Skills in Science

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Rational
The word ‘science’ comes from the Latin word scientia, meaning knowledge. Scientists have been seeking
knowledge for many thousands of years. Before the 1600s, early scientists were often called philosophers; because
they had limited technology to investigate the world around them, they merely applied their reasoning to make
sense of what they saw. Today, scientists use sophisticated equipment to carry out investigations and build on the
body of knowledge that is science. But science is more than a collection of important facts. It is about exploring and,
as explorers, students will be trained to investigate scientifically so the conclusions they arrive at are based on
sound logic and supported by evidence.
Cross Curricular links and General Capabilities covered Unit Length and Assessment
8 weeks
Practical Examination – Bunsen Burner Practical
Notable outcomes covered

SC4-1VA appreciates the importance of science in their lives and the role of scientific
inquiry in increasing understanding of the world around them
SC4-5WS collaboratively and individually produces a plan to investigate questions and
problems
SC4-6WS follows a sequence of instructions to safely undertake a range of investigation
types, collaboratively and individually
SC4-7WS processes and analyses data from a first-hand investigation and secondary
sources to identify trends, patterns and relationships, and draw conclusions
SC4-9WS presents science ideas, findings and information to a given audience using
appropriate
Rose Bay Secondary College,scientific
Clarke andlanguage,
Dearing text types and representations
 Aboriginal and Torres Strait
Learning Across the Curriculum
Islander histories and Personal and Critical and creative
cultures social capability thinking

General Capabilities
Asia and Australia’s Intercultural
engagement with Asia understanding Numeracy

Sustainability Ethical
understanding Literacy

Work and enterprise

Civics and citizenship

Information and
communication Difference and diversity
technology capability
Rose Bay Secondary College 2019
Syllabus Content: WS4a. Identifying questions and problems that can be
investigated scientifically
Scientific Questioning: Night Surfing in California
Watch the video. Class Discussion Points:
• What do you think is going on in the
clip?
• Why do you think it is happening?
• Is this unusual in nature?
• Can human replicate this? How?
• Why might scientists we want to
replicate it?
Teacher Demonstration
Class Discussion Points:
Do you think what we did is exactly the same as what was happening in the waves?
ACTIVITY Like we saw above the world is an interesting place and scientists like to
ask question to help understand it! Look at the images one at a time and discuss
what they may represent. What questions may a scientist ask about these images?
1. What is “Science”
After completing this lesson, you will:
• Be able to define the term science
• Identify, using examples that it has the power to change the way we think about natural world

COPY ME! Science (from Watch the video below about how
questions and scientific observation
Latin scientia, meaning disproved an age old theory.
"knowledge") is the
systematic study of the
structure and behaviour
of the natural world
through observation and
experimentation.
ACTIVITY: From the video write down the
ideas that people used to have about
disease. Describe a piece of evidence
used to disprove this theory and identify
our current understanding
ACTIVITY individually or in pairs think about an example of what people thought before
the process of scientific investigation was applied and what we now think. You may wish
to write or draw your example. Think about medicine, space, earth, animals, plants etc.
COPY ME! To be a good scientist you must challenge your assumptions about the
world and your place within it. You must have an open mind to new facts but also
challenge those facts in the face of new experimental evidence. You must always
ask WHY?
ACTIVITY 1 – ACTIVITY 2 - ACTIVITY 3 -
OBSERVING QUESTIONING RESEARCHING
Go outside and sit on the Share with the class some For homework research
upper oval and observe of the “How” and “Why” some of the possible
the world around you. questions you came up answers to your
Write at least three with. questions
questions that you don’t
know the answer to. The
question may start with
“Why” or “How”
2. Describe Who ​Scientists Are​ and​ What​​ They​ Do.
After completing this lesson, you will:
• Have experience explaining their ideas about what a scientist is and does.
• Gain exposure to diverse ideas about what a scientist is, and who can be a scientist.

ACTIVITY Give students at least 15 minutes to sketch their ideas of who a scientist
is and what they do. (note click once to start timer)

ACTIVITY Gallery Walk! Place your note book on your desk face up so others can see it. As
you walk around the room remember:
• We are NOT interested in critiquing artistic style
• Remember, we ARE taking notice of the scientists in the drawings.
Who are they? What are they doing? What are they wearing?
Class Discussion Points:
• What do all (or many) of our pictures have in common?
• What is missing from our drawings?
• Did anything surprise you?
• Did anything stand out to you?

