective D: Reflecting on the impacts of science – Explain the ways in which science is applied and used to address a specific problem or issue; discuss and evaluate the implications of the use of science (ethical, social, environmental). Cambridge International Science Standards Programme/Stage Learning Objectives (Word-for-Word) Cambridge Primary (Stages 3-6) States of Matter & Materials: Describe the sub-division of matter into particles (using the particle model) and explain how this can be used to describe the properties of solids, liquids and gases. 6Ps.01 Describe how boiling and evaporation are different. 6Ps.03 Describe the difference between a reversible change and an irreversible change and identify some examples of each. 6Cp.01 Explain that some changes, including burning and rusting, result in the formation of new materials and this type of change is usually irreversible. 5Cp.02 Scientific Enquiry (Thinking and Working Scientifically): Identify variables that should be taken into account when planning a fair test. 4TWsp.01 Make a prediction based on scientific knowledge and understanding. 5TWsp.03 Choose equipment and describe how to use it to make measurements. 6TWsc.03 Cambridge Lower Secondary (Stages 7-9) Chemical & Physical Changes: Use the particle model to explain the properties of solids, liquids and gases, and to describe the changes of state (melting, freezing, boiling, evaporation, condensation, sublimation and deposition). 7Ps.01 Describe the differences between elements, compounds and mixtures, including identifying examples of each. 8Cp.01 Understand that a chemical reaction involves the rearrangement of atoms to form new substances. 9Cp.01 Explain how a range of factors (including temperature, concentration and surface area) affect the rate of a chemical reaction. 9Cp.07 Scientific Enquiry: Explain how new evidence or different perspectives can lead to changes in scientific knowledge and understanding. 7TWsp.01 Identify and evaluate the potential for human error in investigations. 8TWsc.05 Describe a variety of ways to process and represent data. 9TWsc.01 Register for one of the session times Back to top of the page
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