By the end of Year 7, students describe techniques to separate pure substances from mixtures. They represent and predict the effects of unbalanced forces, including Earth’s gravity, on motion. They explain how the relative positions of the Earth, sun and moon affect phenomena on Earth. They predict the effect of environmental changes on feeding relationships and classify and organise diverse organisms based on observable differences. Students describe situations where scientific knowledge from different science disciplines has been used to solve a real-world problem. They explain how the solution was viewed by, and impacted on, different groups in society.
Students identify questions that can be investigated scientifically. They plan fair experimental methods, identifying variables to be changed and measured. They select equipment that improves fairness and accuracy and describe how they considered safety. Students draw on evidence to support their conclusions. They summarise data from different sources, describe trends and refer to the quality of their data when suggesting improvements to their methods. They communicate their ideas, methods and findings using scientific language and appropriate representations.
Students look at differences within and between groups of organisms; and how classification helps organise this diversity. They look at the fact that interactions between organisms can be described in terms of food chains and food webs and how human activity can affect these interactions. They discuss that mixtures, including solutions, contain a combination of pure substances that can be separated using a range of techniques and look at the fact that predictable phenomena on Earth, including seasons and eclipses, are caused by the relative positions of the sun, Earth and the moon. They also investigate that changes to an object’s motion is caused by unbalanced forces acting on the object and that Earth’s gravity pulls objects towards the centre of the Earth.
Science as a Human Endeavour
This is developed over a two year period during Years 7 and 8. Scientific knowledge changes as new evidence becomes available, and some scientific discoveries have significantly changed people’s understanding of the world. Science knowledge can develop through collaboration and connecting ideas across the disciplines of science. Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations. Science understanding influences the development of practices in areas of human activity such as industry, agriculture and marine and terrestrial resource management. People use understanding and skills from across the disciplines of science in their occupations.
Science Inquiry Skills
This is developed over a two year period during Years 7 and 8. Students identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge. They collaboratively and individually plan and conduct a range of investigation types and in fair tests, measure and control variables. They use a range of techniques, including tables, graphs, keys and models to represent and analyse patterns or relationships. Students summarise data and use scientific understanding to identify relationships and draw conclusions. They reflect on the method used and identify improvements to it as well as using scientific knowledge and findings from investigations to evaluate claims. Students communicate ideas, findings and solutions to problems using scientific language and representations using digital technologies as appropriate.
Areas of Study
|Semester 1||Semester 2|
|Earth in Space
How Things Work