COPY ME! A scientist is someone who Watch Me!

conducts scientific research and
experimentation to advance our
knowledge in an area of interest.
There is nothing different about them
from your average person, except they
use the scientific method to better
understand the world.
3. Outline the main Branches of Science (Biology,
Chemistry, Earth Science, Physics)
After completing this lesson, you will:
• Be able to outline the main braches of science and some of the more specialised branches

ACTIVITY In pairs write down all the things

that you associate with science on post-its.
This might include some of the things we
have already learnt. We will then use
LogoVisual Thinking to sort your ideas into
the different branches of Science.
ACTIVITY As the teacher selects you, come up to the white board and stick
your post-it notes on the field of science you think it relates to. If You think
it relates to multiple fields place it inbetween the two!

Biology Physics

Science

Chemistry Geology

ACTIVITY Copy the diagram and the class ideas into your books
 Complete me and
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book! Write answers
in full sentences
Syllabus Content: WS4b. research ways in which scientific knowledge and
technological developments have led to finding a solution to a
contemporary issue
4. Describe How Science Affects Our Everyday Life.
After completing this lesson, you will:
• Be able to describe the many ways in which science has affected our daily lives

ACTIVITY: Write a short story about an average day in

your life. Your story might include:
• What you had for breakfast • What you did after school for
• How you got ready for school fun
• How you got to school • What you did once it got dark
• What you did at school • What you had for dinner
• Any afters school activities you
did
Miss Clarke – Happy Friday
BIZZZ BIZZZZZ
At 5.50am I wake up, I tap my phone alarm off. How is it morning time?!?! I get up
and turn my fan on – Australia is HOTTTTTTT.
I stick my phone on charge and run to the bathroom before my housemates wake
up  Turn the light on and jump into a lovely warm shower. I get out and check the
time – im running late! I blow dry my hair but no time to straighten it today! Grab
my lunch from the fridge – a yummy salad!

I walk briskly to the train and it is busy. Then I catch the bus up to school. I walk the
hill and be careful not to get swooped by a bird or stand on an ant!

I get into the staffroom where the air con is so cold – it is beautiful! I turn on my
computer and start to work. I just checked the weather, we are going to have a
thunderstorm tonight!
ACTIVITY: Analyse your story by identifying at all the
places that science has helped you in your average day.
1. To analyses your story first identify all the activities you
undertook in your day by underlining them in red.
2. Next to each activity you have identified put a small circled
number e.g. 1
3. Take a new page in your book and explain how science has
helped with that activity and what you would have done had
science never existed.
ACTIVITY: After your analysis, rewrite your average day as
though science had not yet made some of the discoveries that
led to the technology you used.
1. You may want to write your story as though it was 20 years
ago, 50 years ago, 200 years ago or even 2000 years ago.
Topic 5: Modelling, theories, laws and
technology in Science.
• Today we are learning:
1. To consider the 4 aspects discussed in Topic 5 of our learning
points.
2. To identify real life examples of these aspects.
3. To manage information and make decisions.
What is a Scientific Model?

Scientific modelling aims to make a Watch Me!

particular scientific concept easier
to understand or visualise. Scientific
Models are central to helping scientists
communicate their explanations.
Models can include:
– diagrams
– physical replicas
– mathematical representations
– analogies
– computer simulations
ACTIVITY: Watch the following clip about the nature of black
holes. This is an example of an analogical model. It uses
something we are familiar with to help us understand
something complex. That is, it uses an analogy!
Watch Me! Class Discussion Points:
• What did the different parts of
the river represent?
• How did the river model of a
black hole explain the event
horizon?
• Using the river model can we
explain why black holes are
black?
ACTIVITY: Physical replica model of a rocket.
Watch Me...LOUD!!!
Teacher Demonstration

Class Discussion Points:

•What type of scientific model is this?
•In what ways did this bottle rocket ‘model’ a real
rocket?
•In what ways was it different?
•Could we use this model to help us understand
more about real rockets?
What is a Scientific Theory?
COPY ME! Scientific theories are the explanations for
observations and relationships we see in the natural
world.
• A scientific theory is strongly supported by many
different lines of evidence. It has been scientifically
tested many times and often in many different ways.
• An important aspect of a scientific theory is that they
can be modified or overturned if warranted by new
scientific evidence.
ACTIVITY: Discuss with your
partner and note down any
scientific theories you have
come across.
Remember a scientific
theory is an explanation for
how something works. For
example the theory of
evolution by natural
selection explains how
complex organism evolved
on earth from simple
organisms.
What is a scientific Law?
COPY ME! Scientific Laws are statements or mathematical
equations that describe how the natural world functions.
Laws do not explain why it functions that way.
For example the law of gravity tells us objects with mass
attract one another (e.g. the moon and earth) but the law
does not tell us why they are attracted to one another.
Only scientific theories attempt to explain why they
attract.
Note: Theories can never become laws as they have
different functions!
ACTIVITY: Discuss with your partner and note
down any scientific laws you have come across.
Watch Me!
What is Technology?
COPY ME! Technology is COPY ME!
machinery and equipment
developed from the application of Scientific
scientific knowledge.
As new scientific discoveries are
Investigation
made, industry often uses these
ideas to create new technology. In
turn new and better technology
drives more scientific
investigation. Industrial
Technology
At one point in history the Design
humble ruler was even
considered a piece of technology!
Investigating the Oxygen Theory of Combustion
Your teacher will give each pair of students a tea light candle, heat mat,
250mL beaker, 600mL beaker and stop watch.
ACTIVITY: Using a lead pencil and ruler, draw the candle
as accurately as you can. Note down as many qualitative
and quantitative observations as you can about the
candle.
Once all students have made as many observation as they can, your
teacher will come around and light your candle.
ACTIVITY: Using a lead pencil and ruler, draw as accurately
as you can the burning candle and note down as many
observations as you can about the burning candle.
Class Discussion Points:
1. Did you include any mention of appearance? Smell? Taste?
Feel? Sound? (Note: A chemist is reluctant to taste or smell an
unknown chemical. A chemical should be considered to be
poisonous unless it is known not to be!)
2. Wherever possible, the description is stated quantitatively.
This means the question “How much?” is answered (the
quantity is specified).
3. Observations should not be inferences!
Your drawing may look something like this.
ACTIVITY: Place the 250mL beaker over your candle and
time how long it takes for the candle to extinguish. Draw a
diagram of this and note down the quantitative
observation.
Once you have made your observation, your teacher will come around
and light your candle again.
ACTIVITY: Place the 600mL beaker over your candle and
time how long it takes for the candle to extinguish. Draw a
diagram of this and note down the quantitative
observation.
ACTIVITY: Write a conclusion about the burning
of candles in the two different beakers and
make an inference as to why this was the case.
Teacher Demonstration

ACTIVITY: Explain why the demonstration adds

more evidence to the Oxygen Theory of
Combustion than the candle and beaker
experiment.
Syllabus Content: WS5.1d. research ways in which scientific knowledge
and technological developments have led to finding a solution to a
contemporary issue
6. Describe Important Laboratory Safety Rules.
After completing these series of lessons, you will:
Be able to describe important lab safety rules and explain their importance.

ACTIVITY: Create a table in your book as shown on the next

slide. Only rule off a row once we have finished with that
cartoon!
Cartoon What is wrong? Why might this be a bad idea in the How can this be avoided?
laboratory?
A

H
ACTIVITY: Design your own safety poster for one
of the above safety rules or one of your own
choosing.
What makes a good safety poster?
1.Use colour to create energy, elicit a mood and attract the eye.
2.Choose the right typography
3.Create visual hierarchy. I.e. lager font, bold font, bolder colours.
4.Remove unnecessary elements. Say more with less.
5.Create a point of focus
6.Don’t hesitate to use humour
7.Ensure your composition is balanced
8.Use creative illustrations
What aspects are good or bad about these posters?
7. Locate the Positions of Science Apparatus in the
Laboratory Including Safety Equipment like fire blankets
and extinguisher and outline their importance.
ACTIVITY: Draw a safety map of the laboratory.
Before you start!
1. Turn your page so it is in landscape orientation
2. Write an appropriate title at the top of your page that includes the room
number.
3. Using a ruler draw the outline of each of the laboratory leaving a small border
around the outside for labels
4. Draw the desks and label all safety equipment, glassware cabinets, gas mains,
exit doors etc.
5. Once finished have your teacher sign your map indicating that you are aware of
the safety features and their locations.
Syllabus Content: WS6b. assembling and using appropriate equipment and
resources to perform the investigation, including safety equipment
WS6c. selecting equipment to collect data with accuracy appropriate to the task
The Great Glassware Race!
Your teacher will use the random name picker to choose the two competitors.
Now head to the lab where your teacher will set up
the race. You will be dealing with harmless yet
undisclosed chemicals, so make sure you where all
the correct safety equipment including lab coat and
gloves!
8. Identify ​Common​ Laboratory​ Equipment​​ that​ may​
be​ used​ in​ year​ 7.
ACTIVITY: Your teacher will go through a variety
of common laboratory equipment. For each
piece of equipment you will write its name (or
names), write what it is used for and draw using
pencil and ruler a diagrammatical version of the
equipment.
 Complete me and
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in full sentences
9. Identify​ The​ Bunsen​ Burner​ as​ a​ special​ piece​ of​
scientific​ equipment​​ that​ need​s​ to​ be​ used​ appropriately.
10.Label the parts of the Bunsen burner, and list the steps
for lighting a Bunsen burner.
ACTIVITY: Your teacher will give each member or
pair of students a Bunsen burner. Your job is to draw
using a ruler a very accurate image of this burner
using half a page.
Once completed your teacher will identify each of
the parts and you will label them on your drawing
Remember the rules about labelling!
A guide to lighting a Bunsen burner
COPY ME!

