Work samples


Year 7


Cyclone recovery measures

Summary of task

During a teaching and learning unit on chemical sciences, students learnt about pure substances and mixtures and investigated a variety of separation techniques for soluble and insoluble substances. During a unit on Earth and space sciences, students learnt about renewable and non-renewable energy sources and other resources. Students received instruction about how to create an annotated bibliography.

This task was designed to give students opportunities to apply what they had learnt in a real-world scenario. The context for this scenario was a tropical cyclone had affected the water and energy supply of Vanuatu. Students were asked to research and recommend measures that would aid the Pacific nation’s recovery from the effects of the cyclone. The task consisted of three parts. In part A, students were asked to design a water purification device using only resources found locally after the cyclone. They were required to utilise three separation techniques in their device and explain and justify each technique’s inclusion. Part B required students to research suitable renewable energy sources for Vanuatu. Students were then asked to make recommendations about the best renewable energy alternatives either in the style of a technical report or in form of a letter to the Vanuatuan government. In part C, students were asked to create an annotated bibliography, providing annotations for at least four of the sources they had used during their research.

Achievement standard

By the end of Year 7, students describe techniques to separate pure substances from mixtures. They represent and predict the effects of unbalanced forces, including Earth’s gravity, on motion. They explain how the relative positions of Earth, the sun and moon affect phenomena on Earth. They analyse how the sustainable use of resources depends on the way they are formed and cycle through Earth systems. They predict the effect of human and environmental changes on interactions between organisms and classify and organise diverse organisms based on observable differences. Students describe situations where scientific knowledge from different science disciplines and diverse cultures has been used to solve a real-world problem. They explain possible implications of the solution for different groups in society.

Students identify questions that can be investigated scientifically. They plan fair experimental methods, identifying variables to be changed and measured. They select equipment that improves fairness and accuracy and describe how they considered safety. Students draw on evidence to support their conclusions. They summarise data from different sources, describe trends and refer to the quality of their data when suggesting improvements to their methods. They communicate their ideas, methods and findings using scientific language and appropriate representations.

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