OXFORD is
SCIENCE
FOR EVERY
CLASSROOM
• 3 series
• 3 approaches
• 3 ways to achieve
OXFORD is
SCIENCE
YEAR 7
OXFORD
SCIENCE
• a concept-development
approach
• every two-page unit forms
a complete lesson with
homework
• 3 series
• 3 approaches
• 3 ways to achieve
YEAR 8
YEAR 9
YEAR 10
COMPONENTS AT EACH YEAR LEVEL
• Student Book
- 232 pages
• obook assess
- ebook, interactives, videos,
quizzes
• Teacher obook assess
- teacher notes, answers,
worksheets, EAL support,
assessments and tests
• clear, simple language
AMAZING
SCIENCE
• a high-engagement approach
• embedded literacy support
• Student Book
- 176 pages
• obook assess
- ebook, interactives, videos,
quizzes
• Teacher obook assess
- teacher notes, answers,
worksheets, EAL support,
additional experiments,
assessments and tests
• magazine format
oxford
big ideas
australian curriculum
science
• an inquiry-based approach
• deep, transferrable
understandings and skills
• opportunities for extension
• Student Book
- 288 pages
• obook assess
- ebook, interactives, videos,
quizzes
• Workbook
- scaffolded homework activities
• Teacher Kit + obook assess
- print and digital teacher
notes, answers, worksheets,
assessments and tests
OXFORD
SCIENCE
Save time and achieve more –
one concept, one spread, one lesson
Experiments, challenges and skills tasks
are organised at the end of the book
rather than being
confined to a
double-page
spread, allowing
for increased
instructional
elegance.
Oxford Science is a complete science package with a focus on clear and precise concept development
– helping you save time and supporting your students to achieve more. Every two-page unit is a neatly
packaged lesson containing carefully crafted explanations, stunning visuals, differentiated questions and
links to a valuable bank of experiments at the end of the book. See your whole year of teaching in front
of you spread by spread, concept by concept. Oxford Science brings a new level of instructional elegance
to secondary science and is further enhanced by obook and assess resources, including worksheets, tests,
answers, interactives, videos and teaching plans.
Units are uniquely engineered into double-page
spreads: one concept, one spread, one lesson.
Learning starts right from the unit heading!
Each unit begins with a
carefully crafted summary
of the concept.
Spreads are linked to one
or more experiments,
challenges or skills tasks.
Students explore concepts progressively
encouraging incremental learning and,
by the end of the chapter, complete
understanding.
Science skills are always taught
as a practical task, not theory.
Chapter-opening concept maps
plot the learning pathway for
students, unit by unit, concept
by concept. Save time by using
the unit headings to structure
your teaching plan.
7.1
7.2
spreads make strong links
to real-world applications.
An unbalanced force causes change
7.3
Forces can be contact or non-con
7.4
7
FORCES
A force is a
push or a pull
tact
Magnetic fields can apply a
force from a distance
7.5
7.6
Electrostatic forces are
non-contact forces
Friction slows down
moving objects
What if?
7.7
Simple machines decrease the
of effort needed to do the work
amount
Rolling jars
What you need:
ramp, jar with a lid
What to do:
7.8
1
A pulley changes the size
or direction of force
7.9
2
3
There are different
types of machines
are involved
7.10 Forces
in sport
// S C I E N C E A S A
H U M A N E N D E A V O U R //
4
Roll the empty jar down the
ramp.
How far did it roll?
What made it roll that far?
How could you make the jar roll
further without changing the
ramp?
What if?
» What if the ramp were covered
with another material?
half
» What if the jar were full or
full of water?
or
» What if the jar were bigger
smaller?
Accessible language and
appropriately levelled content
for differentiated learning provide
access points for struggling
students and enough depth to
keep advanced students going.
Every chapter begins with a ‘What
if?’ feature that encourages studentdirected questioning and inquiry.
As the series progresses, students
discover that their own ‘What if…?’
questions are actually testable
hypotheses.
Check your learning
questions allow students
to consolidate their
understanding. Bloom’s
taxonomy is used to
differentiate questions
and homework tasks are
available on every spread.
Extend your learning questions can be used
as homework tasks or as an extended project.
AMAZING
SCIENCE
Inspire curiosity, wonder and questioning –
because science is amazing!
Amazing Science has been created for today’s science classroom. It delivers a simple, highly visual
learning experience designed to fuel student engagement. Short, magazine-style units of work ignite a sense
of awe and wonder, prompting students to ask questions and look further. Clear, simple language and literacy
support on every page engage even the most reluctant learners. At each level, Student Books are supported
by obook and assess resources, including worksheets, tests, answers, interactives, videos and teaching
plans. Open students’ minds to the amazing world of science!
Step-by-step instructional
photographs scaffold learning
and aid visual literacy.
Each Student Book
contains a careful
selection of core
experiments proven to
work in the classroom.
Many more experiment
worksheets are provided
on obook assess.
CHECK IT OUT
Self-contained units with clear headings and
activities help students easily navigate content.
activities on
each spread
test student
understanding and
comprehension.
