Grade+7

SCIENCE 2012 - 2013:

 * The Science Debate: Should we use Science and Technology to **  **artificially and significantly extend/prolong humans' life expectancy?**
 * Resource: **

@http://www.mindmeister.com/fr/51713130/should-medical-science-always-seek-to-prolong-life


 * G7 Higher Order Thinking Test: **


 * To respond, click into your name through ** http://tis-science-classroom.wikispaces.com/

1. Describe the difference between leukocyte and white blood cells.

2. The term proteins are frequently used in the study of immunology. Explain the term/concept proteins.

3. Explain why the Black Death virus, which has caused millions of deaths, was deadly using concepts of immunology.

4. The recent bird flu virus, H7N9, has a 20% fatality rate if one is infected. a) what does it mean - 20% fatality rate? b) How is this virus different from a common flu virus? c) Are there ways to prepare our body immune system against such fatal, deadly virus? d) The bird flu virus wasn't infectious to humans before; explain why it could become viral and harmful to humans. e) Right now, the flu is unable to infect a person through human to human transmission; if it can infect through human to human transmissions, what could have changed in the virus?


 * 7A Immunity test: **

Click to enter: TISOpenTest_wiki

Once in, find your **page** by looking for your name in either 7A_Immunity or 7B_Immunity. Instructions: 1) Write 7 most important or meaningful science words that help you to understand immunology. Give a simple definition to each word. 2) In 30 minutes, showcase/demonstrate your best or deepest understanding of immunology, with explanation; begin with a question or title (e.g. how --- works?) 3) If you have difficulty uploading images, email them to me, with appropriate file names (your name should be in it). 4) You may not refer to any notes or diagrams.

You may use cacoo or bubbl.us. SAVE periodically.

** There are many materials and methods to reduce mold/fungal growth on bread. Find out the best method and calculate the effectiveness of each methods or materials. **
__ Title of summative task: **Pathogen vs immune system** __

__ As you were inhaling air through your nose, as you do every few seconds, a droplet of water molecules containing a colony of pathogens entered your air passage. Explain and illustrate how the immune system might respond to the colony of pathogens. You are encouraged to use mind-maps, flow-charts or other thinking tools. Ensure you show scientific understanding. In planning your response, you may use the topic sentence - key words - details structure discussed in class, to project your voice and prevent plagiarism. __

__**Assessment criteria** : B and C__ __**Possible work format**: Podcast, iMovie, Poster, essay, webpage (wix.com), blog (wordpress), wiki classroom,__ __@http://www.weebly.com__ __**Organization tool**: bubbl.us, the Helen Keller planner, Pages, cacoo.com__ __**Visual tool:** Wordle (great for the main page or vocabulary page__

Resources: Mini lessons - @http://www.youtube.com/watch?v=R2ANzg-e41M&feature=em-upload_owner , @http://www.youtube.com/watch?v=Ab676viKszI&feature=em-upload_owner

__Learning through a mind-map:__







__**Resources:**__

__,,,,,,,,,,,,__

__[]__ __brainpop - immune system__

__ - The test__



__**Torque and Work done**__ __Revision: __

__Answer:__

__**Question involving the concept of work:**__ __You have been able to design a robot arm that runs on the energy extracted from carbonated drinks. Assuming the robot arm can push an object using 10N of force, calculate distance pushed by the robot arm using energy from 1 cup of coke.__

__Answer (Sheenin):__

__Answer: __

__ Title of task: **Pathogen vs immune system** __

__ As you were inhaling air through your nose, as you do every few seconds, a droplet of water molecules containing a colony of pathogens entered your air passage. Explain and illustrate how the immune system might respond to the colony of pathogens. You are encouraged to use mind-maps, flow-charts or other thinking tools. Ensure you show scientific understanding. In planning your response, you may use the topic sentence - key words - details structure discussed in class, to project your voice and prevent plagiarism. __



__The essay planner__

__**Science Essay scaffolding sample 1:**__

__**Science Essay scaffolding sample 2:**__

__Question 2:__

__@http://padlet.com/wall/o7tj23of1y - boys__

__@http://padlet.com/wall/od01hzgdlw - girls__

__Reading material for immunity:__ __,,,,,,,,,,,,__


 * Vaccination and Antibiotics essay**__
 * 1) Explain the usefulness of vaccination and antibiotics (1 paragraph)
 * 2) Explain how vaccination and antibiotics are applied for building immunity and fighting infections respectively. (show scientific understanding, 2 paragraphs)
 * 3) Discuss the implications of vaccination or antibiotics to societal factors - economical, social, ethical and environmental (choose 1 factor, 1 paragraph)
 * 4) Explain how the abuse of antibiotics has caused the emergence of superbugs (1 paragraph)

Tuning-in :

Resources: www.vaccines.com


 * Step 1: Task clarification**
 * 1) Explain the usefulness of vaccination and antibiotics (1 paragraph)
 * 2) Explain how vaccination and antibiotics are applied for building immunity and fighting infections respectively. (show scientific understanding, 2 paragraphs)
 * 3) Discuss the implications (**consequences, positive/negatives**) of vaccination or antibiotics to societal factors -economical, social, ethical (**right or wrong, moral)** and environmental (choose 1 factor, 1 paragraph)
 * 4) Explain how the __abuse__ of antibiotics has caused the __emergence__ of superbugs (1 paragraph)

7A retest paper:



Re-test question: You have just consumed a can of coke and an egg. Describe how they will be digested through the digestive system.


