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Science Stages 4–5

Syllabus

http://www.boardofstudies.nsw.edu.au

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© Board of Studies NSW 1998

Published by

Board of Studies NSW

GPO Box 5300

Sydney 2001

Australia

Tel: (02) 9367 8111

Fax: (02) 9367 8484

Internet: www.boardofstudies.nsw.edu.au

ISBN 0 7313 4187 2

November 1998

98423

Contents

Introduction 5

Rationale 6

Overview 7

Aim 8

Objectives 8

Content 9

Contexts 9

Prescribed Focus Areas 11

Domain 13

Core and Optional Content 16

Student Research Project 17

Outcomes 18

Stage 4 18

Stage 5 19

Objectives, Outcomes and Content 20

Prescribed Focus Areas 20

Domain: Models, theories and laws and structures and systems 22

Domain: Interactions 30

Domain: Skills 32

Domain: Values and attitudes 37

Assessment of Student Achievement 38

Designing Assessment Programs for Science Stages 4–5 38

A Selection of Assessment Instruments and Techniques Appropriate for Science 39

The Outcomes Being Assessed 40

School Certificate 40

School-based Assessment for the School Certificate 41

Program Evaluation 41

Prior Knowledge 43

Key Competencies 47

Glossary of Terms 48

5

Science Stages 4–5 Syllabus

IntroductionAll students study Science from Stages 1 to 5. In Stages 1 to 3, Science is incorporated in the Science andTechnology K–6 Syllabus. At Stage 6, students may elect to study one or more courses in specific scienceareas, an integrated science course or no science at all.

Stages 1–3 Science and Technology

The study of Science and Technology in Years K–6 is intended to develop students’ competence,confidence and responsibility through their experiences in science and technology within a broadframework. Students learn about the natural and made environments by investigating, by designing andmaking and by using technology. Technology in this syllabus is concerned with the purposeful andcreative use of resources in an effort to meet perceived needs or goals.

Stages 4–5 Science

The study of Science in Stages 4 and 5 develops students’ scientific knowledge and understanding, skillsand values and attitudes within broad areas of science that encompass the traditional disciplines ofPhysics, Chemistry, Biology and the Earth Sciences. As well as acquiring scientific knowledge and skills,students apply their understanding to everyday life and develop an appreciation of science as a humanactivity. Students learn about the need to conserve, protect and maintain the environment, the use andimportance of technology in advancing science and the role of science in developing technology. Studentsalso develop an appreciation of, and skills in, selecting and using resources and systems to solve problems.

Stage 5 Students with Special Education Needs

Students with special education needs are eligible to receive the School Certificate by entering a SpecialProgram of Study. In Science, this course of study focuses on developing a student’s knowledge andunderstanding of the physical environment, the living environment and people’s interaction with theseenvironments.

Stage 6 Science Courses

The Science courses offered in Stage 6 recognise that students may take different pathways beyond Stage 6;some continue with further study in science, some continue with further study in other areas and othersmove on to the workforce. The Science courses offered in Stage 6 include Physics, Chemistry, Biology,Earth and Environmental Science as well as an integrated Science course. The subject matter of thesecourses recognises the different needs and interests of students by providing a structure that builds uponthe foundations laid in Stage 5 yet recognises that students entering Stage 6 have a wide range ofabilities, circumstances and expectations.

As Stage 5 marks the end of compulsory science education for students in NSW, it is important that allstudents are provided with the opportunity to be scientifically literate by the end of this stage. TheStages 4–5 syllabus recognises differing needs by providing a structure that allows teachers to planlearning experiences to encourage positive attitudes towards lifelong learning in science. The syllabus alsoproduces the necessary foundation for the development of knowledge and understanding, skills and valuesand attitudes for the Stage 6 courses. It aims to produce students who can identify situations, eitherdirectly or through various media, where the application of science is relevant to their day-to-day lives.These students should be able to apply their understanding of science to critically evaluate products,claims and situations that purport to have a scientific or technological basis.

RationaleScience has developed as a field of intellectual activity as people have sought to discern and explainpatterns of events and phenomena in the world around them. It has progressively developed into alearning discipline with its own customs, procedures and fields of investigation.

Science has accumulated a body of knowledge that leads to explanations for a variety of phenomena andinteractions in our surroundings. Science investigates phenomena over a range of scales from thesubatomic to the cosmological, from events that take place almost instantaneously to processes thatoccur over millions of years, from the origins of the universe to contemporary phenomena, and itextrapolates to future events.

Science in Stages 4 and 5 attempts to provide students with a contemporary and coherent science educationso that they may better understand the natural and technological world in which they live and make apositive contribution to the decisions that shape it. This is achieved by expressing the content in terms of:

■ Contexts – these are chosen by the teacher to increase students’ motivation, conceptualunderstanding, literacy and/or confidence. Context is needed not only to hold students’ interest butto give coherence to the knowledge and understanding, skills and values and attitudes beingdeveloped. The choice of appropriate contexts should encourage students to participate and engagein the learning process, identify and extend connections between their learning and theirexperiences, develop literacy skills, increase scientific literacy and increase their personal andsocietal power in a broad range of situations.

■ Prescribed Focus Areas – these identify the different emphases that can be applied to learningexperiences. Attention to the Prescribed Focus Areas will assist students to develop anunderstanding that scientific activity has become an integral part of the culture in which we liveand, as such, contributes to a distinctive view of the world. The Prescribed Focus Areas increasestudents’ knowledge and understanding of science as an ever-developing body of knowledge, theprovisional nature of scientific explanations, the complex relationship between evidence and ideasand the impact of science on society.

■ Domain – this is the conceptual framework of knowledge and understanding about phenomena, skillsrelated to carrying out investigations, values about, and attitudes towards, science. By undertakinglearning experiences related to the Domain, students are expected to increase their understanding ofidentified models, theories and laws, structures and systems and interactions. Students furtherincrease their expertise in particular skill areas and develop areas in which they will develop positivevalues and attitudes.

The content is therefore presented in terms of the frameworks (Context) within which learning experiencesare related to the area being studied, the knowledge and understanding, skills and values and attitudes ofthe area being studied (Domain) and the emphases that are given to the area being studied (PrescribedFocus Areas).

6


OverviewThe following diagram summarises the relationship between various elements of the syllabus.

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An independent learner

creative, responsible, scientifically literate, confident, ready to take their place as a member of society

Aim

states the overall purpose of the syllabus

Content

Objectives

define in broad terms the associated knowledge and understanding,

skills and values and attitudes

Outcomes

define the intended results of teaching

set within a background of ongoing assessment aimed at assisting students to learn

PrescribedFocus Areas

identify emphases thatare applied to what is

being learned

Contexts

are chosen by the teacher to increase motivation,conceptual meaning,

literacy and/or confidence

Domaincontains knowledge andunderstanding, skills, andvalues and attitudesto be learned

AimThe aim of the Science Stages 4–5 Syllabus is to provide learning experiences through which students will:

■ acquire scientific knowledge and skills and develop understanding about phenomena within andbeyond their experience;

■ develop an appreciation of science as a human activity and apply their understanding to theireveryday life;

■ develop positive values about and attitudes towards themselves, others, lifelong learning, scienceand the environment.

Objectives

Knowledge and understanding

Students will develop knowledge and understanding of:

■ the history of science;

■ the nature and practice of science;

■ applications and uses of science;

■ implications of science for society and the environment;

■ current issues, research and development;

■ models, theories and laws and structures and systems related to the physical world, matter, theliving world and earth and space;

■ interactions within the physical world, matter, the living world and earth and space.

Skills

Students will develop skills in:

■ planning investigations;

■ conducting investigations;

■ communicating information and understanding;

■ developing scientific thinking and problem-solving techniques;

■ working individually and in teams.

Values and attitudes

Students will develop positive values about and attitudes towards:

■ themselves;

■ others;

■ learning as a lifelong process;

■ science;

■ the environment.

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ContentThe content comprises three major elements. Each unit of work developed by teachers must includecontent related to each of these three elements:

■ Contexts

■ Prescribed Focus Areas

■ Domain.

Contexts

Contexts are the framework that teachers devise to assist students to make meaning of the PrescribedFocus Areas and Domain. Contexts are culturally bound and therefore communicate meanings that areculturally shaped or defined. Contexts developed by teachers draw on the framework of society in allaspects of everyday life. The choice of appropriate contexts by teachers for scientific learning shouldencourage students to recognise and use their current understanding to further develop and apply morespecialised scientific understanding and knowledge.

The Stages 4–5 syllabus does not specify the contexts because, as noted in the previous paragraph, thechoice of these will depend on the societal context of the students. The syllabus does identify thepurposes for which contexts may be chosen, ie to increase:

■ motivation;

■ conceptual meaning;

■ communication skills;

■ scientific literacy;

■ personal and societal power.

Teachers need to consider carefully their choice of contexts. A context should be chosen after consideringfactors such as local resources and students’ interests, learning history and cultural backgrounds. InScience Stages 4–5, contexts should be used to enhance one or more of the following:

Motivation

Contexts can be chosen to motivate students, which will increase the potential for learning. The real-lifecontexts that interest secondary students vary with age, gender, socioeconomic group and culturalbackground. For example, the social world of a sixteen-year-old is usually very different from that of mostthirteen-year-olds. Research, however, does indicate that many students favour issues and contexts withmore immediate relevance rather than those related to their possible future experiences.

Conceptual meaning

Contexts can be chosen to assist students to develop conceptual meaning. Students develop a greaterunderstanding of the many concepts used in science if they can easily make connections between thethings with which they are already familiar (the known) and the knowledge and understanding beingpresented (the unknown). The importance of making such links in a highly conceptualised subject such as science cannot be overstated. Successful science learning is characterised by the provision ofteaching/learning environments that assist students to make these links and by students’ recognition oftheir own interplay in the life situations in which science is involved.

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Providing contexts related to conceptual meaning increases the opportunities students have of recognisingthat the concepts they are trying to understand are relevant to a number of situations other than thoseimmediately apparent to them. Using contexts as a means of making links, either to other scientificconcepts or to real-life situations, assists students to develop networks of concepts in networks of contexts, thus reinforcing their learning.

