Learning Objects NSW Board of Studies Outcomes
Rock Back in Time
Stage 4 Science
Outcome 4.9:A student describes the dynamic structure of Earth and its relationship to other parts of our solar system and the universe.
Essential Content
Students learn about:
4.9.3 the structure of Earth
Students learn to:
a) describe the inner structure of the Earth in terms of core, mantle, crust and lithosphere.
Students learn about:
4.9.6 the lithosphere
Students learn to:a) identify that rocks are composed of minerals
b) explain the breaking down of rocks in terms of physical and chemical changes
c) relate the formation of landforms to weathering, erosion and deposition
d) describe the origins of sedimentary, igneous and metamorphic rocks.
Stage 6 Earth and Environmental Science Syllabus Objectives and Outcomes
Objectives (Prescribed Focus Area)
Students will develop knowledge and understanding of :
1 the history of Earth and Environmental Science
Preliminary Course Outcomes
A student :
P1 outlines the historical development of major Earth and Environmental Science principles, concepts and ideas
Objectives (Domain : Knowledge)
Students will develop knowledge and understanding of :
6 the resources of Earth
Preliminary Course Outcomes
A student :
P6 identifies the origins of Earth’s resources
HSC Course Outcomes
A student :
H6 evaluates the use of the Earth’s resources
Objectives (Domain : Knowledge)
Students will develop knowledge and understanding of :
7 the abiotic features of the environment
Preliminary Course Outcomes
A student :
P7 identifies and describes the physical and chemical features of the environment
HSC Course Outcomes
A student :
H7 discusses geological, biological, physical and chemical evidence of the evolving Australian and world environments
Students will develop knowledge and understanding of :
9 Australian resources
Preliminary Course Outcomes
A student :
P9 describes and locates available resources in Australian environments
HSC Course Outcomes
A student :
H9 evaluates the impact of resources utilisation on the Australian environment
Palaeotraveller
Stage 5 Science
Outcome 5.9:A student relates the development of the universe and the dynamic structure of Earth to models, theories and laws and the influence of time.
Essential Content
Students learn about:
5.9.2 the theory of plate tectonics
Students learn to:
a) discuss evidence that suggests crustal plates move over time.
Students learn about:
5.9.4 natural events
Students learn to:
a) identify that geological history can be interpreted from the formation, by sediments, of horizontal layers in which the oldest are at the base and the youngest at the top
b) describe conditions under which fossils form
c) relate the fossil record to the age of Earth and the time over which life has been evolving
d) relate movements of Earth’s plates to convection currents in the mantle and to gravitational forces
e) explain how interactions at plate boundaries may result in earthquakes, volcanic activity and new landforms
f) explain some impacts of natural events including cyclones, volcanic eruptions and earthquakes on the atmosphere, hydrosphere, lithosphere and/or biosphere.
Stage 6 Earth and Environmental Science Syllabus Outcomes
Objectives (Domain : Knowledge)
Students will develop knowledge and understanding of :
6 the resources of Earth
HSC Course Outcomes
A student :
H6 evaluates the use of the Earth’s resources
Students will develop knowledge and understanding of :
7 the abiotic features of the environment
Preliminary Course Outcomes
A student :
P7 identifies and describes the physical and chemical features of the environment
HSC Course Outcomes
A student :
H7 discusses geological, biological, physical and chemical evidence of the evolving Australian and world environments
Students will develop knowledge and understanding of :
9 Australian resources
Preliminary Course Outcomes
A student :
P9 describes and locates available resources in Australian environments
Metals Matter
Stage 4 and Stage 5 Science
Outcome 4.7:A student describes observed properties of substances using scientific models and theories.
Essential Content
Students learn about:
4.7.2 properties of solids, liquids and gases
Students learn to:
a) relate properties of solids, liquids and gases to the particle model of matter
b) describe the physical changes that occur during observations of evaporation, condensation, boiling, melting and freezing
c) explain density in terms of a simple particle model
d) explain the changes in pressure of gases in terms of increases or decreases in frequency of particle collisions.
Students learn about:
4.7.4 elements
Students learn to:
a) classify elements as metals or non-metals according to their common characteristics
b) identify internationally recognised symbols for common elements.
Outcome 4.3:A student identifies areas of everyday life that have been affected by scientific developments.
Outcome 5.3:A student evaluates the impact of applications of science on society and the environment.