 * __Answers to questions:__**

13) B 14) B 15) A

Interesting links: @http://www.relax.com.sg/relax/media/1645194/Germiest_places.html

Pre-test questions:

Answer: 1) What is digestion?

2) Why is digestion necessary?

3) Suggest how Michael can obtain his 90g of protein today.


 * How white bread is digested through the digestive system?**




 * Digesting information on the digestive system:**

Describe the digestion of plain bread as it goes through our digestive system.
 * Homework:**


 * Observations and hypothesis:**

Previously, you have written down observations during the heart dissection activity, that may look like : Pig's heart has 4 chambers. Today I would like you to provide a hypothesis for 4 - 5 significant observations.

Observation: Pig's heart has 4 chambers Hypothesis: The upper two chambers provide/pump.....

Pictures of heart we took from the recent heart dissection activity:





Teeth chew food and break down food to smaller pieces so there's a greater surface for enzymes to act > salivary enzyme (amylase) : starch to maltose (simple sugar)

Carry out an experiment to test the following hypotheses:

1) Salivary enzyme converts starch to sugar 2) Salivary enzyme – a biological chemical - is denatured at high temperature

Practical :

Resources:

Nutrients deficiency: @http://listverse.com/2012/03/16/top-10-vitamin-deficiencies/

Daily nutritional needs: @http://www.livestrong.com/article/519883-daily-nutritional-requirements-for-teens/

You are going for a 5 days camping trip. Describe the type and quantity of food you would bring and show that it will be a healthy diet.

Topic sentence: Organic food is expensive

Supporting details: 1. Organic farming requires more man-power > weeds to be pulled out manually > pesticides can't be used 2. Organic certification required > investment into facilities, expert consultation, resources or processes 3. lower shelf life > less time to sell > price increase to cover for food that expired lower shelf life > export by air only or to places close to the markets/commercial centre > Land price nearer to markets/commercial centre is often more costly

Part 2:

Write your answers in

**Antacids (indigestion remedies) help to relieve acid indigestion by neutralizing stomach acid. The adverts say how quickly some antacids work. Do some antacids really work faster than others? Are some antacids stronger than others? You are going to plan an investigation to investigate which brand of antacid work more quickly** **This task will be assessing criteria D, E and F**

**Resources:, **

Independent: 1) Temperature of water: 30, 50, and 80 degrees celcius Hot water bath is used to heat 200ml of water to desired temperature (how)

Dependent: Weight/amount of salt dissolved 20g of salt is weighed as initial weight of salt at the start of experiment. 1g of salt is added to water and stirred vigorously. This is repeated until salt would not dissolved anymore. Remaining amount of salt is recorded as final weight of salt. Amount of salt dissolved is initial - final weight of salt.

Conclusion: 1) Results showed that solubility of salt increased increased with temperature of water. Solubility of salt increased by.... when temperature increased from ..... 2) This agree with my hypothesis 3) Solubility of solute in a solvent is determined by the degree of attraction between solute and solvent molecules. The greater the attraction, the greater the solubility. When temperature of water is increased, both vibration and movement of molecules increased and these could change the degree of attraction between solute and solvent molecules to change.

Evaluation: 1) Change sodium chloride salt to a coloured salt. When salt is colored, it's easier to see if all the salt has dissolved. 2) The use of tap water can affect the fairness of experiment since it has dissolved minerals in it. Change tap water to purified or distilled water. 3) Increase the amount of water to 500 ml to increase accuracy of results. 4) Repeat the experiment two more times for more reliability in results.

Task A
 * 1) Design and carry out experiment to find out which coffee filter paper is better for filtration. Your design plan should show the independent, dependent, control, apparatus/material and method.
 * 2) Give scientific explanation why one coffee filter is better than the other.

Task B
 * 1) Design and make a distillation set using materials commonly found in stores and home.
 * 2) Give scientific explanation to how your distillation set will separate water from salt water.

