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T A S M A N I A N C E R T I F I C A T E Everyday ScienceO F E D U C A T I O N

TQA Level 2, Size Value = 15

THE COURSE DOCUMENTThis document contains the following sections:

RATIONALE..................................................................................................................................1

PATHWAYS......................................................................................................................2

COURSE SIZE AND COMPLEXITY..............................................................................................1

COURSE DESCRIPTION..............................................................................................................2

COURSE DELIVERY.....................................................................................................................2

LEARNING OUTCOMES...............................................................................................................2

COURSE REQUIREMENTS.........................................................................................................3

COURSE CONTENT.....................................................................................................................4

ASSESSMENT..............................................................................................................................7

QUALITY ASSURANCE PROCESSES...........................................................................5

CRITERIA.........................................................................................................................9

STANDARDS....................................................................................................................9

QUALIFICATIONS AVAILABLE.....................................................................................10

AWARD REQUIREMENTS............................................................................................10

COURSE EVALUATION..............................................................................................................10

COURSE DEVELOPERS............................................................................................................10

ACCREDITATION.......................................................................................................................10

VERSION HISTORY....................................................................................................................11

RATIONALEThis course is a practical applied science course that unpacks the science behind everyday activities. It is designed to encourage students who might not have thought about doing science to choose a science subject. It is learning through doing and starts with occurrences that are familiar to students and moves to the underpinning science. It is particularly designed for learners who prefer a hands-on approach and learning about everyday activities.

The course aims to create a sense of wonder and understanding in the science of familiar occurrences.

© Copyright for part(s) of this document may be held by individuals or organisations other than the TQA Period of Accreditation: Version 1 Date of Publication:

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Everyday ScienceTQA 2

PATHWAYS

Having completed Everyday Science, students may choose to broader their scientific understanding through other more specific level 2 science courses such as life sciences.

This course can also provide preparation for some level 3 courses in areas such as biology and environmental science.

COURSE SIZE AND COMPLEXITYThis course has been assessed as having a complexity level of TQA level 2.

At TQA level 2 the student is expected to carry out tasks and activities that involve a range of knowledge and skills, including some basic theoretical and/or technical knowledge and skills. Limited judgement is required, such as making an appropriate selection from a range of given rules, guidelines or procedures. VET competencies at TQA level 2 are often those characteristic of an AQF Certificate II.

The course has a size value of 15.

COURSE DESCRIPTIONThe course consists of the study of scientific knowledge and practices that have an application to every-day activities. There are five units of study:

environmental issues and technology

health and well-being

machines and technology in the home

food plants

food chemistry.

COURSE DELIVERYProviders offering Everyday Science need access to the following resources:

general school laboratory facilities and equipment

kitchen cooking facilities

some specialist testing and measuring equipment (eg water testing kit, health equipment).

Delivery of the course will include excursions to outdoor sites such as: waterways; parks; forest reserves; gardens.

Practical learning activities will draw upon real-world data from the students’ home and school environment.

The delivery of the course requires individual students to carry out the learning activities such as observation, experimentation and recording, and not simply watching the teacher carrying out these activities.

LEARNING OUTCOMES

Tasmanian Qualifications Authority

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Everyday Science TQA 2

Through studying Everyday Science students will have acquired the skills and knowledge to:

be active and informed enquirers of the physical world around them

enjoy doing science

understand basic scientific processes

investigate scientific causes and phenomena

communicate basic scientific explanations

plan and conduct basic scientific investigations and experiments.

COURSE REQUIREMENTS

Students must complete all five units in the course.

COURSE CONTENT

All units are compulsory. Units can be delivered as either stand-alone or integrated units. Some topics appear in more than one unit, for example, food and nutrition.

The study of the various units will incorporate explicit learning, at an introductory level, of the following scientific knowledge and skills:

- outline of scientific methods including observation, hypotheses, predictions, experimentation

- communication of scientific ideas and information including scientific vocabulary, terminology, nomenclature and symbols

- application of simple scientific ideas, models, theories and laws to everyday situations

- basic chemical and physical properties of household products

- basic human and plant biology

- energy transmission and use

- scientific testing and investigation methods

- scientific problem solving

- making and recording observations

- devising simple experimental plans or designs to test a hypothesis

- control of variables in experimentation

- safety in the laboratory and the kitchen

- analysis of data and the identification of trends, patterns and relationships

- evaluation of experimental results for accuracy

- evaluation of sources of information for accuracy and validity.


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UNITS

1. Environmental issues and technology Examples of local, regional and global environmental issues

Brief outline of human impact on the environment

Role of technology in both causing and remediating environmental problems

Recycling

Renewable energy

Social conflict involved in many environmental issues.