Communication skills

All teachers have a responsibility to develop students’ skills in numeracy and in speaking, listening,reading and writing as well as in the visual modes of communication such as graphs and diagrams. As a wide variety of text types are regularly used in science, the role of the Science teacher includesproviding opportunities to develop skills in the use of these text types and their language features.

Teachers should choose contexts which model the appropriate use of each text type and provide scaffoldsof the structures that can be used in speaking, listening, reading and writing. Once students are familiarwith, and competent in using, these text types, contexts should continue to be developed that encouragestudents to experiment with both joint and individual constructions and presentation of written and oralmaterial to achieve a range of purposes. Students can then exploit these skills to communicate theirunderstanding of science. Teachers are reminded that the contexts they choose should includeopportunities for students to interpret successfully visual modes of communication and their production.

Scientific literacy

Scientific literacy refers to a critical understanding of scientific language, the text types employed whenlearning and communicating science and the ability to use the knowledge, skills and procedures of sciencein life away from school or study. Students need to develop familiarity and increasing competence in theuse of scientific language, its structures and rules, and the more formal definitions, symbolic expressionsand conventions used in science.

The teacher should choose contexts that provide opportunities to increase students’ ability to askquestions about the knowledge and understanding that confront them so that they acquire greaterscientific literacy. In this way, they become empowered in the use of current knowledge and skills toseek out or investigate unfamiliar situations and evaluate information.

Personal and societal power

In choosing contexts that are particularly relevant to students’ own lives, students become confident intheir ability to transfer their experiences to new situations. They may discuss aspects of the situation withgreater confidence than others who have not encountered that context in their science course. It can alsoincrease students’ knowledge and skills, empowering them to confidently make decisions in their own livesand to participate more effectively in the broader community.

In practice, socially realistic contexts for learning science require recognition and inclusion of at least somesocio-scientific concepts that have been developed. For example, ‘use by date’ is a type of socio-chemicalrate of reaction measure that is related to the chemistry involved in food storage and distribution.

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Prescribed Focus Areas

The Prescribed Focus Areas contain different curriculum emphases designed to increase students’understanding of: science as an ever-developing body of knowledge; the provisional nature of scientificexplanations; the complex relationship between evidence and ideas; and the impact of science on society.Prescribed Focus Areas are the emphases that are to be applied to each unit of work that the teacherdevelops. Particular Prescribed Focus Areas will be more suitably addressed in some contexts than inothers. The Prescribed Focus Areas are described in more detail below.

The content of each unit of work developed by teachers must include at least one of the Prescribed FocusAreas. The following Prescribed Focus Areas must be addressed each year:

■ history of science

■ the nature and practice of science

■ implications for society and the environment

■ applications and uses of science

■ current issues, research and development.

History of science

A knowledge of the historical background is important for an adequate understanding of science. Studentsshould develop an understanding of:

■ the developmental nature of scientific knowledge and process;

■ the part that science has played in shaping society;

■ how science has been influenced and constrained by societies.

The nature and practice of science

A study of science should enable students to participate in scientific activities and develop anunderstanding of the nature and practice of science, including the importance of creativity, intuition,logic and objectivity. Students should develop an understanding of the nature of scientific explanations,their provisional character, the development of ideal cases from phenomena and the complex relationshipbetween:

■ the study of science for its own sake and the value of curiosity-driven research;

■ existing scientific views and the evidence supporting these;

■ the processes and methods of exploring, generating, testing and relating ideas;

■ the stimulation provided by technological advances and the constraints imposed by the limitationsof current technology, which necessitates the development of the required technology andtechnological advances.

Applications and uses of science

Setting science within broader contexts allows students to deal with real problems and applications. Thestudy of science should increase students’ knowledge and understanding of:

■ the relevance, usefulness and applicability of scientific concepts and principles;

■ the use of science to develop technological devices and systems;

■ the contributions of science to society, with particular emphasis on recent Australian achievements.

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Implications for society and the environment

Science has an impact on our society and the environment and students need to develop anunderstanding of the importance of informed values and practices in relation to society and theenvironment. The study of science should enable students to develop:

■ knowledge and understanding about the interrelatedness of people, their cultures and theirbiophysical surroundings;

■ skills in making decisions about issues, particularly those currently concerning society and theenvironment.

Current issues, research and development

In today’s society, more information is available to students than ever before about current issues,research and developments in science. The syllabus should develop students’ understanding of:

■ links between classroom experiences and the world;

■ science as a human endeavour;

■ career opportunities in science and related fields;

■ media coverage of scientific events;

■ ongoing and recent developments in scientific ideas and applications.

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Domain

The Domain is a conceptual framework of knowledge and understanding about phenomena, skills related tocarrying out investigations, values and attitudes about, and attitudes towards, science. The Domainprovides a focus for the questions that students ask, based on existing understanding and observations; itprovides a methodology for testing the validity of those questions and seeking general trends and patternsof behaviours.

Knowledge and understanding

Science presents a particular way of thinking about the world. It utilises leaps of imagination, inferenceand deductive and inductive reasoning. Science presumes that the events in the universe occur inconsistent patterns that are understandable through careful, systematic study. Units of work developed by teachers will select appropriate knowledge and understandings from:

■ models, theories and laws;

■ structures and systems;

■ interactions.

The content presented in models, theories and laws, structures and systems and interactions does notrepresent a teaching or hierarchical sequence. It is expected that teachers will select appropriate contentfrom models, theories and laws, structures and systems and interactions to develop a cohesive course thatwill assist students to achieve the outcomes of the syllabus.

Models, theories and laws

Science attempts to explain phenomena or predict events by identifying consistent trends and patternsfrom which can be generated a:

■ model: a mathematical, physical, experimental or logical representation based on a simplified set ofassumptions. Models are often elaborated to develop theories;

■ theory: a coherent explanation of a body of experimental evidence, based upon a small number ofassumptions. A theory provides predictions that can be tested against observations;

■ law: a simple and precise statement that has, at one time, been regarded to be universally valid. Itdescribes phenomena that occur with unvarying regularity under the same conditions.

Structures and systems

Science attempts to provide explanations for phenomena at a variety of levels by:

■ describing structures — describing entities in which the parts are linked together to form a whole;

■ identifying systems — identifying sets of interacting components.

Interactions

Scientific concepts do not exist in isolation from each other or their social and technologicalconsequences. Science involves the development of interconnections between phenomena. The Domainarea interactions illustrates some of these.

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Skills

Science involves the development of key competencies that include planning and conducting investigations,gathering and processing data and using appropriate technologies with safety. During the course of theirlearning experiences, it is expected that students will continually develop their expertise in each of theskill areas identified.

Practical experiences must occupy a minimum of 50% of allocated course time for students to achieve the outcomes of this syllabus. Practical experiences should emphasise hands-on activitiesand include:

■ undertaking laboratory experiments;

■ undertaking fieldwork;

■ researching by using the library, Internet and CD-ROMs;

■ using computer simulations for modelling or manipulating data;

■ using or reorganising second-hand data;

■ extracting information and reorganising information in the form of flow charts, tables, graphs,diagrams, prose and keys;

■ using animation, video and film resources to capture/obtain information not available in other forms.

As well as undertaking practical experiences conducted in class time, students are to undertake researchprojects. Together, these will develop skills in:

Planning investigations

This involves increasing students’ skills in: planning and organising activities; effectively using time andresources; selecting appropriate techniques, materials, specimens and equipment to complete activities;establishing priorities between tasks; and identifying ways of reducing risks when using laboratory andfield equipment.

Conducting investigations

This involves increasing students’ skills in locating and gathering information for a planned investigation.It includes increasing students’ skills in performing first-hand investigations, gathering first-hand dataand accessing and collecting information from secondary sources using a variety of technologies.

Communicating information and understanding

This involves increasing students’ skills in processing and presenting information. It includes increasingstudents’ skills in speaking, writing and using nonverbal communication such as diagrams, graphs andsymbols.

Developing scientific thinking and problem-solving techniques

This involves increasing students’ skills in clarifying issues and problems, framing possible problem-solvingprocesses and developing creative solutions. It also requires anticipating issues that may arise, devisingappropriate strategies to deal with these issues and working through them in a logical and coherent way.

Working individually and in teams

This involves increasing students’ skills in identifying appropriate goals and conducting investigationssafely and effectively within an agreed time frame to achieve these goals. Being an effective member of ateam will increase students’ skills in defining, allocating and assuming an increasing variety of roles.

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By reflecting on the past, present and future involvement of science with society, students are encouragedto develop positive values and informed critical attitudes. These include a responsible regard for both theliving and non-living components of the environment, ethical behaviour and a desire for criticalevaluation of the consequences of the applications of science.

Students are encouraged to develop attitudes upon which scientific investigations depend, such ascuriosity, honesty, flexibility, persistence, critical mindedness, willingness to suspend judgement, toleranceof uncertainty and acceptance of the provisional status of scientific knowledge. Students need to balancethese with commitment, tenacity, occasional inflexibility and a willingness to take risks and make informedjudgements. As well as knowing something about science, students need to value and appreciate scienceand its achievements if they are to become scientifically literate persons and develop positive valuesabout, and positive attitudes towards, themselves, others, lifelong learning, science and the environment.

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Core and Optional ContentThis syllabus identifies core content that is mandatory for all students and optional content that teachersmay elect to include in their programs. The optional content presented in the syllabus providessuggestions only and should not be considered an exhaustive list. The distinction between core andoptional content recognises that some students will need all of the available time focusing on the corecontent to achieve the outcomes, while others would benefit from extending their learning.

The core content of the Prescribed Focus Areas and the Domain constitutes approximately 70% (or140 indicative hours) of the material that students would be expected to cover in each stage.Teachers are encouraged to develop their own options that are relevant to the content of their programsand use the remaining allocated time in each stage to:

■ choose optional content from the Domain and incorporate this into core units throughout theirteaching program or develop extension units in their teaching program. In this way, students’learning can be extended into areas of specific interest;

or

■ choose different Contexts or Prescribed Focus Areas to reinforce the knowledge and understanding,skills or values and attitudes of the core. In this way, students can be given more time to acquirethe core knowledge and skills;

or

■ design teaching programs that allow maximum time to complete the core of the Prescribed FocusAreas and Domain while incorporating remediation in literacy and numeracy.

