Oxford Science Year 7 Australian Curriculum _ Curriculum Grid [SAMPLE] by OUPANZ

Curriculum grid Australian Curriculum: Science Year 7 Oxford Science 7 Australian Curriculum provides comprehensive coverage of the Australian Curriculum 9.0, Science. Each of Chapters 2 to 7 of Oxford Science 7 Australian Curriculum is aligned to a Science understanding content description. Chapter 1 Oxford Science 7 Australian Curriculum is a science toolkit that covers the content descriptions of the Science inquiry strand of the Australian Curriculum 9.0. The practical and cognitive skills detailed in the Science inquiry strand are also integrated throughout the content of Oxford Science 7 Australian Curriculum. Science inquiry is also highlighted in the following features:   

Chapter 1, Science toolkit Worked examples Test your skills and capabilities questions in the Science as a human endeavour feature spreads.

The Science as a human endeavour strand is integrated throughout the content of Oxford Science 7 Australian Curriculum. Most chapters also include a feature page-spread for one aspect of Science as a human endeavour relevant to that chapter’s subject matter.

© Oxford University Press 2023 Oxford Science 7 Australian Curriculum second edition Teacher obook pro ISBN 9780190332358. Permission has been granted for this page to be photocopied within the purchasing institution only. © Australian Curriculum, Assessment and Reporting Authority (ACARA) 2009 to present, unless otherwise indicated. This material was downloaded from the ACARA website (www.acara.edu.au) (Website) (accessed September 2023) and was not modified. The material is licensed under CC BY 4.0 (https://creativecommons.org/licenses/by/4.0/). ACARA does not endorse any product that uses ACARA material or make any representations as to the quality of such products. Any product that uses material published on this website should not be taken to be affiliated with ACARA or have the sponsorship or approval of ACARA. It is up to each person to make their own assessment of the product.

Science understanding The content of Oxford Science 7 Australian Curriculum is mapped to the Science understanding strand of the Australian Curriculum 9.0, below. Topics are indicated in black text, and experiments in blue text.

Biological sciences Content description

Elaboration

investigate the role of classification in ordering and organising the diversity of life on Earth and use and develop classification tools including dichotomous keys

observing and identifying the similarities and differences of particular features within and between groups of organisms

Oxford Science 7 Australian Curriculum topics and relevant experiments 5.2 Living organisms have characteristics in common, p. 118 5.6 Animals that have no skeleton are called invertebrates, p. 126 5.8 Plants can be classified according to their characteristics, p. 130

(AC9S7U01)

5.6A Experiment: Dissecting skeletons, p. 236 5.6B Challenge: Identifying invertebrates, p. 237 5.8 Challenge: Identifying plants, p. 239 creating and modifying a dichotomous key to classify organisms into groups and groups within groups

5.3 Classification keys are visual tools, p. 120

naming and classifying species using scientific conventions from the Linnaean hierarchical classification system, such as kingdom, phylum, class, order, family, genus, species

5.4 The classification system continues to change, p. 122

5.3 Challenge: Dichotomous key, p. 233

5.5 Kingdoms can be used to classify organisms, p. 124 5.7 Vertebrates can be organised into five classes, p.

Biological sciences Content description

Elaboration

Oxford Science 7 Australian Curriculum topics and relevant experiments 128 5.4 Challenge: Can you understand scientific names?, p. 234 5.5 Challenge: Classifying living things, p. 235 5.7 Challenge: Who are the vertebrates?, p. 238

use models, including food webs, to represent matter and energy flow in ecosystems and predict the impact of changing abiotic and biotic factors on

considering the reasons for classifying living things, such as identification and communication

5.1 Classification organises our world, p. 116

examining how biological classification has changed over time through improvements in microscopy

5.4 The classification systems continues to change, p. 122

using provided dichotomous keys to identify organisms surveyed on a field trip

5.3 Classification keys are visual tools, p. 120

investigating First Nations Australians’ systems of classifying living things and how these systems differ from those used by contemporary science

5.9 The first Australian scientists classified their environment, p. 132

analysing food webs to show feeding relationships between organisms in an ecosystem and the role of microorganisms