1) distillation
 * Three methods of separating chemicals**

2) filtration

3) evaporation


 * Why and how do we classify?**




 * Dichotomous key: A system of classifying organism by repeatedly choosing between two branches of identical physical property.**



Task: Use dichotomous key to classify the invertebrates below. Publish your work as a poster.

grasshopper, ant, butterfly, bee, beetle, spider, scorpion, centipede, crab, lobster, milipede, earthworm, flatworm, leech, snail, clam, starfish and sea anemone

Physical properties legs/no legs, worm like/not worm like, mandibles/without mandibles, 3 to 4 pairs of limbs/ more than 4 pairs of limbs, segmented body/ non-segmented body, shell/ no shell, pincers/no pincers, poisonous/ non poisonous, tail/ no tail, exo-skeleton/ no exo-skeleton, antenna/ no antenna,

__Types of materials:__ Ceramic Fibre Plastics Metals Glass

__Physical properties__ Strength Hardness Density Flexibility Electrical conductivity Heat conductivity Boiling point Malleability Ductility

Questions: 1) Why is acetic acid commonly stored in glass bottle? 2) Why is styrofoam used to contain hot coffee and tea? 3) Why is toothpaste kept in plastic tubes? 4) Why some pots are made of ceramics and some made of metals?

Make two identical boxes, describe how you can strengthened one of the box by adding beams (straws), conduct a strength test on the boxes and determine how much stronger the modified box.


 * Differentiate between physical and chemical reaction.**

A chemical reaction is the combination of two or new substances to form an entirely new product or substance.
 * chemical reaction -**

Students observe a chemical reaction through reaction between baking soda and sodium hydroxide.


 * Unit three 'Environmental disaster'**

Objective 1: Students will self assess their cloud making experiment using criterion D and E rubric. They will have their work checked at least one, especially scientific understanding. Students should aim for a minimum of 4 for their achievement levels. __Scientific understanding should show that students understand the role and relationship between volume, temperature, pressure, thermal energy, kinetic energy and rates of evaporation.__

Objective 2: Go to http://koiclub.wikispaces.com/ In preparation for Nuclear Energy essay writing, students will learn, through brainpop and other resources - radiation, radioactive isotopes and radioactivity. Students will read articles on radiation effects to prepare them to write on environmental and social effects of a nuclear disaster. Students will also learn how radiation is used in the medical field to treat cancer and obtain images through x-rays.

We aim to complete the research portion of this task in 4 lessons.

Reading resources:, ,,

Internet resources: @http://www.brainpop.com/science/energy/radioactivity/preview.weml @http://www.brainpop.com/science/cellularlifeandgenetics/geneticmutations/preview.weml @http://www.brainpop.com/health/diseasesinjuriesandconditions/cancer/preview.weml @http://www.brainpop.com/science/cellularlifeandgenetics/dna/ @http://www.brainpop.com/science/energy/mariecurie/ @http://www.brainpop.com/health/diseasesinjuriesandconditions/cancer/ @http://en.wikipedia.org/wiki/Poisoning_of_Alexander_Litvinenko

Objective 3: Write the nuclear energy essay in 2 lessons.
 * Criterion A will be used to assess this task.**

Question: 1. How nuclear energy is used to solve energy scarcity? 2. How is nuclear energy produced? 3. What are the advantages and limitations of nuclear energy 4. How does nuclear radiation affect the environment? 5. How does nuclear radiation affect health?

Collapsing can experiment:

For this experiment you will need: an empty aluminum soft-drink can a 2- or 3-liter (2- or 3-quart) saucepan a pair of kitchen tongs

Fill the saucepan with cold water. Put 15 milliliters (1 tablespoon) of water into the empty soft-drink can. Heat the can on the kitchen stove to boil the water. When the water boils, a cloud of condensed vapor will escape from the opening in the can. Allow the water to boil for about 30 seconds. Using the tongs, grasp the can and quickly invert it and dip it into the water in the pan. The can will collapse almost instantaneously. (Bassam)

**Using science understanding (water molecules, pressure and volume, how can you explain why the can collapse?**
Reference: CHEMICAL DEMONSTRATIONS: A Handbook for Teachers of Chemistry, Volume 2, by Bassam Z. Shakhashiri, The University of Wisconsin Press, 2537 Daniels Street, Madison, Wisconsin 53704.

What factor affects rate of evaporation or condensation? Choose a factor to study. Consider carefully how to measure size or weight of cloud formation. Describe clearly how the factor studied affected rate of evaporation and cloud size, and the relationship between pressure, volume and temperature.
 * Investigate a factor affecting cloud formation.**


 * Cloud making experiment**

1 pour some water into a bottle

2 light up a stick and wait till there’s smoke produced. Blow out the fire and introduce smoke into the bottle.

3 cap the bottle and pressurized the bottle by quickly squeezing and releasing the bottle.

4 uncap the bottle and squeeze to release the cloud!

Vocabulary: Condensation, Evaporation, Pressure, pressure change, compression/compressed, induce

Inquiry questions:
 * 1) Does it make a difference to introduce dust particles into the bottle for cloud making? Why are dust particles needed for cloud making?
 * 2) How can we measure how much cloud has been produced?
 * 3) Why is squeezing and relaxing the bottle important? Does it make a difference to cloud making if we have more pressure compression?
 * 4) How can we use our understanding to explain cloud seeding and flooding?
 * 5) What is unclear about the method above? How can we improve the method so it's more repeatable?
 * 6) Which part of the method induces condensation and which part of the method induces evaporation?
 * 7) **Why are some clouds still formed when smoke particles have not been introduced into the bottle?**

Expectation: 1. There should a 'unit three science journal_name' google docs shared with me. 2. Write the meaning of the science vocabulary. 3. Begin answering the inquiry questions. You should spend at least 30 mins of homework time each week on the questions.