The organisation of knowledge and understanding, skills and values and attitudes in the Prescribed FocusAreas and the Domain does not represent a teaching sequence. It is expected that teachers will identifyappropriate starting points, taking into account their students’ abilities, interests and prior experiences,and develop a coherent teaching program across Stages 4 and 5 by combining various aspects of thePrescribed Focus Area and Domain content.

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Student Research ProjectThe work of scientists involves planning and carrying out investigations, communicating ideas andfindings and seeking constructive evaluation by peers. The student research project provides opportunitiesfor students to engage in similar processes during the course of their learning.

■ All students will:

– undertake at least one research project during Stage 4;

– undertake at least one research project during Stage 5.

■ Each research project will be conducted over at least four weeks.

■ At least one project will involve ‘hands-on’ practical investigation.

■ At least one Stage 5 project will be an individual task.

Students should choose investigations related to one of the topics they have studied or to an area ofinterest. They should be encouraged to address problems relevant to their immediate environment and usereadily available materials to undertake their investigation. Apart from the mandatory Stage 5 individualproject, projects may involve collaboration with peers.

Class time may be allocated to assist students in planning their investigations, carrying out research,clarifying their questions, identifying the dependent and independent variables and reporting results. Ifappropriate, the actual investigation could be completed in the students’ own time.

Student projects may be used to assess the achievement of course outcomes as part of the school-basedassessment program. Research projects can also be used as a diagnostic assessment tool to assist withlearning and inform future teaching. They contribute to the syllabus objectives and, in Stage 4, assiststudents’ progress towards achievement of a range of outcomes, in particular 4.13–4.22. Research projectsalso contribute to the attainment of syllabus objectives and a range of outcomes in Stage 5, particularlyoutcomes 5.13–5.22.

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OutcomesOutcome statements express the specific intended results of the Science Stages 4–5 Syllabus. They provide clear statements of the knowledge and understanding, skills and values and attitudes expected to be gained by most students as a result of effective teaching and learning of the syllabus.

Stage 4

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Domain

Knowledge and understandingA student:

4.6 identifies and describes energychanges and the action offorces in common situations

4.7 describes observed propertiesof substances using scientificmodels and theories

4.8 describes features of livingthings

4.9 describes the dynamicstructure of Earth and itsrelationship to other parts ofour solar system and universe

4.10 identifies the factors affectingsurvival of organisms in anecosystem

4.11 identifies resources used byhumans and where they arefound, and describes ways inwhich they are exploited

4.12 identifies, using examples,common simple devices andexplains why they are used.

SkillsA student:

4.13 clarifies the purpose of aninvestigation and, withguidance, produces a plan to investigate a problem

4.14 follows a sequence ofinstructions to undertake a first-hand investigation

4.15 uses given criteria to gatherfirst-hand data

4.16 accesses information fromidentified secondary sources

4.17 evaluates the relevance of dataand information

4.18 with guidance, presentsinformation to an audience toachieve a particular outcome

4.19 draws conclusions based onthe information available

4.20 uses an identified strategy to solve problems

4.21 uses creativity and imaginationto suggest plausible solutionsto familiar problems

4.22 undertakes a variety of teamand individual tasks withguidance.


A student:

4.1 identifies historicalexamples of howscientific knowledgehas changedpeople’sunderstanding ofthe world

4.2 uses examples toillustrate howmodels, theories andlaws contribute toan understanding ofphenomena

4.3 identifies areas ofeveryday life thathave been affectedby scientificdevelopments

4.4 identifies choicesmade by peoplewith regard toscientificdevelopments

4.5 describes areas ofcurrent scientificresearch.

4/5.23 demonstratesconfidence and awillingness tomake decisionsand to takeresponsibleactions

4/5.24 respectsdifferentviewpoints andis honest andfair in dealingwith others

4/5.25 recognises therelevence andimportance oflifelong learning

Values and attitudes (apply to Stages 4 and 5)A student:

Stage 5

19


Domain

Knowledge and understandingA student:

5.6 applies basic physical models,theories and laws tosituations involving energy,force and motion

5.7 relates properties of elements,compounds and mixtures toscientific models, theories andlaws

5.8 relates the structure andfunction of living things tomodels, theories and laws

5.9 relates the development ofthe universe and the dynamicstructure of Earth to models,theories and laws and theinfluence of time

5.10 assesses human impacts onthe interaction of biotic andabiotic features of theenvironment

5.11 analyses the impact of humanresource use on the biosphereto evaluate methods ofconserving, protecting andmaintaining Earth’s resources

5.12 describes scientific principlesunderlying some commontechnologies.

SkillsA student:

5.13 identifies a problem andindependently produces anappropriate investigation plan

5.14 undertakes first-handinvestigations independentlywith safety and competence

5.15 gathers first-hand data accurately

5.16 accesses information from awide variety of secondary sources

5.17 explains trends, patterns andrelationships in data and/orinformation from a variety ofsources

5.18 selects and uses appropriateforms of communication topresent information to anaudience

5.19 uses critical thinking skills inevaluating information anddrawing conclusions

5.20 selects and uses appropriatestrategies to solve problems

5.21 uses creativity andimagination in the analysis ofproblems and the developmentof possible solutions

5.22 plans, implements and evaluatesthe effectiveness of a varietyof tasks as an individual andas a team member.


A student:

5.1 explains how socialfactors influencethe developmentand acceptance ofscientific ideas

5.2 describes theprocesses that areapplied to test andvalidate models,theories and laws

5.3 evaluates the impactof applications ofscience on societyand the environment

5.4 discusses evidencesupporting differentviewpoints

5.5 analyses howcurrent researchmight affectpeople’s lives.

Values and attitudes (apply to Stages 4 and 5)A student:

4/5.26 recognises the role ofscience in providinginformation about issuesbeing considered and inincreasing understanding ofthe world around them

4/5.27 acknowledges theirresponsibility to conserve,protect and maintain theenvironment for futuregenerations.

Stages 4–5 Syllabus

Objectives, Outcomes and Content

PRESCRIBED FOCUS AREAS Objective: A student will gain knowledge and understanding of the history of science.

Objective: A student will gain knowledge and understanding of the nature and practice of science.

20 Objectives, Outcomes and Content

Science

OUTCOMES: Stage 4

A student:

4.1 identifies historicalexamples of how scientificknowledge has changedpeople’s understanding ofthe world.

OUTCOMES: Stage 5

A student:

5.1 explains how socialfactors influence thedevelopment andacceptance of scientificideas.

CORE CONTENT

Students will learn about

4/5.1 the history of science to:

a) identify some of the scientific ideas thatdifferent cultures have contributed to sciencethroughout history

b) describe, using examples, ideas developed bydifferent cultures to explain the world around them

c) describe some models and theories that havebeen considered in science and then modified orrejected as a result of available evidence

d) discuss examples where societal, religious orethical values have had an impact on scientificdevelopments

e) describe historical cases where developments inscience have led to the development of newtechnologies

f) describe historical cases where developments orimprovements in technology have transformedscience.

OUTCOMES: Stage 4

A student:

4.2 uses examples toillustrate how models,theories and lawscontribute to anunderstanding ofphenomena.

OUTCOMES: Stage 5

A student:

5.2 describes the processesthat are applied to testand validate models,theories and laws.

CORE CONTENT


4/5.2 the nature and practice of science to:

a) evaluate the importance of using creativity,curiosity, objectivity and logical reasoning indescribing phenomena in their surroundings,stimulating investigations about phenomena anddevising and testing hypotheses

b) distinguish between scientific argument andeconomic or legal argument

c) apply scientific processes to test the validity ofideas and theories

d) describe how an idea can gain acceptance in thescientific community as either theory or law

e) use examples which show that scientists isolatea set of observations, identify trends andpatterns and construct hypotheses or models toexplain these

f) give examples that demonstrate the benefits andlimitations of using models

g) identify that the nature of observations madedepends upon the understanding that theobserver brings to the situation.


Objective: A student will gain knowledge and understanding of applications and uses of science.

Objective: A student will gain knowledge and understanding of the implications of science for society and the environment.

Objective: A student will gain knowledge and understanding of current issues, research and developments.

Science


OUTCOMES: Stage 4

A student:

4.3 identifies areas ofeveryday life that havebeen affected byscientific developments.

OUTCOMES: Stage 5

A student:

5.3 evaluates the impact ofapplications of science on society and theenvironment.

CORE CONTENT


4/5.3 applications and uses of science to:a) identify and describe examples of scientific

concepts and principles that have been used intechnological developments

b) discuss, using examples, the positive andnegative impacts of applications of recentdevelopments in science

c) identify and describe examples wheretechnological advances have impacted on science

d) give reasons why society should supportscientific research.

OUTCOMES: Stage 4

A student:

4.4 identifies choices madeby people with regard toscientific developments.

OUTCOMES: Stage 5

A student:

5.4 discusses evidencesupporting differentviewpoints.

CORE CONTENT


4/5.4 implications of science for society and the environment to:a) discuss viewpoints about some issues with a

major scientific componentb) give examples to show that different societal

groups may use or weight criteria differently tomake a decision about an issue involving a majorscientific component

c) identify choices that need to be or have beenmade when considering whether to use particularscientific advances

d) analyse reasons why different cultures or groupswithin a society may have different views inrelation to scientific issues

e) discuss the place of ethical considerations inscientific practice and in applications of science.

OUTCOMES: Stage 4

A student:

4.5 describes areas of currentscientific research.

OUTCOMES: Stage 5

A student:

5.5 analyses how currentresearch might affectpeople’s lives.

CORE CONTENT


4/5.5 current issues, research and developments to:a) describe some recent scientific contributions made by

male and female scientists, including Australians, anddiscuss the effect of their contributions

b) evalute the potential impact of some issuesraised in the mass media that require somescientific understanding

c) identify scientific skills that can be useful in abroad range of careers

d) identify possible career paths in science.

