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1985 BSMSP Estuarine chemistry

This product is proudly Australian Made

ISBN : 0 9589803 6 1

Published Date : 31 December 1985

Product Code : 1985 BSMSP

Format : pdf file for download

An Estuary provides an excellent place for students to study the Nature of Science. Firstly it got students into the field to experience the difficulties in research and the time it takes to collect data. They should also come to the conclusion that scientific discoveries do not occur overnight and that hypothesis conferences and scientific generalisations take a long time to become a reality.

Teachers Information

 This booklet was written in conjunction with the multi strand science syllabus topics

Science is a human activity involving us all as we attempt to understand the world around us. The empirical mode of thought embodied in science provides one way of viewing our world. Students should. experience this empirical approach and be encouraged to develop a thoughtful, logical and
thorough approach to everyday life. To do this they should examine various views about the nature of science, its methods and processes.
Many aspects of this topic could be undertaken in conjunct­ion with studies in other core topics or optional areas. An alternative approach could be the development of an introduct­ory unit based on this topic.

We are surrounded by an immense diversity of natural materials some of which man has adapted for his benefit. In addition he has developed new materials and applied these to the service of man. This interaction between man and his environment is crucial to our way of life.
Students should have an understanding of the structure, proper­ties and uses of a range of materials both natural and synthet­ic. He should relate the materials, through a knowledge of their properties, to their everyday usage. The student should appreciate the reasons man chooses particular materials for specific usages. He should have a knowledge of some of the technologies involved and the impact of these technologies. As a consequence of the study of this topic the student should acquire a better appreciation of man's adaptation of these
These aims may be achieved by a variety of teaching approaches e.g. by a traditional geological and chemical development or
by a thematic study of a particular natural resource being transformed into a finished article. Irrespective of the app­roach pursued, the laboratory should form a focus for the treatment of the topic and students should acquire hands-on experience with a range of materials being studied.
The materials studied should include examples from each of the following three groups: ores, metals and alloys; non-metallic elements and inorganic compounds; organic compounds and polymers.

Students must be given the opportunity to do Field Work - Example in an estuary for this process, skill and affective objectives to be achieved  


Section 1 Laboratory methods
Section 2 Saltwater chemistry
Section 3 Field methods 


Wet Paper Publications would like to thank the following for their assistance in the design and trialling of this module:
The author acknowledges J.C. Happs and his book WATER POLLUTION AND ITS MEASUREMENT from which the Standard Water Analysis Techniques are taken. He would also like to thank the Schools Commission for providing the funds necessary to dev­elop many of the original material, especially a boat.
In addition the following have helped greatly in the development of this series:
David Kopelke, Greg Martin, Graham Mitchell, Steve Hall, Sue Oats, Meran Kilgour, Tony Failes, Ken G1iben, Kelvin Rodgers, Jim Baker, Vera Weitsz, Sue Cerato, Stanna Hodge, John Howard, Dianne Hempenstall, Ann Kermy, Dennis Bridger, Bob McAllistar, Cecily Gredden, Mel Phillips, Bill Baumann, John McGregor, Ann Summers, John Howard, Ian Hodge, Sue Oats, Gill Green, Kel Rodgers, Carol Clavery, Jill Green, Tony Failes, Steve Savvakis, Rob Heaney, Dave Read, Meran Kilgour, and especially the Brisbane College of Advanced Education lecturers David Tulip, Cam McRobbie, Jack Marsh, Keith Lucas and Cec Burr.