francis greenway high school workbook year 7 · 2020. 12. 5. · • dutch fabric merchant and...
TRANSCRIPT
NAME:
FRANCIS GREENWAY HIGH SCHOOL
WORKBOOK
YEAR 7
2020
Completion Checklist
Complete the activities for each subject. Sign and date when you have completed all the activities for each subject.
Subject Completed
(sign/ date)
English
Mathematics
Science
Japanese
HSIE
Francis Greenway High School Year 7
FGHS
SCIENCEYEAR 7 CELLS
WORKBOOK
NAME: ______________________________
Francis Greenway High School Year 7
Match the parts of a microscope to the description.
Number the following steps to show the correct order when making a scientific drawing of a cell:
_____ Look at the cell
_____ Draw the outline of the shape of the cell
_____ Focus on your cell using a microscope
_____ Label the structures in your cell
_____ Fill in the structures you can see in your cell
_____ Put a title and magnification on your drawing
The lens you look through (magnifies the specimen)
Supports the microscope
Holds the objective lenses
Magnifies the specimen up to 100x
Supports the upper parts of the microscope and is used to carry the microscope
Used to focus when using the high power objective
Where the specimen is placed
Controls the amount of light reaching the objective lens
Used to focus on a specimen when using the low power objective
Directs light into the tube
Holds the specimen in place on the stage
Magnifies the specimen up to 400x
High Power Objective Lens
Arm
Base
Stage Clips
Coarse Focus Knob
Diaphragm
Fine Focus Knob
Mirror
Low Power Objective Lens
Stage
Eyepiece
Nosepiece
Francis Greenway High School Year 7
Hans and Zacharias Janssen (1590)
• Dutch lens grinders, father and son• Produced first compound microscope (2 lenses)
Robert Hooke (1665)
• English scientist• Looked at a thin slice of cork (oak cork) through a compound microscope• observed tiny, hollow, roomlike structures• Called these structures 'cells' because they reminded him of the rooms
that monks lived in• Only saw the outer walls (cell walls) because cork cells are not alive
Anton van Leeuwenhoek (1680)
• Dutch fabric merchant and amateur scientist• Looked at blood, rainwater, scrapings from teeth through a simple
microscope (1 lens)• Observed living cells; called some 'animalcules'• Some of the small 'animalcules' are now called bacteria
Matthias Schleiden (1838)
• German botanist• Viewed plant parts under a microscope• Discovered that plant parts are made of cells
Theodor Schwann (1839)
• German zoologist• Viewed animal parts under a microscope• Discovered that animal parts are made of cells
Rudolph Virchow (1855)
• German physician• Stated that all living cells come only from other living cells
I Saw It First!
The Development of Cell Theory
Hooke’s
Cork Cells
BaCteria
Plant Cells
an early MiCrosCoPe
Francis Greenway High School Year 7
Cell Theory: Historical Time Line Activity You are to construct a timeline in the space below showing the chronology (order) of the historical events leading to the development of the cell theory • Use the information provided on the handout• Label the timeline with dates of the scientists’ discoveries (earliest date on the left of the timeline, most recent date on the right)• Label each date with the scientists name and briefly list their achievements
Tip! Make sure that your spacing shows a reasonable approximation of the amount of time between each datee.g. between 1590 and 1665 there is 75 years difference so there would be a bigger gap between them than between 1839 and 1855
Questions: • What theory did these scientists provide evidence for?• What instrument was necessary before this theory could be developed?• Which three scientists contributed evidence directly for this theory?
Francis Greenway High School Year 7
Plant Cells and Animal Cells
Use the descriptions below to label and color the plant and animal cell.