6.1 All organisms are interdependent, p. 142

5.1 Challenge: Department store classification, p. 232

5.3 Challenge: Dichotomous keys, p. 233

6.2 All organisms have a role in an ecosystem, p.144 6.1 Challenge: Studying food webs, p. 240 6.2 Experiment: What if more seeds were planted in a pot?, p. 241

Biological sciences Oxford Science 7 Australian Curriculum topics and relevant experiments

Content description

Elaboration

populations

modelling how energy flows into and out of an ecosystem via the pathways of food webs

6.3 Energy flows through an ecosystem, p. 148

predicting the effects on local ecosystems when living things such as pollinators or predators are removed from or die out in an area

6.5 Introducing a new species may disrupt a food web, p. 154

examining how events such as seasonal changes, destruction of habitat or introduction of a species impact abiotic and biotic factors and cause changes to populations

6.4 Population size depends on abiotic and biotic factors, p. 150

(AC9S7U02)

6.3 Challenge: Exploring leaf litter, p. 242

6.5B Experiment: What if the effectiveness of pollinators was reduced?, p. 245

6.5 Introducing a new species may disrupt a food web, p. 154 6.6 Ecosystems can be disrupted, p. 158 6.5A Challenge: Rabbit and fox chasey, p. 244 6.6A Challenge: Natural disasters in Australia, p. 246 6.6B Challenge: Calculating your ecological footprint, p. 247

investigating First Nations Australians’ responses to invasive species and their effect on food webs that many communities are a part of, and depend on, for produce and medicine

6.5 Introducing a new species may disrupt a food web, p. 154

Biological sciences Content description

Elaboration considering how First Nations Australians’ fire management practices over tens of thousands of years have changed the distribution of flora and fauna in most regions of Australia

Oxford Science 7 Australian Curriculum topics and relevant experiments 6.7 Science as a human endeavour: Human management of ecosystems continues to change, p. 162

Earth and space sciences Oxford Science 7 Australian Curriculum topics and relevant experiments

Content description

Elaboration

model cyclic changes in the relative positions of the Earth, Sun and Moon and explain how these cycles cause eclipses and influence predictable phenomena on Earth, including seasons and tides

using physical models or virtual simulations to explain how Earth’s tilt and position relative to the Sun causes differences in light intensity on Earth’s surface, resulting in seasons

7.4 Seasons are caused by the tilt of the Earth, p.

examining the effect of the gravitational attraction of the Moon and the Sun on Earth's oceans and describing how the relative positions of the Moon and Sun with respect to Earth result in tidal variations

7.3 The Moon’s gravity causes tidal movements, p. 176

using physical models or virtual simulations to explain the cyclic patterns of lunar phases

7.1 The Earth, Sun and Moon interact with one another, p. 172

(AC9S7U03)

178

7.4 Challenge: Modelling the seasons, p. 250

Earth and space sciences Content description

Elaboration

Oxford Science 7 Australian Curriculum topics and relevant experiments

and eclipses of the Sun and Moon

7.2 The Moon reflects the Sun’s light, p. 174 7.2 Challenge: Modelling the phases of the Moon, p. 249

researching knowledges held by First Nations Australians regarding the phases of the Moon and the connection between the lunar cycle and ocean tides

7.3 The Moon’s gravity causes tidal movements, p. 176

investigating First Nations Australians’ calendars and how they are used to predict seasonal changes

7.4 Seasons are caused by the tilt of the Earth, p. 178

researching First Nations Australians’ oral traditions and cultural recordings of solar and lunar eclipses and investigating similarities and differences with contemporary understandings of such phenomena

7.5 Science as a human endeavour: Astronomers explore space, p. 182

Physical sciences Content description

Elaboration

investigate and represent balanced and unbalanced

investigating the effects of applying different forces to familiar objects of the same and

Oxford Science 7 Australian Curriculum topics and relevant experiments 4.3 Forces can be contact or non-contact, p. 88