REPORT WRITING
A: Comment, mark and grade the report below: Name the file - surface tension_your name - and email it to me.

and
 * Please review the uncorrected version and correction version:

**ESSAY WRITING**
B: How can we support the main idea below? Copy and paste the main idea below into a google doc; name it organ transplant_your name and share it with me.

Topic sentence1: The limitation of organ transplant is the long waiting list for patient requiring organ transplant.

Supporting details: xxxx reported 93 000 Americans are on the kidney transplant waiting list. xxx noted 3000 people are waiting for a heart transplant in the United States. The reasons for the long list are that the number of organ donors are insufficient and it's difficult to find genetically matched organs. Patients on a long waiting list may risk death or further complications. Desperate patients may run to the black markets in China or Philippines because they simply couldn't wait any longer. In China, because of desperation for organs, organs of executed criminals are lawfully harvested without consent from the criminals (xxx).

Topics sentence2: Another limitation to organ transplant is that transplanted organ may be rejected by the patient's immune system.

Supporting details:

Topic sentence3: There are many ethical or legal debates regarding organ transplantation

Supporting details: One of the central ethical concern is how organs from donors are distributed fairly. First of all, who decides on how organs are distributed and are they accountable to someone else? In the US, there's a non-profit organization contracted by the US Dept of Health and.... to operate a organ recipient waiting list. The priority given to organ recipients depends on the recommendation of doctors and this is where human error can affect fairness.

Equal access supporters believe that organ transplantation is a valuable medical procedure and worth offering to those who need it. They also argue that because the procedure is worthy, everyone should be able to access it equally.32 To encourage equality in organ transplantation, the equal access theory encourages a distribution process for transplantable organs that is free of biases based on race, sex, income level and geographic distance from the organ. Some who believe in equal access distribution would also like to have an organ distribution process free of medical or social worthiness biases. Medical “worthiness” biases could exclude patients from reaching the top of the transplant waiting list if lifestyle choices like smoking and alcohol use damaged their organs. Social “worthiness” biases would factor in a patient’s place in society or potential societal contribution before giving them an organ. This would affect, among others, prisoners being punished for offenses against society. The primary reasons for wanting to prevent individual worth from factoring into organ distribution include: a) the argument that individual worth does not determine medical need; b) the dilemma involved in deciding who will make decisions of who is worthy or not worthy to receive an organ, and; c) the slippery slope of determining an individual’s worth and whether or not it is fair to label someone worthy of a medical procedure. On the other hand, some ethicists argue that individual worth is important to consider during organ distribution. They argue that distribution is biased against worthy individuals when individual worthiness factors are not included. One example of this argument comes from a 1990s article in the Canadian Medical Association Journal by E. Kluge. Kluge argues that equal access distribution of organs is not fair and just if it includes people whose lifestyle choices, namely tobacco and alcohol use, ruined their organs. Kluge’s argument states that people who engage in poor lifestyle choices are behaving irresponsibly and could have prevented their illness and are, in essence, increasing the need for organs and depriving people who, “have no control over their need,” of necessary treatment.35 Resource for writing topic sentence: Web resource: @http://www.worldaidsorphans.org/section/the_orphans_crisis/the_facts

Implications of AIDS on societal factors:

@http://www.avert.org/aids-funding.htm - for supporting details to discuss political and economical implications @http://voices.yahoo.com/is-too-much-money-allocated-aids-research-209621.html?cat=5 - for supporting details to discuss political and economical implications @http://www.un.org/ecosocdev/geninfo/afrec/vol15no1/151aids9.htm

__How to write conclusion__

1) Statement of conclusion: Lighter shoes increase running distance 2) Supporting Data/Details <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Experiment showed running with 60g shoes resulted in 11km distance while wearing 100g shoes resulted in 8km distance <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">3) Confirming/agree/disagree/hypothesis <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">My conclusion agrees with my hypothesis <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">4) Scientific Explanation <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Lighter shoes allow a runner to use less energy to overcome gravitational forces. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Therefore more energy can be used to propel the runner forward.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Evaluation

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">1) Sources of error <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">2) Improvement to method <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">3) If I do this experiment again... =Digestion= Task: Describe how a MacDonald's beef burger is digested through our digestion system. Describe the journey of MacDonalds burger through the gut.