Animal Cell
• cell membrane - the thin layer that surroundsthe cell. The cell membrane allows somesubstances to pass into the cell and blockingothers. Color the cell membrane (A) RED
• nucleus - The nucleus controls many of thefunctions of the cell and contains DNA. Color thenucleus (B) BLACK
• vacuole - The vacuole fills with food beingdigested and waste material that is on its way outof the cell. Color the vacuoles (C) YELLOW
• mitochondrion - rod-shaped organelles withinner membrane folded many times. Themitochondrion converts the energy stored inglucose. Color the mitochondria (D) ORANGE
• cytoplasm - the jellylike material outside the cellnucleus in which the organelles are located.Color the cytoplasm (B) LIGHT BLUE
• Golgi body - a flattened, layered, sac-likeorganelle that looks like a stack of pancakes andis located near the nucleus. The Golgi bodypackages proteins for "export" from the cell.Color the Golgi Body (D) PINK
A
B
C
D
E
F
Francis Greenway High School Year 7
Plant Cell The organelles that are present in animal cells are also present in plant cells. Plant cells contain two extra organelles than animal cells, the cell wall and chloroplast. The vacuole in plant cells is much larger than in animal cells.
• cell wall - a thick, rigid membrane that surroundsa plant cell. This layer gives the cell most of itssupport and structure. Color the cell wall (G)DARK BLUE
• chloroplast - a disc-shaped organelle containingchlorophyll. Photosynthesis (in which energy fromsunlight is converted into chemical energy - food)takes place in the chloroplasts. Color thechloroplast (H) GREEN
• vacuole - a large space within a plant cell that isfilled with fluid. Color the vacuole (C) YELLOW
Complete the following table with ticks or crosses to compare plant and animal cells:
CHARACTERISTIC ANIMAL CELLS PLANT CELLS Example Nucleus
Cell Membrane Cell Wall
Chloroplasts Vacuole
Cytoplasm Circle shape Requires CO2 Waste is CO2
A
B
C
D
E
F
G
H
Francis Greenway High School Year 7
There are many types of cells in your body TRy To guESS wHICH CELLS:
• Move oxygen around the body: ___________________
• Fight disease in the body: ___________________
• Help you to think and learn: ____________________
• Enable you to run, walk and jump: _________________
• Allow you to respond to pain, touch and heat: ___________
moreup ofmade arethatthings living
cell onethan
U L
L E
C I
T L
U M
R A
L
UNICELLULAR: living things that have only one cell
Need to remain small so that their body can take in
foods and get rid of wastes easily
If they grow too large they can poison themselves and die from their own wastes
Francis Greenway High School Year 7
Specialised cells Specialised cells are cells that have a specific role or job, similar to how different tools have specific uses.
For each tool say what it is used for and what its special feature is for it to do that job
What is it used for? How is it specialised to do it? Chisel
Saw
Hammer
Pliers
Staple Gun
Screwdriver
Francis Greenway High School Year 7
© Pearson Education Limited 2002
7
A
c
7Ac/3 Special cells
A B
DC
literacy, knowledgeS
1 Here are some drawings of cells which areadapted to do special jobs. Write the name ofeach cell in your book. Use some of the words in the box.
? ciliated epithelial
cytoplasm
muscle nerve
nucleus palisade
root hair xylem
2 Of the drawings above, which ones are plant and which ones are animal cells?
3 a What is meant by the word adapted?
b Explain how the shape of the root hair cell is adapted to help it do its job.
4 Here is a picture of a nerve cell (neurone).
a Make a drawing of two nerve cells attached to each other.
b When nerve cells are joined in groups like this, what do they form?
c On your drawing label the nucleus, cell membrane and cytoplasm.
d What do nerves do?
e How does their shape help them do this?
Francis Greenway High School Year 7
98
>>>
The chromosomes in your cells right now are a copy of those that were present in the single fertilised egg cell from which you grew. How does this copying process take place?
Cell reproductionMitosisWhen cells such as those in your skin reproduce, they duplicate their chromosomes. When each cell divides, the resulting daughter cells each receive a copy of
the parent cell chromosomes. This type of cell division is called mitosis. Mitosis is an organised series of steps that ensures that each daughter cell is an exact copy of the parent cell. The major steps in mitosis are shown in Figure 4.1.5.
