Download Earth and Space Booklet Word version

Earth and
Space
K. Panzich and R. Johansen
Dec 2014
EARTH AND SPACE
CONTENTS PAGE
Activity
Page
Australian Curriculum
3
Vocabulary list
4
SPACE – Part 1
1
Introduction – Modelling the Solar System
5
2
Day and Night
8
3
Revolution of the Earth
9
4
Let there be light
10
5
Seasonal Changes
11
6
Phases of the Moon
13
7
Moon Tides
15
8
Gravity
17
9
Solar and Lunar Eclipse
19
Heavenly bodies
20
Crater Impact
22
Astronomers, Cosmology and Space Exploration
23
Space Revision
24
10
Investigation 1:
Assignment:
11
EARTH – Part 2
Earth Resources: Renewable vs. Non-renewable.
25
Investigation 2:
Creating a solar oven
27
13
Earth’s Sustainability
28
14
The Water Cycle
29
15
Factors affecting the Water Cycle
31
16
Water Management and Efficiency
33
17
Water Sources
35
18
Water Usage
36
19
Water management and issues
38
20
Recycling Water
39
21
Conservation
40
22
Earth Revision
41
12
Page | 2
AUSTRALIAN CURRICULUM
Earth and space sciences
1. Predictable phenomena on Earth, including seasons and eclipses, are caused by the relative
positions of the sun, Earth and the moon:
 Investigating natural phenomena such as lunar and solar eclipses, seasons and phases of the
moon
 Comparing time for the rotation of Earth, the Sun and Moon, and comparing the times for the
orbits of Earth and the Moon
 Modelling the relative movements of the Earth, Sun and Moon, and how natural phenomena such
as solar and lunar eclipses and phases of the Moon occur
 Explain why different regions of the Earth experience different seasonal conditions
2. Some of the Earth’s resources are renewable, but others are non-renewable
 Considering what is meant by the term ‘renewable’ in relation to the Earth’s resources
 Considering timescales for regeneration of resources
 Comparing renewable and non-renewable energy sources, including how they are used in a
range of situations
3. Water is an important resource that cycles throughout the environment
 Considering the water cycle in terms of changes of state of water
o Include terminology evaporation/condensation/precipitation/transpiration
 Investigating factors that influence the water cycle in nature
o Consider temperature, air movement, humidity, vegetation
 Exploring how human management of water impacts on the water cycle
o Consider the impact of damming of rivers & steams
o Deforestation e.g. the Amazon
o Considering how water use and management relies on knowledge form different areas of
science, and involves the application of technology
Science as a Human Endeavour
Nature and development of science.
1. Scientific knowledge changes as new evidence becomes available, and some scientific discoveries
have significantly changed people’s understanding of the world
 Investigating how advances in telescopes and space probes have provided new evidence
about space
 Researching difference used in the development of models of the solar system developed by
scientists such as Copernicus, Khayyam and Galileo. You might consider Aboriginal
cosmology
 Researching development in the understanding of astronomy, such as the predictions of
eclipses and the calculation of the length of the solar year by Al-Battani in the tenth century
2. Science knowledge can develop through collaboration and connecting ideas across the disciplines of
science
 Consider how water use and management relies on knowledge from different areas of science,
and involves the application of technology
Uses and influences of science
 Considering issues relating to the use and management of water within a community
 Considering decisions made in relation to recycling of greywater and blackwater
 Investigating how advances in science and technology have been applied to the treatment of
water in industrial and household systems
 Recognising that water management plays a role in areas such as farming, land management
and gardening
Page | 3
TERMINOLOGY:
Orbit
Revolution
Equator
Tropic of Capricorn
Tropic of Cancer
Equinox
Solstice
Seasons
Solar Eclipse
Lunar Eclipse
Planet
Comet
Asteroid
Meteor
Crater
Tides
Telescope
Space probe
Resource
Renewable
Non-renewable
Sustainability
Evaporation
Condensation
Precipitation
Transpiration
Groundwater
Deforestation
Page | 4
Introduction
Copy and complete the concept map below in your own books.
Brainstorm: What makes up our solar system? List all the space bodies you can.
OUR
SOLAR
SYSTEM
Activity 1: Modelling the solar system
The idea of the relative sizes of planets and the distances of space can be gained through
modelling.
AIM: To model the relative sizes of the planets and the relative distances between them.
MATERIALS:

Cardboard

Marking pens

Long measuring tape or trundle wheel

Basketball

2 golf balls

2 marbles

2 peas

3 silver cachous used for decorating
Page | 5
METHOD:
1. Make 10 large cardboard labels for your class, one for the Sun and one each for the planets.
2. Collect a basketball to represent the sun and one each of the other items from the table. The
distances given are one-tenth of what they would really need to be to produce a true scale
for distances
Planet
Item representing planet
Mercury
Silver cachou
Distance from the sun
(metres)
1.5
Venus
Pea
2.7
Earth
Pea
3.7
Mars
Silver cachou
5.7
Jupiter
Golf ball
20
Saturn
Golf ball
36
Uranus
marble
72
Neptune
Marble
110
Pluto
Silver cachou
150
CONCLUSION:
1. Describe your model in words
2. Explain how you could make this a working model
QUESTIONS:
1. Which planets are called the terrestrial planets?
2. What do the terrestrial planets have in common?
3. Why are Jupiter, Saturn, Uranus and Neptune referred to as the gas planets?
4. Why were Uranus, Neptune and Pluto discovered much later than the other planets
5. Create a mnemonic for remembering the order of the planets.
Page | 6
Extension: Arrange the following in order from largest to smallest:
ORDER
UNIVERSE
L
MOONS & ASTEROIDS
NEBULA
GALAXY
PLANETS
METEORS & COMETS
STARS
S
SOLAR SYSTEM
Source: nasa.gov
Page | 7
Activity 2: Day and night
An imaginary line called the axis runs through the Earth from the North Pole to the South Pole.
Earth rotates (spins) about this line, from west to east. A day is the time it takes for Earth to spin
around its axis once completely. As Earth spins, half experiences sunlight (daylight), whilst the dark
half experiences night.
AIM:
To determine the cause of the day and night cycle
MATERIALS:

Microscope light

Polystyrene ball with hole

Meat skewer
METHOD:
This will work best in a darkened room
1. Carefully insert the meat skewer through the existing hole in the polystyrene ball. Allow no more
than a centimetre of skewer to poke through the hole.
2. Place the shortest end of the skewer on the bench while holding the other in an upright position
3. Set the microscope lamp on a bench top in front of you so its light falls on the ball.
4. Slowly rotate the ball in an anticlockwise direction as viewed from above.
RESULTS:
If the ball represented the world turning on its axis, what happened to the region of light surface as
the ball turned?
CONCLUSION
Complete this statement in your notebooks:
Day and night are caused by the __________________ of the Earth on its ____________.
Earth takes ____ hours to complete one rotation, and so one day on Earth is _____ hours.
Page | 8
Activity 3: Revolution of the Earth
While the Earth is spinning or rotating on its axis, it is also orbiting through space around the Sun in
a movement we call revolution. The pathway followed by the Earth as it orbits around the Sun is
elliptical. The time taken by a planet to revolve around the Sun is referred to as its year.
AIM: To draw a diagram to represent the elliptical pathway followed by the Earth during its
revolution of the Sun.
MATERIALS:

Dissecting board

2 drawing pins

String tied to form a loop 10 centimetres long when stretched

Half sheet of photocopy paper (A5)
METHOD:
1. Place the sheet of paper in the centre of the board
2. Carefully inset one pin into the board about4 centimetre from one edge of the board. The pin
must not be pushed in far.
3. Insert a second pin into the opposite side of the board about 7cm from the first pin.
4. Place the loop of string loosely over the pins.
5. Place the end of your pencil into the loop. Gently stretch out the string until it is firm against the
pins.
6. Begin to draw a circle while keeping the string stretched out at all times. If you followed
instructions carefully you should have drawn an oval shape. This is called an ellipse
7. At a point in the middle of the two pins draw a circle to represent the Sun.
8. On the line you have drawn, draw a smaller circle to represent the Earth.
RESULTS:
Remove pins and then glue the diagram into your notebook
QUESTIONS:
1. How long does it take for Earth to make one revolution of the Sun?
2. During one revolution of the Sun, will the Earth always be the same distance from the Sun?
Explain.
3. Find out what is meant by the terms ‘perihelion’ and ‘aphelion’
4. What effect does perihelion have on conditions on Earth?
Page | 9
Activity 4: Let there be light
Although the Earth receives about the same amount of sunlight and heat from the Sun each day of
the year, the light and heat is not evenly spread over the Earth’s surface. The reason for this is that
the Earth is spherical and so sunlight hits its different regions at different angles.
AIM: To see how the curvature of the Earth affects the amount of radiation falling on differences
places on its surface.
MATERIALS:

Torch

Sheet of graph paper

30cm ruler
METHOD:
1. Place the sheet of paper on the floor or on a desk or table.
2. Hold the torch 30cm away from the paper and shin its light
directly onto the paper
3. Trace around the ‘pool’ of light. Count the number of squares
illuminated by the light and record this number in a table similar
to the one drawn below.
Number of squares illuminated
Light on directly centre
Light falls on an angle.
4. Repeat, but this time direct the torch so that its light falls on the paper at an angle.
5. Once again, trace around the ‘pool’ of light and count the number of squares.
QUESTIONS:
1. When the light was shifted away from centre (on an angle), what happened to the number of
squares illuminated?
2. What can you say about the strength of the light falling on an angle compared with the
strength of light falling directly centre?
3. If this diagram showed the light from the Sun falling on the Earth, where would the light be
the strongest? Weakest? Explain your answers.
Page | 10
Activity 5: Seasonal Changes
The Earth is tilted on its axis. It is this tilt that gives us our seasons. As the Earth revolves around
the Sun, the concentration of the sunlight changes over the year. When the Earth is tilted towards
the Sun, the sunlight is more intense. These parts experience summer, with the days warmer and
longer. The longest day of the year for us (in the southern hemisphere) is on the 22nd of December.
This is called summer solstice.
Other parts of the Earth are pointed away from the Sun and the sunlight is spread over a larger
area. This results in lower temperatures and shorter days. Our shortest day or winter solstice is
on June 22nd. There are points in Earth’s revolution where the length of day and the length of night
become equal. This is called an equinox.
Earth exposes different parts of its surface to the Sun as it moves along its orbit. Australia
experiences summer from December through to March because this is when the southern
hemisphere is pointed towards the Sun. Meanwhile, the northern hemisphere is pointing away from
the Sun and is experiencing winter. The situation reverses six months later.
QUESTIONS:
1. What two factors discussed above cause the seasons?
2. Why is it that areas of the World close to the Equator have fairly even temperatures
throughout the year, while other places like Perth have cold winters and hot summers?
Continued…
Page | 11
3. The equinox marks the time in the year that the length of the day and night are exactly the
same. Predict how many equinoxes occur each year and the seasons they occur in.
4. Using your knowledge of seasons and the diagram above to predict the season that
Australia experiences on the following dates: a) 21 March, b) 30 June, c) New Years Day, 1
January and d) Anzac Day, 25th April
5. Describe the difference between a solstice and an equinox.
6. Identify what season the northern hemisphere would be experiencing during these same
dates.
Page | 12
Activity 6: Phases of the Moon
On Earth, we do not always see the full face of the moon. What we see depends on where the
Moon is in its orbit and how much of the face is receiving light. The different shapes that we see
are known as phases of the Moon. The diagram below shows the Moon in eight different
positions in its orbit around the Earth. Half of each Moon is bright as the Sun’s rays shine on it.
AIM: To model the phases of the Moon
MATERIALS:

8 Oreo biscuits per group

Plastic knife

Paper plate
METHOD:
1. Using the diagram above, you will be ‘carving’ the cream filling of the eight moons as they
would appear from the Earth’s surface. Imagine the sun coming in from the left side of the
plate (like diagram above).
2. Draw a circle in the middle of the plate to represent the Earth
Continued…
Page | 13
3. Using the plastic knife carefully scrape the cream filling of each biscuit to illustrate the
different moons (new moon, waxing crescent, first quarter, waxing gibbous, full moon,
waning gibbous, second quarter and waning crescent).
4. Place these around the plate in the correct order.
QUESTIONS:
1. What is meant by the term “phases of moon”
2. Draw your ‘oreo’ moon model into your notebooks. Make sure to include the Earth and
direction of sunlight. Label each moon correctly (new moon, waxing crescent, first quarter,
waxing gibbous, full moon, waning gibbous, second quarter and waning crescent).
3. What do the terms waxing and waning mean?
4. How long does it take the moon to make one complete orbit around Earth?
Page | 14
Activity 7: Moon and Tides
If you have lived near or visited coastal or estuary areas (like the Canning River at Rossmoyne),
you will know that the level of the water rises and falls. These changes in water level are known as
tides.
The Earth is spinning on its axis. Like the water in a spin drier the water of the oceans is flung
towards the outside causing the oceans to bulge near the equator. Earth’s gravity stops the oceans
from being spun out into space. Were it not for the Moon, the size of the bulge would always be the
same.
North Pole
B
Moon
Sun
D
Equator
C
A
South Pole
Although the moon is a relatively small body orbiting the Earth, it has sufficient mass to pull the
waters of the Earth to cause tides. As it passes over the oceans it pulls the ocean towards from A
and B causing a high tide at D in the diagram. The oceans at C, furthest from the moon are pulled
less strongly than the rest of the Earth. The result is that high tides are experienced at C and D
while A and B have low tides.
As the Earth rotates, different places on the Earth experience high and low tides. During one 24hour period, each place on the Earth experiences two high tides and two low tides.
The sun also has an effect on the tides. When it is further away it has much less effect than the
moon. When the sun is on the same side of the Earth as the moon, or on the opposite side, higher
tides than normal will occur. These are called spring tides.
QUESTIONS:
1. What is the main cause of tides?
2. Why are there two high tides and two low tides in a 24-hour period?
3. Even though the sun is much larger than the moon, it has much less affect on the tides. Explain
why.
Continued…
Page | 15
4. In some places like Derby and Broome the difference between high and low tides is huge. Find
out the size of the tidal movement that occurs in these places.
5. Plans exist for the development of tidal power stations to be built in the North-West.
a. Exactly where is it planned to build tidal power stations?
b. What are some of the pros and cons for such a power station?
Page | 16
Activity 8: Gravity
Around every mass is a gravitational force field that attracts other masses. This attractive force is
gravity, and it attempts to pull masses together. Matter is the ‘stuff’ that everything is made up of
and has mass. You have mass and the chair you are sitting on has mass. The force of gravity and
its attraction is most noticeable if you fall off your chair. The force of gravity between you and Earth
is commonly called weight.
Gravity is a very weak force and a lot of mass is required
before any attraction is noticeable. This is why you do not
get pulled towards the person sitting next to you. Gravity
is only noticeable when one object is really massive,
such as a planet or moon. These have stronger
gravitational fields.
The bigger the mass, the stronger its gravitational
field and the more it attracts other masses nearby.
Minute physics:
Source: aplusphysics.com
https://www.youtube.com/watch?v=p_o4aY7xkXg
AIM: To calculate how high you could jump on another planet.
MATERIALS:

Metre ruler or tape measure

calculator
METHOD:
1. Copy down the table into your books
2. You must be in a group of at least 3 members.
3. Make sure you have a clear area. Outside is best.
4. The 2nd group member holds the meter ruler vertically, with the zero end touching the
ground.
5. The 3rd group member needs to be crouched down, ready to read the level of the ruler with
their eyes.
6. The 1st group member near the ruler, needs to jump as high as they can, whilst the 3 rd group
member needs to measure the height of your jump (where your feet got to)
Continued…
Page | 17
7. Repeat two more time and record your jump heights.
8. Calculate your average jump height (add jump 1 + jump 2 + jump 3, then divide by 3)
9. Calculate the height you could jump on the moon and other planets.
=
Average jump
gravity
RESULTS:
Gravity compared to
Predicted jump height
Earth’s (Earth = 1)
(cm)
Earth
1
Moon
0.16
Mercury
0.38
Venus
0.91
Mars
0.38
Jupiter
2.36
Saturn
0.92
Uranus
0.89
Neptune
1.1
QUESTIONS:
1. Identify the planets/moon on which you could jump a) the highest b) the lowest and c) about
the same as on Earth
2. Astronauts on the Moon where able to jump higher than on Earth but not as high as you
calculated above. Propose reasons why.
3. Find the world records for high jump and pole vault. Calculate what they would be on other
planets.
Page | 18
Activity 9: Solar and Lunar Eclipse
Sometimes the orbit of the Moon around the Earth and the Earth around the Sun cause all three
bodies to align so that the Moon blocks sunlight from reaching Earth, or the Earth blocks sunlight
from reaching the Moon. When this happens, an eclipse occurs. A solar eclipse occurs whenever
light from the Sun is blocked by the Moon. During a lunar eclipse, the Earth blocks light from
reaching the Moon.
PART A
AIM: To demonstrate a solar eclipse
MATERIALS:

Microscope lamp to represent the Sun

Large polystyrene ball to represent the Earth

Small polystyrene ball on a mounting need to represent the moon.
METHOD:
1. Hold the Earth about 25cm in front of the microscope lamp so that a patch of light falls on the
Earth.
2. Hold the Moon about 2cm from the Earth
3. Slowly move the Moon in between the Sun and the Earth so that its shadow falls across the
Earth.
RESULTS:
In your notebooks, draw a simple labelled diagram to record what happens during a solar eclipse.
CONCLUSION:
1. If you were able to view a solar eclipse, describe the sequence of events that would appear as
the Moon eclipsed the Sun.
2. Would the eclipse similarly affect all places on Earth?
3. Why is it dangerous to look directly at the Sun, even during a total eclipse?
4. Find out what umbra and penumbra mean
PART B
Use the polystyrene balls to work out how an eclipse of the moon could occur.
Draw a simple labelled diagram to record what happens during a lunar eclipse.
Page | 19
Activity 10: Heavenly bodies
You will need to use the library’s resources or reference textbooks (Pearson, Year 7 textbook) to
complete this activity.
1. Draw a note-taking table in which to distinguish between the following objects (size, what they
are made up of, where they are found in space, how common they are etc)

Comets

Asteroids

Meteors
2. Explain why a comet’s tail always points away from the Sun.
3. What is the difference between a meteor, meteoroid and a meteorite?
4. What evidence is there that meteorites have collided with the Earth?
5. What is the likelihood of more meteorites and asteroids colliding with the Earth?
6. What kind of damage would results from such an impact?
7. Research and write a brief summary about the Rosetta space probe mission (2014)
Extra: From the information you collected, copy and complete the Venn diagram on the next page.
Page | 20
Worksheet: Venn diagram comparison
Add the characteristics into the correct location on the Venn diagram. You may wish to use the
numbers to indicate.
CHARACTERISTICS
1. Progress across the sky
very slowly
2. Remnants of the formation
of the solar system
3. Reflect sunlight
4. Rocky composition
5. Orbit the Sun in highly
elliptical orbits
6. Measure a few kms in
diameter
7. Most found in the asteroid
belt
8. Most are less than a km in
diameter
9. Most have slightly elliptical
orbits
10. Most are less than 100 m
in diameter
11. Also known as shooting
stars
12. Most burn up as they enter
Earth’s atmosphere
Page | 21
13. Streak across the sky very
fast
14. Most are fragments of
large asteroids
15. Icy objects
16. Meteor showers are
caused by the Earth
passing through the debris
path of a comet
17. Tail always points away
from the Sun
Investigation 1: Meteorites and Craters
AIM: To investigate the formation of craters by falling meteorites
You will be investigating the influence of

Rock size

Height from which it fell

The speed of the fall on the size of crater produced
MATERIALS:

3 different sized rocks

Electronic balance to weigh rocks

Newspaper to place under tray (or experiment to be done outside)

Trays of sand to drops the rocks in to (flour also works well)