LOOK IT UP
Key learning
points are
identified in
an introduction
at the start
of each unit.
features define
key scientific
terms that are
bolded on each
spread.
HOW IT WORKS
THE AMA ZING
STOMACH OF A COW
Unlike humans, cows
have a four-compartm
ent (part)
stomach to help them
digest and process food
. Each
of the four compartm
ents plays an important
role.
Visual learners are
drawn to high-impact
images and diagrams,
then encouraged
to read captions in
order to consolidate
understanding.
Cows have a
four-compartment
stomach to help
them digest food.
5
6
omasum
a cow’s mouth
The chewed cud travels
into the omasum, the
third stomach compa
rtment
has many folds of tissue . The omasum
that look like a partly
open book. Here, the
cud is pressed and further
reduced in size.
abomasum
The cud then travels to
the abomasum,
the fourth stomach compa
rtment.
This is often called the
true
because it performs like stomach
a human
stomach. The abomasum
breaks the
food down into protein
, vitamins, simple
carbohydrates, fats and
amino acids.
Cows have a dental pad
instead of top incisor
teeth,
and a long tongue to
grab
clumps of grass.
Dairy cows eat grass
for 9 to 12 hours
every day and take an
amazing
60 bites per minute.
cow’s digestive
system
Cows are ruminants
(so too are
sheep and goats).
Ruminants
convert grass and
other foods
into protein and energ
y through
their amazing four-c
ompartment
stomach. It takes
one to three
days for food to pass
through a
cow’s digestive tract,
depending
on the type of food.
40
2
4
1
7
oesophagus
small intestine
The small intestine is
the
main site for absorption
of important chemicals.
Grass is chewed and
swallowed down the
oesophagus to the rumen
.
8
rumen
The food enters the first
compartment
of the stomach called
the rumen. Here,
the grass is softened
by fluids before it
moves to the second
part of the stomach.
3
reticulum
The reticulum is the second
compartment
of the stomach where
the grass is again
softened and clumps
together to make
small lumps called cud.
Each cud is then regurg
itated (vomited) back
to the
mouth where the cow
can now chew it quickly
and
easily. This is why cows
always appear to be chewin
g.
AMAZI NG SCIEN CE 8
ASCI8_01309_TXT
C_02_2pp.indd 40-41
udder
The udder contains the
milk in
cows that have given
birth to
a calf. It takes up to 70
hours
for a cow to turn grass
into
milk. For every litre of
milk a
cow makes, more than
400
litres of blood must travel
around her udder to deliver
the nutrients from the
grass.
Australian dairy cows
produce
about 15 litres of milk
a day.
large intestine
The large intestine
absorbs, re-circulates
and conserves water.
It
also absorbs minerals.
Cows have fewer teeth
than other
animals. In the front
of the mouth,
incisor teeth (cuttin
g teeth)
occur only on the
bottom jaw.
Instead of the top
incisors
that humans have,
a
cow has a hard leathe
ry
dental pad. A cow
uses
its tongue to grab
a
clump of grass and
then
bites it with its inciso
r
teeth.
Molar teeth in the
back of the mouth
grind
the plant material
into small
pieces as the cow
chews in a
side-to-side motio
n. As the cow
chews, enzymes in
its saliva mix
with the food before
it passes down
the oesophagus into
the fourcompartment stoma
ch.
LOOK IT UP
amino acid a small compo
und that makes
up a protein
carbohydrate class
of compound
containing carbon, hydrog
en
and oxygen
atoms
protein large, compl
ex molecule; plays
many critical roles in
the body; made of
amino acids
ruminant mammal that
regurgitated (vomited) chews cud
from its fourcompartment stomach
to
the cellulose, which is further break down
difficult to digest
CHECK IT OUT
1 How is the stomach
of a cow different to
yours?
2 Which other anima
ls have a similar
digestive system to a
cow?
group of animals called? What is this
3 Describe the purpos
e of a cow’s incisor
and molar teeth.
4 Why does a cow always
appear to be
chewing, even when it
isn’t eating grass?
5 Which of the four compa
rtments in a
cow’s stomach is known
as the true
stomach? What job does
it do?
body SyStE MS
Simple, clear diagrams help students
understand important scientific concepts.
41
25/03/2015 3:18
pm
REVIEW
tasks at the end
of every chapter
consolidate and
extend learning.
Questions and tasks are organised
according to each unit of work in
the chapter and provide complete
coverage during assessment.
oxford
big ideas
Build deep, transferable understanding
and skills
australian curriculum
science
Oxford Big Ideas Science delivers deep understanding through inquiry-based learning. Students discover
the ‘big ideas’ of science by working through activities designed to deeply embed concepts. Each Student
Book uses the six overarching ideas from the Australian Curriculum: Science to connect content across the
different disciplines of science. The series seamlessly covers the general capabilities and
cross-curriculum priorities.