DOMAINObjective: Students will gain knowledge and understanding of models, theories and laws and structures and systems.

Optional content for Stages 4 and 5 could provide students with opportunities to:

Law of conservation of energy• trace the development of our current ideas about the concept of energy• trace the history of pendulum motion studies and its connection with timekeeping and setting standards of length• distinguish between everyday and scientific meanings of work• identify that when the amount of energy of a body changes, either work is done or heat energy is transferred

Newton’s Laws: forces• describe characteristics of specific forces in terms of size and direction• describe and use quantitatively the relationship between force, mass and acceleration• apply Newton’s Laws to space travel• discuss the life, times and achievements of Newton.



Science

CORE CONTENT

Models, Theories and Laws


4.6.1 the law of conservation of energy to:

a) identify situations or phenomena in whichdifferent forms of energy are evident

b) use models to describe different forms of energy

c) identify objects that possess energybecause of their motion (kinetic) orbecause of other properties (potential)

d) qualitatively account for the total energyinvolved in energy transfers andtransformations

4.6.2 Newton’s Laws–forces to:

a) identify changes that take place whenparticular forces are acting

b) use the term ‘field’ to describe forcesacting at a distance.

Stage 4

Structures and Systems


4.6.3 electrical energy to:a) associate electricity with energy transfer

in a simple circuitb) construct and draw circuits to show

transfer of energy4.6.4 sound energy to:a) describe sound as a form of energy

requiring a medium for propagation4.6.5 light energy to:a) describe light as a form of energy not

requiring a medium for propagation4.6.6 heat energy to:a) identify processes of heat transfer by

conduction, convection and radiationb) describe how the transfer of heat can be

controlled4.6.7 frictional force to:a) describe friction as a contact force which

opposes motionb) identify everyday situations where

friction acts 4.6.8 electrostatic force to:a) describe ways in which objects acquire

an electrostatic chargeb) identify everyday situations where the

effects of electrostatic forces can beobserved

c) describe the behaviour of charges whenthey are brought close to each other

4.6.9 magnetic force to:a) describe the behaviour of magnetic poles

when they are brought close to each otherb) identify everyday situations in which

magnets, electromagnets and magneticstrips are used

4.6.10 gravitational force to:a) identify that all objects exert a force

of gravity on all other objects in theuniverse.

OUTCOMES Stage 4

A student:

4.6 identifies anddescribes energychanges and theaction of forces incommon situations.


Objective: Students will gain knowledge and understanding of models, theories and laws and structures and systems.


Wave models• discuss similarities and differences between transverse and longitudinal wave models• relate the speed of light and sound to their frequency and wavelength• compare different types of radiation making up the electromagnetic spectrum in terms of frequency, wavelength and energy• design and describe ways of enabling or impeding energy transfer by waves• describe quantitatively features of waves including frequency, wavelength and speed using v=fλ

Newton’s Laws: motion • explain the difference between speed and velocity• describe the relationships between displacement, time, velocity and acceleration both qualitatively and quantitatively

using equations of motion• explain the relationship between velocity and direction of force acting to produce circular motion

Electrical energy• explain the relationship between voltage, resistance and current using Ohm’s Law

Light energy• describe how the structure of the eye allows vision

Nuclear energy• discuss similarities and differences between nuclear fission and fusion.

Science


CORE CONTENT



5.6.1 the wave model to:

a) identify waves as carriers of energy

b) qualitatively describe features of wavesincluding frequency, wavelength andspeed

c) give examples of different types ofradiation that make up theelectromagnetic spectrum and identifysome of their uses

5.6.2 Newton’s Laws–motion to:

a) describe qualitatively the relationshipbetween force, mass and acceleration

b) explain qualitatively the relationshipbetween distance, speed and time

c) relate qualitatively acceleration to achange in speed and/or direction as aresult of a net force

d) analyse qualitatively common situationsinvolving motion in terms of Newton’sLaws.

Stage 5



5.6.3 electrical energy to:

a) design, construct and draw circuitscontaining a number of components

b) describe voltage, resistance and currentusing analogies

c) describe qualitatively the relationshipbetween voltage, resistance and current

d) compare advantages and disadvantagesof series and parallel circuits

5.6.4 light energy to:

a) distinguish between the absorption,reflection, refraction and scattering oflight and identify everyday situationswhere each occurs

5.6.5 nuclear energy to:

a) identify that energy may be releasedfrom the nuclei of atoms

b) explain radioactivity in terms of releaseof particles and energy

5.6.6 gravitational force to:

a) relate qualitatively the force of gravitybetween two objects to their masses anddistance apart

b) distinguish between the terms ‘mass’ and ‘weight’.

OUTCOMES Stage 5

A student:

5.6 applies basicphysical models,theories and lawsto situationsinvolving energy,force and motion.



Particle theory of matter• identify that forces of cohesion, adhesion and repulsion may exist between particles• discuss the general applicability of the particle theory to a wide range of physical quantities• use simple examples of physical and chemical changes to demonstrate that mass is conserved.

CORE CONTENT



4.7.1 the particle theory of matter to:

a) identify that matter is made of particlesthat are continuously moving andinteracting

b) describe expansion and contraction ofmaterials in terms of a simple particlemodel

c) relate an increase or decrease in theamount of energy possessed by particlesto changes in particle movement

d) describe diffusion in terms of the randommovement of particles.

Stage 4



4.7.2 properties of solids, liquids andgases to:

a) relate properties of solids, liquids andgases to the particle theory of matter

b) identify when a physical change occursby observing evaporation, condensation,boiling, melting and freezing

c) explain density using a simple particlemodel

d) relate increases or decreases in frequency ofparticle collisions to changes in pressure

4.7.3 change of state to:

a) relate changes of state to the motion ofparticles as energy is removed or added

b) relate energy transfer and the particlemodel to melting and freezing point,condensation, evaporation and boiling

4.7.4 elements to:

a) classify elements as metals or non-metalsaccording to their common characteristics

b) identify internationally recognisedsymbols for common elements

4.7.5 mixtures to:

a) identify some common mixtures

b) identify, using examples, the importanceof water as a solvent

c) describe aqueous mixtures in terms ofsolute, solvent and solution

d) identify situations where the processes offiltration, sedimentation, sieving,distillation, chromatography, evaporation,condensation, crystallisation andmagnetic attraction are appropriate toseparate components of a mixture

4.7.6 compounds and reactions to:

a) distinguish between elements and compounds

b) identify when a chemical reaction is takingplace by observing changes in temperature,the appearance of a new substance or thedisappearance of an original substance

c) distinguish between compounds andmixtures.

OUTCOMES Stage 4

A student:

4.7 describes observedproperties ofsubstances usingscientific modelsand theories.



Science




Properties of solids, liquids and gases• describe sublimation as a direct change of state from solid to gas and observe common examples• give examples where different separation methods are employed to obtain useful substances

Elements• explain that an atom can combine with other atoms by gaining, losing or sharing electrons• sort metals into their order of activity

Compounds and reactions• use internationally recognised symbols to write the formulae for common compounds• identify the characteristics that classify substances as either ionic or covalent compounds• identify the characteristics of organic compounds• identify common reactions involving organic compounds, including esterification and saponification• identify the characteristics of acids and bases and salts• balance a range of common chemical reactions

Mixtures• explain why crystallisation can be used as a method of purification or separation of substances• relate physical and chemical properties of elements and compounds to the arrangement of their atoms

Atomic theory• trace the history of atomic theory• use models to describe the arrangement of electrons in the principal energy levels of common elements• describe the arrangement of electrons in the space around the nucleus.

Science


CORE CONTENT



5.7.1 atomic theory to:

a) describe features of and the location ofprotons, neutrons and electrons in theatom

b) distinguish between elements, usinginformation about the numbers ofprotons, neutrons and electrons

c) identify properties of differentsubstances that can be explained interms of their subatomic structure

d) describe an appropiate model that hasbeen developed to describe atomicstructure.

Stage 5



5.7.2 elements to:

a) identify the atom as the smallest unit of an element and distinguish betweenatoms and molecules

b) describe some relationships betweenelements using the Periodic Table

5.7.3 compounds and reactions to:

a) identify that a new compound is formedby rearranging atoms rather than bycreating matter

b) classify compounds into groups based on common chemical characteristics

c) construct word equations fromobservations and written descriptions of a range of chemical reactions

d) identify a range of common compoundsusing their common names and chemicalformulae

e) qualitatively describe reactants and productsin the following chemical reactions:i) combustionii) corrosioniii) precipitationiv) acids on metals and carbonatesv) neutralisationvi) decomposition

f) describe the role of indicators.

OUTCOMES Stage 5

A student:

5.7 relates propertiesof elements,compounds andmixtures toscientific models,theories and laws.




Cell theory• identify those substances that are needed by living cells and explain why each is needed• describe cell processes that transfer genetic information from generation to generation during cell reproduction• identify the role of mitosis during the production of new cells for growth and replacement of damaged cells• consider the role of osmosis in the movement of water in and out of the cell• identify and describe the functions of mitochondria

Classification• identify that living things can be divided into a number of major kingdoms• discuss the concept of a species• design simple keys to identify a range of living things.


Science

CORE CONTENT



4.8.1 cell theory to:

a) identify that living things are made ofcells

b) identify and describe the functions of:nucleus, cytoplasm, cell membrane, cellwall, chloroplast

c) identify that nutrients and oxygen movein and wastes move out of cells

d) distinguish between unicellular andmulticellular organisms.

Stage 4



4.8.2 classification to:

a) classify living things according to structuralfeatures and identify that they havepatterns of similarities and differences

b) identify a range of plants and animalsusing simple keys

c) identify that some organisms produce theirown ‘food’ while others consume their ‘food’

4.8.3 unicellular organisms to:

a) identify that most microorganisms havebeneficial effects and somemicroorganisms have harmful effects onliving things or the environment

b) explain that reproduction in unicellularorganisms takes place by cell division

4.8.4 multicellular organisms to:

a) identify that there is a wide range ofmulticellular organisms, which includesflowering plants and humans

b) identify that tissues, organs and organsystems in multicellular organismsconsist of different types of cells

c) explain why multicellular organismsrequire specialised organs and systems

d) identify the materials required bymulticellular organisms for the processesof respiration and photosynthesis

e) describe the role of the root, stem andleaf in maintaining flowering plants asfunctioning organisms

4.8.5 humans to:

a) describe the role of the digestive, circulatory,excretory, skeletal and respiratory systems inmaintaining humans as functioning organisms

b) describe the nutritional requirements for maintaining humans as functioningorganisms.