Prac 1p. 104
Inheritance Inheritance
Mitosis—cell division to produce new cells identical to the parent cell
Membranes form to produce two daughter cells.
a skin cell
two skin cells
Two pairs of chromosomes are visible.
Chromosomes are doubled but attached at a point calledthe centromere.
Chromosomes line up along the ‘equator’ of the cell.
Chromosomes separate and move to the ends of the cell.
Fig 4.1.5
Fig 4.1.6 Mitosis—chromosomes separate at opposite ends of the cell.
Human chromosomes treated with stain, then arranged and numbered Fig 4.1.4
Francis Greenway High School Year 7
99
UN
ITU
NIT
MeiosisA different type of cell division, called meiosis, occurs in the cells in the ovaries and testes, which produce eggs and sperm. Each gamete contains only one of each type of chromosome. When a sperm meets an egg, the resulting cell will have the correct number of chromosomes. During meiosis the chromosomes are duplicated, as for mitosis. This is followed by two divisions.• In the first division, the
individual chromosomes of eachhomologous pair separate to formtwo cells, each containing only one copy of eachkind of chromosome.
• In the second division, the duplicatedchromosomes separate to produce a totalof four daughter cells.The major steps in meiosis are shown in
Figure 4.1.7.Meiosis, and the subsequent joining of
gametes, allows for the passing of chromosomes from two parents to an offspring. In this way you have acquired chromosomes, and therefore genes, from both your parents. But you do not simply have half
your father’s characteristics and half your mother’s characteristics. A closer look at genes and how they interact is needed to give you an understanding of how this happens.
Four types of daughter cellsare possible due to the random way in which pairs separate during meiosis.
Homologous pair of chromosomes—one inherited from each parent
Cell divides by meiosis.
Fig 4.1.8During meiosis, homologous chromosomes separate randomly to produce different types of gametes.
Worksheet 4.1 Cell division
Prac 2p. 104
Will there ever be another me?
Homologous chromosomes randomly
separate during the first division of
meiosis. Hence a cell with only two pairs
of chromosomes will produce four different
possible gamete types (shown in Figure
4.1.8). For three pairs of chromosomes,
eight gamete types are possible. This in
turn means that there are 64 possible
combinations when two gametes join.
Humans have 23 pairs of chromosomes.
The number of possible combinations of
chromosomes in offspring of the same two
parents is 70 million million! It is therefore
extremely unlikely that there will ever be
another you!
Meiosis—cell division to produce gametes with half the chromosome number of the parent cell
Membranes form to produce four daughter cells.
an ovary cell
four egg cells (ova)
Two pairs of chromosomes are visible.
Chromosomes are doubled but attached at a point called the centromere.
Homologous chromosomes line up along the ‘equator’ of the cell.
One of each pair of chromosomes moves to the ends of the cell.
Chromosomes line up along the ‘equator’ of each cell.
Chromosomes separate and move to the ends of each cell.
Fig 4.1.7
4.14.1
Francis Greenway High School Year 7
Growth Data
How do we grow? Why is this important?
Plot the following data on growth in cm against their age in years.
Age (years) Height (cm) 2 82 3 85 4 92 5 100 6 103 7 110 8 117 9 122 10 130 11 133 12 135 13 140 14 145 15 150 16 152 17 155 18 158
Plot this data on a line graph. Put time along the x (horizontal) axis and height up the y (vertical) axis.
Francis Greenway High School Year 7
Francis Greenway High School Year 7
© Pearson Education Limited 2002
7
A
b
7Ab/8 Cells and
microscopes
Name Class
1 Work out what the missing words are in the clues below. Fill in the words on the grid.
a The cell surface controls what goes in and out of a cell.
b When you see a specimen clearly down a microscope, it is in .
c The lens is closest to the stage.
d A specimen is placed on a glass .
e The has a hole in it to let light through.
f The is found in plant cells. It is used for storing things.
g The is found in both plant and animal cells. It is like jelly.