Suggested learning activities

- Undertake simple water-quality testing

- Collect water invertebrates from a local freshwater stream. Use selected ‘indicator species’ to determine the stream’s pollution status

- Use a variety of equipment to make daily measurements of selected meteorological data

- Conduct transects to describe differences in flora and/or fauna in a disturbed versus an undisturbed forest habitat

- Select a method to monitor air quality

- Research current values in $/t of recycled materials (eg glass, copper, iron, tin, aluminium, plastics, paper and card board) and calculate a possible income from recycling a school’s or house-holds’ annual waste

- Identify correct methods of disposal of dangerous chemicals

- Undertake a survey to monitor vegetation re-growth after a fire

- Conduct a soil / water salinity test

- Classify samples of house-hold rubbish or waste as either recyclable or non-recyclable

- Distinguish between renewable and non-renewable sources of energy.

2. Health and well-being Personal fitness assessment

Bio-metric measurements of a person over time

Dietary requirements and food nutrition

Food preparation hygiene

Basic first aid

Personal protective equipment

Common human parasites and infections.


- Select and use appropriate bio-metric measuring equipment (eg heart rate, respiration rate, blood pressure, body temperature, blood sugar levels, oxygen saturation levels).


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- Make an assessment of a person’s fitness and present data to justify the assessment

- Calculate and compare the energy content (in calories or kilojoules) of selected meals

- Sample and grow microbes from selected surfaces to make an evaluation of their relative ‘cleanliness or hygiene status’

- Select and use a method of sterilisation (eg a baby’s bottle)

- Classify cultured microbe colonies as either fungal or bacterial

- Model the application of appropriate first aid to a range of common situations

- Analyse a meal and dietary plan for nutritional value

- Prepare a stained specimen slide of a selected microbe

- Observe a prepared specimen slide using a compound light microscope

- Identify a selection of common human parasites and match these with appropriate preventative measures or treatment techniques

- Identify possible sources of disease transmission in the students’ learning and/or home environment and suggest protective measures

- Devise a 4 x weekly exercise and activity plan to suit an individual’s current level of fitness and provide some advice about general health and well-being over time.

3. Materials and technology in the home Chemicals around the home – solvents, cosmetics, glues, lubricants

Electrical energy

Weight shifting using leavers and pulleys

Properties of materials.


- Remove persistent hard-water stains (calcium / lime / iron deposits) from house-hold glass or tiled surfaces

- Which solvent? Correctly apply solvents to selected real-life cleaning situations.

- Demonstrate safe chemical-handling techniques

- Make cosmetic products using readily-available ingredients

- Select and apply an appropriate adhesive or glue to suit a given situation. Carry out strength tests of various glues

- Explain, using selected examples, the application of different grade lubricants

- Distinguish between different forms of electromagnetic radiation used by devices in the home (eg radio, microwave, infra-red, visible light etc) and explain the general characteristics and limitations of each

- Construct a simple electric circuit to model an electric device commonly used in the home (eg door buzzer, alarm, radio, kettle etc)

- Make paper

- Test and compare metals – electrical and thermal conductivity, malleability, strength, density, reactivity

- Carry out various separation methods – centrifugation, flocculation, magnetic


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separation, chromatography, gravity separation, flotation, distillation

- Evaluate energy consumption / efficiency of a range of selected house-hold electrical appliances

- Read a house-hold electricity meter to determine energy usage for a period of time

- Survey a family home for its energy efficiency and recommend improvements to reduce the house-hold power bill

- Identify the use of 1st, 2nd and 3rd class levers in the home

- Manipulate of choose from a variety of either: gears, levers or pulleys … to correctly select the machine with the greatest mechanical advantage, or alternatively, greatest speed-multifying factor

- Select and apply a technology to safely lift a heavy object in the home (eg lift a heavy object using a pulley system)

- Select the appropriate use of materials and technologies to solve building or construction problems (eg materials to suit given applications such as thermal conduction or insulation, strength, density/weight, porosity, flexibility etc)

- Safely light and use a gas burner (eg gas stove, BBQ, gas heater, Bunsen burner etc)

4. Food plants Soil structure and basic composition

Basic anatomy of flowering plants

Plant growth needs

Main food plants.


- Use a (taxonomy) key to identify a selection of plants (eg grasses)

- Conduct a soil pH test

- Measure the moisture in a given soil sample

- Grow plants from seeds

- Conduct seed germination trials

- Measure the growth of selected plants under varying conditions (light, temperature, moisture)

- Select and use a method to monitor the population of a local animal or plant pest species

- Dissect parts of plants

- Conduct soil composition test

- Make compost

- Interview farmers

- Develop a plant specimen collection

5. Food chemistry Food handling and storage for food safety


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The effect of heat on various food stuffs

The science of food preservation eg.freezing, cooking

Food oxidation

The use of selected microbes and enzymes to culture food

Nutritional information on food labels

Food additives.


