Students answer a short multichoice survey to identify and address common alternative conceptions about fossil fuels. By the end of this activity, students should be able to identify some common alternative conceptions people hold with regards to fossil fuels and use literacy and research skills to find accurate explanations regarding fossil fuels.
Students indirectly measure atmospheric pressure using a plastic drink bottle and a ping pong ball. They will then use this measure to calculate the force acting on the outside of a soft drink can.
Students design and build a balloon-powered car to better understand the science ideas related to rocket propulsion. They use ideas of mass and force to work out ways to improve the distance traveled by the car.
Students take on the role of migrating birds. By participating in a physically active simulation, they experience the journey from summer breeding grounds to winter feeding grounds. As the activity progresses different scenarios affect these areas and the ability to successfully migrate.
Students use online calculators to calculate and compare the amount of CO2 produced by different energy sources in an effort to think about and evaluate a reduction of carbon-based emissions.
Students experiment with oil in water. They observe the effects of oil in water and then attempt to clean up the oil using various sorbents. They also observe what happens when a chemical dispersant is added to the oil in the water and try cleaning oil off bird feathers.
Students relate commonly eaten foods to different parts of the flowering plant life cycle. They use a graphic organizer to identify whether a food is a root, stem, leaf, flower, seed, or fruit.
Students learn about the collection and processing of DNA evidence and use DNA profiling to solve a crime. The activity is designed for use on an interactive whiteboard with the whole class, and it can also be used individually or in small groups at a computer or with a data projector and laptop.
In this activity, students think about how to set up an automatic milking system by integrating knowledge of the farm technology with knowledge of cow behavior. Students will use information about a new Automated Milking System (AMS) to design the layour of their own farm. They will use two-dimensional drawings to make three-dimensional models of the layout.
Students are introduced to some of the methods scientists use to record earthquakes. They obtain data from tables and graphs, carry out simple calculations and draw results on a map.
In this activity, students investigate silage production and test a stream to see if run-off from silage is polluting it. Students then produce a pamphlet of their findings to educate the community.
Students make a rocket using baking soda and vinegar. They develop their understanding of rocket propulsion (forces) and investigate the amount of vinegar that will make the rocket go the highest.
Students explore ethical issues related to fighting infection. Students learn about the science involved and the associated ethical dilemmas. They have opportunities to discuss and deliberate before making their own decision that they can justify.
This activity will help students identify ethical issues raised by transgenic animals and find out more about the 5 common ethical frameworks used to guide ethical decision-making - Consequences, Rights and Responsibilities, Autonomy and the right to choose for oneself, Virtue ethics, Multiple perspectives. The activity will encourage students to discuss the issue of genetically modifying animals to help treat human diseases.
Students consider the use of mice for bioassays and in establishing the lethal dose when researching/testing toxins. They consider the rights and responsibilities of all those affected by these methods and make a decision as to whether mice should be used in researching and testing for toxins.
Students use role-playing to explore different stakeholders' perspectives on the issue of using pig cells to treat type 1 diabetes. Transplanting pig cells into humans is a type of xenotransplantation, which raises ethical issues about animal welfare, individual rights and risk of spreading disease. Peoples' views will be influenced by their cultural, spiritual and religious perspectives.
Students use the internet to identify examples of when and why animals are used in research, which animals are used and animal welfare requirements. They will consider the potential harms and benefits to people and the animals affected by research involving animals and then present a written argument, supported by relevant scientific facts, in support of or against the use of animals in research.
In this unit, students develop their knowledge of selective sheep breeding so they can formulate an argument and make ethical decisions about breeding easy care sheep.
Students explore different stakeholders' perspectives on using transgenic cows to make medicines and weigh up the consequences, both benefits (pluses) and harms (minuses) in order to guide decision-making on this issue. The activity forms part of the unit plan Ethics of transgenic cows.
Students simulate the passing of traits through three generations. The students work in groups of four "siblings" and compare their combinations of traits.