?
a
b
c
d
e
f
g
2 The letters in the shaded part of the grid spell out a word.
a What is the word?
b What is the job of this part of a cell?
3 Fill in the correct magnifications in the table below.
Magnification of Magnification of Total magnification
eyepiece lens objective lens
¥5 ¥10
¥5 ¥40
¥10 ¥150
literacy, numeracy, knowledgeS
Francis Greenway High School Year 7
Name: ________________
Date ______
Name: ________________
Date ______CELL WORD
SEARCH
E I M D I F F U S I O N S E Y U T E I C Y T O P L A S M H P K S L D T S I S O M S O P N R A A L L K O R G V W J A Y L O R L E L O U C A V C G U Z Z K Y P N E K O O H T R E B O R A O O A C H L O R O P H Y L L R T R G V U Q K T R N Y G L F Y I O R V E W A L T U D M P K O C L O S E M O S O B I R X J T P H O T O S Y N T H E S I S I O C R R E L B A E M R E P A C Y D H Y T I L I B U L O S S Z C C S U L O E L C U N B J F C N U C L E U S M E M B R A N E
CELLCHLOROPHYLLCHLOROPLASTCHROMATORGAPHYCYTOPLASMDIFFUSIONEUKARYOTICMEMBRANEMITOCHONDRIASOLUBILITY
NUCLEOLUSNUCLEUSORGANELLEOSMOSISPERMEABLEPHOTOSYNTHESISPROKARYOTICRIBOSOMEROBERTHOOKEVACUOLE
Francis Greenway High School Year 7
For you to try...
Francis Greenway High School Year 7
NAME:
FGHS
MATHEMATICS
WORKBOOK
Francis Greenway High School Year 7
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Negative Integers
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Fractions, Decimals and Percentages
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NAME:
FGHS
ENGLISH
WORKBOOK
Francis Greenway High School Year 7
Words ending in 'ant'
1. Ignorant
2. Instant
3. Assistant
4. Brilliant
5. Vacant
6. Vibrant
7. Distant
8. Pleasant
9. Important
10. Defiant
11. Applicant
12. Fragrant
13. Resistant
14. Relevant
15. Transplant
Extension spellings
1. Reluctant
2. Tolerant
3. Arrogant
4. Vigilant
5. Significant
Words containing 'once'
1. Romance
2. Performance
3. Chance
4. Guidance
5. Glance
6. Finance
7. Accordance
8. Acceptance
9. Brilliance
10. Cancellation
11. Circumstance
12. Entrance
13. Enhancement
14. Reliance
15. Significance
1. Maintenance
2. Avoidance
3. Ancestor
4. Nuisance
5. Abundance
Extension spellings
Francis Greenway High School Year 7
Words containing 'ITE'
1. Invite
2. Spiteful
3. Incite
4. Polite
5. Excite
6. Infinite
7. Literature
8. Write
9. White
10. Recite
11. Items
12. Waiter
13. Unite
14. Suite
15. Elite
Extension spellings
1. Satellite
2. Unlimited
3. Definitely
4. Ignite
5. Appetite
1. Computer
2. Monitor
3. Input
4. Network
5. Sensor
6. Cable
7. Delete
8. Database
9. Connection
10. Virus
11. Keyboard
12. Modem
13. Program
14. Document
15. Software
Extension spellings
1. Multimedia
2. Electronic
3. Megabyte
4. Cartridge
5. Processor
Subject specific words (ICT)
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NAME:
FGHS
JAPANESE
WORKBOOK
Francis Greenway High School Year 7
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Francis Greenway High School Year 7
YEAR 7 JAPANESE : Keeping up with your Japanese at home During your time off, there are some simple, fun things you can do to practise your Japanese skills. Aim to do each activity at least once. Give yourself a tick each time you do an activity.