Essential Content
Students learn about:
4/5.3 the applications and uses of science
Students learn to:
a) identify and describe examples of scientific concepts and principles that have been used in technological developments (including Australian examples)
b) discuss, using examples, the positive and negative impacts of applications of recent developments in science
c) identify and describe examples where technological advances have impacted on science
d) give reasons why society should support scientific research.
Outcome 4.4:A student identifies choices made by people with regard to scientific developments.
Outcome 5.4:A student discusses evidence supporting different viewpoints.
Essential Content
Students learn about:
4/5.4 the implications of science for society and the environment
Students learn to:
a) discuss viewpoints about some issues with a major scientific component
b) give examples to show that different societal groups may use or weight criteria differently to make a decision about an issue involving a major scientific component
c) identify choices that need to be or have been made when considering whether to use particular scientific advances
d) analyse reasons why different cultures or groups within a society, including Aboriginal people, may have different views in relation to scientific issues
e) discuss the place of social and ethical considerations in scientific practice and in applications of science.
Stage 6 Earth and Environmental Science Syllabus Outcomes
Objectives (Prescribed Focus Area)
Students will develop knowledge and understanding of :
3 applications and uses of Earth and Environmental Science
HSC Course Outcomes
A student :
H3 assesses the impact of particular advances in Earth and Environmental Science on the development of technologies
Objectives (Domain : Knowledge)
Students will develop knowledge and understanding of :
6 the resources of Earth
Preliminary Course Outcomes
A student :
P6 identifies the origins of Earth’s resources
HSC Course Outcomes
A student :
H6 evaluates the use of the Earth’s resources
Students will develop knowledge and understanding of :
9 Australian resources
Preliminary Course Outcomes
A student :
P9 describes and locates available resources in Australian environments
HSC Course Outcomes
A student :
H9 evaluates the impact of resources utilisation on the Australian environment
Undercover
Stage 6 Earth and Environmental Science
Objective
Students will develop knowledge and understanding of :
1 the history of Earth and Environmental Science
Preliminary Course Outcome
A student :
P1 outlines the historical development of major Earth and Environmental Science principles, concepts and ideas
HSC Course Outcome
A student :
H1 evaluates how major advances in scientific understanding or technology have changed the direction or nature of scientific thinking
Objective
Students will develop knowledge and understanding of :
2 the nature and practice of Earth and Environmental Science
Preliminary Course Outcome
A student :
P2 applies the processes that are used to test and validate models, theories and laws of science with particular emphasis on first-hand investigations in Earth and Environmental Science
HSC Course Outcome
A student :
H2 analyses the ways in which models, theories and laws in Earth and Environmental Science have been tested and validated
Objective
Students will develop knowledge and understanding of :
3 applications and uses of Earth and Environmental Science
Preliminary Course Outcome
A student :
P3 assesses the impact of particular technological advances on understanding in Earth and Environmental Science
HSC Course Outcome
A student :
H3 assesses the impact of particular advances in Earth and Environmental Science on the development of technologies
Objective
Students will develop knowledge and understanding of :
4 implications for society and the environment
Preliminary Course Outcome
A student :
P4 describes applications of Earth and Environmental Science which affect society or the environment
HSC Course Outcome
A student :
H4 assesses the impact of applications of Earth and Environmental Science on society and the
environment
Objective
Students will develop knowledge and understanding of :
5 current issues, research and developments
Preliminary Course Outcome
A student :
P5 describes the scientific principles employed in particular areas of Earth and Environmental Science research
HSC Course Outcome
A student :
H5 identifies possible future directions of Earth and Environmental Science research
Objective
Students will develop knowledge and understanding of :
6 the resources of Earth
Preliminary Course Outcome
A student :
P6 identifies the origins of Earth’s resources
HSC Course Outcome
A student :
H6 evaluates the use of the Earth’s resources
Objective
Students will develop knowledge and understanding of :
7 the abiotic features of the environment
Preliminary Course Outcome
A student :
P7 identifies and describes the physical and chemical features of the environment
HSC Course Outcome
A student :
H7 discusses geological, biological, physical and chemical evidence of the evolving Australian and world environments
Objective
Students will develop knowledge and understanding of :
8 models to explain structures and processes of change
Preliminary Course Outcome
A student :
P8 discusses the interplay between the internal and external forces which constantly reshape the Earth’s surface
HSC Course Outcome
A student :
