Term+2+Schedule

**1) Interacting sub- systems of the Earth that together produce a unique biome**   outline an estimate of Earth’s total water budget and the percentage available for terrestrial organisms   identify factors, including geographic position, climate and topography,  that determine the present distribution of water on the planet || **Monday the 2nd May Excursion to Collaroy Rock Platform**  Students identify data and gather information from secondary sources to construct diagrams representing:  – the distribution of the atmosphere, hydrosphere, lithosphere and biosphere – the distribution of Earth’s total water budget ||  ||  explain the importance of water as a solvent in biological systems  compare the relative solubility of oxygen and carbon dioxide in water and how the solubility of each changes with temperature  predict the potential impact of excessive water evaporation and subsequent increase in salinity on common terrestrial and inland aquatic organisms || Students perform a first-hand investigation to compare the relative solubility of Oxygen and Carbon dioxide in water and how the solubility is effected by temperature Students plan and perform first-hand investigations to gather information that demonstrates the effect of varying salt concentrations on plant growth ||  ||  distinguish between chemical and mechanical weathering || Students gather information from local field examples to investigate the effects of one form of chemical weathering and one form of mechanical weathering || [|NASA video clip on the water cycle] ||   discuss methods used to conserve water including the re-use of water after treatment Water for Life - Government document || == ﻿[|Sydney Water Treatment] ==
 * Week || Syllabus Content || Task/ Activity / Experiment || Resources/ Homework ||
 * 1 || Return back to school ||  ||   ||
 * 2 || ==**8.4 Water Issues** ==
 * <span style="font-family: Arial,Helvetica,sans-serif;">3 || **2) Water is an important** **ingredient in the maintenance of Australian environment**
 * <span style="font-family: Arial,Helvetica,sans-serif;">4 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; line-height: normal;">  identify common water pollutants that can affect the growth of plankton || gather and analyse information from secondary sources to evaluate the effect of common pollutants, including detergents and fertilisers, on growth of algae in ponds ||  ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">5 ||  describe the water cycle in terms of the physical processes involved. <span style="background-clip: initial; background-origin: initial; background-position: 100% 50%; cursor: pointer; padding-right: 10px;">[|The water cycle]
 * <span style="font-family: Arial,Helvetica,sans-serif;">6 || <span style="font: 12px 'Times New Roman'; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**4)** **Water resources**
 * assess efficiency of water usage both locally and in Australia || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">Gather information and analyse one method of waste water management and outline the scientific principles involved that allow the re-use of the water

[|Water treatment flow chart]
|| <span style="font: 12px 'Times New Roman'; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">  outline problems that may occur in ground water systems, <span style="font: 12px 'Times New Roman'; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">such as pollution, salt water intrusion and ground salinity, <span style="font: 12px 'Times New Roman'; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">and give examples of these problems occurring in Australian environments || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; line-height: normal;">gather, process and present information to illustrate the effect on an ecosystem of a change in water availability <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; line-height: normal;">[|Murry Dowling Basin wetlands] || [|Floodplan development threatens Maquarie Marshes] [|Basin plan underestimates impact of dams] Thurs 9th June || <span style="font-family: Arial,Helvetica,sans-serif;">1) Rocks are formed from different materials <span style="font-family: Arial,Helvetica,sans-serif;">*identify common rock forming minerals || Students look at ways to identify minerals *Hardness (Mohs Scale) *Lustre (metallic, pearly, earthy, glassy etc) * Streak * Cleavage * Density
 * <span style="font-family: Arial,Helvetica,sans-serif;">7 || == ==
 * <span style="font-family: Arial,Helvetica,sans-serif;">8 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 19px; line-height: 48px;">8.3 The Local Environment

||  || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">*identify and describe the geological features of the local environment <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">that <span style="font-family: Arial,Helvetica,sans-serif;">determine its natural landforms || Experiment Igneous rocks: Crystals and Cooling Rates (model of igneous rock formation) Students perform a first-hand investigation and use second hand data to classify <span style="font: normal normal normal 12px/normal 'Times New Roman'; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">( in terms of their origins and common mineral composition) several common <span style="font: normal normal normal 12px/normal 'Times New Roman'; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">igneous, sedimentary and metamorphic rocks using a key, with particular reference to those rocks in the local environment. || [|Igneous Rocks] [|Igneous Rock Formation Annimation]
 * <span style="font-family: Arial,Helvetica,sans-serif;">9 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">*distinguish between igneous, sedimentary and metamorphic rock

[|Forming Igneous Rock] [|Unconformity of sedimentary layers] animation [|Sequencing events in rock structure] animation [|Classification of rocks] ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">10 ||  || Practical Exam (Weds 29th June)

Students identify data, gather, process and present information as a report that identifies <span style="font: normal normal normal 12px/normal 'Times New Roman'; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">and describes: <span style="font: normal normal normal 12px/normal 'Times New Roman'; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">– the geological features of the local landscape <span style="font: normal normal normal 12px/normal 'Times New Roman'; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">– the past geological history of the area that can be deduced from evidence in the local rocks, soils or fossil ||  ||