Physical sciences Content description

Elaboration

forces, including gravitational force, acting on objects, and relate changes in an object’s motion to its mass and the magnitude and direction of forces acting on it

different mass

Oxford Science 7 Australian Curriculum topics and relevant experiments 4.4 Magnetic fields can apply a force from a distance, p. 90 4.5 Electrostatic forces are non-contact forces, p. 92 4.7 Friction slows down moving objects, p. 96 4.3 Challenge: Can you use the push and pull of a magnet?, p. 220

(AC9S7U04)

4.5 Experiment: What if a balloon was electrostatically charged?, p. 221 4.7 Experiment: What if the amount of friction was changed, p. 224 analysing the effect of balanced and unbalanced forces on an object’s motion, such as starting, stopping and changing direction

4.2 An unbalanced force causes change, p. 86

measuring the magnitude of a force using a force meter and representing the magnitude and direction of forces acting on an object using force arrow diagrams

4.1 A force is a push, a pull or a twist, p. 84

investigating how Earth's gravitational force is the attractive force which pulls objects to the centre of Earth and its magnitude is related to the mass of an object

4.6 Earth’s gravity pulls objects to the centre of the Earth, p. 94

investigating how simple machines such as

4.8 Simple machines decrease the amount of effort

4.2 Challenge: Design a ball whacker, p. 219

4.2 An unbalanced force causes change, p. 86 4.1 Experiment: Measuring forces, p. 218

Physical sciences Content description

Elaboration levers and pulleys are used to change the magnitude of force needed to perform a task

Oxford Science 7 Australian Curriculum topics and relevant experiments needed to do work, p. 98 4.9 A pulley changes the size or direction of a force, p. 102 4.10 There are three different types of machines, p. 104 4.8A Experiment: Using a first-class lever to lift weights, p. 225 4.8B Experiment: Using a second-class lever to lift weights, p. 226 4.9 Experiment: Calculating mechanical advantage, p. 227 4.10 Experiment: Comparing different machines, p. 228

examining how gravity affects objects in space, including moons, planets, stars, galaxies and black holes

4.6 Earth’s gravity pulls objects to the centre of the Earth, p. 94 4.6A Skills lab: Calculate weights in the solar system, p. 222 4.6B Challenge: Modelling gravity in the solar system, p. 223

analysing the forces acting on boomerangs and how early First Peoples of Australia designed an air foil profile which allowed for multiple variations and applications

4.11 Science as a human endeavour: The forces in flight, p. 106

Physical sciences Content description

Elaboration investigating the effect of forces through the application of simple machines, such as the bow and arrows used by Torres Strait Islander Peoples or the spearthrowers used by First Peoples of Australia

Oxford Science 7 Australian Curriculum topics and relevant experiments 4.8 Simple machines decrease the amount of effort needed to do work, p. 98

Chemical sciences Content description

Elaboration

use particle theory to describe the arrangement of particles in a substance, including the motion of and attraction between particles, and relate this to the properties of the substance

using and constructing models, diagrams or virtual simulations to represent changes in particle arrangement as substances change state

(AC9S7U05)

Oxford Science 7 Australian Curriculum topics and relevant experiments 2.1 There are three states of matter, p. 42 2.3 The particle model explains matter, p. 48 2.1A Experiment: Comparing states of matter, p. 195 2.3A Challenge: Modelling matter, p. 197

relating motion and energy of particles to distances between particles of the same substance in different states

2.2 Scientists’ understanding of matter has developed over thousands of years, p. 46

comparing attractive forces in the solid, liquid and gaseous states of the same substance and relating this to relative position and movement of particles

2.2 Scientists’ understanding of matter has developed over thousands of years, p. 46

2.3 The particle model explains matter, p. 48

Chemical sciences Content description

Elaboration

Oxford Science 7 Australian Curriculum topics and relevant experiments 2.5 Increasing kinetic energy in matter causes it to expand, p. 52

examining how the changing motion and energy of particles is affected by the amount of heat energy absorbed or released