Part 1:

Part 2:
 * 1) Digestion is a process in which large food molecules in the body is broken down into smaller food molecules.
 * 2) Starch is broken down into glucose, protein is broken down into amino acids and fats are broken down into glycerol and fatty acids.
 * 3) These products of digestions - glucose, amino acids and fatty acids are used as 'fuel' for generation of new cells and tissues, to repair damaged tissues, to keep the body systems healthy and robust.
 * 4) Enzymes are special types of proteins produced by our body that speed up the process of digestion. See Diagram A
 * 5) The mechanism of digestion is illustrated in Diagram B.
 * 6) Process of digestion - download [[file:09091700.PDF]](page 1) and [[file:09091402.PDF]](page 2)
 * Diagram A showing nutrients broken down to smaller substances**

Diagram B showing how enzyme works

[]

Science this week:
Link 1: []

Link 2: []

Link 3: []

Balanced and healthy diet:



Task: Research on an aspect of diet.



Sample answer:

//Please read the notes and complete the worksheet//
 * 1) []


 * 1) []
 * 2) []

Task 1 - Effects of acid rain - Download Task 2 - Investigate:What makes rainwater acidic? Download

Research on the advantages, disadvantages or limitations of solutions to acid rain. You may use the links below as resources: http://www.elmhurst.edu/~chm/vchembook/197acidrainsoln.html @http://www.pollutionissues.com/Re-Sy/Scrubbers.html []




 * 1) [[file:E5_Reacting Elements.PDF]]
 * 2) [[file:F1 Compounds all around.PDF]]
 * 3) [[file:F2 Reacting compounds.PDF]]
 * 4) [[file:F3 What's in it]]
 * 5) [[file:F4 The air around us.PDF]]
 * 6) [[file:F5 Formulae.PDF]]

Instructions:

 * ==== Criteria to assess: B, C,D,E and F ====

Stage 1: Setting the tone

Resources:

SCIENCE 2010 - 2011:
Please download a new planner for cloud making:



<span style="color: #333333; display: block; font-family: 'Lucida Grande',Tahoma,Arial,Verdana,sans-serif; font-size: 1.1em; text-align: left;">In class today, some students have expressed interest to discuss the following critical or extended questions in their cloud making report, to show deep understanding: <span style="color: #333333; display: block; font-family: 'Lucida Grande',Tahoma,Arial,Verdana,sans-serif; font-size: 1.1em; text-align: left;">How can changes in pressure and temperature explain greater occurrences of weather disasters, such as typhoons or cyclones? <span style="color: #333333; display: block; font-family: 'Lucida Grande',Tahoma,Arial,Verdana,sans-serif; font-size: 1.1em; text-align: left;">(note: air molecules move from area of higher pressure to lower pressure) <span style="color: #333333; display: block; font-family: 'Lucida Grande',Tahoma,Arial,Verdana,sans-serif; font-size: 1.1em; text-align: left;">How can changes in temperature explain hydrogen gas explosion at the Fukushima’s reactor? <span style="color: #333333; display: block; font-family: 'Lucida Grande',Tahoma,Arial,Verdana,sans-serif; font-size: 1.1em; text-align: left;">How can changes in pressure and temperature explain volcano?

Students, Answer the following questions in background/hypothesis or conclusion of your cloud making report: 1) Why compress and uncompress the cloud making bottle? 2) Why introduce dust or smoke into the cloud making bottle? 3) Why cloud making experiment needs to be done with the cap closed (closed system)? 4) Describe the relationship between volume, pressure and temperature. 5) If pressure can be explained by number of molecular collisions against the wall of container, why is pressure increasing when volume is decreased? (optional) 6) How can intermolecular interactions or attractions between water molecules explain the formation of a bigger or heavier cloud in your experiment? (optional) Please note that work handed in after the 1st of June may be ungraded.

Unit 3 experiment/ research question: How can I make a bigger and denser cloud?

Guiding questions: How do I know if the cloud is bigger or heavier? How can I measure cloud size or weight?

What makes a bigger and denser cloud? What do I need to know before doing the experiment? : Concepts of evaporation (rate of evaporation, condensation, pressure, temperature, volume, precipitation, radiation (transfer of energy) and surface area.

What are the resources? : brainpop, science wiki, youtube on cloud making.

Lesson Objectives: Lesson 1 and 2 - researching on the concepts: evaporation (rate of evaporation, condensation, pressure, temperature, volume, precipitation, radiation (transfer of energy) and surface area, and applying them to the research question. Testing hypothesis and ideas.

Lesson 3 - answering guiding questions, writing up hypothesis, independent/dependent/control variable.

Unit 2 How do our body systems work? //How well do we understand our body? How many systems are there in our body that keeps us healthy and functional? How do those systems work and how can we maintain our systems? The special focus of this unit is the immune system.//

**Digestion**

 * 1) Digestion is a process in which large food molecules in the body is broken down into smaller food molecules.
 * 2) Starch is broken down into glucose, protein is broken down into amino acids and fats are broken down into glycerol and fatty acids.
 * 3) These products of digestions - glucose, amino acids and fatty acids are used as 'fuel' for generation of new cells and tissues, to repair damaged tissues, to keep the body systems healthy and robust.
 * 4) Enzymes are special types of proteins produced by our body that speed up the process of digestion. See Diagram A
 * 5) The mechanism of digestion is illustrated in Diagram B.
 * 6) Process of digestion - download [[file:09091700.PDF]](page 1) and [[file:09091402.PDF]](page 2)
 * Diagram A showing nutrients broken down to smaller substances**

Diagram B showing how enzyme works

The small intestine:

Communication task: Present : How is the small intestines well - adapted for the absorption of food?