OUTCOMES Stage 4

A student:

4.8 describes featuresof living things.




Multicellular organisms – humans• identify the separate components of the digestive, respiratory, excretory, circulatory, skeletal, nervous and/or endocrine

systems and describe the function of each• consider the gaseous exchange systems of other species of animals• describe the range of functions carried out by various endocrine (hormonal) glands in humans• discuss the role of the endocrine system in the control of reproduction, including the control of the menstrual cycle• discuss current health issues in Aboriginal communities, relating these to the physical and psychological impact on the

wellbeing of Aboriginal peoples brought on by changes since the arrival of Europeans

Multicellular organisms – plants• identify the structure and function of the vascular tissues (xylem and phloem) in plants• relate the location of the chloroplasts to their role in the process of photosynthesis

Watson-Crick model of DNA• identify the role of meiosis in producing specialised cells for reproduction• explain why the same genetic information is not equally expressed in all cells• explain the role of DNA in controlling cellular activity and producing proteins• describe evidence to support the theory that genetic information is passed on from generation to generation

Theory of evolution by natural selection• examine Aboriginal Dreaming stories as descriptions of and reflections of megafauna of pre-ice age times• discuss possible reasons for the evolution of Australia’s unique flora and fauna• research case studies of extinct species and species at risk of extinction•` describe the impact of mass extinction on species diversity.

Science


CORE CONTENT



5.8.1 cell theory to:a) explain that systems in multicellular

organisms serve the needs of cellsb) identify the role of cell division in

growth, repair and reproduction inmulticellular organisms

c) identify that abnormal cell function mayresult in disease

5.8.2 the Watson-Crick model of DNA to:a) explain the advantages of DNA

replicating exactlyb) explain the advantages and

disadvantages of DNA mutatingc) identify that information is transferred

as DNA on chromosomes when cellsreproduce themselves

d) identify that genes are part of DNAe) identify the role of genes and

environmental factors in determining the features of an organism

5.8.3 the theory of evolution and naturalselection to:a) discuss evidence that present-day

organisms have developed from differentorganisms in the distant past

b) relate natural selection to the theory ofevolution.

Stage 5



5.8.4 humans to:a) describe the role of, and interaction

between, coordination systems inmaintaining humans as functioningorganisms

b) describe some responses of body systemsto infectious and non-infectious diseases

c) relate the organs involved in humanreproductive systems to their function.

OUTCOMES Stage 5

A student:

5.8 relates thestructure andfunction of livingthings to models,theories and laws.




Newtonian model of the solar system• relate the model of the solar system to the observed sky• examine information collected to assist in predicting events such as appearances of comets, eclipses and other solar

system phenomena• collate information gained from planetary research to support theories on the formation of the solar system• compare and contrast the planetary geology found within the solar system• research the historical development of the present model of the solar system, including the work of Copernicus, Galileo

and Newton

Components of the universe• explain how different cultures have interpreted constellations• relate colours of stars to their age, distance from Earth and size• explain why quasars have provided evidence of a changing universe• compare time scales used to describe features in the solar system, including orbits of moons and planets• discuss the impact of Voyager probes and the Hubble Space Telescope on knowledge and understanding of the universe

Theory of plate tectonics• explain how information from seismic activity has helped to produce a model to describe Earth’s structure • discuss the contributions of scientists who provided models to explain processes affecting Earth’s structure and behaviour.


Science

CORE CONTENT



4.9.1 the Newtonian model of the solarsystem to:a) describe qualitatively relative sizes,

distances and movements of componentsof our solar system

b) describe relative movements of theplanets, moons and sun

c) explain night and day in terms of Earth’s rotation

d) explain the seasons in terms of the tiltof Earth’s axis and its revolution aroundthe sun.

Stage 4



4.9.2 components of the universe to:a) describe some major features of the

universe, including galaxies, stars,nebulae and solar systems

b) use appropriate scales to describedifferences in sizes of, and distancesbetween, structures making up the universe

4.9.3 the structure of Earth to:a) describe the inner structure of Earth in

terms of core, mantle, crust, lithosphereand asthenosphere

4.9.4 the atmosphere to:a) identify gases that comprise the greater

percentage of air and explain thedifference between atmosphere and space

b) describe the importance of atmosphericgases, including ozone and greenhousegases, to life on Earth

4.9.5 the hydrosphere to:a) describe the water cycle in terms of the

physical processes involvedb) describe the effect of the forces of the

sun and moon on the hydrosphere 4.9.6 the lithosphere to:a) identify that minerals are basic building

blocks of rocks b) explain that the breaking down of rocks is

related to physical and chemical changesc) relate the formation of landforms to

weathering, erosion and depositiond) explain the formation of sedimentary

rocks as compaction of sedimentfollowed by chemical changes.

OUTCOMES Stage 4

A student:

4.9 describes thedynamic structureof Earth and itsrelationship toother parts of oursolar system anduniverse.




Big bang theory• compare the big bang theory with other theories of the development of the universe• consider interactions between various features of the universe and hypotheses on past and future developments in the universe• investigate the ways in which different societies have described changes in the universe observed over recorded time• describe evidence used to support estimates of time in the universe

Atmosphere• discuss some methods used to obtain information about changes in the atmosphere• relate changes in atmospheric condition to weather phenomena and energy transfer processes• describe the history and application of the idea of air pressure

Hydrosphere• compare physical features of the oceanic waters at different depths and temperatures

Lithosphere• describe how weathering and erosion have led to different soil types• distinguish between sedimentary, igneous and metamorphic rocks and identify common examples of each• identify relationships between heat energy, friction and pressure and relate these to the formation of metamorphic and

igneous rocks

Natural events• research evidence which supports the concept that Earth’s surface and atmosphere have changed over the history of Earth• describe major changes in the physical history of some of the major natural features of Earth and relate these to a time

scale.

Science


CORE CONTENT



5.9.1 the big bang theory to:

a) discuss current scientific thinking aboutthe origin of the universe

b) identify that some types ofelectromagnetic radiation are used toprovide information about the universe

c) describe some of the difficulties inobtaining information about the universe

5.9.2 the theory of plate tectonics to:

a) discuss evidence that suggests crustalplates move over time.

Stage 5



5.9.3 components of the universe to:

a) relate some major features of theuniverse to theories about the formationof the universe

b) describe some changes that are likely totake place during the life of a star

5.9.4 natural events to:

a) identify that geological history can beinterpreted from the formation, bysediments, of horizontal layers in whichthe oldest are at the base and theyoungest at the top

b) describe conditions under which fossils form

c) relate the fossil record to the age ofEarth and the time over which life hasbeen evolving

d) relate movements of Earth’s plates toconvection currents in the asthenosphereand to gravitational forces

e) explain how earthquakes, volcanicactivity and new landforms result frominteractions at plate boundaries

f) explain some impacts of natural eventsincluding cyclones, volcanic eruptionsand earthquakes on the atmosphere,hydrosphere, lithosphere and/or biosphere.

OUTCOMES Stage 5

A student:

5.9 relates thedevelopment of theuniverse and thedynamic structure of Earth to models,theories and lawsand the influenceof time.

Objective: A student will gain knowledge and understanding of interactions.


Ecosystems• discuss the Convention on Biodiversity with particular reference to Articles 8 and 10• identify factors that affect the size of populations of organisms, including: competition for resources; predators; birth

and death rates• research how Aboriginal belief systems relate to environmental management• describe how the land management practices and techniques of Aboriginal and non-Aboriginal peoples have changed the

environment• discuss evidence for and against relating global warming to changes in weather patterns including El Nino and La Nina

Resources• discuss economic and environmental impacts of mining and exploration• identify differences in properties of the components of selected mixtures that allow these mixtures to be separated into

their components.

CONTENT Stage 4

Interactions


4.10 ecosystems to:a) describe some adaptations of

living things to factors intheir environment

b) describe how producers,consumers and decomposersin Australian ecosystems arerelated, using food chainsand food webs

c) describe the roles ofphotosynthesis andrespiration in ecosystems

d) discuss some effects ofbushfires, drought and floodon Australian ecosystems

OUTCOMES Stage 4

A student:

4.10 identifies thefactors affectingsurvival oforganisms in anecosystem

CONTENT Stage 5

Interactions


5.10 ecosystems to:a) distinguish between biotic

and abiotic features of thelocal environment

b) describe the importance ofcycles of materials inecosystems

c) describe some impacts ofhuman activities onecosystems

d) discuss strategies used tobalance human activities andneeds in ecosystems withconserving, protecting andmaintaining the quality of theenvironment

OUTCOMES Stage 5

A student:

5.10 assesses humanimpacts on theinteraction ofbiotic and abioticfeatures of theenvironment

4.11.1 natural resources to:

a) distinguish between naturaland made resources

b) give examples of resourcesfrom living things andresources extracted from theair, earth and oceans

c) identify fossil fuels anddescribe some of their uses.

4.11 identifies resourcesused by humansand where they arefound, anddescribes ways inwhich they areexploited.

5.11.1 energy resources to:a) discuss the importance of

energy as a resource andidentify renewable and non-renewable sources of energy

b) identify properties that makesome natural resourceseconomically important anddescribe their uses

5.11.2 waste from resource use to:a) relate pollution to

contamination by unwantedsubstances

b) identify excessive use offossil fuels as a contributingfactor to a greenhouse effect.

5.11 analyses theimpact of humanresource use onthe biosphere toevaluate methods of conserving,protecting andmaintaining Earth’sresources.



Science

Objective: A student will gain knowledge and understanding of interactions.