2.1 There are three states of matter, p. 42 2.5 Increasing kinetic energy in matter causes it to expand, p. 52 2.5A Experiment: Effect of heat, p. 201 2.5B Experiment: From ice to steam, p. 203

use a particle model to describe differences between pure substances and mixtures and apply understanding of properties of substances to separate mixtures

comparing the properties of different states of matter and explaining differences using particle theory

2.4 The particle model can explain the properties of matter, p. 50

investigating properties of materials such as density, melting point and compressibility and explaining these in terms of particle arrangement

2.4 The particle model can explain the properties of matter, p. 50

explaining the process of diffusion in a liquid and a gas in terms of particles

2.3 The particle model explains matter, p. 48

using representations of particles to show the difference between samples of pure substances and mixtures, and identifying examples of each

3.1 Mixtures are a combination of two or more substances, p. 62

examining different solutions and identifying the solvent and solute

3.2 A solution is a solute dissolved in a solvent, p. 64

2.4 Experiment: The density den, p. 199

3.2A Experiment: What if salt was dissolved in

Chemical sciences Content description

Elaboration

(AC9S7U06)

Oxford Science 7 Australian Curriculum topics and relevant experiments water?, p. 206 3.2B Experiment: What if the solvent was heated when making a mixture?, p. 207

investigating and using a range of physical separation techniques such as filtration, decantation, evaporation, crystallisation, chromatography and distillation

3.3 Mixtures can be separated according to their properties, p. 66 3.4 Mixtures can be separated according to their size and mass, p. 68 3.5 The boiling points of liquids can be used to separate mixtures, p. 70 3.6 Solubility can be used to separate mixtures, p. 72 3.4A Skills lab: Filtering a mixture of sand and water, p. 211 3.5A Experiment: Crystallisation of salt water, p. 213 3.5B Challenge: Design a way to purify water from sea water, p. 214 3.6B Experiment: Who wrote the nasty note?, p. 216

exploring and comparing separation methods used in a variety of situations such as in the home, recycling industries and purifying water

3.7 Science as a human endeavour: Wastewater is a mixture that can be separated, p. 74 3.8 Science as a human endeavour: Materials

Chemical sciences Content description

Elaboration

Oxford Science 7 Australian Curriculum topics and relevant experiments recovery facilities separate mixtures, p. 76

analysing how the physical properties of substances in mixtures, such as particle size, density or volatility, determine the separation technique used

3.3 Mixtures can be separated according to their properties, p. 66 3.4 Mixtures can be separated according to their size and mass, p. 68 3.5 The boiling points of liquids can be used to separate mixtures, p. 70 3.6 Solubility can be used to separate mixtures, p. 72 3.3A Skills lab: Separation using magnetic properties, p. 208 3.3B Skills lab: Separating mixtures using sedimentation and flotation, p. 209 3.3C Experiment: What if a flocculant was added to muddy water?, p. 210 3.4B Experiment: What if you centrifuge tomato sauce?, p. 212 3.6A Challenge: Separation challenge, p. 215

investigating separation techniques used by First Nations Australians, such as handpicking, sieving, winnowing, yandying, filtering, cold-pressing and steam distilling

3.3 Mixtures can be separated according to their properties, p. 66 3.5 The boiling points of liquids can be used to separate mixtures, p. 70

Science as a human endeavour The Science as a human endeavour strand is integrated throughout the content of Oxford Science 7 Australian Curriculum. Most chapters also include a feature page-spread for one aspect of Science as a human endeavour relevant to that chapter’s subject matter. These are mapped, below.

Nature and development of science Content description explain how new evidence or different perspectives can lead to changes in scientific knowledge (AC9S7H01)

investigate how cultural perspectives and world views influence the development of scientific knowledge (AC9S7H02)

Oxford Science 7 Australian Curriculum SHE feature-spread topics 4.12 Science as a human endeavour: Forces are involved in sport, p. 108 6.7 Science as a human endeavour: Human management of ecosystems continues to change, p. 162 7.5 Science as a human endeavour: Astronomers explore space, p. 182 4.11 Science as a human endeavour: The forces in flight, p. 106 6.7 Science as a human endeavour: Human management of ecosystems continues to change, p. 162

