Learning
Science 1 and Science 2A

Subject Description

By the end of Year 10, students analyse how the periodic table organises elements and use it to make predictions about the properties of elements. They explain how chemical reactions are used to produce particular products and how different factors influence the rate of reactions. They explain the concept of energy conservation and represent energy transfer and transformation within systems. They apply relationships between force, mass and acceleration to predict changes in the motion of objects. Students describe and analyse interactions and cycles within and between Earth’s spheres. They evaluate the evidence for scientific theories that explain the origin of the universe and the diversity of life on Earth. They explain the processes that underpin heredity and evolution. Students analyse how the models and theories they use have developed over time and discuss the factors that prompted their review.

Students develop questions and hypotheses and independently design and improve appropriate methods of investigation, including field work and laboratory experimentation. They explain how they have considered reliability, safety, fairness and ethical actions in their methods and identify where digital technologies can be used to enhance the quality of data. When analysing data, selecting evidence and developing and justifying conclusions, they identify alternative explanations for findings and explain any sources of uncertainty. Students evaluate the validity and reliability of claims made in secondary sources with reference to currently held scientific views, the quality of the methodology and the evidence cited. They construct evidence-based arguments and select appropriate representations and text types to communicate science ideas for specific purposes.

Students will complete Science 1 and then choose between Science 2A and 2B.

AUSVELS Dimensions

Science Understanding

Students look at how the periodic table organises elements, how chemical reactions are used and how different factors influence the rate of reactions. They look at energy within systems, the relationships between force, mass and acceleration and the processes that underpin heredity and evolution. Students will also analyse how the models and theories they use have developed over time and discuss the factors that prompted their review.Students look at how the periodic table organises elements, how chemical reactions are used and how different factors influence the rate of reactions. They look at energy within systems, the relationships between force, mass and acceleration and the processes that underpin heredity and evolution. Students will also analyse how the models and theories they use have developed over time and discuss the factors that prompted their review.

Science as a Human Endeavour

This is developed over a two year period during Years 9 and 10.Through science, humans seek to improve their understanding and explanations of the natural world. Science involves the construction of explanations based on evidence and science knowledge can be changed as new evidence becomes available. Science influences society by posing, and responding to, social and ethical questions, and scientific research is itself influenced by the needs and priorities of society. This strand highlights the development of science as a unique way of knowing and doing, and the role of science in contemporary decision making and problem solving. It acknowledges that in making decisions about science practices and applications, ethical and social implications must be taken into account.

There are two sub-strands of Science as a Human Endeavour. These are ‘nature and development of science’ and ‘use and influence of science’.

Science Inquiry Skills

This is developed over a two year period during Years 9 and 10.Students formulate questions or hypotheses that can be investigated scientifically. They plan, select and use appropriate investigation methods to collect reliable data, select and use appropriate equipment, including digital technologies, to systematically and accurately collect and record data. They analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies and use knowledge of scientific concepts to draw conclusions that are consistent with evidence. Students evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data as well as critically analyse the validity of information. They communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations.

Areas of Study

Science 1 Inheritance
Exploring the Universe
Investigating Reactions
Science 2A Our Energy
Future
Explaining
Reactions
Road Science
Evolution

Assessment

Practical Reports
Test
Research Assignments
Practical Tests
Semester Examination