Moorebank High School Year 7 Science 2024 Yearly Exam Notification PDF

*[Moorebank High School]{.smallcaps}* *Assessment Task Notification* *Science* ------------------------------- ------------- ---------- ------------- Selective Year 7 Science 2024 Yearly Examination Task No....

*[Moorebank High School]{.smallcaps}* *Assessment Task Notification* *Science* ------------------------------- ------------- ---------- ------------- Selective Year 7 Science 2024 Yearly Examination Task No. Date Issued Date Due Total Marks 4 25/09/24 23/10/24 50 ------------------------------- ------------- ---------- ------------- +-----------------------------------------------------------------------+ | Exam Instructions | +-----------------------------------------------------------------------+ | - Use blue or black pen in written answers. | | | | - Use pencil and ruler for diagrams and graphs. | | | | - A NESA approved calculator will be required. | | | | - Answer multiple choice questions on the answer sheet provided. | | | | - All other answers are to be written in spaces provided. | +-----------------------------------------------------------------------+ +-----------------------------------------------------------------------+ | Absence / Misadventure Instructions | +-----------------------------------------------------------------------+ | *(For full procedures refer to the Assessment Policy and Procedures* | | for your year group*)* | | | | If a student is absent or needs to apply for misadventure for an | | assessment task, the following procedures must be followed: | | | | - - | | | | Please note that submitting an assessment task late, with or without | | an approved extension, may mean that it cannot be marked in time to | | be used as evidence for the student's learning areas and/or grade on | | their report. In this case, other evidence will be used to form this | | judgement where available. The student will still receive feedback on | | their assessment. | | | | Please be aware that technology problems may not be considered as a | | valid circumstance to be granted grounds for misadventure. | +-----------------------------------------------------------------------+ +-----------------------------------+-----------------------------------+ | Outcomes Being Assessed | | +-----------------------------------+-----------------------------------+ | | **[Knowledge and | | | Understanding]** | | | | | | **Chemical World** | | | | | | CW1 The properties of the | | | different states of matter can be | | | explained in terms of the motion | | | and arrangement of particles. | | | (ACSSU151) | | | | | | Students: | | | | | | a\. describe the behaviour of | | | matter in terms of particles | | | that are continuously moving | | | and interacting | | | | | | b\. relate an increase or | | | decrease in the amount of heat | | | energy possessed by particles | | | to changes in particle movement | | | | | | c\. use a simple particle model | | | to predict the effect of adding | | | or removing heat on different | | | states of matter | | | | | | d\. relate changes in the | | | physical properties of matter | | | to heat energy and particle | | | movement that occur during | | | observations of evaporation, | | | condensation, boiling, melting | | | and freezing | | | | | | e\. explain density in terms of | | | a simple particle model | | | | | | f\. identify the benefits and | | | limitations of using models to | | | explain the properties of | | | solids, liquids and gases | | | | | | CW2 Scientific knowledge and | | | developments in technology have | | | changed our understanding of the | | | structure and properties of | | | matter. | | | | | | Students: | | | | | | e\. describe at a particle level | | | the difference between | | | elements, compounds and | | | mixtures, including the type | | | and arrangement of particles | | | (ACSSU152) | | | | | | CW3 Mixtures, including | | | solutions, contain a combination | | | of pure substances that can be | | | separated using a range of | | | techniques. | | | | | | Students: | | | | | | a. describe aqueous mixtures in | | | terms of solute, solvent and | | | solution | | | | | | b. relate a range of techniques | | | used to separate the | | | components of some common | | | mixtures to the physical | | | principles involved in each | | | process, including | | | filtration, decantation, | | | evaporation, crystallisation, | | | chromatography and | | | distillation | | | | | | c. investigate the application | | | of a physical separation | | | technique used in everyday | | | situations or industrial | | | processes, eg water | | | filtering, sorting waste | | | materials, extracting | | | pigments or oils from plants, | | | separating blood products or | | | cleaning up oil spills | | | | | | d. investigate the application | | | of a physical separation | | | technique used in everyday | | | situations or industrial | | | processes, eg water | | | filtering, sorting waste | | | materials, extracting | | | pigments or oils from plants, | | | separating blood products or | | | cleaning up oil spills | | | | | | **Living World** | | | | | | LW1 There are differences within | | | and between groups of organisms; | | | classification helps organise | | | this diversity (ACSSU111) | | | | | | Students: | | | | | | a. identify reasons for | | | classifying living things | | | | | | b. classify a variety of living | | | things based on similarities | | | and differences in structural | | | features | | | | | | c. use simple keys to identify a | | | range of plants and animals | | | | | | d. identify some examples of | | | groups of micro-organisms | | | | | | e. explain how the features of | | | some Australian plants and | | | animals adaptations for | | | survival and reproduction in | | | their environment are | | | | | | LW2 Cells are the basic units of | | | living things and have | | | specialised structures and | | | functions (ACSSU149) | | | | | | Students: | | | | | | a. identify that living things | | | are made of cells | | | | | | b. identify structures within | | | cells, including the nucleus, | | | cytoplasm, cell membrane, | | | cell wall and chloroplast, | | | and describe their functions | | | | | | c. outline the role of | | | respiration in