Use and influence of science Content description examine how proposed scientific responses to contemporary issues may impact on society and explore ethical, environmental, social and economic considerations (AC9S7H03)

Oxford Science 7 Australian Curriculum SHE feature-spread topics 1.11 Science as a human endeavour: Science skills are used to solve important problems, p. 30 3.7 Science as a human endeavour: Wastewater is a mixture that can be separated, p. 74

3.8 Science as a human endeavour: Materials recovery facilities separate mixtures, p. 76 explore the role of science communication in informing individual viewpoints and community policies and regulations (AC9S7H04)

1.11 Science as a human endeavour: Science skills are used to solve important problems, p. 30 2.6 Science as a human endeavour: Scientists find ways to communicate, p. 54 5.10 Science as a human endeavour: Taxonomists classify new species, p. 134 7.5 Science as a human endeavour: Astronomers explore space, p. 182

Science inquiry The practical and cognitive skills detailed in the Science inquiry strand are integrated throughout the content of Oxford Science 7 Australian Curriculum. Science inquiry is also highlighted in the following features:   

Chapter 1, Science toolkit Worked examples Test your skills and capabilities questions in the Science as human endeavour feature spreads.

Student book topics are indicated in black text. Worked examples are indicated in purple text. Test your skills and capabilities questions are indicated in green text. Experiments are indicated in blue text.

Questioning and predicting Content description develop investigable questions, reasoned predictions and hypotheses to explore scientific models, identify patterns and test relationships (AC9S7I01)

Oxford Science 7 Australian Curriculum topics, features and experiments 1.4 Scientists use observation and inference to answer questions, p. 11 1.7 A fair test is a controlled experiment, p. 19 1.1 Challenge: Sideways ping pong, p. 190 1.4 Skills lab: Observation versus inference, p. 192 2.4 Experiment: The density den, p. 199 2.5B Experiment: From ice to steam, p. 203 3.2A Experiment: What if salt was dissolved in water?, p. 206

3.2B Experiment: What if the solvent was heated when making a mixture?, p. 207 3.4B Experiment: What if you centrifuge tomato sauce?, p. 212 3.6A Challenge: Separation challenge, p. 215 4.2 Challenge: Design a ball whacker, p. 219 4.3 Challenge: Can you use the push and pull of a magnet?, p. 220 4.5 Experiment: What if a balloon was electrostatically charged?, p. 221 4.6A Skills lab: Calculate weights in the solar system, p. 222 4.7 Experiment: What if the amount friction was changed?, p. 224 4.8A Experiment: Using a first-class lever to lift weights, p. 225 4.8B Experiment: Using a second-class lever to lift weights, p. 226 5.1 Challenge: Department store classification, p. 232 5.6B Challenge: Identifying invertebrates, p. 237 5.8 Challenge: Identifying plants, p. 239 6.2 Experiment: What if more seeds were planted in a pot?, p. 241 6.5B Experiment: What if the effectiveness of pollinators was reduced?, p. 245

Planning and conducting Content description plan and conduct reproducible investigations to answer questions and test hypotheses, including identifying variables and assumptions and, as appropriate, recognising and managing risks, considering ethical issues and recognising key considerations regarding heritage sites and

Oxford Science 7 Australian Curriculum topics, features and experiments 1.3 Scientists take safety precautions, p. 9 1.7 A fair test is a controlled experiment, p. 19 6.7 Test your skills and capabilities, p. 165 1.6 Skills lab: Lighting a Bunsen burner, p. 18

artefacts on Country/Place

2.1A Experiment: Comparing states of matter, p. 195

(AC9S7I02)