Unit 3: Natural and man-made disaster

__**How radiation occur and the effects of radiation of living organisms**__

Develop understanding of: atomic nuclei unstable atomic nuclei Subatomic particles Heavy elements Units of radiation - becquerel and rads Half-life

Resources: @http://www.wisegeek.com/what-is-radioactivity.htm @http://www.brainpop.com/science/energy/radioactivity/preview.weml

Nuclear power and fission : @http://british-energy.com/pagetemplate.php?pid=313

Essay Task: Genetically modified food and animals

Use this for planning: Resources: @http://www.greenfacts.org/en/gmo/index.htm,,.

Deadline: To be completed in 4 science lessons.

For information about genes, DNA and chromosome, check @http://www.medicalnewstoday.com/articles/120574.php

Sample report from Seung a :

End of unit test: End of unit answer:


 * How can you do well for unit 2?**

1) Develop clear and well explained scientific understanding. Note down science vocabulary and apply it!

2) Develop wide range of science language or vocabulary. Expertly use different forms and formats to communicate ideas and findings; mind-maps, flow-charts, booklets, graphs, diagrams and posters are excellent examples.

3) Do not copy off sources; understand and then write in your own words. Also cite your sources.

4) Move from answering 'what' to 'how'. For example, instead of what anti-pathogens do to how anti-pathogens work.


 * DNA Inquiry**

[]-Genetically modified pigs

Open book quiz:

Explains how breast milk protects newborns from pathogens , (just uploaded)

These are the questions we are answering now. Paste these questions into your google doc.
 * Science this week:**


 * 1) How does disinfectant works?
 * 2) How does antiseptic works?
 * 3) How does antibiotic works?
 * 4) How does antiviral works?

After working on these questions, we will examine the concept of antibiotics resistance.


 * 1) What is antibiotics resistance?
 * 2) How bacterias develop antibiotics resistance?
 * 3) How antibiotics can affect our lives?
 * 4) **Resource :** []

[] Brainpop: antibiotic resistance
 * Resource:**

Design and develop a booklet on ' The Human Immune system' to show your understanding on the human immune system and demonstrate a good range of communication skills and science language.

Stage 1: Generate questions so you know what to find out. e.g. What are the components of Stage 2: Research on questions


 * C2 Defence systems**

1 a List four ways disease-causing microbes can enter your body b Describe how bacteria, viruses and fungi can make you ill if they get into your body.

2 Describe how white blood cells to protect the body from infection.

3 Why is breast feeding better for babies than bottle feeding?

Questions:
 * Stage 2: The immune system**
 * 1) What is a microorganism?
 * 2) What are the main types of microbe?
 * 3) How microbes can be useful to us? Describe.
 * 4) Draw a diagram of a bacterium, a virus and a fungus and label their key features.
 * 5) Give three differences between viruses and bacteria.
 * 6) Imagine that every single microbe on the planet has been killed. Write a story about how this would have a serious effect on our lives.

Watch 'human body' on brainpop. [] Read []
 * Stage 1: Introduction to body systems**

Questions: How many systems our body has? What are the different types of systems and what are their functions? What happens when one of the systems break down?

Unit 1 How have chemical reactions affected our lives?

//To what extent has the knowledge of chemical reactions affected our lives? Are the effects good or bad? Plastics are the products of chemical reactions. Plastics have made products cheaper and easier to produces. Plastics are also almost impossible to recycle. There have been reports of toxins in plastics and these are dangerous to health and physical developments. How about acid-base reactions? Are these reactions useful or harmful? Explore all this in// **//How have chemical reactions affected our lives?//**

**SCIENCE this week:**
Template to start working! Research or read up on "Effects of chemical products on environment and health".
 * 1) **Describe and explain ways in which science is applied and used to solve health or environmental problem caused by chemical pollutants.**


 * Sample work: [[file:Chemical products.pages]] **
 * 2. Describe how chemical pollutants, such as dioxins or Bisphenol-A (BPA) may affect our health?**

Are there practical solutions health authorities and yourself should consider to protect the environment or our health from chemical pollutants?

Web resources(NEW): [] [] - government policy

Web resources: [] [] []

Inquiry questions:
 * 1) What is considered a harmful chemical products?
 * 2) How chemical products can affect the environment?
 * 3) What is health?
 * 4) How chemical products can affect our health?