Activity Tally Total
Say “ohayou” (Morning) to a family member or a friend.
Say “konnichi wa” (Hello) to a family member or a friend.
Say “oyasumi” (Good night) to a family member or a friend.
Teach someone to count to 10 in Japanese.
Teach someone how to write the kanji characters from 1 to 10.
Go for a walk on a nice day with a friend/ family member and say to them, “ii otenki desu ne” (It’s nice weather today, isn’t it?)
Express gratitude to someone by saying, “arigatou” (Thank you)
Say you like something e.g. food you are eating, an activity you are doing “suki desu” (I like it.)
Francis Greenway High School Year 7
Before you go to sleep, say to yourself, “watashi wa sugoi” (I am awesome.)
Look for objects in and around your home that are made in Japan.
If you have access to Netflix, watch a Studio Ghibli anime movie. E.g. My Neighbour Totoro, Spirited Away, Arietty. Write down any words you recognise or that you learn.
Listen to some JPOP (Japanese popular music). Write down any bands/ singers you like.
Do some art. Draw a picture of something you like e.g. food, sports, hobbies. If you have access to the internet, find out how to say the word in Japanese.
Cook a cake or biscuits with a family member or friend and decorate with a Japanese theme. Eg pink cherry blossoms, a Japanese flag, pokemon face. Remember to take a photo.
2020 is the Year of the Rat in the Japanese zodiac. Make a model or create a poster featuring a rat.
Francis Greenway High School Year 7
Make a short video in which you use Japanese to communicate. It can include both English and Japanese or any other language you are interested in. For example, introduce your family/friends, say who they are, how old they are etc
Activities I thought of myself. Tally Total
If you have access to your Japanese Google Classroom at home, you will find presentations of work we have done in lessons this year. There is a new section called “Japanese Activities for Home”. Check it every few days, as I will be adding activities and websites for you to look at. ki o tsukete. (Take Care) Waller sensei
Francis Greenway High School Year 7
NAME:
FGHS
HSIE
WORKBOOK Francis Greenway High School
Year 7
Year 7 Geography
Term 1 Work Pack
Activity Resources Page
Australian Nation Parks Research Activity 2-3
World Heritage Sites & The Great Barrier Reef
Watch and Answer the following questions https://www.youtube.com/watch?v=BgHddierVus
4
World Heritage Sites & The Great Barrier Reef - No Internet Alternate
Reading, Comprehension and Questions 5 - 7
Murray Darling Basin Sentence fill a word 8
Mountain Ranges Poster 9
Newcastle Earthquake Case Study
Case Study (Reading and Answering) 10- 11
Earthquake Activities http://www.tlc.com/games-quizzes/earthquake-simulator.htm http://www.insidedisaster.com/experience/Main.html
12
Map of Australian Natural Hazards
http://www.gised.com.au/maps/hazards-in-australia-07.gif
13
Earthquakes video Resources: Watch the following/research on and write a short summary of their story. Cyclone Yasi - https://www.youtube.com/watch?v=lgrx2bIS140 Japanses Tsunami – https://www.youtube.com/watch?v=zxm050h0k2I