H8 describes models which can be used to explain changing environmental conditions during the evolution of Australia and other continents
Objective
Students will develop knowledge and understanding of :
9 Australian resources
Preliminary Course Outcome
A student :
P9 describes and locates available resources in Australian environments
HSC Course Outcome
A student :
H9 evaluates the impact of resources utilisation on the Australian environment
Objective
Students will develop knowledge and understanding of :
10 biotic impacts on the environment
Preliminary Course Outcome
A student :
P10 describes human impact on the local environment
HSC Course Outcome
A student :
H10 assesses the effects of current pressures on the Australian environment
Objective
Students will develop knowledge and understanding of :
11 planning investigations
Preliminary Course Outcome
A student :
P11 identifies and implements improvements to investigation plans
HSC Course Outcome
A student :
H11 justifies the appropriateness of a particular investigation plan
Objective
Students will develop knowledge and understanding of :
12 conducting investigations
Preliminary Course Outcome
A student :
P12 discusses the validity and reliability of data gathered from first-hand investigations and
secondary sources
HSC Course Outcome
A student :
H12 evaluates ways in which accuracy and reliability could be improved in investigations
Objective
Students will develop knowledge and understanding of :
13 communicating information and understanding
Preliminary Course Outcome
A student :
P13 identifies appropriate terminology and reporting styles to communicate information and
understanding in Earth and Environmental Science
HSC Course Outcome
A student :
H13 uses terminology and reporting styles appropriately and successfully to communicate
information and understanding
Objective
Students will develop knowledge and understanding of :
14 developing scientific thinking and problem-solving skills
Preliminary Course Outcome
A student :
P14 draws valid conclusions from gathered data and information
HSC Course Outcome
A student :
H14 assesses the validity of conclusions drawn from gathered data and information
Objective
Students will develop knowledge and understanding of :
15 working individually and in teams
Preliminary Course Outcome
A student :
P15 implements strategies to work effectively as an individual or as a member of a team
HSC Course Outcome
A student :
H15 explains why an investigation is best undertaken individually or by a team
Objective
Students will develop knowledge and understanding of :
16 themselves, others, learning as a lifelong process, Earth and Environmental Science and the
environment
Preliminary Course Outcome
A student :
P16 demonstrates positive values about, and attitudes towards, both the living and non-living
components of the environment; ethical behaviour; and a desire for critical evaluation of the
consequences of the applications of science
HSC Course Outcome
A student :
H16 justifies positive values about and attitudes towards the living and non-living components of
the environment; ethical behaviour; and a desire for critical evaluation of the consequences of the
applications of science
Stage 6 Geography
Objective
The student will develop knowledge and understanding about:
The processes that form and transform the features and patterns of the environment
Preliminary Course Outcomes
The student:
P2 describes the interactions between the four components which define the biophysical environment
HSC Course Outcomes
The student:
H2 explains the factors which place ecosystems at risk and the reasons for their protection
Objective
The student will develop knowledge and understanding about:
the global and local forces which impact on people, ecosystems, urban places and economic activity
Preliminary Course Outcome
The student:
P3 explains how a specific environment functions in terms of biophysical factors
Objective
The student will develop knowledge and understanding about:
the contribution of a geographical perspective
Preliminary Course Outcomes
The student:
P4 analyses changing demographic patterns and processes
P6 identifies the vocational relevance of a geographical perspective
P7 formulates a plan for active geographical inquiry
HSC Course Outcomes
The student:
H4 analyses the changing spatial and ecological dimensions of an economic activity
H5 evaluates environmental management strategies in terms of ecological sustainability
H7 justifies geographical methods applicable and useful in the workplace and relevant to a changing world
Objectives
The student will develop skills to:
investigate geographically
Preliminary Course Outcome
The student:
P8 selects, organises and analyses relevant geographical information from a variety of sources
HSC Course Outcomes
The student:
H8 plans geographical inquiries to analyse and synthesise information from a variety of sources
Objectives
The student will develop skills to:
communicate geographically
Preliminary Course Outcomes
The student:
P9 uses maps, graphs and statistics, photographs and fieldwork to conduct geographical inquiries
P10 applies mathematical ideas and techniques to analyse geographical data
P11 applies geographical understanding and methods ethically and effectively to a research project
P12 communicates geographical information, ideas and issues using appropriate written and/or oral, cartographic and graphic forms
HSC Course Outcomes
The student:
H9 evaluates geographical information and sources for usefulness, validity and reliability