Resources• evaluate costs and benefits of various sources of energy, including those available to remote communities• research Aboriginal peoples’ uses of natural materials, including ochres and the use of heat to change colour, natural

dyes, artefacts and weapons, shelter and housing, and cloth and string production• compare advantages and disadvantages of producing and using synthetic materials• identify a variety of synthetic materials and relate their properties to their uses, eg plastics and ceramics

Technology• analyse various simple machines in terms of energy input and output and work done• examine the human body and relate movement to the concept of simple machines• trace the history of the development of particular devices or technologies such as circuitry through to microcircuitry• describe some traditional technologies used and developed by different indigenous peoples.

CONTENT Stage 4

Interactions


4.12 technology to:

a) discuss technologicaldevelopments that haveextended the ability ofscientists to collectinformation about, andmonitor events in, thenatural and physical worlds

b) identify a variety of energytransformations in everydaydevices involving eitherelectrical, sound, lightand/or heat energy.

OUTCOMES Stage 4

A student:

4.12 identifies, usingexamples, commonsimple devices andexplains why theyare used.

CONTENT Stage 5

Interactions


5.12 technology to:

a) identify that simplemachines make tasks easieror more convenient

b) identify some advantages oflevers, pulleys, gears andinclined planes

c) describe some everyday usesand effects ofelectromagnetic radiation,including applications incommunication technology

d) discuss, using examples, howdevelopments in electronicshave changed technology, andidentify some applications

e) give examples of medical andindustrial uses of nuclearenergy and discuss thebenefits and problemsassociated with these uses

f) describe some benefits andproblems and some of thesocial and ethical issues ofusing biotechnology

g) describe ways in whichtechnology has increased thevariety of materials.

OUTCOMES Stage 5

A student:

5.12 describes scientificprinciplesunderlying somecommontechnologies.

Stages 4–5 SyllabusScience



Objective: A student will gain skills in planning investigations.


Science

OUTCOMES: Stage 4

A student:

4.13 clarifies the purpose of an investigation and, withguidance, produces a planto investigate a problem.

OUTCOMES: Stage 5

A student:

5.13 identifies a problem andindependently producesan appropriateinvestigation plan.

CORE CONTENT

Skills

Students will learn to

4/5.13.1 identify data sources to:

a) describe a problem, hypothesis or question thatcan be tested or researched

b) propose possible sources of data and/orinformation relevant to the investigation

c) identify what type of information or data needsto be collected

d) justify why particular types of data orinformation are to be collected

e) identify the appropriate units to be used incollecting data

f) recommend the use of an appropriate technologyor strategy for collecting data or gatheringinformation

g) formulate a means of recording the data to begathered or the information to be collected

4/5.13.2 plan first-hand experiences to:

a) identify variables that need to be kept the sameif first-hand data is to be collected

b) specify the dependent and independent variableswhen planning controlled experiments

c) describe a logical procedure for undertaking asimple or controlled experiment

d) establish an appropriate timeline for aninvestigation

4/5.13.3 choose equipment or resources to:

a) identify advantages and limitations of usingparticular laboratory equipment for a specific task

b) select appropriate equipment (including safetyequipment) and/or resources to perform the task

c) describe ways to reduce the risk to themselves andothers when working in the laboratory or field.


Objective: A student will gain skills in conducting investigations.

Science


OUTCOMES: Stage 4

A student:

4.14 follows a sequence ofinstructions to undertakea first-hand investigation

OUTCOMES: Stage 5

A student:

5.14 undertakes first-handinvestigationsindependently with safetyand competence

CORE CONTENT

Skills


4/5.14 perform first-hand investigations to:

a) follow the planned procedure when performingan investigation

b) use time and resources effectively

c) safely and efficiently construct, assemble andmanipulate identified equipment

d) record data using the appropriate units

e) evaluate and modify experimental procedures

f) demonstrate the use of safe and hygienic workpractices including the correct use of safetyequipment

4.15 uses given criteria togather first-hand data

5.15 gathers first-hand dataaccurately

4/5.15 gather first-hand information to:

a) make and record observations and measurementsaccurately over a number of trials

b) use a range of data collection technologies andstrategies independently

4.16 accesses information fromidentified secondarysources.

5.16 accesses information froma wide variety ofsecondary sources.

4/5.16 gather information from secondary sources to:

a) use a range of sources, including CD-ROMs andthe Internet, to access information

b) use key words, skimming and scanningtechniques to identify appropriate information

c) extract information from column graphs,histograms, divided bar and sector graphs, linegraphs, composite graphs, flow diagrams, othertexts and audio/visual resources

d) summarise information from identified oral andwritten secondary sources.

Objective: A student will gain skills in communicating information and understanding.

OUTCOMES: Stage 4

A student:

4.17 evaluates the relevance ofdata and information

OUTCOMES: Stage 5

A student:

5.17 explains trends, patternsand relationships in dataand/or information from avariety of sources

CORE CONTENT

Skills


4/5.17 process information to:

a) collate information from a number of sources

b) distinguish between relevant and irrelevantinformation

c) check the reliability of gathered data andinformation by comparing them withobservations or information from other sources

d) organise data using a variety of methodsincluding diagrams, tables, spreadsheets anddatabases

e) critically analyse the accuracy of scientificinformation presented in mass media

f) identify trends, patterns, relationships andcontradictions in data and information

g) apply mathematical concepts to assist analysis of data and information

4.18 with guidance, presentsinformation to anaudience to achieve aparticular outcome.

5.18 selects and usesappropriate forms ofcommunication to presentinformation to anaudience.

4/5.18 present information to:

a) select, and use appropriately, a discussion,explanation, procedure, exposition, recount,report, response or experimental record for oral or written presentation

b) select and use an appropriate medium to presentdata and information

c) select and use an appropriate method toacknowledge sources of information

d) use symbols to express relationships, includingmathematical ones, and appropriate units forphysical quantities

e) use drawings, diagrams, graphs, tables and flowcharts to show relationships and presentinformation clearly and/or succinctly

f) select and draw the appropriate type of graph(from column graph, histogram, divided bar, sectoror line graph) or diagram to convey informationand relationships clearly and accurately.



Science


Objective: A student will gain skills in developing scientific thinking and problem-solving techniques.

Science


OUTCOMES: Stage 4

A student:

4.19 draws conclusions basedon information available

OUTCOMES: Stage 5

A student:

5.19 uses critical thinkingskills in evaluatinginformation and drawingconclusions

CORE CONTENT

Skills


4/5.19 think critically to:

a) justify inferences in light of gathered information

b) identify data which support or discount ahypothesis, a question being investigated or aproposed solution to a problem

c) predict outcomes and generate plausibleexplanations directly related to observations made

d) make generalisations in relation to a relevant setof observations or experimental results

e) anticipate and/or respond to problems as theyarise in practical situations

f) use models, including mathematical ones, toexplain phenomena or make predictions

g) use cause and effect relationships to explain ideas

4.20 uses an identifiedstrategy to solve problems

5.20 selects and usesappropriate strategies tosolve problems

4/5.20 solve problems to:

a) identify the nature of a presented problem

b) describe different strategies that could beemployed to solve an identified problem

c) use identified strategies to develop a range ofpossible solutions to a particular problem

d) evaluate the appropriateness of differentstrategies for solving an identified problem

4.21 uses creativity andimagination to suggestplausible solutions tofamiliar problems.

5.21 uses creativity andimagination in theanalysis of problems andthe development ofpossible solutions.

4/5.21 use creativity and imagination to:

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 andlogical progression

e) apply critical thinking in the consideration ofproposals

f) formulate cause and effect relationships.


Objective: A student will gain skills in working individually and in teams.


Science

OUTCOMES: Stage 4

A student:

4.22 completes a variety ofindividual and team taskswith guidance.

OUTCOMES: Stage 5

A student:

5.22 independently plans,implements and evaluatesthe effectiveness of avariety of tasks as anindividual and as a teammember.

CORE CONTENT

Skills


4/5.22.1 work individually to:

a) independently plan and conduct investigations,communicate information and understanding andsolve problems

b) set and work to realistic timelines and goals

c) accept responsibility for maintenance of a safeworking environment for themselves and others

d) evaluate the effectiveness of their performancein completing tasks

4/5.22.2 work in teams to:

a) identify the specific roles needed when workingin a team

b) match the tasks to the team members accordingto the requirements of the task and the skills ofthe individual

c) negotiate and allocate individual roles tomembers of the team

d) accept specific roles in a team while planningand conducting investigations, communicatinginformation and understanding and solvingproblems

e) set and work to realistic timelines and goals as a team

f) accept personal responsibility for maintenance ofa safe working environment for the team

g) monitor progress of the team towards completionof a task

h) evaluate the process used by the team andeffectiveness of the team in completing the task.


Objective: A student will develop positive attitudes towards, and values about, themself, others, learning as a lifelong process, science and the environment.

Science


CORE CONTENT

Values and Attitudes

Students will learn to:

a) develop a positive view of themselves and their capabilities

b) exhibit self-direction in their own learning

c) initiate and persevere with activities to completion to achieve areasonable end point

d) demonstrate a willingness to make decisions and to takeresponsibility for their actions

OUTCOMES Stages 4 and 5

A student:

4/5.23 demonstrates confidence and awillingness to make decisions and to take responsible actions

a) be honest and open in their dealings with others

b) respect the rights and property of others

c) work cooperatively in groups

d) show flexibility and responsiveness to ideas and evidence

e) demonstrate a commitment to safe personal and communitypractices in the home and workplace

f) appreciate the need to assess opinions and values within thecommunity

4/5.24 respects different viewpoints and ishonest and fair in dealing with others

a) acknowledge the continued impact of science in many aspects ofeveryday life

b) realise that the knowledge base of society grows continually

c) retain a healthy curiosity about the world around them

4/5.25 recognises the relevance and importanceof lifelong learning

a) value a scientific problem-solving approach

b) experience satisfaction in applying the processes of science

c) show awareness that scientists must be accountable for theiractions

d) appreciate that scientific information should be disseminatedobjectively

e) appreciate that scientific theories can only be judged on thebasis of scientific evidence

f) appreciate the need for careful assessment of science reports inthe media

4/5.26 recognises the role of science inproviding information about issues being considered and in increasing anunderstanding of the world around them

a) appreciate and be curious about the nature and behaviour ofpeople and the environment

b) demonstrate a commitment to conserving and improving thequality of society and the environment.

