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 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 realted 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 Two white plates, full cream milk, 3 food colours (you can do this with 1 colour if needed), detergent, skittles, cup of water, sugar, spoon, towels for spills February 5 2 x Tall & clear glass of water, vegetable oil, different food colours, straws, assorted water solubale coloured markers (textas), white paper towelling, scissors, towels for spills 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. Curriculum links Australian ACARA Content Outcomes: Science Primary School Natural and processed materials have a range of physical properties; these properties can influence their use (ACSSU074). Solids, liquids and gases have different observable properties and behave in different ways (ACSSU077). Changes to materials can be reversible, such as melting, freezing, evaporating; or irreversible, such as burning and rusting (ACSSU095). Grades 7 & 8 CW1 – The properties of the different states of matter can be explained in terms of the motion and arrangement of particles (ACSSU151). CW2 – Scientific knowledge and developments in technology have changed our understanding of the structure and properties of matter. CW3 – Mixtures, including solutions, contain a combination of pure substances that can be separated using a range of techniques (ACSSU113). CW4 – In a chemical change, new substances are formed, which may have specific properties related to their uses in everyday life. Chemical change involves substances reacting to form new substances (ACSSU225). Grades 9 & 10 CW3 – Chemical reactions involve rearranging atoms to form new substances; during a chemical reaction mass is not created or destroyed (ACSSU178). CW4 – Different types of chemical reactions are used to produce a range of products and can occur at different rates and involve energy transfer (ACSSU187). Chemical reactions, including combustion and the reactions of acids, are important in both non-living and living systems and involve energy transfer (ACSSU179) NSW Science & Technology Syllabus Content A student: STe-5PW-ST observes the way objects move and relates changes in motion to push and pull forces ST1-8PW-S describes common forms of energy and explores some characteristics of sound energy ST1-9PW-ST investigates how forces and energy are used in products 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 describes the observed properties and behaviour of matter, using scientific models and theories about the motion and arrangement of particles (SC4-16CW). explains how scientific understanding of, and discoveries about, the properties of elements, compounds and mixtures relate to their uses in everyday life (SC4-17CW).explains how models, theories and laws about matter have been refined as new scientific evidence becomes available (SC5-16CW). discusses the importance of chemical reactions in the production of a range of substances, and the influence of society on the development of new materials (SC5-17CW). Science and Technology K–6 Syllabus (Implementation from 2027) A student: STE-SCI-01 identifies and describes characteristics of living things, properties of materials, and movement STE-PQU-01 poses questions based on observations to collect data ST1-SCI-01 measures and describes changes in living things, materials, movement, Earth and the sky ST1-PQU-01 poses questions based on observations and information to investigate cause and effect ST2-SCI-01 uses information to investigate the solar system and the effects of energy on living, physical and geological systems ST2-PQU-01poses 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) A student: identifies questions and makes predictions to guide scientific investigations SC4-WS-02 explains how uses of elements and compounds are influenced by scientific understanding and discoveries relating to their properties SC4-PRT-01 explains how energy causes geological and chemical change SC4-CHG-01 communicates scientific arguments with evidence, using scientific language and terminology in a range of communication forms SC5-WS-08 assesses the uses of materials based on their physical and chemical properties SC5-MAT-01 describes a range of reaction types SC5-RXN-01 explains the factors that affect the rate of chemical reactions SC5-RXN-02 VIC Curriculum F–10 Version 2.0 Primary School: 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; the properties of objects and mixtures can differ from the properties of the materials from which they are made. VC2S2U05 experiences can be used as a basis for posing questions to explore observed patterns and relationships, and to make predictions. VC2S2I01 observations, findings and ideas can be shared with others by using everyday and some scientific vocabulary. VC2S2I06 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 heat energy can be generated from different sources; temperature changes may happen when heat is transferred from one object to another. VC2S4U09 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 the observable properties of matter (solids, liquids and gases) can be explained by modelling the motion and arrangement of their particles; mixtures (including solutions) can be formed by combining 2 or more different substances. VC2S6U03 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 High School the particle and kinetic theories of matter can be used to describe the arrangement and motion of particles in a substance, including the attraction between particles, and to explain the properties and behaviour of substances, including melting point, boiling point, density, compressibility, gas