2.4 Experiment: The density den, p. 199 2.5A Experiment: Effect of heat, p. 201 2.5B Experiment: From ice to steam, p. 203 3.1 Challenge: Comparing different types of mixtures, p. 204 3.2A Experiment: What if salt was dissolved in water?, p. 206 3.2B Experiment: What if the solvent was heated when making a mixture?, p. 207 3.3C Experiment: What if a flocculant was added to muddy water?, p. 210 3.4B Experiment: What if you centrifuge tomato sauce?, p. 212 3.5A Experiment: Crystallisation of salt water, p. 213 3.5B Challenge: Design a way to purify water from sea water, p. 214 3.6A Challenge: Separation challenge, p. 215 4.2 Challenge: Design a ball whacker, p. 219 4.3 Challenge: Can you use the push and pull of a magnet?, p. 220 4.5 Experiment: What if a balloon was electrostatically charged?, p. 221 4.7 Experiment: What if the amount friction was changed?, p. 224 4.8A Experiment: Using a first-class lever to lift weights, p. 225 4.8B Experiment: Using a second-class lever to lift weights, p. 226 4.10 Experiment: Comparing different machines, p. 228 4.11 Experiment: Comparing the forces in flight, p. 230 5.3 Challenge: Dichotomous key, p. 233 5.6A Experiment: Dissecting skeletons, p. 236

5.6B Challenge: Identifying invertebrates, p. 237 5.8 Challenge: Identifying plants, p. 239 6.1 Challenge: Studying food webs, p. 240 6.2 Experiment: What if more seeds were planted in a pot?, p. 241 6.3 Challenge: Exploring leaf litter, p. 242 6.5B Experiment: What if the effectiveness of pollinators was reduced?, p. 245 select and use equipment to generate and record data with precision, using digital tools as appropriate (AC9S7I03)

1.2 Scientists use specialised equipment, p. 6 1.5 Science relies on measuring with accuracy, p. 13 1.6 A Bunsen burner is an essential piece of laboratory equipment, p. 17 1.5A Worked example: Converting between units, p. 15 1.5B Worked example: Comparing measurements that use different units, p. 16 1.6 Skills lab: Lighting a Bunsen burner, p. 18 1.5 Skills lab: Measuring mass and volume, p. 193 1.8 Skills lab: Heating water, p. 194 2.4 Experiment: The density den, p. 199 2.5A Experiment: Effect of heat, p. 201 2.5B Experiment: From ice to steam, p. 203 3.2B Experiment: What if the solvent was heated when making a mixture?, p. 207 3.4A Skills lab: Filtering a mixture of sand and water, p. 211 3.6A Challenge: Separation challenge, p. 215 4.1 Experiment: Measuring forces, p. 218 5.6A Experiment: Dissecting skeletons, p. 236

5.6B Challenge: Identifying invertebrates, p. 237 5.8 Challenge: Identifying plants, p. 239 6.1 Challenge: Studying food webs, p. 240 6.5A Challenge: Rabbit and fox chasey, p. 244 6.5B Experiment: What if the effectiveness of pollinators was reduced?, p. 245 6.7 Challenge: Eucalypt adaptations, p.248

Processing, modelling and analysing Content description select and construct appropriate representations, including tables, graphs, models and mathematical relationships, to organise and process data and information

Oxford Science 7 Australian Curriculum topics, features and experiments 1.8 Graphs and tables are used to show results, p. 22

(AC9S7I04)

4.8B Worked example: Calculating effort (lever), p. 99

4.2 Worked example: Calculating net force, p. 87 4.8A Worked example: Calculating mechanical advantage, p. 99 4.9 Worked example: Calculating effort (pulley), p. 103 6.4 Worked example: Calculating population size, p. 153 7.3 Worked example: Calculating tides, p. 177 1.2 Skills lab: Drawing scientific diagrams, p. 191 1.4 Skills lab: Observation versus inference, p. 192 1.8 Skills lab: Heating water, p. 194 2.1B Challenge: Three states of water, p. 196 2.3A Challenge: Modelling matter, p. 197 2.4 Experiment: The density den, p. 199

