Oxford Science 10: Victorian curriculum

268 Pages·2017·44.959 MB·English

by  Helen Silvester

OXFORD
SCI
CAPE OTWAY LIGHTHOUSE AND ‘STAR TRAILS’, CAPE OTWAY,
VICTORIA, AUSTRALIA. WHEN THE SHUTTER OF A CAMERA
IS LEFT OPEN FOR MANY HOURS, THE STARS APPEAR
O
AS CURVED LINES DUE TO THE ROTATION OF THE EARTH
X ON ITS AXIS.
EN
F
O
R
D
CE
10
HELEN SILVESTER
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OXFORD
SCI
EN
CE
10
VICTORIAN
CURRICULUM
HELEN SILVESTER
00_OXSCI10_VIC_07011_TXT_PRE_SI.indd 1 1/09/2016 10:00 am
1
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Published in Australia by
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© Helen Silvester 2016
The moral rights of the author have been asserted.
First published 2016
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National Library of Australia Cataloguing-in-Publication data
Silvester, Helen, author.
Oxford Science 10: Victorian curriculum / Helen Silvester.
ISBN 9780190307011 (paperback)
Includes index.
For secondary school age.
Science—Study and teaching (Secondary).
Science—Textbooks.
507.12
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00_OXSCI10_VIC_07011_TXT_PRE_SI.indd 2 1/09/2016 10:00 am
Genetics
Heritable characteristics are
1
transmitted from one generation to the next
in a process that involves genes and DNA.
Evolution
The theory of evolution by natural selection
2
explains the diversity of living things on Earth and
is supported by a range of scientific evidence.
This theory has developed over time.
The periodic table
The periodic table is used to classify and
ooorrrgggaaannniiissseee eeellleeemmmeeennntttsss... TTThhheee aaatttooommmiiiccc ssstttrrruuuccctttuuurrreee aaannnddd
3
ppprrrooopppeeerrrtttiiieeesss ooofff eeellleeemmmeeennntttsss aaarrreee uuussseeeddd tttooo ooorrrgggaaannniiissseee
ttthhheeemmm iiinnn ttthhheee pppeeerrriiiooodddiiiccc tttaaabbbllleee... TTThhhiiisss sssyyysssttteeemmm
ccccaaaannnn bbbbeeee uuuusssseeeedddd ttttoooo mmmmaaaakkkkeeee pppprrrreeeeddddiiiiccccttttiiiioooonnnnssss
aaabbbooouuuttt ttthhheee ppprrrooopppeeerrrtttiiieeesss ooofff eeellleeemmmeeennntttsss...
Chemical reactions
Different types of chemical reactions are
4
used to produce a range of products and
can occur at different rates. Different
factors influence the rate of reactions.
Global systems
There are interactions and cycles within and between
5
Earth’s spheres. Global systems, including the carbon
cycle, rely on these interactions involving the biosphere,
lithosphere, hydrosphere and atmosphere.
The universe
The universe contains features including galaxies, stars and
6 solar systems. The Big Bang theory can be used to explain the
origin of the universe. This theory is supported by scientific
evidence and has developed over time.
Motion
The relationships between force, mass and acceleration can
7
be used to predict changes in the motion of objects.
Energy
Energy conservation in a system can be explained by
8
describing energy transfers and transformations.