IMPORTANT! Used matches should be blown out and placed in the sand
container located in the fume hood. Never down the sink or into a
plastic bin without wetting it first!
ACTIVITY: Your teacher will give each member
of the class a match. Do not lose it or break it, it
will be your only one!
As a class we will go through the procedure of
lighting the burner with the gas mains turned
off and without lighting the match.
Once everyone has got the procedure we will
light the burners together as a class. You will be
tested on this individually so make sure you pay
attention!
ACTIVITY: As you complete the worksheet you
will be called up one at a time to show the
teacher you can safely light a Bunsen burner.
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ACTIVITY: Developing your skills with the
Bunsen burner.
ACTIVITY: Complete the questions below based on your
observations above
Teacher Demonstration – High range temperature probe
Syllabus Content: WS5.1a. identifying the purpose of an investigation
WS5.2b outlining a logical procedure for undertaking a range of investigations to
collect valid first-hand data, including fair tests
The Hook: What’s inside the box!
ACTIVITY: In this activity we will be answering the
question: WHAT IS INSIDE THE BOX?!!!
Each group of four (no bigger) will be given a sealed
box with unknown items and bag of possible items.
You job is to determine what is inside the box. Your
teacher has some advanced technology that
may help
Class Discussion Points:
1. What worked well in this activity?
2. What went wrong?
3. How do you think this applies to the process of
science?
4. Does anybody know the sequence by which
scientists undertake investigations to answer
unknown questions?
12. List the Steps in a Scientific Investigation and
report that​​ guide​ us​ in​ answering​ a​ question.
COPY THE RED! To answer a
scientific question, scientists
generally follow a standard
method known as the
scientific method. This
includes the following steps.
Aim: This is what you
intended to do in the
investigation.
Hypothesis: Using prior and researched knowledge, the
hypothesis is a statement about what you think may
happen. It is usually given as a If/then statement. E.g. If
the temperature of the oceans increase the polar ice caps
will melt.
Materials: This is a list of all the equipment and
chemicals that are needed.
Safety: What safety precautions are needed.
Procedure (method): This is the procedure
followed in the investigation, described as a
series of steps. It may be useful to include a
labelled diagram of the set-up of equipment
used. Be sure to include what you are actually
recording in the experiment and how it will be
done.
Results: This is a presentation of your data. Data are
usually organised into tables and presented as
graphs.

COPY ME!

Note: We will practise making a tables later on.