14- 16
Francis Greenway High School Year 7
Australian National Parks – Research
State/Territory National Park Reasons for being a NP Location on Map
Queensland
New South Wales
Victoria
South Australia
Northern Territory
Western Australia
Francis Greenway High School Year 7
Tasmania
Francis Greenway High School Year 7
Video – The Great Barrier Reef – World’s Greatest Natural Wonders
1. Is the Great Barrier Reef (GBR) World Heritage listed? _________________________
2. Where is the GBR located? ________________________________________________
3. Can the GBR be seen from space? __________________________________________
4. What are the authorities trying to prevent at the GBR? _________________________
_______________________________________________________________________
5. What water was needed for the GBR to develop? _______________________________
6. What happened to the GBR when the sea levels rose and fell again? ________________
_______________________________________________________________________
7. Which state of Australia is the GBR approximately the size of? ___________________
8. What are the three types of coral reefs in the GBR?
a) ______________________________________________________
b) ______________________________________________________
c) ______________________________________________________
9. What types of coral exist? __________________________________________________
10. List three types of life forms that exist in the GBR apart from the coral:
________________________________________________________________________
11. What does a Dugong eat? __________________________________________________
12. How many types of reef turtles are there? _____________________________________
13. What are the bird breeding groups called? ____________________________________
14. How many tourists visit the GBR each year? ___________________________________
15. What is one of the major commercial industries in the GBR? _____________________
16. List three areas of concern for the GBR
____________________________________________________________________
Francis Greenway High School Year 7
THE GREAT BARRIER REEF: A Case Study The Great Barrier Reef was inscribed in 1981 for all four of the natural criteria specified in the World Heritage Convention – criteria (vii), (viii), (ix) and (x). The Great Barrier Reef World Heritage Area also meets the requirements for integrity, meaning that its natural attributes are considered to be whole and intact. That is, the property includes all elements necessary to express its outstanding universal value, is of adequate size to ensure the complete representation of the features and processes which convey the property’s significance and is protected from threats. The retrospective statement of outstanding universal value was adopted by the World Heritage Committee in July 2012. The world heritage values of the Great Barrier Reef World Heritage Area are protected under national environment law. Although the Great Barrier Reef is not world heritage listed for its cultural values, indigenous cultural values are protected under Australian legislation, including the Great Barrier Reef Marine Park Act 1975. The retrospective statement of outstanding universal value acknowledges Aboriginal and Torres Strait Islander interaction with the natural environment, illustrated by strong ongoing links with sea-country.
Protecting the Reef’s Outstanding Universal Value Managing the Reef is a complex task because of its sheer size, diversity and range of threats. It is, and always has been, a multi-use property and it is only with a coherent and functioning management system that we can protect such a large area. In addition to the protection of world heritage values under the Environment Protection and Biodiversity Conservation Act 1999, the Great Barrier Reef Marine Park is a matter of national environmental significance in itself. It is also protected by the Great Barrier Reef Marine Park Act 1975.
To ensure use of the Great Barrier Reef remains sustainable, activities in the World Heritage Area and Marine Park are tightly controlled under these laws and policies, as well as other relevant state and federal law. For example, commercial shipping is strictly regulated including through a ship reporting system, coastal vessel tracking service, compulsory pilotage in high risk areas, navigational aids, marine pollution response plans, and designated shipping areas. For more information on management of the Great Barrier Reef, visit www.environment.gov.au/heritage/publications/gbr/ gbr-managing.html
Threats to the Outstanding Universal Value of the Great Barrier Reef World Heritage Area The Great Barrier Reef is the largest coral reef ecosystem on the planet and one of its richest and most complex natural ecosystems. Like all natural ecosystems, the Reef faces a number of threats. The Outlook Report on the Great Barrier Reef that was prepared by the Great Barrier Reef Marine Park Authority in 2009 identifies the following threats of climate change, declining water quality from catchment runoff, loss of coastal habitats from coastal development and impacts from fishing and poaching as the priority issues reducing the resilience of the Great Barrier Reef at that time. These factors, together with natural pressures such as extreme weather events and crown of thorns starfish outbreaks, pose threats to the outstanding universal value of the world heritage property. In order to address these threats and in response to World Heritage Committee concerns about development on Curtis Island, the Australian and Queensland governments are undertaking a comprehensive strategic assessment of the Great Barrier Reef World Heritage Area and adjacent coastal zone that will include consideration of its outstanding universal value. For more information visit www.environment.gov.au/epbc/notices/assessments/pub/gbr-strategic-assessment-factsheet.pdf
Francis Greenway High School Year 7
The United Nations Educational, Scientific and Cultural Organization (UNESCO) seeks to encourage the identification, protection and preservation of cultural and natural heritage around the world considered to be of outstanding value to humanity. This is embodied in an international treaty called the Convention concerning the Protection of the World Cultural and Natural Heritage - adopted by UNESCO in 1972.
