Year 7 Science • AC9S7I08 • Homework
Communicating scientific ideas for different purposes and audiences
Adapt language, structure, evidence and digital/text features while keeping the science accurate.
Part A
10 short-response questions
Explain the difference between purpose and audience in scientific communication.
Give two language or text features that could suggest a scientific text is aimed at experts.
Define reproducibility and state one feature of a report that helps another person reproduce an investigation.
Why can a labelled graph communicate some scientific findings more effectively than a paragraph alone?
State two rules for writing effective dichotomous-key choices.
Explain why a letter to the editor about an environmental issue should use evidence as well as persuasive language.
Rewrite “Earth has seasons because it gets closer to the Sun” as a scientifically accurate sentence for a younger student.
Why is a storyboard useful before creating a particle-theory animation?
Give one example of a useful digital feature and explain how it helps the intended audience.
Explain why simplifying language for a younger audience must not change the scientific meaning.
Part B
5 extended-response questions
Scientific text analysis: Choose a scientific article, report or infographic. Identify its purpose and audience, then justify your inference using at least four language/text features.
Investigation report: Explain the structure of a strong investigation report and how tables, graphs, accuracy and reproducibility should be addressed.
Dichotomous-key prototype: Design the logic for a community app that identifies four local organisms. Include user-friendly paired choices and explain two design decisions.
Environmental communication: Plan a letter to the editor about a local ecosystem issue. Include a claim, two pieces of evidence, one reasonable counterpoint and a call to action.
Audience adaptation: Compare how you would explain the same scientific idea to a Year 3 student and to a Year 7 peer. Discuss vocabulary, detail, structure and visuals.
Part C • Enriched
Multimodal communication package
Design a communication package that explains particle theory to three audiences: Year 3 students, Year 7 peers and adult community members. For each audience, include a short written explanation and one useful visual/digital element. Justify how you changed vocabulary, structure, detail and representation while keeping the science consistent. Finish by evaluating which version is most likely to communicate the concept effectively and why.