H10 applies maps, graphs and statistics, photographs and fieldwork to analyse and integrate data in geographical contexts
H11 applies mathematical ideas and techniques to analyse geographical data
H13 communicates complex geographical information, ideas and issues effectively, using appropriate written and/or oral, cartographic and graphic forms
Oresome Froth
(Stage 6) Chemistry Syllabus Outcomes
Objectives and Outcomes
Objectives Preliminary Course Outcomes HSC Course Outcomes
Students will develop knowledge and understanding of:
1. the history of chemistry P1. outlines the historical development of major principles, concepts and ideas in chemistry
H1. evaluates how major advances in scientific understanding and technology have changed the direction or nature of scientific thinking
3. applications and uses
of chemistry P3. assesses the impact of particular technological advances on understanding in chemistry H3. assesses the impact of particular advances in chemistry on the development of technologies
4. implications for society and the environment P4. describes applications of chemistry which affect society or the environment H4. assesses the impacts of applications of chemistry on society and the environment
6. atomic structure and periodic table P6 explains trends and relationships between elements in terms of atomic structure and bonding H6. explains reactions between elements and compounds in terms of atomic structures and periodicity
8. chemical reactions P8. describes factors that influence the type and rate of chemical reactions H8. assesses the range of factors which influence the type and rate of chemical reactions
Objectives Preliminary Course Outcomes and HSC Course Outcomes
Students will develop knowledge and understanding of:
A student:
11. planning investigations
P11. identifies and implements improvements to investigation plans H11. justifies the appropriateness of a particular investigation plan
12. conducting investigations
P12. discusses the validity and reliability of data gathered from first-hand investigations and secondary sources H12. evaluates ways in which accuracy and reliability could be improved in investigations
13. communicating information and understanding
P13. identifies appropriate terminology and reporting styles to communicate information and understanding H13. uses terminology and reporting styles appropriately and successfully to communicate information and understanding
14. developing scientific thinking and problem-solving P14. draws valid conclusions from gathered data and information
14. assesses the validity of conclusions from gathered data and information
15. working individually and in teams P15. implements strategies to work effectively as an individual or as a member of a team H15. explains why an investigation is best undertaken individually or by a team
16. themselves, others, learning as a lifelong process, chemistry and the environment
P16. demonstrates positive values about, and attitude towards, both the living and non-living components of the environment, ethical behaviour and a desire for a critical evaluation of the consequences of the applications of science H16. justifies positive values about and attitude towards both the living and non-living components of the environment, ethical behaviour and a desire for critical evaluation of the consequences of the applications of science
Monitoring and Management - topic 3
Much of the work of chemists involves monitoring the reactants and products of reactions and manang reaction conditions. Students learn about:
* to outline the role of a chemist employed in a named industry or enterprise, identifying the branch of chemistry undertaken by the chemist and explaining a chemical principle that the chemist uses
* identify the need for collaboration between chemists as they collect and analyse data
* describe an example of a chemical reaction such as combustion, where reactants form different products under different conditions and thus would need monitoring
Students learn to:
* gather, process and present information from secondary sources about the work of practicing scientists identifying:
- the variety of chemical occupations
- a specific chemical occupation for more detailed study
Stage 4 and 5 Science Syllabus Outcomes
Outcome 4.2: A student uses examples to illustrate how models, theories and laws contribute to an understanding of phenomena.
Outcome 5.2: A student describes the processes that are applied to test and validate models, theories and laws.
Essential Content
Students learn about:
4/5.2 the nature and practice of science
a) evaluate the role of creativity, curiosity, objectivity and logical reasoning in describing phenomena, carrying out investigations and in the devising and testing of hypotheses
b) distinguish between scientific argument and economic or legal argument
c) apply scientific processes to test the validity of ideas and theories
d) describe how an idea can gain acceptance in the scientific community as either theory or law
e) use examples which show that scientists isolate a set of observations, identify trends and patterns and construct hypotheses or models to explain these
f) give examples that demonstrate the benefits and limitations of using models
g) identify that the nature of observations made depends upon the understanding that the observer brings to the situation.
Outcome 4.5: A student describes areas of current scientific research.
Outcome 5.5: A student analyses how current research might affect people’s lives.