Great Barrier Reef – World Heritage Area 1. What is a World Heritage Site? ______________________________________________________________________________________________________________________________________________________ 2. Which Criteria’s did The Great Barrier Reef meet? Describe one of these. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3. List 2 laws which have been created by government, to meet their international obligations to protect the reef. ______________________________________________________________________________________________________________________________________________________ 4. What things are threatening the Reef? ______________________________________________________________________________________________________________________________________________________
Francis Greenway High School Year 7
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 5. Why is it important to have the Great Barrier Reef listed as a World Heritage Site? ______________________________________________________________________________________________________________________________________________________ 6. What does UNESCO (which is responsible for world heritage sites) stand for? ________________________________________________________________________________________________________________________________ 7. What international treaty was set up in 1972 to protect these unique sites? ______________________________________________________________________________________________________________________________________________________
8. What can the following do to help protect the Reef:
http://www.gbrmpa.gov.au/
I. Individuals: __________________________________________________________________________________________________________________________________________
II. Groups (name): ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
III. Government Organisations (name): _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Francis Greenway High School Year 7
The Murray-Darling Basin – Fill in a word The Murray-Darling ____________covers about one million square kilometres and is drained by more than 20 major___________. It has a large variety of______________, ranging from alpine areas in the east to plains in the west. The basin produces one-third of Australia's __________and 40 per cent of Australia's total agricultural income. It supports one-quarter of the nation's__________, half the sheep and makes up almost three-quarters of the irrigated land in Australia. The Murray-Darling ____________ basin is the largest and most important in Australia, but it is small by _________standards. The amount of water flowing through it in one ________is about the same as the Amazon River's flow in one day. The basin is facing severe problems:
• Only about 20 per cent of water flowing through the basin ever reaches the sea. The rest is diverted for agriculture, _________and domestic use. In 1981 the Murray mouth closed for the first time since European __________. It happened again in ______ and will probably close more often unless natural flows are increased.
• The Murray supplies about 40 per cent of Adelaide's_________water. Within 20 years, if water quality continues to decline, ___________ levels will exceed World Health Organization _________for safe drinking water.
• Approximately 50-80 per cent of the____________in the basin have been severely damaged or destroyed and more than one-third of native ________species are threatened with______________.
• An estimate of __________trends shows that the flow to the Murray River _________may be reduced by a further 25 per cent by 2030. However, with the added problem of _________change, it is predicted that _____________in the Murray-Darling ____________will decrease, so the reduction in flow to the mouth could be as high as 70 per cent.
Industry Settlement Fish Rivers 2002 Environments Cattle Drinking Settlement Food World Drinking Drainage Wetlands Salinity Limits
Francis Greenway High School Year 7
MOUNTAIN RANGES create a poster via Word/ Powerpoint OR a hard copy poster. Select a mountain range. Some mountain ranges you can choose from include:
● The Great Dividing Range ● The Rocky Mountains ● The Himalayas ● The European Alps ● The Andes ● The Atlas Mountains ● Ural Mountains ● Appalachian Mountains
Things you need to include on your poster include:
● A map of all the mountain ranges of the world ● An arrow or mark indicating where your mountain range is located on the
map ● Some information on the geography of your mountain range. (what
country/ies is the mountain range located in, what tectonic features caused this mountain range?)
● Facts about your mountain range (height, length etc.) ● Some photographs with labels of your mountain range.
Francis Greenway High School Year 7
Earthquakes – Newcastle Case Study. Read the case study below and answer the following questions.
(1) Make a list of the following facts. (a) Time (b) Magnitude (c) Location of epicentre
(2) What history of earthquakes had there been in Newcastle? (3) How far away was damage caused? (4) What was the immediate response of Novacastrians to the Earthquake?