pressure, viscosity, diffusion, sublimation, and expansion and contraction. VC2S8U05 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 chemical reactions are described by the Law of Conservation of Mass and involve the rearrangement of atoms; they can be modelled using a range of representations, including word and simple balanced chemical equations. VC2S10U08 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 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 Volcanoes & Earthquakes Erosion Our oceans February 9 to 13 at 12:30pm AEDT (Sydney UTC +11) You can convert your timezone here Grades 5 to 8 This week will focus on how natural disasters form, the rock cycle, and factors that affect our oceans. Investgate how convection works in our weather systems, influencing our climate. Learn about plate tectonics. Discover how light, pressure, temperature and more affect life underater. Convection & climate Volcanoes & Earthquakes The rock cycle 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 force is measured in earthquakes and volcanoes. Learn geological techniques to idenify rock types. Look at the abiotic factors that affect life underwater. Weather, pressure & climate Volcanoes, Earthquakes & the structure of the Earth The rock cycle & identification techniques for rock types 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 Funnel, ping pong ball. Glass jar with lid (full of water), detergent, Shaving cream A plastic cup filled with water A straw Blue food colouring February 10 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 11 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 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. Curriculum links Australian ACARA Content Outcomes: Science Primary School Observable changes occur in the sky and landscape (ACSSU019). Earth’s surface changes over time as a result of natural processes and human activity (ACSSU075). Sudden geological changes or extreme weather conditions can affect Earth’s surface (ACSSU096). High School Sedimentary, igneous and metamorphic rocks contain minerals and are formed by processes that occur within Earth over a variety of timescales (ACSSU153) The theory of plate tectonics explains global patterns of geological activity and continental movement (ACSSU180) NSW Science & Technology Syllabus Content A student: 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 Science and Technology K–6 Syllabus (Implementation from 2027) A student: STE-SCI-01 identifies and describes characteristics of living things, properties of materials, and movement STE-PQU-01 poses questions based on observations to collect data ST1-SCI-01 measures and describes changes in living things, materials, movement, Earth and the sky ST1-PQU-01 poses questions based on observations and information to investigate cause and effect ST2-SCI-01 uses information to investigate the solar system and the effects of energy on living, physical and geological systems ST2-PQU-01poses 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) A student: identifies questions and makes predictions to guide scientific investigations SC4-WS-02 describes the effects of forces in everyday contexts SC4-FOR-01 explains how energy causes geological and chemical change SC4-CHG-01 develops questions and hypotheses for scientific investigation SC5-WS-02 evaluates current and alternative energy use based on ethical and sustainability considerations SC5-EGY-01 assesses the uses of materials based on their physical and chemical properties SC5-MAT-01 explains the motion of objects using Newton’s laws of motion SC5-WAM-02 Victorian F – 10 Science Curriculum Primary School Earth’s resources are used in a variety of ways (VCSSU047) Participate in guided investigations, including making observations using the senses, to explore and answer questions (VCSIS051) Earth’s surface changes over time as a result of natural processes and human activity (VCSSU062) Sudden geological changes or extreme weather conditions can affect Earth’s surface (VCSSU079) High School 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 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 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 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 Pencil case with assorted pencils, pens, erasers, sharperners etc plus a calculator February 17 Tape measure and calculator February 18 Lots of A4 paper and weights such as coins or even a stack of books February 19 Straws, masking tape, 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. Curriculum links Australian ACARA Content Outcomes: Science Primary School Solve problems involving multiplication of large numbers by one- or two-digit numbers using efficient mental, written strategies and appropriate digital technologies (ACMNA100). Solve problems involving division by a one digit number, including those that result in a remainder (ACMNA101). Choose appropriate units of measurement for length, area, volume, capacity and mass (ACMMG108). Pose questions and collect categorical or numerical data by observation or survey (ACMSP118). Construct displays, including column graphs, dot plots and tables, appropriate for data type, with and without the use of digital technologies (ACMSP119). Describe and interpret different data sets in context (ACMSP120). Investigate everyday situations that use integers. Locate and represent these numbers on a number line (ACMNA124). Convert between common metric units of length, mass and capacity (ACMMG136). The way objects move depends on a variety of factors, including their size and shape (ACSSU005). A push or a pull affects how an object moves or changes shape (ACSSU033). Forces can be exerted by one object on another