Essential Content
Students learn about:
4/5.5 current issues, research and developments in science
a) describe some recent scientific contributions made by male and female scientists, including Australians, and discuss the effect of their contributions
b) evaluate the potential impact of some issues raised in the mass media that require some scientific understanding
c) identify scientific skills that can be useful in a broad range of careers
d) identify possible career paths in science.
Outcome 4.11: A student identifies where resources are found, and describes ways in which they are used by humans.
Essential Content
Students learn about:
4.11 natural resources
a) distinguish between natural and made resources
b) give examples of resources from living things and resources extracted from the air, Earth and oceans
c) identify fossil fuels and describe some of their uses
d) identify renewable and non-renewable sources of energy.
Outcome 4.16: A student accesses information from identified secondary sources.
Outcome 5.16: A student accesses information from a wide variety of secondary sources.
Essential Content
Students learn about:
4/5.16 gathering information from secondary sources
e) use a range of sources, including databases, CD-ROMs and the internet, to access information
f) use a variety of techniques, such as keywords, skimming and scanning to identify appropriate information
g) extract information from column graphs, histograms, divided bar and sector graphs, line graphs, composite graphs, flow diagrams, other texts and audio/visual resources
h) summarise information from identified oral and written secondary sources.
Outcome 4.17: A student evaluates the relevance of data and information.
Outcome 5.17: A student explains trends, patterns and relationships in data and/or information from a variety of sources.
Essential Content
Students learn about:
4/5.17 processing information h) collate information from a number of sources
i) distinguish between relevant and irrelevant information
j) check the reliability of gathered data and information by comparing them with observations or information from other sources
k) organise data using a variety of methods including diagrams, tables, spreadsheets and databases
l) critically analyse the accuracy of scientific information presented in mass media
m) identify trends, patterns, relationships and contradictions in data and information
n) apply mathematical concepts and computer based technologies to assist analysis of data and information.
Outcome 4.19: A student draws conclusions based on information available.
Outcome 5.19: A student uses critical thinking skills in evaluating information and drawing conclusions.
Essential Content
Students learn about:
4/5.19 thinking critically h) justify inferences in light of gathered information
i) identify data which supports or discounts an hypothesis, a question being investigated or a proposed solution to a problem
j) predict outcomes and generate plausible explanations directly related to observations made
k) make generalisations in relation to a relevant set of observations or experimental results
l) anticipate and/or respond to problems as they arise in practical situations
m) use models, including mathematical ones, to explain phenomena or make predictions
n) use cause and effect relationships to explain ideas.
Outcome 4.20: A student uses an identified strategy to solve problems.
Outcome 5.20: A student selects and uses appropriate strategies to solve problems.
Essential Content
Students learn about:
4/5.20 problem-solving e) identify the nature of a presented problem
f) describe different strategies that could be employed to solve an identified problem
g) use identified strategies to develop a range of possible solutions to a particular problem
h) evaluate the appropriateness of different strategies for solving an identified problem.
Oresome Froth & Year 11 Chemistry
"Oresome Froth" is a very useful resource for year 11 chemistry. It relates very closely to some parts of the syllabus, in particular the outcomes that relate to two prescribed focus areas:
Applications and uses of chemistry
Setting the study of chemistry into broader contexts allows students to deal with real problems and applications. The study of chemistry should increase students' knowledge of:
• The relevance, usefulness and applicability of discoveries and ideas related to chemistry
• How increases in our understanding in chemistry have led to the development of useful technologies and systems
• The contributions chemistry has made to society with particular emphasis on Australian achievements.
Implications for society and the environment
Chemistry has an impact on our society and the environment and students need to develop knowledge of the importance of positive values and practices in relation to society and the environment. The study of chemistry should enable students to develop:
• Understanding of the impact and the role of chemistry in society and the environment
• Skills in decision-making about issues concerning chemistry, society and the environment
• An awareness of the social and environmental responsibility of the chemist
The tutorial enables students to address skills areas that are common to the preliminary and HSC courses.