4/5.27 acknowledges their responsibility toconserve, protect and maintain theenvironment for future generations.

Assessment of Student AchievementThe assessment of student achievement involves collecting valid information and making reliablejudgements about student performance in relation to the objectives and related outcomes of the course.Schools collect evidence of student achievement using a variety of tasks across Stage 4 and Stage 5. Suchevidence is useful in that it can:

■ inform future teaching

■ provide diagnostic information

■ assist students with their learning

■ report on the extent of student achievement of course outcomes.

In Stage 5, summative assessment information is used to determine a grade for a student’s SchoolCertificate Record of Achievement. The Science Course Performance Descriptors are used for this purpose.

Designing Assessment Programs for Science Stages 4–5The Science Stages 4–5 Syllabus provides students with opportunities to acquire knowledge andunderstanding, skills and values and attitudes through the integrated study of Prescribed Focus Areas,Domain and Contexts. Teachers should develop a separate assessment program for Stage 4 and for Stage 5.These programs must allow for the observation and measurement of student achievement of the objectivesand related outcomes of the course. Within an assessment program, it is necessary to establishappropriate balance in the range of outcomes being assessed. The extent of assessment of variousknowledge and skills outcomes in a syllabus should reflect their relative importance and emphasis withinthat syllabus.

An assessment program will include a variety of types of assessment tasks. These are activities designed toprovide information about a student’s achievement of specific objectives and outcomes of a syllabus. It isalso necessary to establish appropriate balance in the selection of assessment instruments included inassessment tasks. Teachers should ensure that the tasks they design are the most appropriate for theobjectives and outcomes being assessed, eg practical skills should be assessed through teacherobservation during hands-on practical exercises or laboratory tasks rather than by using written tasks.Tasks should allow individual students the opportunity to show what they know and can do in differentways. Individual students have preferred modes of learning and may have preferred modes of displayingtheir abilities. Therefore, by using a variety and balance of assessment instruments, teachers are betterable to ascertain the achievements of their students.

It should be emphasised that:

■ an assessment task need not attempt to assess every outcome associated with an objective;

■ the same outcomes need not be assessed every time an assessment task is given;

■ a variety of outcomes may be assessed by using the one assessment task.

In planning an assessment program, teachers should consider these guidelines in order to avoid over-assessing students.

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A Selection of Assessment Instruments and Techniques Appropriate for ScienceThis list of assessment instruments and techniques is not exhaustive. It has been organised in noparticular order.

Stimulus material

Owing to the topical and dynamic nature of science, teachers may wish to use a variety of stimulusmaterial to support the techniques outlined above. Stimulus material, to be useful, must be clear andcontain information directly relevant to the question or task. (Illustrations and diagrams that merelyembellish the question or that provide only minor or secondary information can often distract studentsfrom the real point of the question or task.)

Such stimulus material could include:

■ news files;

■ audiovisual material, including CD-ROMs and Internet sites;

■ cartoons;

■ graphs, tables, diagrams and statistics.

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Objective techniques

■ Multiple-choice items

■ Cloze passages

■ One-word/Phrase responses or numericalresponses

■ True/False questions

■ Matching exercises.

Subjective techniques

■ Observation of skills

■ Interview

■ Debate

■ Role-play

■ Demonstration

■ Presentation

■ Question and answer.

Short-response items

■ Short written answers varying in length froma single sentence to approximately 150 words

■ Exercises requiring the construction of graphs,tables or diagrams and the performance ofextended mathematical calculations

■ Comprehension exercises

■ Brief oral presentations.

Extended-response items

■ Written reports

■ Comprehension exercises

■ Briefing notes

■ Design tasks

■ Portfolios.

Practical techniques

■ Teacher observation of manipulative skills

■ Interviews and surveys

■ Practical reports

■ Experimental activities

■ Reports on fieldwork

■ Poster presentation

■ Preparation of videos/audio tapes

■ Model-making.

Research assignments

■ Case studies from primary and secondary sources

■ Seminar papers and presentations to group

■ Written reports

■ Prepared extended oral presentations.

The Outcomes Being AssessedStudents’ work provides evidence for assessment of the extent to which students have achieved thesyllabus outcomes. Schools may develop additional, more specific outcomes based on those provided inthe syllabus to obtain more detailed information about student performance during the assessment process.

Outcomes are an aid to promoting effective teaching and learning. While the Board of Studies expectsthat teachers will address the range of outcomes for a particular stage, it is clearly not possible to requirethat all students achieve all outcomes.

Throughout a course, it is expected that teachers will formally and informally assess a range of outcomes.Values and attitudes outcomes, although forming an integral component of the syllabus and teachingprogram, are not included when determining students’ levels of achievement in relation to the knowledgeand understanding and skills outcomes. Student attainment relative to the values and attitudes outcomesshould, nevertheless, be observed and reported in its own right, as appropriate.

When developing an assessment task to measure student achievement of outcomes, teachers should:

■ consider the purpose of the assessment — is the assessment to be used for diagnostic, formative orsummative purposes?;

■ identify the syllabus objectives to be assessed and the associated outcomes that will provideevidence of whether the student has achieved the objectives;

■ provide students with information about the outcomes being assessed;

■ determine the particular content for the assessment task;

■ construct questions or activities that provide students with the opportunity to demonstrate therelevant outcomes;

■ devise a marking scheme/criteria sheet as the task is set. It is important to allocate marks or gradesto each part of the task in such a way as to reflect the relative importance of that part.

School Certificate

1999–2000

School-based assessment of students in 1999 and 2000 will be based on Course Performance Descriptorsreleased to schools in 1998. The School Certificate Tests held in 1999–2000 will be based on the ScienceYears 7–10 Syllabus, which was approved by the Secondary Schools Board (1984) and amended in 1989.The specifications for that test were released to schools in 1998.

2001 and beyond

School-based assessment of students in 2001 and beyond will be based on Course Performance Descriptorsthat will be finalised in 1999. A draft set of Course Performance Descriptors will be provided to schools inearly 1999, with consultation following. The final set will be released to schools in May 1999.

The Science Stages 4–5 Syllabus (1998) will be first examined in 2001. Schools will be provided with drafttest specifications in early 1999. Consultation on the draft specifications will occur early in 1999. Thefinal specifications and a specimen examination paper will be provided to schools in May 1999.

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School-based Assessment for the School CertificateThe School Certificate grading system is concerned with describing student achievement at the completionof a Stage 5 course. The grades A, B, C, D and E summarise levels of achievement ranging from Excellent(grade A) to Elementary (grade E). By applying the Science Course Performance Descriptor statements tothe available evidence of student achievement, teachers are able to make a global judgement of the gradedeserved by a student at the end of a course.

Where tasks are scheduled throughout the course, greater emphasis would generally be given to thosetasks held towards the end of the course. For example, in a Stage 5, 200-hour course extending over Years9 and 10, the assessment information collected in Year 10 provides the fullest and latest picture ofstudent achievement. In this case, a student’s performance in Year 9 need not be included in determiningtheir grade unless that student had exited the course at the end of Year 9.

Information on achievement of Stage 4 outcomes is NOT to be used for the purpose of determining agrade for the School Certificate. However, the tasks undertaken in Stage 4 should provide usefulinformation about student progress. In this way, a student’s performance should benefit when similartechniques are applied in the assessment of the course during Stage 5.

Further information:

■ Assessment, Certification and Examination Manual

■ Science Stages 4–5 Support Document

■ Science Course Performance Descriptors

■ Assessing and Reporting Using Stage Outcomes

■ The School Certificate Grading System: A Guide for Teachers.

Program EvaluationEvaluation is the process of gathering data and making judgements about the effectiveness of teachingprograms, policies, procedures and resources as well as the appropriateness of the outcomes.

Teachers need to evaluate the programs they develop from Board of Studies syllabuses. Evaluation willrequire the collecting, analysing and interpreting of information to allow judgements to be made aboutteaching programs.

When evaluating learning experiences and programs, the major focus should be on their effectiveness inenabling students to achieve learning outcomes. Evaluation is an ongoing activity and can be informal orformal. Formal evaluation would normally take place before and after units of work but could also takeplace during the teaching/learning process.

Informal evaluation forms an important basis for adjusting programs or adapting and modifying resourcesto suit student needs and to meet program objectives.

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The evaluation process involves:

■ determining the purpose of the evaluation;

■ deciding on the focus of the evaluation;

■ deciding on the information to be collected and the methods of collection;

■ collecting the information;

■ interpreting the information;

■ using the interpretation to plan further action;

■ taking the action planned.

The evaluation process enables the teacher to make informed decisions leading to more effective teaching.

Evaluation will assist the teacher in:

■ considering the appropriateness of the program;

■ selecting and using resources;

■ assigning additional or alternative work for individual students;

■ providing opportunities for students to work cooperatively;

■ pacing the teaching program;

■ recognising other areas where decisions need to be made about teaching and learning;

■ reporting on student progress;

■ involving the community.

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Prior KnowledgeConsultation with primary schools provides information on the Science and Technology experiences ofstudents during Stage 3 and assists teachers in providing a smooth transition to students. Science andTechnology has been part of the K–6 curriculum for some time and students will begin Stage 4 with avariety of experiences and knowledge.

It is important to recognise, value and build on the prior experiences of students. Unnecessary repetition,rather than reinforcement and extension, often leads to lowered motivation. To determine the knowledgeand understanding of students, teachers may acquire information from primary teachers and the studentsthemselves. Concept mapping, questioning, brainstorming, predict-observe-explain exercises and pretestsare some ways of eliciting knowledge from new students.