Resources/websites for scientific understanding: <span style="border-collapse: collapse; color: #2a5db0; font-family: arial,sans-serif; line-height: normal;">http://www.greenmanspage.com/ guides/phfacts.html <span style="border-collapse: collapse; color: #2a5db0; font-family: arial,sans-serif; line-height: normal;">[|Root cell]

//**What's important?**// Data collection and knowing what and how to collect data. Remember, plant growth don't wait for you.

 * 1) What is the difference between physical and chemical reaction?
 * 2) What is reversible and non-reversible changes?
 * 3) Skill building: What is word equation and how to write word equation? [[file:Skill sheets 15.pdf]]

Download summative task for unit 1: [[file:G7-unit1-summative task.pages]]

 * Read about poisonous red sludge spill in Hungary, click [[file:Newsademic Issue 129 A.pdf]]. How's the spill connected to our unit?
 * Hand in science report for assessment, print a __hard copy__ and ensure your __name and class__ are written on the front page.

Discussion on 'how to analyze graph?'

 * **Good science analysis - 'the rate of increase of antacid ......', ' pH of .... antacid increased by (2? 3?)..... in ......... minutes**
 * **The rate of increase for ...... antacid was ....pH/minute and ......pH/minute for ........antacid.**
 * **The pH for .....antacid increased by .... pH from ...... th second to the ......th second.**

Sample Analysis:
== At the start of the experiment, there is a huge increase of pH as the antacid was poured into the acid solution. The pH of the green antacid increased by 0.42 in the first minute, and the blue antacid increased by 1.1 pH in the first two minutes. After the pH more or less stabilized, the average amount it increased was 0.1 per minute. Although the green antacid managed to maintain a higher pH throughout the experiment, the blue antacid pH was increasing at the same pace. During most of the recordings, the green antacid had a greater pH of 0.6 - 0.7. ( Andrea G7Paul) ==

Students, please be sure of the __**expectation this week:**__
 * 1) Audio recording of your scientific understanding (Why antacid A is more effective and efficient?)
 * 2) The science report draft for initial assessment, by **8 October Friday, using Pages.**

Listen to Omar's scientific understanding on neutralization:

media type="file" key="Neutralization.mov" width="300" height="300"

Draft Report deadline! : 7N and 7P - Next Friday. (I understand you have lots going on next week...ISA testing, etc)
To reiterate my main points on today's lesson: You need to explain how one antacid is more efficient/effective than the other using solid science understanding.

Inquiry on 'How chemical reactions are affecting us'
FINDING OUT : Write down your resources and what they say in []

Instructions:

 * ====Criteria to assess: C,D,E and F====
 * Use the Structure of Report; transfer it into Google Docs

===

= =
 * 1) Recall concept of concentration; h
 * 2) Learn how to use a burette for titration; need to be gentle.
 * 3) Learn rough titration and record volume of titration in proper table.
 * 4) Plot titration curve; if successful, it should look like below:

= =

Program 2:
Found this in a website, thought we should give it a go...


 * 1) **Have an adult slowly warm 1/2 cup of heavy cream (or milk).**
 * 2) **When it begins simmering, stir in a few spoonfuls of vinegar (lemon juice will also work).**
 * 3) **Continue adding spoonfuls of vinegar and stirring until it begins to gel.**
 * 4) **Now let the it cool.**
 * 5) **Next, wash the rubbery stuff with water to clean it off. You'll have little plastic 'curds'.**

Check this web: [|Video making plastics]
= =

= = Program 3:

Instructions:

 * 1) ====Download [[file:Antacids Expt.pdf]].====
 * 2) ==== Download [[file:Lesson Outcome for antacid expt.pages]] and save a copy into your science>unit 1 folder. ====

Important date: **6 Sept Monday** for submission of draft report.
Mini objectives:
 * 1) science wiki is saved as a bookmark in the computer.
 * 2) Rubrics, antacids and other files are saved in the science folder and organized.
 * 3) Science books are being organized and updated. Science vocabulary is being written down __consistently.__

Reflection: Students need to record science data and observation, e.g. record weight before and after, etc.

**SCIENCE 2009 - 2010:**

 * Climate change inquiry -**
 * There are three doable tasks to complete. Task 1 and 2 are written essay, and task 3 is a short multimedia clip - not more than 3 mins.
 * Download [[file:Climate change inquiry .pages]] for the instructions and due dates.
 * Resource - http://video.nationalgeographic.com/video/player/environment/global-warming-environment/way-forward-climate.html, brainpop - renewable energy, national geographic, discovery.
 * Rubrics - [[file:Climate change rubrics.pdf]]


 * Acid Rain experiment:**


 * Your results would have looked like: http://acidrainissues.zoomshare.com/2.html


 * Due Date to hand in: 26 May


 * Experiment planning - Use structure of report from science wiki>practical skills > SOP file. Plan for a) independent variable b) dependent variable c) control variable.
 * Draw a diagram to illustrate your experimental setup. You may discuss with your partner.