2.5A Experiment: Effect of heat, p. 201 2.5B Experiment: From ice to steam, p. 203 3.2A Experiment: What if salt was dissolved in water?, p. 206 3.2B Experiment: What if the solvent was heated when making a mixture?, p. 207 3.4B Experiment: What if you centrifuge tomato sauce?, p. 212 3.5A Experiment: Crystallisation of salt water, p. 213 3.6A Challenge: Separation challenge, p. 215 3.6B Experiment: Who wrote the nasty note?, p. 216 4.1 Experiment: Measuring forces, p. 218 4.5 Experiment: What if a balloon was electrostatically charged?, p. 221 4.6B Challenge: Modelling gravity in the solar system, p. 223 4.7 Experiment: What if the amount of friction was changed?, p. 224 4.8A Experiment: Using a first-class lever to lift weights, p. 225 4.8B Experiment: Using a second-class lever to lift weights, p. 226 4.9 Experiment: Calculating mechanical advantage, p. 227 4.10 Experiment: Comparing different machines, p. 228 5.4 Challenge: Can you understand scientific names?, p. 234 5.5 Challenge: Classifying living things, p. 235 5.6A Experiment: Dissecting skeletons, p. 236 5.6B Challenge: Identifying invertebrates, p. 237 5.7 Challenge: Who are the vertebrates, p. 238 5.8 Challenge: Identifying plants, p. 239 © Oxford University Press 2023 Oxford Science 7 Australian Curriculum second edition Teacher obook pro ISBN 9780190332358. Permission has been granted for this page to be photocopied within the purchasing institution only. © Australian Curriculum, Assessment and Reporting Authority (ACARA) 2009 to present, unless otherwise indicated. This material was downloaded from the ACARA website (www.acara.edu.au) (Website) (accessed September 2023) and was not modified. The material is licensed under CC BY 4.0 (https://creativecommons.org/licenses/by/4.0/). ACARA does not endorse any product that uses ACARA material or make any representations as to the quality of such products. Any product that uses material published on this website should not be taken to be affiliated with ACARA or have the sponsorship or approval of ACARA. It is up to each person to make their own assessment of the product.

6.1 Challenge: Studying food webs, p. 240 6.2 Experiment: What if more seeds were planted in a pot?, p. 241 6.4 Challenge: Bead counting, p. 243 6.5A Challenge: Rabbit and fox chasey, p. 244 6.5B Experiment: What if the effectiveness of pollinators was reduced?, p. 245 7.2 Challenge: Modelling phases of the Moon, p. 249 7.4 Challenge: Modelling the seasons, p. 250 analyse data and information to describe patterns, trends and relationships and identify anomalies (AC9S7I05)

1.8 Graphs and tables are used to show results, p. 22 3.7 Test your skills and capabilities, p. 75 5.10 Test your skills and capabilities, p. 135 1.8 Skills lab: Heating water, p. 194 2.1A Experiment: Comparing states of matter, p. 195 2.3B Challenge: Making a cuppa, p. 198 2.4 Experiment: The density den, p. 199 2.5A Experiment: Effect of heat, p. 201 2.5B Experiment: From ice to steam, p. 203 3.1 Challenge: Comparing different types of mixtures, p. 204 3.3C Experiment: What if a flocculant was added to muddy water?, p. 210 3.5B Challenge: Design a way to purify water from sea water, p. 214 3.6A Challenge: Separation challenge, p. 215 3.6B Experiment: Who wrote the nasty note?, p. 216 4.2 Challenge: Design a ball whacker, p. 219

4.8A Experiment: Using a first-class lever to lift weights, p. 225 4.8B Experiment: Using a second-class lever to lift weights, p. 226 4.9 Experiment: Calculating mechanical advantage, p. 227 4.10 Experiment: Comparing different machines, p. 228 4.11 Experiment: Comparing the forces in flight, p. 230 5.1 Challenge: Department store classification, p. 232 5.3 Challenge: Dichotomous key, p. 233 5.4 Challenge: Can you understand scientific names?, p. 234 5.5 Challenge: Classifying living things, p. 235 5.6A Experiment: Dissecting skeletons, p. 236 5.6B Challenge: Identifying invertebrates, p. 237 5.7 Challenge: Who are the vertebrates?, p. 238 5.8 Challenge: Identifying plants, p. 239 6.2 Experiment: What if more seeds were planted in a pot?, p. 241 6.3 Challenge: Exploring leaf litter, p. 242 6.4 Challenge: Bead counting, p. 243 6.5A Challenge: Rabbit and fox chasey, p. 244 6.6A Challenge: Natural disasters in Australia, p. 246 6.6B Challenge: Calculating your ecological footprint, p. 247 7.2 Challenge: Modelling phases of the Moon, p. 249 7.4 Challenge: Modelling the seasons, p. 250