providing | | | energy for the activities of | | | cells | | | | | | d. identify that new cells are | | | produced by cell division | | | | | | e. distinguish between | | | unicellular and multicellular | | | organisms | | | | | | f. identify that different types | | | of cells make up the tissues, | | | organs and organ systems of | | | multicellular organisms | | | | | | PW1 Change to an object\'s motion | | | is caused by unbalanced forces | | | acting on the object (ACSSU117) | | | | | | Students: | | | | | | a. identify changes that take | | | place when particular forces | | | are acting | | | | | | b. predict the effect of | | | unbalanced forces acting in | | | everyday situations | | | | | | c. describe some examples of | | | technological developments | | | that have contributed to | | | finding solutions to reduce | | | the impact of forces in | | | everyday life, eg car safety | | | equipment and footwear design | | | | | | d. analyse some everyday common | | | situations where friction | | | operates to oppose motion and | | | produce heat | | | | | | e. investigate factors that | | | influence the size and effect | | | of frictional forces | | | | | | PW2 Change to an object\'s motion | | | is caused by unbalanced forces | | | acting on the object (ACSSU117) | | | | | | Students: | | | | | | a. use the term \'field\' in | | | describing forces acting at a | | | distance | | | | | | b. identify ways in which | | | objects acquire electrostatic | | | charge | | | | | | c. describe the behaviour of | | | charged objects when they are | | | brought close to each other | | | | | | d. investigate everyday | | | situations where the effects | | | of electrostatic forces can | | | be observed, eg lightning | | | strikes during severe weather | | | and dust storms | | | | | | e. identify that the Earth\'s | | | gravity pulls objects towards | | | the centre of the Earth | | | (ACSSU118) | | | | | | f. describe everyday situations | | | where gravity acts as an | | | unbalanced force | | | | | | g. distinguish between the terms | | | \'mass\' and \'weight\' | | | | | | h. describe the behaviour of | | | magnetic poles when they are | | | brought close together | | | | | | i. investigate how magnets and | | | electromagnets are used in | | | some everyday devices or | | | technologies used in everyday | | | life | | | | | | ES1 Sedimentary, igneous and | | | metamorphic rocks contain | | | minerals and are formed by | | | processes that occur within Earth | | | over a variety of timescales. | | | (ACSSU153) | | | | | | Students: | | | | | | a. describe the structure of the | | | Earth in terms of core, | | | mantle, crust and lithosphere | | | | | | b. relate the formation of a | | | range of landforms to | | | physical and chemical | | | weathering, erosion and | | | deposition | | | | | | c. outline the origins of and | | | relationships between | | | sedimentary, igneous and | | | metamorphic rocks | | | | | | d. identify that sedimentary, | | | igneous and metamorphic rocks | | | contain minerals | | | | | | e. classify a variety of common | | | rocks and minerals into | | | groups according to their | | | observable properties | | | | | | f. describe the conditions under | | | which fossils form | | | | | | g. outline how geological | | | history can be interpreted in | | | a sequence of horizontal | | | sedimentary layers, in which | | | the oldest are at the base | | | and the youngest at the top | | | | | | h. describe examples to show how | | | people use understanding and | | | skills from across the | | | disciplines of science in | | | occupations related to the | | | exploration, mining or | | | processing of minerals in | | | Australia (ACSHE224, | | | ACSHE227) | | | | | | **[Skills -- Working | | | Scientifically]** | | | | | | e. identifies questions and | | | problems that can be tested | | | or researched and makes | | | predictions based on | | | scientific knowledge SC4-4WS | | | | | | f. processes and analyses data | | | from a first-hand | | | investigation and secondary | | | sources to identify trends, | | | patterns and relationships, | | | and draw conclusions SC4-7WS | | | | | | g. selects and uses appropriate | | | strategies, understanding and | | | skills to produce creative | | | and plausible solutions to | | | identified problems SC4-8WS | | | | | | h. presents science ideas, | | | findings and information to a | | | given audience using | | | appropriate scientific | | | language, text types and | | | representations SC4-9WS | +-----------------------------------+-----------------------------------+ +-----------------------------------------------------------------------+ | The Task | +-----------------------------------------------------------------------+ | The Yearly Examination will be a summative assessment task of the | | outcomes learned in the Science course so far. Students have been | | learning content from the NSW Stage 4 Science Syllabus. Students will | | have 60 minutes to complete the exam with 5 minutes of reading time. | | | | The exam consists of: | | | | - Part A -- Multiple Choice (10 marks) | | | | - Part B -- Short and Long answer (40 marks) | +-----------------------------------------------------------------------+ +-----------------------------------------------------------------------+ | In Order To Undertake This Task You Will Need To: | +-----------------------------------------------------------------------+ | Bring: | | | | - Blue and black pens | | | | - Pencil | | | | - Ruler | | | | - Eraser | | | | - Sharpener | | | | - Highlighter | | | | - NESA approved calculator | +-----------------------------------------------------------------------+ +-----------------------------------------------------------------------+ | Performance Criteria | +-----------------------------------------------------------------------+ | Marking guidelines will be used to determine:  | | | | - How well you demonstrate your knowledge and understanding of | | syllabus outcomes.  | | | | - How well you demonstrate your working scientifically skills.  | | | | - How well you apply your knowledge, understanding and skills to | | various scenarios, familiar and/or unfamiliar.  | +-----------------------------------------------------------------------+