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 This is a wiki to assist you to explore our DKU topic of Science. During this topic you will be working scientifically to investigate the differences/similarities between physical and chemical changes. Through your investigations you will: § learn safe working practices; § following explicit instructions to ensure accurate scientific tests; § use scientific language and drawings to accurately record procedures and results; § learn that in a physical change no new substances are produced and the change is generally reversible; § learn that in a chemical change new substances are produced in a chemical reaction. These reactions are generally irreversible; § <span style="font-family: 'Tahoma','sans-serif'; font-size: 11pt;">heat is sometimes required for a physical change or chemical reaction to take place; and heat is sometimes produced as a result of a chemical reaction.

<span style="font-family: 'Arial','sans-serif'; font-size: 11pt; font-weight: normal; mso-bidi-font-weight: bold;"> <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Students apply the terms //<span style="color: black; font-family: 'Arial','sans-serif';">relationships //, //<span style="color: black; font-family: 'Arial','sans-serif';">models // and //<span style="color: black; font-family: 'Arial','sans-serif';">systems // appropriately as ways of representing complex structures. They identify and explain the connections between systems in the human body and their various functions. They identify and explain the relationships that exist within and between food chains in the environment. Students use everyday examples to illustrate the transforming and transferring of energy. They explain how the Earth and the Moon operate as a simple system within the larger solar system. They describe the composition of layers within the Earth. They explain the function of the layers of the Earth’s atmosphere. <span style="font-family: 'Verdana','sans-serif'; mso-bidi-font-family: Arial;"> <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Students design their own simple experiments to collect data and draw conclusions. They describe the purpose of experiments they undertake, including a statement of ethical considerations, and relate this purpose to the nature of the data that is collected. They design and build simple models and write an account of the science that is central to explanation of the model. They use diagrams and symbols to explain procedures used when reporting on their investigations. Students approach data collection systematically, and analyse data qualitatively in terms of errors of measurement. They use a range of simple measuring instruments and materials, and demonstrate understanding of their personal responsibility in using them. They identify and describe safety requirements and procedures associated with experiments and the use of standard equipment. Students use the terms //<span style="color: black; font-family: 'Arial','sans-serif';">relationships // and //<span style="color: black; font-family: 'Arial','sans-serif';">cause and effect // when discussing and drawing conclusions from the data they collect. <span style="display: block; font-family: 'Tahoma','sans-serif'; font-size: 9pt; text-align: center;"> []
 * <span style="font-family: 'Verdana','sans-serif';">Science knowledge and understanding **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; font-weight: normal; mso-bidi-font-weight: bold;">At Level 4, students explain change in terms of cause and effect. They identify the characteristics of physical and chemical changes. They describe how substances change during reactions. They identify and compare the properties of the new or changed material/s with those of the original material/s. Students explain the role of chemical change in the production of new materials. They qualitatively describe changes in motion in terms of the forces present. **
 * <span style="font-family: 'Verdana','sans-serif'; mso-bidi-font-family: Arial;">Science at work **