00_OXSCI10_VIC_07011_TXT_PRE_SI.indd 3 1/09/2016 10:00 am
Chapter 1 2.7 Humans artificially select traits ...58 4.7 Polymers are long chains of
monomers ..................................102
Genetics 1 2.8 Science as a human endeavour:
Natural selection affects 4.8 Temperature, concentration,
the frequency of alleles ................60 surface area and stirring
1.1 Science as a human endeavour:
Scientists review the research of Chapter 2 review ....................................62 affect reaction rate .....................104
other scientists ...............................2 Chapter 2 key words ..............................64 4.9 Catalysts increase the rate
of a reaction ................................108
1.2 DNA consists of a sugar–phosphate
backbone and four complementary 4.10 Science as a human endeavour:
Chapter 3
nitrogen bases ................................4
Green chemistry reduces
1.3 Chromosomes are DNA molecules The periodic table 65 the impact of chemicals on
carrying genetic information in the the environment .........................110
form of genes .................................6 3.1 Science as a human endeavour:
Chapter 4 review ..................................112
Scientists refine theories and
1.4 Mitosis forms new somatic cells .10
models over time..........................66 Chapter 4 key words ............................114
1.5 Meiosis forms gamete cells .........12
3.2 The structure of an atom
1.6 Alleles can produce dominant or determines its properties ............70 Chapter 5
recessive traits .............................14
3.3 Groups in the periodic table Global systems 115
1.7 Alleles for blood group traits have properties in common .........74
co-dominate .................................16
3.4 Non-metals have properties 5.1 The Earth’s spheres
1.8 Alleles on the sex chromosomes in common ....................................76 are balanced ...............................116
produce sex-linked traits .............18
3.5 Metal cations and non-metal 5.2 Matter cycles through
1.9 Inheritance of traits can be anions combine to form the Earth’s spheres ....................120
shown on pedigrees .....................22 ionic compounds ..........................78
5.3 The water cycle is a
1.10 Mutations are changes in the 3.6 Non-metals combine to form global cycle .................................124
DNA sequence ..............................26 covalent compounds ....................80
5.4 Human activity affects
1.11 Science as a human endeavour: 3.7 Metals form unique bonds ...........82 the carbon cycle .........................128
Genes can be tested .....................30
3.8 Science as a human endeavour: 5.5 Evidence supports
1.12 Science as a human endeavour: Nanotechnology involves the enhanced global warming ..........130
Genes can be manipulated ...........32
specific arrangement of atoms ....84
5.6 Enhanced global warming has
1.13 Science as a human endeavour: Chapter 3 review ....................................86 widespread effects .....................134
Genetic engineering is used in
medicine .......................................34 Chapter 3 key words ..............................88 5.7 Science as a human endeavour:
Humans can reduce
Chapter 1 review ....................................36
global warming ..........................138
Chapter 4
Chapter 1 key words ..............................38
Chapter 5 review ..................................140
Chemical reactions 89
Chapter 5 key words ............................142
Chapter 2
4.1 Mass is conserved in a chemical
Evolution 39
reaction..........................................90 Chapter 6
4.2 The rearrangement of atoms in a The universe 143
2.1 Science as a human endeavour:
chemical reaction can be shown
Darwin and Wallace were
using a balanced equation ............92
co-conspirators ............................40 6.1 Science as a human endeavour:
2.2 Natural selection is the 4.3 Synthesis and decomposition The universe was studied
mechanism of evolution ...............44 reactions can be represented by early Australians ....................144
by equations ..................................94
2.3 Different selection pressures 6.2 The Earth is in the Milky Way .....146
cause divergence. Similar selection 4.4 Acid reactions depend on strength
6.3 Stars have a life cycle .................148
pressures cause convergence .....46 and concentration .........................96
6.4 The galaxies are moving apart ...150
2.4 Fossils provide evidence 4.5 The solubility rules predict the
of evolution ...................................48 formation of precipitates ..............98 6.5 The Big Bang theory is