P12. Discusses the validity and reliability of data gathered from first-hand investigations and secondary sources
12.3 Gather information from secondary sources by:
(e) Identifying practising male and female Australian scientists, the areas in which they are currently working and information about their research
P14. draws valid conclusions from gathered data and information
14.1 analyse information to:
(a) Identify trends, patterns and relationships as well as contradictions in data and information
14.2 Solve problems by:
(c) Using identified strategies to develop a range of possible solutions to a particular problem
Specific content areas are also addressed by “Oresome Froth”
• Assess separation techniques for their suitability in separating examples of earth materials, identifying the differences in properties which enable these separations. (8.2.1.2.5, page 23)
• Identify data sources, gather, process and analyse information from secondary sources to identify the industrial separation processes used on a mixture obtained from the biosphere, lithosphere, hydrosphere or atmosphere and use the evidence available to:
• Identify the properties of the mixture used in its separation
• Identify the products of separation and their uses
• Discuss issues associated with wastes from the processes used (8.2.1.3.4, page 23)
• Define the terms mineral and ore with reference to economic and non-economic deposits of natural resources (8.3.5.2.1, page 32)
• Discuss the importance of predicting yield in the identification, mining and extraction of commercial ore deposits (8.3.5.3.1, page 32)
• Describe the separation processes, chemical reactions and energy considerations involved in the extraction of copper from one of its ores (8.3.5.2.4, page 32)
• Analyse information to compare the cost and energy expenditure involved in the extraction of aluminium from its ore and the recycling of aluminium (8.3.5.3.3, page 32)
• (I know that this dot point refers to aluminium not to copper but the concepts of cost and energy expenditure are important for the students to understand and this package helps them do this.)
The following content dot points are from the HSC course.
• Outline the role of a chemist employed in a named industry or enterprise, identifying the branch of chemistry undertaken by the chemist and explaining a chemical principle that the chemist uses (9.4.1.2.1, page 57)
• Identify the need for collaboration between chemists as they collect and analyse data (9.4.1.2.2, page 57)
• Gather, process and present information from secondary sources about the work of practising scientists identifying:
• The variety of chemical occupations
• A specific chemical occupation for a more detailed study
(9.4.1.3.1 page 57)
Steve Murray - HSC Chemistry Examiner
Stage 6 Earth and Environmental Science Syllabus Outcomes
Objectives (Prescribed Focus Area)
Students will develop knowledge and understanding of :
1 the history of Earth and Environmental Science
Preliminary Course Outcomes
A student :
P1 outlines the historical development of major Earth and Environmental Science principles, concepts and ideas
Students will develop knowledge and understanding of :
3 applications and uses of Earth and Environmental Science
HSC Course Outcomes
A student :
H3 assesses the impact of particular advances in Earth and Environmental Science on the development of technologies
Objectives (Domain : Knowledge)
Students will develop knowledge and understanding of :
6 the resources of Earth
Preliminary Course Outcomes
A student :
P6 identifies the origins of Earth’s resources
HSC Course Outcomes
A student :
H6 evaluates the use of the Earth’s resources
Students will develop knowledge and understanding of :
9 Australian resources
HSC Course Outcomes
A student :
H9 evaluates the impact of resources utilisation on the Australian environment
Stage 6 Earth and Environmental Science Syllabus Objectives and Outcomes
(relevant to all Learning Objects above)
Objectives (Domain : Skills)
Students will develop knowledge and understanding of :
13 communicating information and understanding
Preliminary Course Outcomes
A student :
P13 identifies appropriate terminology and reporting styles to communicate information and understanding in Earth and Environmental Science
HSC Course Outcomes
A student :
H13 uses terminology and reporting styles appropriately and successfully to communicate information and understanding
Objectives (Domain: Values & Attitudes)
Students will develop knowledge and understanding of :
16 themselves, others, learning as a lifelong process, Earth and Environmental Science and the environment
Preliminary Course Outcomes
A student :
P16 demonstrates positive values about, and attitudes towards, both the living and non-living components of the environment; ethical behaviour; and a desire for critical evaluation of the consequences of the applications of science
HSC Course Outcomes
A student :
H16 justifies positive values about and attitudes towards the living and non-living components of the environment; ethical behaviour; and a desire for critical evaluation of the consequences of the applications of science
General Outcomes
Stage 4 and 5 Science
(applicable to all Science Learning Objects listed above)
Outcome 4.1:A student identifies historical examples of how scientific knowledge has changed people’s understanding of the world.
Outcome 5.1:A student explains how social factors influence the development and acceptance of scientific ideas.