through direct contact or from a distance (ACSSU076). High School AC9M7N05 round decimals to a given accuracy appropriate to the context and use appropriate rounding and estimation to check the reasonableness of solutions AC9M7N08 recognise, represent and solve problems involving ratios AC9M7M06 use mathematical modelling to solve practical problems involving ratios; formulate problems, interpret and communicate solutions in terms of the situation, justifying choices made about the representation AC9M7ST01 acquire data sets for discrete and continuous numerical variables and calculate the range, median, mean and mode; make and justify decisions about which measures of central tendency provide useful insights into the nature of the distribution of data Change to an object’s motion is caused by unbalanced forces acting on the object (ACSSU117) The motion of objects can be described and predicted using the laws of physics (ACSSU229) The action of forces that act at a distance may be observed and related to everyday situations. (PW2) NSW Mathematics Syllabus Content A student: MAO-WM-01 develops understanding and fluency in mathematics through exploring and connecting mathematical concepts, choosing and applying mathematical techniques to solve problems, and communicating their thinking and reasoning coherently and clearly MA2-RN-02 represents and compares decimals up to 2 decimal places using place value MA3-RN-03 determines percentages of quantities, and finds equivalent fractions and decimals for benchmark percentage values MA4-FRC-C-01 represents and operates with fractions, decimals and percentages to solve problems MA4-RAT-C-01 solves problems involving ratios and rates, and analyses distance–time graphs MA4-DAT-C-02 analyses simple datasets using measures of centre, range and shape of the data MA5-MAG-C-01 solves measurement problems by using scientific notation to represent numbers and rounding to a given number of significant figures MA5-DAT-C-01 compares and analyses datasets using summary statistics and graphical representations NSW Science & Technology Syllabus Content A student: STe-5PW-ST observes the way objects move and relates changes in motion to push and pull forces ST1-9PW-ST investigates how forces and energy are used in products 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 Science and Technology K–6 Syllabus (Implementation from 2027) A student: STE-SCI-01 identifies and describes characteristics of living things, properties of materials, and movement STE-PQU-01 poses questions based on observations to collect data ST1-SCI-01 measures and describes changes in living things, materials, movement, Earth and the sky ST1-PQU-01 poses questions based on observations and information to investigate cause and effect ST2-SCI-01 uses information to investigate the solar system and the effects of energy on living, physical and geological systems ST2-PQU-01poses 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) A student: identifies questions and makes predictions to guide scientific investigations SC4-WS-02 describes the effects of forces in everyday contexts SC4-FOR-01 explains how energy causes geological and chemical change SC4-CHG-01 develops questions and hypotheses for scientific investigation SC5-WS-02 communicates scientific arguments with evidence, using scientific language and terminology in a range of communication forms SC5-WS-08 evaluates current and alternative energy use based on ethical and sustainability considerations SC5-EGY-01 explains the motion of objects using Newton’s laws of motion SC5-WAM-02 Victorian F – 10 Mathematics Curriculum measure and compare objects based on length, capacity and mass using appropriate uniform informal units and smaller units for accuracy when necessary VC2M2M01 use scaled and digital instruments to interpret unmarked and partial units to measure and compare lengths, masses, capacities, durations and temperatures, using appropriate units VC2M4M01 acquire data for categorical variables through surveys, observation, experiment and using digital tools; sort data into relevant categories and display data using lists and tables VC2M2ST01 interpret and compare data sets for ordinal and nominal categorical, discrete and continuous numerical variables using comparative displays or visualisations and digital tools; compare distributions in terms of mode, range and shape VC2M6ST01 conduct guided statistical investigations involving the collection, representation and interpretation of data for categorical and discrete numerical variables with respect to questions of interest VC2M3ST03 plan and conduct statistical investigations by posing and refining questions to collect categorical or numerical data by observation or survey, or identifying a problem and collecting relevant data; analyse and interpret the data and communicate findings within the context of the investigation VC2M6ST03 distinguish between a population and a sample, and investigate techniques for data collection including census, sampling, experiment and observation, and explain the practicalities and implications of obtaining data through these techniques VC2M8ST01 Victorian F – 10 Science Curriculum Primary School The way objects move depends on a variety of factors including their size and shape: a push or a pull affects how an object moves or changes shape (VCSSU048) Respond to and pose questions, and make predictions about familiar objects and events (VCSIS050) Participate in guided investigations, including making observations using the senses, to explore and answer questions (VCSIS051) Forces can be exerted by one object on another through direct contact or from a distance (VCSSU064) High School balanced and