Discussion: In this section, scientists explain their
results. They discuss why they obtained the results
they did. They may refer to the research of other
scientists. They may also describe any problems
encountered in the investigation and make
suggestions on improvements.
Conclusion: This is a summary of the overall findings.
The conclusion must relate to the aim of the investigation
and will either accept or reject your hypothesis.
Syllabus Content: WS5.1a. identifying the purpose of an investigation
WS5.1b. proposing the type of information and data that needs to be collected in
a range of investigation types, including first-hand and secondary sources
WS5.2a. collaboratively and individually planning a range of investigation types,
including fieldwork, experiments, surveys and research (ACSIS125, ACSIS140)
WS5.2b. outlining a logical procedure for undertaking a range of investigations
to collect valid first-hand data, including fair tests
WS5.2d. describing safety and ethical guidelines to be addressed
WS5.3a. identifying suitable equipment or resources to perform the task,
including safety equipment and digital technologies
WS5.3b. selecting equipment to collect data with accuracy appropriate to the
task (ACSIS126, ACSIS141)
20.Describe​ the​ importance​ of​ a​ fair​ test​​ and​ define​
the​ terms​ controlled, Independent ​and dependent
variable.
ACTIVITY: Discuss the above terms in relation to the
experiment illustrated below
Water? Vs Gatorade?
COPY ME!
Using tables to record data
Copy Me! A table is structured way of organising and displaying
information so it is easily accessible when needed. They data
arranged in columns and rows. Information is displayed as text,
using words and numbers, and grid lines may be present or not.
Collecting qualitative data
ACTIVITY: Design a table that will allow you to
collect data about the height, shoe size, eye colour
and hair colour of the people in your class.
Remember to refer to the rules about drawing tables
you made earlier.
13. In​ conjunction​ with​ the​ teacher​ students​ will plan an
investigation​ that​ will​ determine​ why​ we​ use​ the​ blue​
flame​ on​ the​ Bunsen​ to​ ​heat​ and​ not​ the​ orange​​ safety
flame​.
ACTIVITY: Plan a scientific investigation to determine
why we use the blue flame to heat.
Complete me and
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WS6a. collaboratively and individually conducting a range of investigation types,
including fieldwork and experiments, ensuring safety and ethical guidelines are
followed (ACSIS125, ACSIS140)
WS6b. assembling and using appropriate equipment and resources to perform
the investigation, including safety equipment
WS6c. selecting equipment to collect data with accuracy appropriate to the task
(ACSIS126, ACSIS141)
WS6d. following the planned procedure, including in fair tests, measuring and
controlling variables (ACSIS126, ACSIS141)
WS6e. recording observations and measurements accurately, using appropriate
units for physical quantities
14. conduct​ an​ investigation​​ and​ collect​​ data​ using​
thermometers​ and​ other​ observations​.
ACTIVITY: Conduct the experiment you planed in
class and record your data.
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WS7.1.a. summarising data from students' own investigations and secondary sources
(ACSIS130, ACSIS145) WS6b. assembling and using appropriate equipment and resources to
perform the investigation, including safety equipment
WS7.1.b. using a range of representations to organise data, including graphs, keys, models,
diagrams, tables and spreadsheets
WS6.g. assessing the method used and identifying improvements to the method (ACSIS131,
ACSIS146)
WS7.2.a. checking the reliability of gathered data and information by comparing with
observations or information from other sources
WS7.2.c. identifying data which supports or discounts a question being investigated or a
proposed solution to a problem
WS7.2.c. reflecting on the method used to investigate a question or solve a problem, including
evaluating the quality of the data collected (ACSIS131, ACSIS146)
WS8 evaluating the appropriateness of different strategies for solving an identified problem
WS7.2 d. using scientific understanding to identify relationships and draw conclusions based
on students' data or secondary sources
15. analyse​ experimental data​ collected using​ scatter​
graphs and line of best fit​ to​ determine​ which​ flame​ was​
more​ suitable​ for​ heating.​
16. discuss​ experimental results​​ by​ identifying​
improvements​ to​ the​ method,​ ​ comparing​ their​ results​ to​
the​ accepted​ results,​ assessing​ the​ quality​ of​ their​ data​
and​ finally​ evaluating​ the​ appropriateness​ of​ the​
investigation.
17. Draw accurate conclusions based on their
experimental evidence.
ACTIVITY: Conduct the experiment you planned in class
and record your data.

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in full sentences
19. students​ will​ learn​ when​ it​ is​ appropriate​ to​ use​
each​ type​ of​ graph​​ and​ Select an appropriate graph
type​ ​to​ display​​ different​​ types​ of data.
ACTIVITY: Learning to use Microsoft Excel to graph.
Using your device go to Edmodo and open the two files
1. Graphing In Excel Instructions pdf document
2. Graphing practice Excel document
Use the instructions to create the three graphs
Save your file and submit it to your teacher using the
‘Turn In’ function.
 Complete me and
submit via Edmodo
ACTIVITY: Use excel to graph your data from the
Blue Vs Orange Flame experiment.
Class Discussion Points:
1. Is the line of best fit the same as the ones you
drew on the graph.
2. How the line of best fit is an example of a
scientific model?
ACTIVITY: Practice your understanding of line graphs
and dependent and independent variables

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21. plan​,​ conduct​​ and report​ on​ a​ fair​ test​.​ Apply​ simple​
numerical​ procedure​s​ to​ determine​ mean​ values​ of​ collated​
class​ results​.​
ACTIVITY: Using the scaffold provided to you in our
last experiment plan, conduct and report on the
question:
How does the number of tea spoons of salt affect
the time taken for 100mL of water to boil?
In this experiment you will have to collect other
groups data. You will then find the average and
graph the average values.