Essential Content
Students learn about:
4/5.1 the history of science
Students learn to:
a) identify some of the scientific ideas that different cultures have contributed to science throughout history
b) describe (using examples including those developed by Aboriginal peoples) ideas developed by different cultures to explain the world around them
c) describe some models and theories that have been considered in science and then been modified or rejected as a result of available evidence
d) discuss examples where societal, religious or ethical values have had an impact on scientific developments
e) describe historical cases where developments in science have led to the development of new technologies
f) describe historical cases where developments or improvements in technology have transformed science.
Outcome 4.2:A student uses examples to illustrate how models, theories and laws contribute to an understanding of phenomena.
Outcome 5.2:A student describes the processes that are applied to test and validate models, theories and laws.
Essential Content
Students learn about:
4/5.2 the nature and practice of science
Students learn to:
a) evaluate the role of creativity, curiosity, objectivity and logical reasoning in describing phenomena, carrying out investigations and in the devising and testing of hypotheses
b) distinguish between scientific argument and economic or legal argument
c) apply scientific processes to test the validity of ideas and theories
d) describe how an idea can gain acceptance in the scientific community as either theory or law
e) use examples which show that scientists isolate a set of observations, identify trends and patterns and construct hypotheses or models to explain these
f) give examples that demonstrate the benefits and limitations of using models
g) identify that the nature of observations made depends upon the understanding that the observer brings to the situation.
Outcome 4.5:A student describes areas of current scientific research.
Outcome 5.5:A student analyses how current research might affect people’s lives.
Essential Content
Students learn about:
4/5.5 current issues, research and developments in science
Students learn to:
a) describe some recent scientific contributions made by male and female scientists, including Australians, and discuss the effect of their contributions
b) evaluate the potential impact of some issues raised in the mass media that require some scientific understanding
c) identify scientific skills that can be useful in a broad range of careers
d) identify possible career paths in science.
Skills
Outcome 4.13:A student clarifies the purpose of an investigation and, with guidance, produces a plan to investigate a problem.
Outcome 5.13:A student identifies a problem and independently produces an appropriate investigation plan.
4/5.13.1identifying data sources
a) describe a problem and develop an hypothesis or question that can be tested or researched
b) propose possible sources of data and/or information relevant to the investigation
c) identify what type of information or data need to be collected
d) justify why particular types of data or information are to be collected
e) identify the appropriate units to be used in collecting data
f) recommend the use of an appropriate technology or strategy for collecting data or gathering information
g) formulate a means of recording the data to be gathered or the information to be collected.
4/5.13.2planning first-hand investigations
a) identify variables that need to be held constant if reliable first-hand data is to be collected
b) specify the dependent and independent variables when planning controlled experiments
c) describe a logical procedure for undertaking a simple or controlled experiment
d) establish an appropriate timeline for an investigation.
4/5.13.3 choosing equipment or resources
a) identify advantages and limitations of using particular laboratory and field equipment for a specific task
b) select appropriate equipment (including safety equipment) and/or resources to perform the task
c) describe ways to reduce the risk to themselves and others when working in the laboratory or field.
Outcome 4.14:A student follows a sequence of instructions to undertake a first-hand investigation.
Outcome 5.14:A student undertakes first-hand investigations independently with safety and competence.
4/5.14 performing first-hand investigations
a) follow the planned procedure when performing an investigation
b) use time and resources effectively
c) safely and efficiently construct, assemble and manipulate identified equipment
d) record data using the appropriate units
e) evaluate and modify experimental procedures
f) demonstrate the use of safe and hygienic work practices including the correct use of safety equipment.
Outcome 4.15:A student uses given criteria to gather first-hand data.
Outcome 5.15:A student gathers first-hand data accurately.
4/5.15 gathering first-hand information
a) make and record observations and measurements accurately over a number of trials
b) use independently a range of data collection strategies and technologies such as data loggers.
Outcome 4.16:A student accesses information from identified secondary sources.
Outcome 5.16:A student accesses information from a wide variety of secondary sources.
4/5.16 gathering information from secondary sources
a) use a range of sources, including databases, CD-ROMs and the internet, to access information
b) use a variety of techniques, such as keywords, skimming and scanning to identify appropriate information
c) extract information from column graphs, histograms, divided bar and sector graphs, line graphs, composite graphs, flow diagrams, other texts and audio/visual resources
d) summarise information from identified oral and written secondary sources.
Outcome 4.17:A student evaluates the relevance of data and information.
Outcome 5.17:A student explains trends, patterns and relationships in data and/or information from a variety of sources.