- Safely manipulate heat or temperature and change of state in the kitchen or laboratory to achieve particular desired results (eg make toffee, fairy floss, use a pressure cooker, scald fresh milk, make ice-cream)

- Apply a selected method to prevent browning (oxidation) to peeled fruit (eg apples, bananas)

- Use pectin to make jam or fruit/vegetable conserve

- Use microbes to make a yoghurt, cultured cheese, bread

- Use enzymes to make junket dessert, tenderise meat

- Make a familiar ‘food’ ester in the laboratory

- Select and apply and appropriate food-stain remedy

- Test ‘biological’ washing powders for protease enzymes using boiled egg white

- Evaluate the health benefits via the labels of various packaged food products

- Use a guide to decode selected food additive numbers on a food products

- Apply a knowledge of different food additives to make an informed ‘healthy choice’ between given packaged food alternatives

- Select and use a food additive to achieve a given effect in a recipe (eg thickening agent, food binding agent, acid to preserve food, emulsifier).

WORK REQUIREMENTSStudents will undertake a range of experiments/tests. At least six of these must be recorded in a workbook. While these may be allocated by the teacher or devised by a group, they must be primarily the work of the individual student.

The student will record these in a work book with a separate entry for each one. The work book entry will include:

aim of the activity and the hypothesis being tested

date, place and duration

equipment/apparatus used

method

observations and results

conclusions.

Diagrams, charts and tables should be included where appropriate. The record of each experiment/test will be signed by the teacher indicating that it is an accurate record of the student’s own work and faithfully represents their involvement in the activity. The work book will contribute to the final assessment.


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ASSESSMENTCriterion-based assessment is a form of outcomes assessment which identifies the extent of student achievement at an appropriate end-point of study. Although assessment – as part of the learning program - is continuous, much of it is formative, and is done to help students identify what they need to do to attain the maximum benefit from their study of the course. Therefore, assessment for summative TQA reporting should focus on what both teacher and student understand to reflect end-point achievement.

The primary audience for assessment is the student and the teacher, but may also include parents when appropriate.

The standard of achievement each student attains on each criterion is recorded as a rating ‘A’, ‘B’, or ‘C’, according to the outcomes specified in the standards section of the course.

A ‘t’ notation must be used where a student demonstrates any achievement against a criterion less than the standard specified for the ‘C’ rating. The ‘t’ notation sits outside the continuum of ratings and is thus not described in course standards.

A ‘z’ notation is to be used where a student provides no evidence of achievement at all.

Providers offering this course must participate in the quality assurance processes.

Internal assessment of all criteria will be made by the provider. Assessment processes must gather evidence that clearly shows the match between individual student performance, the standards of the course and the student’s award. Providers will report the student’s rating for each criterion to the Tasmanian Qualifications Authority.

QUALITY ASSURANCE PROCESSES

The following processes will be facilitated by the TQA to ensure that there is:

a match between the standards for achievement specified in the course and the standards demonstrated by students

community confidence in the integrity and meaning of the qualification.

Process – Each provider will submit bodies of students’ work (as per work requirements) sufficient to allow an assessment against a nominated range of criteria and the overall award to an annual review meeting organised by the TQA.

The work, while not necessarily fully resolved, will be assessed by the provider against the range of nominated assessment criteria and the overall award. The TQA will give each provider guidance regarding the selection of students and the nominated criteria.

The review meeting will provide advice about the provider’s assessment standards. Providers are expected to act on this advice.


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CRITERIA

The assessment for Everyday Science TQA level 2 will be based on the degree to which the student can:

1. communicate scientific ideas and information

2. explain the scientific causes of a range of everyday occurrences

3. make observations and records of specified events/phenomenon

4. plan and conduct simple scientific tests and experiments

5. use basic scientific technology

6. carry out planned activities in a safe, orderly manner.

STANDARDS

CRITERION 1 COMMUNICATE SCIENTIFIC IDEAS AND INFORMATION

Rating ‘C’ Rating ‘B’ Rating ‘A’

A student can: A student can: A student can:

distinguish between fact and opinion in scientific information gathered about a particular topic

present basic scientific information about a particular topic

compile and present a range of scientific information relevant to a particular topic

use appropriate basic scientific terminology when describing a selected topic

use appropriate terminology when describing scientific activities

use appropriate terminology, nomenclature and symbols when describing particular scientific activities

describe simple scientific activities they have carried out

describe scientific activities they have carried out, including reasons for doing them

explain scientific activities they have carried out including rationale and conclusions

use diagrams/drawings to present scientific information

use diagrams/drawings to present scientific information

interpret and present scientific information using charts, diagrams, tables and graphs.


