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Senior Science

Stage 6

Syllabus

Approved September 2002

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Published by Board of Studies NSWGPO Box 5300Sydney NSW 2001Australia

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ISBN 1 7409 9451 5

2002508

Contents

1 The Higher School Certificate Program of Study.......................................................... 5

2 Rationale for Senior Science in the Stage 6 Curriculum................................................ 6

3 Continuum of Learning for Senior Science Stage 6 Students ........................................ 7

4 Aim ........................................................................................................................... 8

5 Objectives .................................................................................................................... 8

6 Course Structure .......................................................................................................... 9

6.1 Preliminary Course............................................................................................. 9

6.2 HSC Course...................................................................................................... 10

6.3 Overview.......................................................................................................... 11

6.4 Other Considerations ........................................................................................ 15

7 Objectives and Outcomes........................................................................................... 16

7.1 Objectives and Outcomes Table........................................................................ 16

7.2 Key Competencies............................................................................................ 18

8 Content: Senior Science Stage 6 Preliminary Course.................................................. 19

8.1 Senior Science Skills ........................................................................................ 19

8.2 Water for Living............................................................................................... 22

8.3 Plants ............................................................................................................... 27

8.4 Humans at Work............................................................................................... 30

8.5 Local Environment ........................................................................................... 35

9 Content: Senior Science Stage 6 HSC Course............................................................. 39

9.1 Senior Science Skills ........................................................................................ 39

9.2 Lifestyle Chemistry .......................................................................................... 42

9.3 Medical Technology — Bionics ....................................................................... 46

9.4 Information Systems......................................................................................... 54

9.5 Option — Polymers.......................................................................................... 54

9.6 Option — Preservatives and Additives ............................................................. 58

9.7 Option — Pharmaceuticals ............................................................................... 61

9.8 Option — Disasters .......................................................................................... 65

9.9 Option — Space Science .................................................................................. 69

10 Course Requirements ................................................................................................. 73

11 Post-school Opportunities .......................................................................................... 74

12 Assessment and Reporting ......................................................................................... 75

12.1 Requirements and Advice................................................................................. 75

12.2 Internal Assessment.......................................................................................... 76

12.3 External Examination ....................................................................................... 76

12.4 Board Requirements for the Internal AssessmentMark in Board Developed Courses ................................................................... 77

12.5 Assessment Components, Weightings and Tasks .............................................. 78

12.6 HSC External Examination Specifications ........................................................ 80

12.7 Summary of Internal and External Assessment ................................................. 81

12.8 Reporting Student Performance Against Standards ........................................... 81

13 Appendix ................................................................................................................... 82

Senior Science Stage 6 Syllabus

5

1 The Higher School Certificate Program of Study

The purpose of the Higher School Certificate program of study is to:

• provide a curriculum structure which encourages students to complete secondary education;

• foster the intellectual, social and moral development of students, in particular developing their:– knowledge, skills, understanding and attitudes in the fields of study they choose– capacity to manage their own learning– desire to continue learning in formal or informal settings after school– capacity to work together with others– respect for the cultural diversity of Australian society

• provide a flexible structure within which students can prepare for:– further education and training– employment– full and active participation as citizens

• provide formal assessment and certification of students’ achievements;

• provide a context within which schools also have the opportunity to foster students’ physicaland spiritual development.


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2 Rationale for Senior Science in the Stage 6 Curriculum

The study of Senior Science Stage 6 provides students with a contemporary and coherentunderstanding of some of the basic laws, theories and principles of Biology, Chemistry, Physics andEarth and Environmental Science and their application. It includes an examination of the technologythat uses these laws, theories and principles and the impact of this science and technology on society.It reflects the interdisciplinary nature of science with a focus on the interdependence of science,technology and society.

Senior Science Stage 6 caters to a wide range of students who wish to become scientifically literatecitizens. The course encourages students to develop a range of practical skills including the use ofcurrent instrumentation, information technology and an increased ability to communicateunderstanding. Senior Science Stage 6 focuses on all of these areas framed within the principles ofBiology, Chemistry, Physics and Earth and Environmental Science.

Senior Science Stage 6 draws upon and builds on the knowledge and understanding, skills and valuesand attitudes developed in Science Stages 4–5. It further develops students’ understanding of scienceas a continually developing body of knowledge, of the role of experimentation in deciding betweencompeting theories and of the provisional nature of scientific explanations. In addition, this coursedevelops further understanding of the interdisciplinary nature of science, the complex relationshipbetween evidence and ideas and the impact of science on society.