EX PE RIM
EN T 2.1
Examinin
Overarching Ideas tasks appear in every chapter and use
the big ideas from the Australian Curriculum: Science to
integrate and connect the disciplines of science.
g skeleton
Aim
To examin
e the skeleta
l structures
Materials
s
of three ma
rine organi
1 fish (whole
)
1 prawn
sms.
1
1 squid
newspaper
dissecting
board
dissecting
kit
pair of viny
l or latex glo
ves
Uranium m
• Always
wear gloves
when handlin
• The ani
g the anima
mals must
ls.
always be
handling and
on the dissec
dissecting
ting board
.
when
• Scalpe
ls are extrem
ely sharp.
• If cut, rem
Use with gre
at care.
ove gloves
and wash
• Apply ant
the cut und
iseptic to the
er clean wa
ter.
cut and cov
Tell your tea
er with dre
cher.
ssing.
Each chapter is designed to visually and creatively
engage students with beautiful artwork, case
studies and source material.
2
➔ Fig 2.39
Results
Discussion
1 Consid
er the fish.
a Where
is the skeleto
n of
the fish loc
ated?
b What is
this type of
skeleton cal
led?
2 Consid
er the prawn
.
a Where
is the skeleto
n of
the prawn
located?
b What is
this type of
skeleton cal
led?
3 Does the
squid have
a
skeleton?
4 In which
group of ani
mals
(vertebrate
or inverteb
rate)
would you
place each
of the
organisms
observed?
Why?
5 What are
you: a verteb
rate or
an inverteb
rate?
Conclusion
What types
of skeleton
are
possible?
y
5
Resource
➔ Fig 2.40
_02_PPS_
Spectacular
and current
photographs bring
science to life.
SI.indd 69
Step-by-step instructional
photography models correct
skills and techniques.
6
7.1
Chapter openers introduce
key inquiry questions and
are designed to spark
interest and elicit prior
knowledge.
H
e is
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tionwith
onversatio
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t
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r
sc
ot
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an
ll. Ot
television
soccer ba
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es dust pa
that caus
Discovering Ideas tasks allow
students to discover science
themselves, before they have
all the answers.
S>>
RiNG iDEA
<<DiSCOvE
rm
Brainsto
t work
Forcesamaples of movement canalwyoayu this invnkolvof?e an obabjecout t
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vations an
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are
?
sit
sh
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ple
t forces are
ur exam
yo
Wha
l
7.4
Al
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class.
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Content is designed for depth
of learning. Concepts are
revisited with increasing levels
of complexity so that students
gain a rich understanding of key
concepts.
m?
out uraniu
ng at
t went wro
ething tha
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te a story
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e 189)?
tch The Sim
er plant.
. 6.5 on pag
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1 If you wa
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uranium res
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2 Where
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you think Aus
3 Why do
e mean?
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tion? How
4 What doe
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harmful?
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5 How can
er station
a nuclear pow
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are they sim
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?
7 What hap
RESOURCES
WHERE DO
I FIT IN?
69
22/08/11
11:35 AM
UNIT 6.2 •
DO WE HAV
E ENOUGH
ENERGY
199
22/08/11
SI.indd 199
_06_PPS_
ce?
nise a for
issues
u know ab
UNIT 2.3 •
.
the topic?
nt sides to
the differe
• What are
an issue?
your topic
• Why is
e?
issu
n on the
your opinio
side’?
• What is
t for ‘your
her suppor
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• How wo
?
how
test? If so,
pro
you
• Would
ting?
s of protes
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e?
able outcom
• What are
as an accept
uld you see
• What wo
What do yo
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ntal issue
environme
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rnet to inve
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you feel pas
pol
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Earth’s res
of mining.
or the effects
➔ Fig 2.41
CAS_SB7
adu
ICT LAB
1 Observe
the extern
al
features of
the fish.
2 Carefu
lly cut the
fish in half
lengthways
so you can
see
the interna
l skeleton.
3 Observe
the skeleto
n of
the fish.
4 Feel the
outside of
the prawn
and then pee
l it.
5 Cut the
prawn in hal
f and
observe the
insides.
6 Feel the
outside of
the squid
and then cut
it in half.
7 Observe
the inside
of the
squid.
ining in Kak
d energ
ritory
in Kakadu
rthern Ter
uranium mine
The Ranger
k in the No
and
➔ Fig 6.25
tional Par
its natural
Kakadu Na
ge List for
s and
rld Herita
adu?
river system
is on the Wo
d within Kak
ports four
ate
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sup
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ber of spe
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mining
stra
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s Au
of uranium
2 What issu
Indigenou
of years. Lar
ial dangers
on Earth.
thousands
the potent
park.
Kakadu for
3 What are
within the
and around
r power?
are located
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in a
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tion
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er sta
deposits of
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4 How is
Uranium is
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exported,
er station?
how
Government
mined and
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nuclear pow
Australian
resource is
find out app
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ney for the
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Draw labelle
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ING IDEAS>>
<<OVERARCH
➔ Fig 2.38
1:47 PM
Connecting Ideas
activities encourage
students to transfer and
connect what they have
learned in each chapter
to areas of interest or
personal experience,
making learning fun and
meaningful.
obook
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