 * Question to answer:**
 * 1) How would you know if the acid solution has affected the plant growth?
 * 2) What's important to ensure that the experiment is fair or well controlled?

3rd to 7th May:
Friday:
 * 1) Setup experiment to <span style="font-family: 'Segoe UI',helvetica,sans-serif;">investigate the effects of acid rain on plant growth.
 * 2) <span style="font-family: arial,helvetica,sans-serif;">Setup experiment to <span style="font-family: 'Segoe UI',helvetica,sans-serif;">investigate the effects of acid rain on iron chips.
 * 3) <span style="font-family: 'Segoe UI',helvetica,sans-serif;">Materials and apparatus provided : container for the plant, cotton bud for plant's roots to absorb water and nutrients, diluted sulfuric, nitric and hydrochloric acid.

Wednesday:
 * 1) Watch coal combustion and acid rain - http://www.youtube.com/watch?v=RP-sU8i2edo
 * 2) Watch acid rain presentation - http://www.youtube.com/watch?v=y03CVuLN7c0&NR=1
 * 3) <span style="font-family: 'Segoe UI',helvetica,sans-serif;">Design an experiment to investigate the effects of acid rain on plant growth.

Disease presentation - The focus on the disease presentation can be:


 * how the disease can be prevented, using __**scientific explanation**__. You would have to read up on the concept of antibiotics or vaccination.
 * how the body reacts to the infection, using **__scientific explanation__**. You would have to read up on the concept of immunity or immune system - white blood cell.
 * how the virus or bacteria infect the body, using **__scientific explanation__**. You would have to read up on methods of transmission.

The rubrics for the task :


 * MULTIMEDIA PRESENTATION CHECKLIST** : [[file:multimedia presentation rubrics.pages]]

Due date for assessment : **21st April (Wednesday)**
 * Sample: http://www.commoncraft.com/protecting-reputations-video# **


 * Shows how the white blood cells chases a pathogen - links : http://www.youtube.com/watch?v=JnlULOjUhSQ **

The due date for final report/assessment is this Friday ( 9th April). Check that
 * 1) You have an initial assessment at least once.
 * 2) Review the new good samples from the wiki's sample report folder.
 * 3) You are using the new rubrics and checklist.


 * 1) Plan for the aim, hypothesis, independent, dependent and controlled factors.
 * 2) Thought of how fungus will be introduced to the bread.
 * 3) Thought of the environment the fungus needs to be in.
 * 4) Thought of how factors like moisture or acidity can be change so an effect can be recorded and measured.
 * 5) Thought of how fungus growth can be measured and recorded.
 * 6) Ask a student from grade 7S on what they did on the Wednesday's lesson. They were setting up the experiment but how did they set it up?

Context is - fungus is an infection to the bread. How do you protect the bread from a massive infection?


 * How can I get a grade 6 for criteria D, E and even B for science reports?**


 * Download [[file:surface tension - seung a.pages]] and assess the report against the criteria. **

Science Project: **Disease poster** //(ongoing)//

Criteria being assessed - B and C

Deadline: Feb 5 (Fri) - submission, Feb 3 (Wed) - feedback and clarification Download instructions for the project -

Science Investigation: How many drops of water can fit into one side of a coin? (completed)

Concepts to use for this experiment : **cohesion, surface tension and forces between molecule**

Task 1 : Design an experiment to investigate ' How many drops of liquid can fit into one side of a coin?'. Use structure of report

Task 2: Carry out experiment and record results and observations. Checklist to complete before Task 2 :
 * You have completed aim, hypothesis, independent variable, dependent variable, controlled variable and method.
 * You have discussed how independent variable and dependent variable will be manipulated.

Task 3: Analyze results and write conclusions/evaluations Check that you have downloaded a sample report  so you can score a 5 or 6 for criterion D and E

Due date for full report (individual): Monday 8 Feb
Reminders: 1) Include apparatus/material and constant variable in your report 2) independent variable is what you change in experiment and dependent variable is what you measure in experiment

Criteria to check: D, E and F Download structure of report here /


 * 1) Download and complete [[file:Unit 2 Task 3.doc]], due date : 27/2 (wed)


 * 1) C1 & C2 [[file:08051900.PDF]] - Click to access
 * 2) Download [[file:Unit 2 Task 1.docx]]
 * 3) Download [[file:Unit 2 Task 2.docx]]

Download instructions for 'issues of nutrition' -

Check rubric by clicking

WEEK 1:

A4: Total Breakdown (Click to access) You have about 45 mins to attempt the worksheet. Please answer the questions in your science notebook. Open book test: Download You may refer to online resources to help you to answer the questions. Please answer the questions on A4 paper. You may also choose to answer on google docs and print the answer sheet when you return to school next Wednesday.

Download for nutrition project sample

WEEK 2: 2/12 to 4/12

Lab test 1: Determine the nutrients (fats, proteins, sugar, starch) present in powder X using nutrient test

To help you to prepare for Lab test 1, download and