The study of Senior Science Stage 6 involves the students working individually and with others inthe laboratory, in the field and with interactive multimedia, gaining experiences that are related to thetheoretical concepts considered in the course. It is expected that students studying Senior ScienceStage 6 will apply investigative and problem-solving skills, effectively communicate scientificinformation and understanding and appreciate the contribution that a study of science makes to ourunderstanding of the world.

Senior Science Stage 6 caters for a wide range of students, providing stimulation for students whohave achieved elementary to substantial achievement level in the Science Stages 4–5 course.

Students who have completed the Biology, Chemistry, Earth and Environmental Science or PhysicsPreliminary course but do not wish to continue on to the HSC in that course can elect to undertakethe Senior Science HSC course.


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3 Continuum of Learning for Senior Science Stage 6 Students

In the Preliminary course students can elect to undertake either Preliminary Senior Science or one ormore of the Preliminary Biology, Chemistry, Earth and Environmental Science or Physics courses.For the HSC course, students who have completed the Biology, Chemistry, Earth and EnvironmentalScience or Physics Preliminary course but do not wish to continue on to the HSC from a particularchosen Preliminary course can elect to undertake the Senior Science HSC course.

Stages 1–3Science and Technology

Stages 4–5

Science

Stage 5

Science Life Skills

For students withspecial education needs

Stage 6

SeniorSciencePreliminary

Stage 6

ScienceLife Skills

Stage 6

Senior Science HSC

Workplace University TAFE Other

Stag

e 6V

ocational Education

and Training

Experience in learning about the natural and m

ade environment, exploring phenom

ena andpatterns of events, acquiring scientific skills and relating science to everyday life

Stage 6

Biology, Chemistry, Earthand EnvironmentalScience and PhysicsPreliminary


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4 Aim

To provide learning experiences through which students will:

• acquire knowledge and understanding about fundamental concepts related to the nature andfunctioning of physical, chemical, geological and biological systems, the historical developmentof these concepts and their application in personal, social, economic, technological andenvironmental situations

• progress from the consideration of specific data and knowledge to the understanding of modelsand concepts and the explanation of generalised scientific terms; from the collection andorganisation of information to problem-solving and from the use of simple communication skillsto those that are more sophisticated

• develop positive attitudes towards the study of physical, chemical, geological and biologicalsystems, the environment and opinions held by others, recognising the importance of evidenceand the use of critical evaluation of differing scientific opinions related to various aspects ofscience.

5 Objectives

Students will develop knowledge and understanding of:

1. the history of science2. the nature and practice of science3. applications and uses of science4. the implications of science for society and the environment5. current issues, research and developments in science6. the resources of the Earth7. internal and external environments8. chemical changes9. organs and systems of the body10. energy.

Students will develop further skills in:

11. planning investigations12. conducting investigations13. communicating information and understanding14. developing scientific thinking and problem-solving techniques15. working individually and in teams.

Students will develop positive values about and attitudes towards:

16. themselves, others, learning as a lifelong process, science and the environment.


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6 Course Structure

This Senior Science Stage 6 Syllabus has a Preliminary course and a HSC course. The Preliminaryand HSC courses are organised into a number of modules.

The Preliminary modules consist of core content that would be covered in 120 indicative hours.

The HSC course consists of core and options organised into a number of modules. The core contentcovers 90 indicative hours, with options covering 30 indicative hours. Students are required to coverone of the options.

Practical experiences are an essential component of both the Preliminary and HSC courses. Studentswill complete 80 indicative hours of practical/field work during the Preliminary and HSC courses,with no less than 35 indicative hours of practical experiences in the HSC course. Practicalexperiences must include at least one open-ended investigation, integrating skill and knowledgeoutcomes, in both the Preliminary and HSC courses.

Practical experiences should emphasise hands-on activities and include:

• undertaking laboratory experiments, including the use of appropriate computer and digital-basedtechnologies

• fieldwork• research by using the library, Internet and digital technologies• using computer simulations for modelling or manipulating data• using and reorganising secondary data• extracting and reorganising information in the form of flowcharts, tables, graphs, diagrams,

prose and keys• using animation, video and film resources to capture/obtain information not available in other

forms.

6.1 Preliminary Course — 120 indicative hours

The Preliminary course incorporates the study of:

• Water for Living (30 indicative hours)• Plants (30 indicative hours)• Humans at Work (30 indicative hours)• The Local Environment (30 indicative hours).