2.5 Multiple forms of evidence supported by evidence ...............152
4.6 Combustion reactions
support evolution .........................52
between hydrocarbons and 6.6 Science as a human endeavour:
2.6 DNA and proteins provide oxygen produce carbon dioxide, Technology aids cosmological
chemical evidence for evolution ..56 water and energy ........................100 research .....................................154
iv OXFORD SCIENCE 10 VICTORIAN CURRICULUM
00_OXSCI10_VIC_07011_TXT_PRE_SI.indd 4 1/09/2016 10:00 am
CO
Chapter 6 review ..................................156
Chapter 6 key words ............................158
Chapter 7
Motion 159
7.1 Displacement is change in position
with direction ...............................160
NTT
7.2 Velocity is speed with direction ...162
7.3 Acceleration is change in velocity
over time ......................................164
7.4 An object in motion remains in
motion until a force acts on it .....166
7.5 Force equals mass x acceleration
.....................................................168
7.6 Each action has an equal and
opposite reaction .........................170
EE
7.7 Momentum is conserved in a
collision .......................................172
Chapter 7 review ...................................174
Chapter 7 key words .............................176
Chapter 8
Energy 117777
8.1 Work occurs when an object is
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be calculated ...............................117788
8.2 Energy is always conserved ........118800
8.3 Thermodynamic systems that
are connected reach thermal
equilibrium ..................................118822
88..44 CCoonndduuccttiioonn ttrraannssffeerr kkiinneettiicc eenneerrggyy
between particles. Convention
causes the particles to move ......118844
88..55 TThheerrmmooddyynnaammiiccss ccaann bbee ddeessccrriibbeedd
by laws .........................................118866
Chapter 8 review ...................................118888
Chapter 8 key words .............................119900
Chapter 9
EExxppeerriimmeennttss 119911
G Glloossssaarryy 224466
I Innddeexx 225511
v
00_OXSCI10_VIC_07011_TXT_PRE_SI.indd 5 1/09/2016 10:00 am
Using Oxford Science
Oxford Science is a series developed to meet the requirements of the Victorian Curriculum: Science
across Years 7 to 10. Taking a concept development approach, each double-page spread of Oxford
Science represents one concept and one lesson .
What if?
Student-directed inquiry is encouraged throughout this series using
a simple questioning technique. As the series progresses, students
discover that their own What if questions are actually testable ‘i f and
then’ hypotheses. For example, ‘What if the bubble is touched with a fi nger’
becomes ‘ If the bubble is touched with a fi nger, t hen it will pop’ .
Concept development
Students are given access to the chapter concepts at the start of every
chapter. Each double-page spread of this series represents one concept.
Students explore concepts one-by-one, encouraging incremental
learning and, by the end of the chapter, complete understanding.
Every spread is linked to one
or more experiment, challenge
or skills task as a practical
EGCGHXOOP ATTELOORL PPIEMAANGGEGENEE TX2 8 4X7.42.X6: :C EOXNTSREARCVTAINTIGO ND NINA ACTION application of the concept.
The unit heading
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your learning questions,
allowing students
Body text elaborates Figure 8.5 A swing will not reach its original height because it 'loses' energy as heat and sound energy. to consolidate their
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180 OXFORD SCIENCE 10 VICTORIAN CURRICULUM ENERGY 181 abilities and learning
styles.
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22 OXFORD SCIENCE 10 VICTORIAN CURRICULUM GENETICS 23
vi OXFORD SCIENCE 10 VICTORIAN CURRICULUM
00_OXSCI10_VIC_07011_TXT_PRE_SI.indd 6 1/09/2016 10:00 am
//SCIENCE AS EGXOP TEOR PIMAGEEN T1 912.1: EXTRACTING DNA
Science as a human A HUMAN ENDEAVOUR//
1.1 Scientists review the Principle of segregation Rosalind Franklin
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EEXXPPEERRIIMMEENNTTSS 221177
216 OXFORD SCIENCE 10 VICTORIAN CURRICULUM
Integrated teaching
and learning support
o book assess provides an interactive
electronic version of the student book in an
easy-to-read format. It features multimedia
links, interactive learning objects, videos,
note-taking, highlighting and bookmarking
tools, and live question blocks. o book is
compatible with laptops, iPads, tablets
and IWBs, and also off ers page view (in
fl ipbook format) that can be used offl ine.
assess provides 24/7 online assessment
designed to support student progression
and understanding.