4/5.17 processing information
a) collate information from a number of sources
b) distinguish between relevant and irrelevant information
c) check the reliability of gathered data and information by comparing them with observations or information from other sources
d) organise data using a variety of methods including diagrams, tables, spreadsheets and databases
e) critically analyse the accuracy of scientific information presented in mass media
f) identify trends, patterns, relationships and contradictions in data and information
g) apply mathematical concepts and computer based technologies to assist analysis of data and information.
Outcome 4.18:A student with guidance, presents information to an audience to achieve a particular purpose.
Outcome 5.18:A student selects and uses appropriate forms of communication to present information to an audience.
4/5.18 presenting information
a) select, and use appropriately, types of texts for different purposes and contexts including a discussion, explanation, procedure, exposition, recount, report, response or experimental record for oral or written presentation
b) select and use an appropriate medium to present data and information
c) select and use an appropriate method to acknowledge sources of information
d) use symbols to express relationships, including mathematical ones, and appropriate units for physical quantities
e) use drawings, diagrams, graphs, tables, databases, spreadsheets and flow charts to show relationships and present information clearly and/or succinctly
f) select and draw the appropriate type of graph (from column graph, histogram, divided bar, sector or line graph) or diagram to convey information and relationships clearly and accurately.
Outcome 4.19:A student draws conclusions based on information available.
Outcome 5.19:A student uses critical thinking skills in evaluating information and drawing conclusions.
4/5.19 thinking critically
a) justify inferences in light of gathered information
b) identify data which supports or discounts an hypothesis, a question being investigated or a proposed solution to a problem
c) predict outcomes and generate plausible explanations directly related to observations made
d) make generalisations in relation to a relevant set of observations or experimental results
e) anticipate and/or respond to problems as they arise in practical situations
f) use models, including mathematical ones, to explain phenomena or make predictions
g) use cause and effect relationships to explain ideas.
Outcome 4.20: A student uses an identified strategy to solve problems.
Outcome 5.20:A student selects and uses appropriate strategies to solve problems.
4/5.20 problem-solving a) identify the nature of a presented problem
b) describe different strategies that could be employed to solve an identified problem
c) use identified strategies to develop a range of possible solutions to a particular problem
d) evaluate the appropriateness of different strategies for solving an identified problem.
Outcome 4.21:A student uses creativity and imagination to suggest plausible solutions to familiar problems.
Outcome 5.21:A student uses creativity and imagination in the analysis of problems and the development of possible solutions.
4/5.21 the use of creativity and imagination a) seek evidence to support claims
b) evaluate evidence for reliability and validity
c) produce creative solutions for problems
d) propose ideas that demonstrate coherence and logical progression
e) apply critical thinking in the consideration of proposals
f) formulate cause and effect relationships.
Outcome 4.22:A student undertakes a variety of individual and team tasks with guidance.
Outcome 5.22:A student plans, implements and evaluates the effectiveness of a variety of tasks independently and as a team member.
4/5.22.1 working individually a) independently plan and conduct investigations, communicate information and understanding and solve problems
b) set and work to realistic timelines and goals
c) accept responsibility for maintenance of a safe working environment for themselves and others
d) evaluate the effectiveness of their performance in completing tasks.
4/5.22.2 working in teams a) identify the specific roles needed when working in a team
b) match the tasks to the team members according to the requirements of the task and the skills of the individual
c) negotiate and allocate individual roles to members of the team
d) accept specific roles in a team while planning and conducting investigations, communicating information and understanding and solving problems
e) set and work to realistic timelines and goals as a team
f) accept personal responsibility for maintenance of a safe working environment for the team
g) monitor team progress towards completion of a task
h) evaluate the process used by the team and effectiveness of the team in completing the task.
Life Skills Outcomes
(for all 3 Learning Objects above)
Stage 4 and 5 Science
LS.1 recognises some scientific developments that have changed our world
LS.2 recognises that the process of science involves conducting investigations
LS.3 explores the influence of science on our daily lives
LS.4 explores the impact of science on people and/or the environment
LS.5 investigates a current issue in science
LS.10 identifies some features of the Earth
LS.11 recognises some features of the solar system and beyond
LS.15 explores the impact of human activity on the Earth’s resources
LS.17 participates in the development of a plan to carry out an investigation
LS.18 participates in an investigation
LS.19 communicates information about an investigation
LS.20 suggests a way to solve a problem
LS.21 undertakes a variety of team and individual tasks