unbalanced forces acting on objects, including gravitational force, may be investigated and represented using force diagrams; changes in an object’s motion can be related to its mass and the magnitude and direction of the forces acting on it. VC2S8U14 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 Newton’s laws of motion can be used to quantitatively analyse the relationship between force, mass and acceleration of objects. VC2S10U17 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 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 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 sticky tape, scissors, paper, pen February 24 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 (optional), apple (3 thin slices), 3 bowls, lemon juice. February 25 Balloons February 26 Bowl of corn flour (cornstrach), 3 cups, bowl of water, optional food colouring, metamucil, 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. Curriculum links Australian ACARA Content Outcomes: Science Primary School Natural and processed materials have a range of physical properties; these properties can influence their use (ACSSU074). Solids, liquids and gases have different observable properties and behave in different ways (ACSSU077). Changes to materials can be reversible, such as melting, freezing, evaporating; or irreversible, such as burning and rusting (ACSSU095). Grades 7 & 8 CW1 – The properties of the different states of matter can be explained in terms of the motion and arrangement of particles (ACSSU151). CW2 – Scientific knowledge and developments in technology have changed our understanding of the structure and properties of matter. CW3 – Mixtures, including solutions, contain a combination of pure substances that can be separated using a range of techniques (ACSSU113). CW4 – In a chemical change, new substances are formed, which may have specific properties related to their uses in everyday life. Chemical change involves substances reacting to form new substances (ACSSU225). Grades 9 & 10 CW3 – Chemical reactions involve rearranging atoms to form new substances; during a chemical reaction mass is not created or destroyed (ACSSU178). CW4 – Different types of chemical reactions are used to produce a range of products and can occur at different rates and involve energy transfer (ACSSU187). Chemical reactions, including combustion and the reactions of acids, are important in both non-living and living systems and involve energy transfer (ACSSU179) NSW Science & Technology Syllabus Content A student: STe-5PW-ST observes the way objects move and relates changes in motion to push and pull forces ST1-8PW-S describes common forms of energy and explores some characteristics of sound energy ST1-9PW-ST investigates how forces and energy are used in products 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 describes the observed properties and behaviour of matter, using scientific models and theories about the motion and arrangement of particles (SC4-16CW). explains how scientific understanding of, and discoveries about, the properties of elements, compounds and mixtures relate to their uses in everyday life (SC4-17CW).explains how models, theories and laws about matter have been refined as new scientific evidence becomes available (SC5-16CW). discusses the importance of chemical reactions in the production of a range of substances, and the influence of society on the development of new materials (SC5-17CW). Science and Technology K–6 Syllabus (Implementation from 2027) A student: STE-SCI-01 identifies and describes characteristics of living things, properties of materials, and movement STE-PQU-01 poses questions based on observations to collect data ST1-SCI-01 measures and describes changes in living things, materials, movement, Earth and the sky ST1-PQU-01 poses questions based on observations and information to investigate cause and effect ST2-SCI-01 uses information to investigate the solar system and the effects of energy on living, physical and geological systems ST2-PQU-01poses 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) A student: identifies questions and makes predictions to guide scientific investigations SC4-WS-02 explains how uses of elements and compounds are influenced by scientific understanding and discoveries relating to their properties SC4-PRT-01 explains how energy causes geological and chemical change SC4-CHG-01 communicates scientific arguments with evidence, using scientific language and terminology in a range of communication forms SC5-WS-08 assesses the uses of materials based on their physical and chemical properties SC5-MAT-01 describes a range of reaction types SC5-RXN-01 explains the factors that affect the rate of chemical reactions SC5-RXN-02 Victorian F – 10 Science Curriculum Primary School Science knowledge helps people to understand the effects of their actions (VCSSU056)A change of state between solid and liquid can be caused by adding or removing heat (VCSSU059)Natural and processed materials have a range of physical propertiesÍľ these properties can influence their use (VCSSU060)Scientific understandings, discoveries and inventions are used to inform personal and community decisions and to solve problems that directly affect people’s lives (VCSSU073)Solids, liquids and gases behave in different ways and have observable properties that help to classify them (VCSSU076)Changes to materials can be reversible, including melting, freezing, evaporating, or irreversible, including burning and rusting (VCSSU077) High School 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 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 Back to top of the page
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