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CRITERION 2 EXPLAIN THE SCIENTIFIC CAUSES OF A RANGE OF EVERYDAY OCCURENCES*



list the basic features of the occurrence

describe the occurrence

describe the occurrence using appropriate scientific terminology

from a given selection, pick the main cause/s and give a brief reason for the selection

identify the most relevant cause/s

identify the most relevant cause/s and outline the relationship between the cause and the occurrence

outline a possible experiment to test the causal relationship

*indicative examples could include: a weather event such as a hail storm; milk boiling over; the discoloration of apples when cut; the infection of a wound; the light emitted from a light bulb; the decomposition of wood in the forest.


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CRITERION 3 MAKE OBSERVATIONS AND RECORDS OF SPECIFIED EVENTS/PHENOMENON



develop an observation schedule appropriate to the event/phenomenon

make a sufficient number of observations over an appropriate time-frame



accurately record observations

accurately record observations in a manner that makes them clear

accurately record observations in a manner that assists interpretation and understanding

draw a reasonable conclusion from the observations

develop a reasonable hypothesis from the observations

(Indicative examples might include: air temperature, plant heights, amount of rubbish produced, holding capacity of various glues, number of bed lice, hours of lighting in a house, growth of plants under particular situations)


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CRITERION 4 PLAN AND CONDUCT SIMPLE SCIENTIFIC TESTS AND EXPERIMENTS



plan a simple scientific test or experiment

plan several scientific tests or experiments

plan scientific tests or experiments for a range of hypotheses

participate in test/experiment activities

gather resources needed

coordinate activities to carry out the test/experiment incorporating appropriate safety measures

carry out activities in a logical manner

carry out activities in a logical and efficient manner

follow safety instructions

follow safety instructions

apply safety requirements

record observations record the method, observations and conclusions

interpret experiment results to draw appropriate conclusions

clean and tidy up on concluding the activity

clean and store equipment on concluding the activity

dispose of waste material in an environmentally safe manner and clear and store equipment

explain possible sources of error within particular scientific experiments


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CRITERION 5 USE BASIC SCIENTIFIC TECHNOLOGY



use a range of basic measuring devices to produce accurate measurements

select and use a range of measuring devices to produce accurate measurements

select and appropriately use a range of measuring, heating and observation devices

follow safety requirements



use appropriate personal protective equipment

select and use appropriate personal protective equipment

select and use appropriate personal protective equipment

handle equipment appropriately

handle, clean and store equipment appropriately

handle, clean and store equipment appropriately

outline the use of basic electronic scientific equipment


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CRITERION 6 CARRY OUT PLANNED ACTIVITIES IN A SAFE, ORDERLY MANNER



set out the steps to be followed

determine the time and resources needed for particular activities

follow instructions and seek advice when needed

seek input from others when needed

cooperate with others if working in a group

keep work space orderly

work independently to complete tasks

order tasks in a logical and efficient sequence




complete at least part of the planned activity

complete the task consistent with the planned activity

complete the task efficiently and effectively

QUALIFICATIONS AVAILABLE

Everyday Science (with the award of):

EXCEPTIONAL ACHIEVEMENT

HIGH ACHIEVEMENT

COMMENDABLE ACHIEVEMENT

SATISFACTORY ACHIEVEMENT

PRELIMINARY ACHIEVEMENT


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AWARD REQUIREMENTS

The minimum requirements for an award in Everyday Science TQA level 2 are as follows:

EXCEPTIONAL ACHIEVEMENT (EA)

5 ‘A’ ratings, 1 ‘B’ rating

HIGH ACHIEVEMENT (HA)

2 ‘A’ ratings, 3 ‘B’ ratings, 1 ‘C’ rating

COMMENDABLE ACHIEVEMENT (CA)

3 ‘B’ ratings, 2 ‘C’ ratings

SATISFACTORY ACHIEVEMENT (SA)

5 ‘C’ ratings

PRELIMINARY ASSESSMENT (PA)

2 ‘C’ ratings

A student who otherwise achieves the ratings for a CA (Commendable Achievement) or SA (Satisfactory Achievement) award but who fails to show any evidence of achievement in one or more criteria (‘z’ notation) will be issued with a PA (Preliminary Achievement) award.

COURSE EVALUATIONCourses are accredited for a specific period of time (up to five years) and they are evaluated in the year prior to the expiry of accreditation.

As well, anyone may request a review of a particular aspect of an accredited course throughout the period of accreditation. Such requests for amendment will be considered in terms of the likely improvements to the outcomes for students and the possible consequences for delivery of the course.

The TQA can evaluate the need and appropriateness of an accredited course at any point throughout the period of accreditation.

COURSE DEVELOPERSThe TQA acknowledges the significant leadership of Ms Suzy Cole in the development of this course.

ACCREDITATIONThe accreditation period for this course is from

VERSION HISTORY


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Version 1 – Accredited on

VERSION CONTROL

This document is a Word version of the course. It is not a TQA controlled version. The current PDF version of the course on the TQA website is the definitive one.


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