Metre rulers to measure the height from which the rock falls

Stopwatches to time the fall

Brushes to level the sand after a crater is measured

Use your own small rulers to measure the rock diameters and the diameter and depth of the
craters

Graph paper for your results.
RESULTS:
Size
ROCK
Average
diameter
Weight
Height
FALL
Time
Speed
m/sec
CRATER
Average
Depth
diameter
Small
Pebble
Small
cobble
Large
cobble
CONCLUSION:
1. What could you conclude about the effect of:
a) Rock size on the speed of fall?
b) Rock size on the crater diameter?
c) Rock size on the crater depth?
2. Did any complications occur during the experiment? Comment on ways to improve.
Page | 22
Assignment: Astronomers, Cosmology and Space Exploration
There are several theories about the formation of the solar system.
Research the following scientists and comment on their space findings/theories
1. Aristotle
2. Copernicus
3. Khayyam
4. Galileo
Aboriginal Cosmology
Indigenous Australians have been observing the night sky for thousands of years. Different clans
have different Dreamtime stories about the night sky because they live in different parts of
Australia, but the way they use the knowledge gained from these observations is often the same.
Indigenous Australians probably recorded astronomical events and features in rock carvings and
ochre paint. Carvings probably representing an eclipse and the emu in the sky are found in Ku-ringgai Chase National Park in Sydney and carvings of the phases of the moon at Ngaut Ngaut were
made by the Nganguraku people north of Adelaide. The Wathaurung people of Victoria may have
made the Wurdi Youang stone arrangement to make the summer and winter solstices.
(Achieve! Science - Indigenous Contexts. S Sharp and Blake Education, 2011)
More information of the ‘Emu in the sky can be found at http://emudreaming.com/examples.htm
Space Exploration
What are the following space technologies used for? How do they work?

Artificial Satellites

Space Telescopes

Space Probes
Extra activity:
1. In small groups describe some of the benefits and
problems associated with space exploration.
2. Discuss these as a class.
Page | 23
Activity 11: Space Revision
Information gathering activity
Obtain a copy of the questions below from your teacher. Information gathering posters will be
displayed around the classroom to help you answer these questions.
Page | 24
Activity 12: Earth Resources: Renewable vs. Non-renewable
A resource is anything supplied by the Earth to satisfy a particular need. Resources are used by
humans to make things with or supply us with energy; however we are not the only ones who need
these to survive. All living things depend on the earth’s resources for survival.
Some of these resources are infinite, meaning they will never run out. These are called Renewable
Resources. Renewable resources can be replenished in a shorter time scale than the average
human life. Examples of renewable resources are: air, water and sunlight.
Other resources take billions of years to form and are said to be Non – Renewable Resources. If
we overuse non – renewable resources the supply will become depleted. Examples of non –
renewable resources are: Rocks and soils.
We use the earth’s resources to create energy. For example we can burn coal to generate
electricity. This is a non-renewable energy source. We can also use the wind to generate
electricity which is a renewable resource. The resources supplied by the Earth can be used in a
number of different ways.
QUESTIONS
1. List the major natural resources of Earth
2. Classify these resources into renewable and non – renewable
3. List some possible uses for one renewable resource and one non – renewable resource
MAKE YOUR OWN WATER WHEEL
AIM:
To investigate the use of water as an energy source
MATERIALS:
• Plastic 1.25 or 2 litre drink bottle
• Wooden barbecue skewer
• 2 corks
• Cotton thread
• Weight (fishing sinker or blu tac or other)
Page | 25
METHOD:
1. Cut a plastic drink bottle into three pieces. The bottom and middle sections should be
at least 8cm deep. Cut 4 strips 2cm wide from the middle section and then cut each
8cm strip in half so you have 4 strips (blades) 4cm by 2cm.
2. Draw 8 lines evenly around a cork and cut slits down these lines with a blunt knife. Push
a plastic strip blade into each slit making sure each blade curves in the same direction
around the cork. (See the diagram on the next page).
3. From the base section of the bottle cut out a side section to allow water to flow out. Pierce 2
holes on opposite sides of the base just below the top rim.
4. Cut a wooden skewer in half. Feed each half through a hole in the rim of the bottle base and
push each skewer half into each end of the cork. Make sure this is firm and the skewer
halves can turn freely in the holes.
5. Put a second cork on the end of one of the skewers. Tie a length of string around the cork
and attach a weight to the free end. Put your water wheel under a tap or other flow of water
and slowly turn on the water.
6. Watch to see if the energy of the falling water can lift your weight.
Source: Solarschools.net
Page | 26
Investigation 2: Creating a Solar Oven
Solar energy is energy that we get from the sun. We can use this solar energy in many ways. For
example during the day the solar energy provides us with much needed light to see. The suns
energy turns to heat when it hits things. We can use the sunlight to heat the water in our pool or dry
our washing. Because the sun will continue to provide energy for a very long time it is known as a
renewable source of energy.
Aim: To design, construct and test a solar powered cooker oven
Method and Materials: Your solar oven should be made from simple, locally available materials.
Recycled materials are preferred. Part of your evaluation will be based on the practicality of your
design.
Oven criteria: The interior volume of the oven may not exceed 5000cm3. There must be a small
hole in the side of the cooker into which we can insert a standard alcohol thermometer (Diameter =
6mm)
Testing: All cookers will be tested on the same day. The interior temperature of the cooker will be
monitored every 2 minutes for the duration of the test period (one lesson). Your will be checking
how fast the cooker heats up and what the maximum temperature will be.
Your report must include:

Evidence of planning

Aim

Hypothesis stating the heat potential of your cooker

Method and materials

Pictures of your finished cooker

Results and Observations (Table and graph showing the change in temperature over
time)

Analysis and discussion explaining any trends in your graph

Conclusion

Evaluation of your cooker design. How could the cooker be made more efficient?
GOOD LUCK!!!
You may like to use the following website to get you started: http://solarcooking.org/
Page | 27
Activity 13: Earth’s Sustainability
Sustainability is the ability or capacity of something to maintain itself. If something is sustainable
it is said to be able to continue forever.
Humans rely on the earth’s resources for energy. Over time the energy demands of humans has
increased significantly. You may not believe it, but the gadgets and appliances we currently use
every day have not always been around. Energy demands have risen dramatically in recent times
due to the increase in technology and transport. This energy can be sourced from renewable and
non – renewable resources. Where we source this energy from, as well as the amount of
resources we require impact the Earth’s sustainability.
More than 80% of the Earth’s energy supply is obtained from oil, coal and gas (non – renewable
sources). With this said, renewable sources of energy are becoming more popular with time. Some
renewable energy sources include: moving water, sun, wind and biomass.
The ability of the Earth to maintain its resources and continue forever depends on the type of
resources we use to meet our energy demands.
Find articles in the newspaper, magazines or news websites to conduct some research about
energy sources and answer the following questions:
QUESTIONS:
1. List the advantages and disadvantages of using non – renewable energy sources
2. List the advantages and disadvantages of using renewable energy sources
3. What are the main sources of energy in Australia? Compare the main energy sources used
in other countries, to those used here in Australia
4. Discuss how society can try to preserve the environment and still allow businesses to use
available resources.
Page | 28
Source: State of the Environment report, South
Australia
Activity 14: The Water Cycle
Over 70% of the Earth’s surface is covered by water. However not all of the water found on Earth is
suitable for drinking. In fact only 0.01% of water is renewable fresh water.
The water cycle (hydrological cycle) is the natural process of recycling water. Water is
continuously moving on above or below the surface of the earth. As the water moves through the
cycle it changes state (solid, liquid or gas).
QUESTIONS:
Match the following parts of the water cycle with their definitions:
1. Evaporation
2. Condensation
3. Precipitation
4. Percolation
5. Transpiration
6. Run - Off
a. When water vapour in the air condenses to become a
liquid
b. Condensation falling to the land in the form of rain,
sleet, hail, snow and mist
c. Once the precipitation has landed on the earth it
flows over the surface into a body of water
d. When the sun heats the water and it becomes vapour
in the air
e. Evaporation from plants
f. Once the precipitation has landed on the earth, it
soaks into the soil and rocks beneath
Obtain a copy of this diagram from your teacher and label the phases of the water cycle:
Page | 29
Source: The Water Corporation
AIM: To create a model of the water cycle
MATERIALS:

Ice – cream container

Small plastic cup

Cling Film

Blu – tack

Small Pebble or weight

Food colouring

Salt Water
Source: Department of Environment and Resource Management
METHOD:
1. Take all the equipment out to a sunny place
2. Place a small piece of blu – tack on the bottom of the small cup so that it will stick to the
bottom of the ice-cream container
3. Stick the cup to the in the middle of the ice-cream container
4. Your teacher will pour 1 cm of coloured salty water into your ice – cream container. Be
careful not to splash any water into the cup
5. Cover the ice – cream container loosely with cling film so that it sags slightly in the middle.
Seal the film to the rim of the ice – cream container with a large rubber band
6. Place a pebble or weight in the middle of the film above the cup
7. Leave the sill for at least half an hour
8. Remove the cling film and take out the cup without splashing any water in or out of the cup
9. Record your observations
QUESTIONS:
1. What colour was the water in the cup?
2. How much water was in the cup?
3. How much water was left in the ice – cream container and what colour was it?
4. Using the information you have learnt about the water cycle, briefly describe what happened
to the coloured salty water when it was left in the sun.
Extension Task:
Create a comic strip - The Day in the Life of a Water Droplet
Page | 30
Activity 15: Factors affecting the Water Cycle
We have learnt that water can be recycled as it moves through the water cycle. We have also
learnt about the different phases of the water cycle and how water is moved through them. Water
moves through these phases at varying rates. Some particles of water move through quickly, in say
a few days whereas other particles are not as speedy and can take thousands of years to complete
the water cycle. How can this be?
There are many factors affecting the water cycle. Let’s look at these in some more detail:
Air Temperature
The temperature of the air outside impacts the rate at which water can evaporate and transpire.
The warmer the air temperature the higher the rate of evaporation and transpiration. Areas which
have a higher air temperature also have a higher amount of sunshine.
Air Movement
Strong winds can lift water droplets from the surface. This increases evaporation because water
droplets have a small surface area and will evaporate more quickly.
Humidity
Humidity refers to the amount of water vapour in the air. When the air cannot hold any more water
vapour it is said to be saturated. Warmer air can hold more water vapour than cooler air. As the air
becomes more saturated the rate of evaporation decreases.
Landscape
Run – off and percolation is affected by the landscape. Different landscapes promote rapid run – off
into streams and rivers, whereas landscapes where run – off is slow promote vast percolation. We
can observe rapid run – off in areas with steep slopes, smooth rocks and closely packed soil. Areas
where percolation thrives include landscapes which are low lying with high vegetation and loosely
packed soils.
Vegetation
Plants require water to survive. If there is a continuous supply of water,
plants in the area will have a high rate of transpiration. Plants in dry,
drought ridden areas need to conserve their water. Plants in these environments
have adapted to reduce water loss, and therefore reduce transpiration.
Page | 31
QUESTIONS:
1. Describe the effect the ice sheets in the north and south poles have on the movement of
water through the water cycle.
2. Describe how the rate of evaporation changes on a windy day compared to a calm day.
3. We often hear the phrase ‘the air is saturated’. Explain what is meant by this.
EXTENSION ACTIVITIES:
"Water, water, everywhere, nor any drop to drink"
- Rhyme of the Ancient Mariner, by Coleridge.
1. Imagine you are lost in the bush. All you have with you is a plastic shopping bag containing
an empty water bottle, some sunscreen, a hat and a sandwich. There is no river nearby and
no chance of rain. How could you find some much needed water?
2. Obtain a copy of the map of the world from your teacher. On the map colour in all the
countries that have reasonable access to fresh drinking water.
Source: http://tribune.com.pk/story/136062/world-water-day-pakistan-squarely-in-limelight/
Page | 32
Activity 16: Water Measurement and Efficiency
The volume of water is measured in litres (L).
Smaller and larger volumes are measured in parts of a litre
mL
1 millimetre =
1/1,000 L
cL
1 centilitre =
1/100 L
L
1 litre
kL
1 kilolitre
ML
1 megalitre =
1,000,000 L
GL
1 gigalitre
1,000,000,000 L
=
=
1,000 L
A standard cup is 250 mL
A can of soft drink is 375 mL
A small bottle of milk is 1L
An average bathtub is 120 L
A home swimming pool contains 50,000-90,000 L
An Olympic swimming pool contains between 2.5 – 3 million L
When you are talking about water moving over a period of time, this is known as the Flow Rate. It is
measured in Litres per minute and shown as L/m. For large volumes, people use the term kL/min.
Your teacher will demonstrate how the Flow measuring cup is used.
1. Choose a sink, vanity basin or tap
2. Turn the cold tap on and put the cup, arrow up, under the flow.
3. Twist the bottom half of the cup left or right to make the hole in
the bottom bigger or smaller. This changes the flow rate of the
water going through.
4. When the water level inside the cup reaches the top and stays the
same, and does not drain out or overflow, then read which number
the arrow on the side is pointing to – this is the Flow rate.
Write down the flow rate: _________________L / min.
If this same tap was used for 5 minutes a day, every day for a year, how much water is used in 1 year
(365 days)? ___________L /min x 5 x 365 = _______________L. Convert your answer to kL.
Page | 33
Water Efficiency:
1. Make a list of all the appliances in your home that are connected to water.
2. What do you think uses the most water in your home?
Generally the older an appliance is, the more water it will use. If an appliance is using hot water, or
heating water, then energy is also being used to make hot water.
WELS is the Water Efficient Labelling Scheme for taps and water use appliances. These items are given
ratings by the Australian Government, from 0-6 stars, for water efficiency. Some examples are given
below – these are water rating labels for a toilet, shower and washing machine.
Which one is which? How many stars does each have? Which would you say are water efficient?
Page | 34
Activity 17: Water Sources
Your teacher will show you a poster on “Water sources – there are more than you think’. Use
the textbook and internet to find out more about the four water sources below. Make sure to give
examples. You may also wish to draw diagrams. A note-taking sheet will be provided by your
teacher.
Ground water
Stormwater
WATER
SOURCES
Desalinated water
Page | 35
Surface Water
Activity 18: Water Usage
How much water do you use daily?
Write down all the activities you do
during an average day that require
water.
Water usage can be divided into three
main categories:
1. Residential
Source: redbeacon.com
2. Agricultural
3. Industrial
Copy out the table into your notebooks. Work in pairs to list as many ways water is used in each of
the three categories.
Residential
Agriculture
Industrial
Discuss your ideas in a class discussion.
It is estimated that only around 10% of the world’s treated water is used for domestic or personal
use (residential), a whopping 65% is used for agriculture and 25% us used in industry.
Draw a pie graph to show this representation of water usage.
It takes approximately 2,500 L to produce the food you eat each day. All food is not created equal
when it comes to the water needed to produce it; some foods are more water ‘expensive’ to
produce then others. The table below shows some food products and the amount of water required
to make them:
Page | 36
Food product
Water expense (L)
Bread (1 slice)
40
Chicken (1 kg)
4,200
Coffee (1 cup)
130
Corn (1 kg)
830
Egg
1,500
Hamburger
60,000+
Orange
50
Potato
Wheat
380
930+
EXTENSION ACTIVITY:
Should we BAN the Bottle??
The world spends over $100 billion a year on bottled water. The amount of oil used to make
a year’s worth of bottles could fill one million cars for a year, and more water is used in
making the bottle than filling it.
Source: Banthebottle.net
You task is to find out how much water is required to make the bottle used to hold drinking water.
The results may surprise you!!
You may also like to make a list of any other interesting facts you found about the bottled water
industry whilst conducting your research. You could present this information on a poster.
Source: http://www.wisegeek.com/is-bottled-water-bad-for-the-environment.htm
Page | 37
Activity 19: Water Management and Issues
The water cycle has been occurring naturally ever since the Earth was formed. Over time, as
society has developed there have been a number of human influences that interfere with the quality
of water in the water cycle.
QUESTIONS: Obtain a copy of this diagram from your teacher and label the places where humans
are interfering with the water in the natural environment.
Source: The Water Corporation
1. Make a list of possible impacts that may result from the interferences identified above.
2. Could any of the interferences identified above have been avoided? If so how?
3. Deforestation is a human intervention that can also impact the water cycle. Explain why. You
may like to draw a diagram to aid your explanation.
“If the deforestation continues at this pace, this country will
be a desert in two or three decades,” said Ahmed Ibrahim Awale of the
Candlelight organisation, which tackles environmental and health issues in Somaliland.
Source: http://www.3plearning.com/deforestation-impacts-earths-water-cycle/
Page | 38
Activity 20: Water Recycling
Once water goes down the drain, where does it go?
Used water is called wastewater, and it needs to be treated before returning to the natural water
cycle.
Blackwater is waste water from a toilet which contains faecal matter and
urine. It is often called sewage. This water contains disease causing
organisms that can result in human illness by direct contact. As it contains
many pathogens (disease causing organisms) they must decompose and
the water must be treated before it can be released safely into the
environment, otherwise it would lead to a build-up of unwanted nutrients in
ecosystems.
Blackwater can be dealt with in a number of ways, ranging from setting up a home composting
toilet or using a sewer tank/system, which eventually winds up at a sewage treatment plant so it is
treated and safely disposed of.
Greywater is any wastewater than is not
blackwater. That is waste water from sinks,
showers, washing machines, dish washers
and so on. If this greywater is collected and
distributed properly (in compliance with
laws and codes) through piping and
irrigation systems, it can be reused to
water lawns, plants, trees and (non-root)
vegetable gardens.
Source: gogreywater.com
QESTIONS:
1. List the benefits of greywater
2. Make a list of things that should never go down the drain
3. Find out how both Blackwater and Greywater are treated
Page | 39
Activity 21: Conservation
So why save water if there’s so much of it? Although there’s lots of water on the planet, less than
1% of it is okay to drink at any time. Drinking water is also known as potable water. It is a precious
resource, especially in Australia and is extremely important to our survival.
Conservation is the act of preserving, managing and protecting wildlife and natural resources such
as forests, water and soil.
TASK: Design an engaging poster or short video clip/animation that outlines how to conserve
water. You can choose either saving water around the home/garden or conserving water at the
school.
You will be assessed on:

Presentation

Use of diagrams

Information – issues, facts etc.

Target audience – i.e. is it relevant to the school?

References
Page | 40
Activity 22: Earth Revision
In this activity you will play Pictionary to revise the terms you
have learnt during the Natural resources topic.
Set up:

Groups of 3

You will need 3x A4 pieces of paper (if playing 3
rounds), set of coloured pencils for each group and a
class timer

Teacher will have a set of Revision cards (do not show
students these terms before game)
How the revision game is played:
1. You will be competing against the other groups in class. The teacher may wish to keep a
tally on the board for the rounds won.
2. Each group receives paper and coloured pencils
3. In your group of 3 – decide on who will be the first artist (member 1). The other two
members are to guess what the artist is drawing. There will be at least 3 rounds, so each
player gets a turn to draw
4. The teacher will give the same card to each group. It will be given to group member 1 (the
artist). The artist must keep the card facing down at this stage
5. Once each group has a card, the timer is started (you have 3 minutes) and the artist begins
to draw the three terms on the card.
6. During this time the other two members can guess what is being drawn (but remembering
not to shout it out so other groups here). The artist may nod/shake head to confirm. Once all
three are guessed, the group needs to think of the common theme associated with the three
terms (the artist may also draw to help guess the theme)
7. If all guessed (3 terms and the theme), terms must then be written on the page and group
can then put up hand to signal teacher to check. If group has all terms correct – they have
won the round. Or they may be told to keep trying – giving other groups another chance.
RULES THAT MUST BE READ BEFORE YOU BEGIN:

artist is not allowed to talk whilst drawing, they may nod or shake head if right/wrong

Pictures are allowed, but no words can be written

Artist may draw an ear (to represent – sounds like)
Page | 41