Oxford Science is supported by t eaching
strategies, lesson ideas, planning tips, control centre, which allows you to instantly
assessment advice and answers to all preview or assign related teacher resources to
activities. o book assess allows teachers to deliver incredibly engaging digital learning
manage their classes by assigning work, experiences. Students can also toggle from
tracking progress and planning assessment. their o book to the Dashboard to interact with
Teacher Dashboard is your online lesson student resources for each topic.
vii
00_OXSCI10_VIC_07011_TXT_PRE_SI.indd 7 1/09/2016 10:01 am
Victorian Curriculum: Science
10 scope and sequence
SCIENCE 10 LEVEL DESCRIPTION (ABBREVIATED)
In Levels 9 and 10, the curriculum focus is on explaining phenomena involving science and its applications. Students consider
both classic and contemporary science contexts to explain the operation of systems at a range of scales. At a microscopic
scale, they explore ways in which the human body as a system responds to its external environment, and investigate the
interdependencies between biotic and abiotic components of ecosystems. They develop a more sophisticated view of energy
transfer by applying the concept of the conservation of matter in a variety of contexts. They apply their understanding of energy
and forces to global systems include continental movement. Students explore the biological, chemical, geological and physi-
cal evidence for different theories, including the theories of natural selection and the Big Bang theory. Atomic theory is used
to understand relationships within the periodic table of elements. Students understand that motion and forces are related by
applying physical laws. Relationships between aspects of the living, physical and chemical world are applied to systems on a
local and global scale enabling students to predict how changes will affect equilibrium within these systems.
LEVELS 9 AND 10 CONTENT DESCRIPTIONS
Science as a human endeavour
Year 10: The Universe Scientific understanding, including models and theories, are contestable and are refined over time through a
Year 9: Control and regulation process of review by the scientific community (VCSSU114)
Year 9: Tectonic plates
Year 9: Matter
Year 10: Genetics Advances in scientific understanding often rely on developments in technology and technological advances
Year 10: The Universe are often linked to scientific discoveries (VCSSU115)
Year 10: Global systems
Year 9: Control and regulation
Year 9: Tectonic plates
Year 9: Electromagnetism
Year 10: Genetics The values and needs of contemporary society can influence the focus of scientific research (VCSSU116)
Year 10: Global systems
Year 9: Science toolkit
Year 9: Chemical reactions
Biological sciences
Year 9: Control and regulation Multicellular organisms rely on coordinated and interdependent internal systems to respond to changes to
their environment (VCSSU117)
Year 9: Control and regulation An animal’s response to a stimulus is coordinated by its central nervous system (brain and spinal cord);
neurons transmit electrical impulses and are connected by synapses (VCSSU118)
Year 10: Genetics The transmission of heritable characteristics from one generation to the next involves DNA and genes
(VCSSU119)
Year 10: Evolution The theory of evolution by natural selection explains the diversity of living things and is supported by a range
of scientific evidence (VCSSU120)
Year 9: Ecosystems Ecosystems consist of communities of interdependent organisms and abiotic components of the
environment; matter and energy flow through these systems (VCSSU121)
Chemical sciences
Year 9: Matter All matter is made of atoms which are composed of protons, neutrons and electrons; natural radioactivity
arises from the decay of nuclei in atoms (VCSSU122)
Year 10: Periodic table The atomic structure and properties of elements are used to organise them in the periodic table (VCSSU123)
Year 9: Chemical reactions Chemical reactions involve rearranging atoms to form new substances; during a chemical reaction mass is
not created or destroyed (VCSSU124)
Year 10: Chemical reactions Different types of chemical reactions are used to produce a range of products and can occur at different
Year 9: Chemical reactions rates; chemical reactions may be represented by balanced chemical equations (VCSSU125)
viii OXFORD SCIENCE 10 VICTORIAN CURRICULUM
00_OXSCI10_VIC_07011_TXT_PRE_SI.indd 8 1/09/2016 10:01 am