Science and Technology K–6

STAGE 3

Objective Outcome

Students will develop their Students will know and understand that: knowledge and understanding of:

Knowledge and understanding: Content strands

Built Environments • people try to control the conditions in the environments they build• people live in communities and build environments to service their

common needs• both aesthetic and functional factors need to be considered

when people make changes to their environments

Information and Communications • information can be represented in a number of different forms,including graphics, sounds and texts

• technologies continually offer new ways of creating and sendingmessages

Living Things • living things show variation within a species• the activities of people can change the balance of nature• groups of living things have changed over long periods of time

Physical Phenomena • there are various forms of energy• a complete circuit is needed for an electrical device to work• the sun is the source of most of the energy on Earth• light can pass through some materials and not others, and

when it does not, shadows form

Products and Services • there are environmental consequences of production andconsumption

• systems are designed to provide particular services• systems are used to deliver and distribute goods

Earth and Its Surroundings • there are many physical phenomena which change theenvironment

• there are various parts to the physical environment, eg stars,planets, earth, air and water

• environments on Earth have been affected by technology.

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Objective Outcome

Knowledge and understanding: Learning processes

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Students will develop theirknowledge and understanding ofthe process of investigation thatpeople use to develop reliableinsights into the natural andmade environments.

Students will:

• recognise that investigations may be conclusive/inconclusive

• describe the social, environmental or economic implications ofthe investigation of new materials and processes

• identify investigations which involve discoveries leading tounexpected outcomes

• show some relationship between the process of investigationand the process of designing and making

• describe the process of investigation, which can involveexploring and discovering phenomena and events, proposingexplanations, initiating investigations, predicting outcomes,testing, modifying and applying understanding.

Students will develop theirknowledge and understanding ofthe process of designing andmaking that people use in orderto satisfy their wants and needs.

Students will:

• describe the factors that influence design

• justify the decisions made in designing and making

• justify the combination of materials and techniques in relationto the properties required for specific end uses

• explain the need for safe, ergonomically sound workenvironments

• identify that new technologies increase the options fordesigning and making

• describe the process of designing and making, which caninvolve identifying needs and wants, defining a design task,generating and selecting ideas, assembling or constructingproducts, systems or environments, and evaluating outcomes.

Students will develop theirknowledge and understanding ofthe technologies people select anduse, and how these technologiesaffect other people, theenvironment and the future.

Students will:

• explain that the future must be considered when makingchoices of particular technologies

• evaluate technological activity in terms of social andenvironmental costs and benefits

• explain that particular technologies are significant causes ofchange in the way people live

• describe ways in which resources can be conserved.

Objective Outcome

Skills

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Students will be able toinvestigate natural and madeenvironments.

Students will:

• make detailed observations using appropriate technologies

• discuss the factors that might affect an investigation

• devise fair tests

• identify data which support a particular prediction

• devise a test that will support or disprove a prediction

• modify and apply their understanding in the light of theirinvestigation.

Students will be able to designand make products, systems andenvironments to meet specificneeds.

Students will:

• use investigation techniques to identify opportunities fordesign activities

• develop a design proposal by selecting and refining ideas andjustifying choices

• select, reject or modify as appropriate the elements of designto evalute the procedures and outcomes of a design task

• produce a model, prototype, product or procedure to meet aspecific design brief

• test or propose ways of testing the extent to which a productsatisfies the design intentions.

Students will be able to selectand use a range of technologies.

Students will:

• select appropriate tools, hardware, materials, equipment orsoftware on the basis of their specific function and in order togather information

• use appropriate equipment and tools to carry out a particular task,and understand the technology involved to record and presentideas

• use resources with consideration of the environment and adoptprocedures which minimise waste

• identify and report unsafe conditions

• record the economic, moral, social and environmentalconsequences of advances in technology.

Objective Outcome


Students will engage in learning experiences which will enable them to develop positive and informedvalues and attitudes.

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Values and attitudes towardsthemselves

Students will:

• demonstrate confidence in themselves and willingness to makedecisions and to take responsible actions

• have a positive view of themselves and their capabilities

• exhibit self-direction in their own learning

• show flexibility and responsiveness to ideas and evidence

• initiate and persevere with activities to their completion.

Values and attitudes towardsothers

Students will:

• be honest and open in their dealings with others

• respect the rights and property of others

• work cooperatively in groups

• show a commitment to fair treatment for all

• respect different viewpoints and ways of living.

Values and attitudes towardsscience and technology

Students will:

• show informed commitment to improving the quality of societyand the environment

• be curious about and appreciate the natural and madeenvironment

• develop rational and creative thinking

• gain satisfaction in their efforts to investigate, to design andmake and in using technology

• appreciate education as a continuing process

• appreciate the scientific and technological contribution madeby Australians and members of other societies and cultures.

Key CompetenciesScience provides a powerful context within which to develop general competencies considered essentialfor the acquisition of effective, higher-order thinking skills necessary for further education, work andeveryday life.

Key competencies are embedded in the Science Stages 4–5 Syllabus to enhance student learning and areexplicit in the objectives and outcomes of the syllabus. The key competencies of collecting, analysing and organising information and communicating ideas and information reflect core processes of scientificinquiry and the skills identified in the syllabus assist students to continue to develop their expertise in theseareas. Students work as individuals and as members of groups to conduct investigations and, through this,the key competencies of planning and organising activities and working with others and in teams aredeveloped. During investigations, students use appropriate information technologies and so develop the keycompetency of using technology. The exploration of issues and investigations of problems contributetowards students’ development of the key competency of solving problems. Finally, when students analysestatistical evidence, apply mathematical concepts to assist analysis of data and information and constructtables and graphs, they are developing the key competency of using mathematical ideas and techniques.

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Glossary of TermsMany of the terms defined in this glossary refer to verbs that are used to introduce the outcomes and corecontent in this syllabus and should be read in this context.

Term Meaning

access Look for and use

account Give reasons for (an answer); provide explanations for

acknowledge Recognise an opinion or point of view; admit that something is true

aim The overall purpose of the syllabus

analyse Examine to identify the important features/components

apply Use or incorporate

appropriate Suitable for selected students; suitable for a particular purpose or person

assess Make a judgement on; determine the value of

associate Connect through some commonality

clarify Make clear; explain fully; give the main points; describe in more detail

classify Arrange information into appropriate categories

collate Put together related information, points

content The substance or subject matter of what is to be studied by students over Stages 4and 5 in Science. This is expressed in terms of the knowledge and understanding, skillsand values and attitudes of the area being studied (organised in the Domain), theemphases given (organised as Prescribed Focus Areas), and the framework withinwhich the learning experiences take place (organised as Contexts)

Context One of the three areas of content chosen by the teacher to encourage students toparticipate and engage in the learning process, identify and extend connectionsbetween their learning and their experiences, develop literacy skills, increasescientific literacy and/or increase their personal and societal power in a broad rangeof situations

compare Select appropriate and relevant characteristics and describe the ways in which theseare similar or different

construct Put together (eg into a diagram or flow chart), or physically make

demonstrate Prove; show; make obvious through experimentation, argument or reasoning

dependent Controlled variablevariable

describe Provide an outline; give characteristics of

design Provide the steps for an experiment, procedure or investigation

discuss Provide detail (for and against); identify issues

distinguish Use some feature(s) or characteristic(s) to highlight differences

Domain One of the three areas of content; the conceptual framework of knowledge andunderstanding, skills and values and attitudes of the area being studied — forexample, models, theories and laws; systems and structures

draw (conclusions) Deduce

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evaluate Determine the merits of an argument, data, information, a conclusion, a procedure;can mean calculate

examine Inquire into; investigate

explain Relate cause and effect, show the sequence of events related to, show therelationship between factors, show consequences of

extract Choose the relevant and appropriate details

follow Use a sequence of steps to perform a function

gather Collect from different sources

implement Put into practice; use

interaction Involves the development of interconnected and validated ideas across areas ofscience. These ideas use models, theories and laws and the relationships within andbetween structures and systems to develop a fuller understanding of phenomena

identify Recognise and name particular objects, chemicals, features, events, processes

independent The variable that is changedvariable

investigate Search or inquire into; examine the particulars about

justify Give reasons why the answer, conclusion, is correct; support an argument orconclusion

law A simple and precise statement that has been shown to be universally reliable. Itdescribes phenomena that occur with unvarying regularity under the same conditions

model A mathematical or physical representation based on a simplified set of assumptions.Models provide a means of testing and predicting behaviour within limited conditions

modify Change the form or quantities in some way

negotiate Take other people’s suggestions into account to arrive at a decision

objective Objectives provide more specific statements of the intent of the syllabus. Theyamplify the aim and provide direction to teachers on the teaching and learningprocess emerging from the syllabus. They define in broad terms the knowledge andunderstanding, skills, and values and attitudes fundamental to Science in Stages 4and 5. They are organised by using the same heading as the Domain

outcome Outcome statements express the specific intended results of the teaching of thesyllabus. They provide clear statements of the knowledge and understanding, skills,and values and attitudes expected to be gained by most students as a result of theeffective teaching and learning of Science by the end of Stages 4 and 5. They arederived from the content of the syllabus

Prescribed Focus One of the three areas of content that identify the different curriculum emphases or Areas purposes. They are designed to increase students’ understanding of science as an

ever-developing body of knowledge, the provisional nature of scientific explanations,the complex relationship between evidence and ideas, and the impact of science onsociety, eg history of science, the nature and practice of science

plan Develop a sequence of steps to follow; design a process

predict Suggest what may happen based on the information available

present Provide information for consideration

produce Provide some

propose Make a suggestion to be considered

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qualitatively Explain using descriptive explanations involving features, characteristics, propertiesaccount for

qualitatively Use descriptive explanations involving features, characteristics, properties to identify analyse important components

quantitative Involving measured components (chemical formulae or numbers)

rationale Explains why the syllabus has been written and why it exists in that form

recommend Suggest why; provide reasons for

record Store information/observations for later reference

respect Be willing to allow or acknowledge

research Investigate, through the literature or by practical investigation, relevant information

retain Consider as worthwhile

select Choose one or more items, features, objects

specify State in detail

structure The whole in terms of its parts

summarise Express in concise form

system The parts that work together to form a whole

theory A coherent explanation of a body of experimental evidence, based upon a small numberof assumptions. A theory provides predictions that can be tested against observations

trace Follow a logical sequence through a process, procedure

undertake Actively participate in a practical investigation

use Employ for some purpose

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