Give at least two reasons why they responded in this way. (5) What were the effects of the earthquake at land and sea? (6) Where were people killed? (7) Design a newspaper front page and write a report on the earthquake,
using the information in the case study and your creativity (Use Microsoft Publisher on your laptop)
Francis Greenway High School Year 7
Francis Greenway High School Year 7
Earthquake Activities: Complete the following activities. You can complete these in any order. Activity 1: http://www.tlc.com/games-quizzes/earthquake-simulator.htm Document what type of ground you used, the prevention and the magnitude of earthquake. Record the results and a description of why this occurred. Repeat this process with different ‘ground, prevention, magnitude’ and record the differences.
Activity 2: http://www.dropcoverholdon.org/beatthequake/game/ Record your successes and where you failed. List something you did not know about preparing for an earthquake
Activity 3: http://earthguide.ucsd.edu/eoc/teachers/t_tectonics/swf_earthquake_triangulation/p_activity_eqtriangulation.html
1. What is a seismogram? 2. How can we measure the distance
an earthquake may have originated from?
3. Why are seismometers buried underground?
Activity 4: http://www.insidedisaster.com/experience/Main.html Write 2 paragraphs describing who you chose and what your experience was.
Francis Greenway High School Year 7
Hazards in Australia http://www.gised.com.au/maps/hazards-in-australia-07.gif
Questions
1) Using the map above, list which areas in March/April 2007 were affected by: a) floods
___________________________________ b) bushfires
___________________________________ c) earthquakes
___________________________________ d) storm
___________________________________ e) cyclones ___________________________________
2) What is a natural hazard?
______________________________________________________________
Francis Greenway High School Year 7
Extension Activity
Choose ONE Australian National Park and Answer the Questions below
1. Name of the NP
2. Description of the environment
3. Why is it a NP?
4. Where is it located?
5. Complete a landscape sketch with labels of the NP
Francis Greenway High School Year 7
6. What types of Animals can be found in the NP?
World Heritage site Is the site Cultural or Natural? 1. The Great Barrier Reef
2. Mapungubwe
3. Grand Canyon
4. Great Wall of China
5. Machu Picchu
6. Durham Cathedral
World Heritage Research
Francis Greenway High School Year 7
Newcastle Earthquake Profile Using the following websites answer the following questions. If you have difficulty using
then use the websites listed next to each question.
For Q1 use the following website http://www.ga.gov.au/hazards/earthquake/index.jsp
Q1. What is an earthquake and how are they measured?
For Q2-Q4 use the following website http://www.ga.gov.au/hazards/earthquake/causes.jsp
Q2. Describe the process that causes an earthquake to occur.
Q3. What is an epicenter?
Q4. What else can earthquakes cause?
For Q5-Q6 use the following website http://www.ga.gov.au/hazards/earthquake/where.jsp
Q5. Where do earthquakes occur? Where do the largest events occur?
Q6. Where in Australia has the highest earthquake risk?
Q7-Q12 relates to the Newcastle Earthquake (see handout or Newcastle Earthquake blog)
Q7. When did the Newcastle Earthquake occur?
Q8. What was it on the Richter Scale?
Q9. How many lives were lost? How many people were hospitalized?
Q10. How many buildings were destroyed?
Q11. Approximately how many people were affected?
Q12. What was the total damage bill?
Q13- Q16 use the following website
http://www.ema.gov.au/www/ema/schools.nsf/Page/LearnAbout_EarthquakesIn_My_Backya
rd
Q13. When and where did Australia experience its first earthquake?
Q14. How many earthquakes have there been measuring 6.0 or more in the last 60 years?
Q15. What are 4 major earthquakes that have occurred in Australia in recent times? When did
they occur?
Q16. Choose 1 of the earthquakes from above (apart from Newcastle) and write a short
summary.
Francis Greenway High School Year 7