Evaluating © Oxford University Press 2023 Oxford Science 7 Australian Curriculum second edition Teacher obook pro ISBN 9780190332358. Permission has been granted for this page to be photocopied within the purchasing institution only. © Australian Curriculum, Assessment and Reporting Authority (ACARA) 2009 to present, unless otherwise indicated. This material was downloaded from the ACARA website (www.acara.edu.au) (Website) (accessed September 2023) and was not modified. The material is licensed under CC BY 4.0 (https://creativecommons.org/licenses/by/4.0/). ACARA does not endorse any product that uses ACARA material or make any representations as to the quality of such products. Any product that uses material published on this website should not be taken to be affiliated with ACARA or have the sponsorship or approval of ACARA. It is up to each person to make their own assessment of the product.

Content description analyse methods, conclusions and claims for assumptions, possible sources of error, conflicting evidence and unanswered questions (AC9S7I06)

Oxford Science 7 Australian Curriculum topics, features and experiments 1.9 Scientists analyse claims and results, p. 26 2.5B Experiment: From ice to steam, p. 203 3.2B Experiment: What if the solvent was heated when making a mixture?, p. 207 3.3A Skills lab: Separation using magnetic properties, p. 208 3.3B Skills lab: Separating mixtures using sedimentation and flotation, p. 209 3.6A Challenge: Separation challenge, p. 215 4.2 Challenge: Design a ball whacker, p. 219 4.3 Challenge: Can you use the push and pull of a magnet?, p. 220 5.3 Challenge: Dichotomous key, p. 233 6.2 Experiment: What if more seeds were planted in a pot?, p. 241 6.4 Challenge: Bead counting, p. 243 6.5B Experiment: What if the effectiveness of pollinators was reduced?, p. 245

construct evidence-based arguments to support conclusions or evaluate claims and consider any ethical issues and cultural protocols associated with using or citing secondary data or information

1.9 Scientists analyse claims and results, p. 26

(AC9S7I07)

7.5 Test your skills and capabilities, p. 183

3.8 Test your skills and capabilities, p. 77 4.12 Test your skills and capabilities, p. 109 2.4 Experiment: The density den, p. 199 2.5A Experiment: Effect of heat, p. 201 3.3C Experiment: What if a flocculant was added to muddy water?, p. 210 3.5B Challenge: Design a way to purify water from sea water, p. 214 3.6A Challenge: Separation challenge, p. 215

3.6B Experiment: Who wrote the nasty note?, p. 216 4.6A Skills lab: Calculate weights in the solar system, p. 222 4.7 Experiment: What if the amount friction was changed?, p. 224 4.8B Experiment: Using a second-class lever to lift weights, p. 226 4.9 Experiment: Calculating mechanical advantage, p. 227 6.7 Challenge: Eucalypt adaptations, p.248 7.2 Challenge: Modelling phases of the Moon, p. 249 7.4 Challenge: Modelling the seasons, p. 250

Communicating Content description write and create texts to communicate ideas, findings and arguments for specific purposes and audiences, including selection of appropriate language and text features, using digital tools as appropriate

Oxford Science 7 Australian Curriculum topics, features and experiments 1.10 Scientific reports communicate findings, p. 28

(AC9S7I08)

4.11 Test your skills and capabilities, p. 107

1.13 Cognitive verbs identify the tasks in a question, p. 34 1.11 Test your skills and capabilities, p. 31 2.6 Test your skills and capabilities, p. 55 3.5B Challenge: Design a way to purify water from sea water, p. 214 3.6A Challenge: Separation challenge, p. 215 4.2 Challenge: Design a ball whacker, p. 219 4.3 Challenge: Can you use the push and pull of a magnet?, p. 220