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6.2 HSC Course — 120 indicative hours

The HSC course builds upon the Preliminary course. The Preliminary course contains content that isconsidered assumed knowledge for the HSC course. The HSC course incorporates the study of:

a) the core, which constitutes 90 indicative hours and includes:• Lifestyle Chemistry (30 indicative hours)• Medical Technology — Bionics (30 indicative hours)• Information Systems (30 indicative hours)

b) the option constitutes 30 indicative hours and may comprise any ONE of the following:• Polymers• Preservatives and Additives• Pharmaceuticals• Disasters• Space Science.


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6.3 Overview

The following diagram summarises the relationship between the various elements of the course:

Aimstates the overall purpose of the syllabus

Objectives

define in broad terms the knowledge and understanding,skills and values and attitudes

Outcomes

define the intended results of teaching

Content of each moduleContent of each module

Contexts

chosen to increase motivation,conceptual meaning, relevance,

literacy and/or confidence

Prescribed Focus Areas Domain

identify emphases that are contains knowledge andapplied to what is understanding, skills and values

being learned and attitudes to be learned

An independent learner

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

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


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ContextContexts are frameworks devised to assist students to make meaning of the Prescribed Focus Areasand Domain. Contexts are culturally bound and therefore communicate meanings that are culturallyshaped or defined. Contexts draw on the framework of society in all aspects of everyday life. Thecontexts for each module encourage students to recognise and use their current understanding tofurther develop and apply more specialised scientific understanding and knowledge.

Prescribed Focus AreasThe Prescribed Focus Areas are different curriculum emphases or purposes designed to increasestudents’ understanding of science as an ever-developing body of knowledge, of the provisionalnature of scientific explanations in science, of the complex relationship between evidence and ideasin science and of the impact of science on society.

The following Prescribed Focus Areas are developed in this syllabus.

History of scienceKnowledge of the historical background of science is important for an adequate understanding of thefunctioning, origins and evolution of life. Students should develop knowledge of:• the developmental nature of science• the part that an understanding of science plays in shaping society• how our understanding of science has been influenced by society.

Nature and practice of scienceA study of Senior Science Stage 6 should enable students to participate in scientific activities anddevelop knowledge of the practice of science. Students should develop knowledge of the provisionalnature of scientific explanations and the complex relationship between:• existing scientific views and the evidence supporting these• the process and methods of exploring, generating, testing and relating ideas• the stimulation provided by technological advances in understanding science• the constraints imposed on understanding science by the limitations of current technology and

the stimulation this provides for the development of the required technology and technologicaladvances.

Applications and uses of scienceSetting the study of Senior Science Stage 6 into broader contexts allows students to deal with realproblems and applications. The study of Senior Science Stage 6 should increase students’ knowledgeof:• the relevance, usefulness and applicability of scientific concepts and principles• the way in which increases in our understanding in science have led to the development of

useful technologies and systems• the contributions science has made to society, with particular emphasis on Australian

achievements.


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Implications for society and the environmentScience has an impact on our society and the environment and students need to develop knowledgeof the importance of positive values and practices in relation to society and the environment. Thestudy of Senior Science Stage 6 should enable students to develop:• understanding about the interrelatedness among people and their surroundings• skills in decision making about issues concerning society and the environment• awareness of the social and environmental responsibility of the scientist• awareness of science that relates to the distinctive Australian environment.

Current issues, research and developments in scienceIssues and developments related to science are more readily known and more information isavailable to students than ever before about current issues, research and developments in science.The syllabus should develop students’ knowledge of:• areas currently being researched in science• career opportunities in science and related fields• events reported in the media that require an understanding of some aspect of science.

DomainKnowledge and understandingAs a course that focuses on the disciplines of science, the Senior Science Stage 6 course presents aparticular way of thinking about the world. It encourages students to use creativity, inference anddeductive reasoning. It presumes that the interactions within biological and physical systems andbetween organisms and their environments occur in consistent patterns that can be understoodthrough careful, systematic study.

The Preliminary course focuses on skill development and consolidation of the basic laws, theoriesand principles of Biology, Chemistry, Earth and Environmental Science and Physics. The HSCcourse focuses on the development of further understanding of the underlying laws, theories andprinciples of Biology, Chemistry, Earth and Environmental Science and Physics and their applicationto technology and society.

SkillsSenior Science Stage 6 involves the further development of the skills students have developedthrough the Stages 4–5 Science course through a range of practical experiences.

The course provides experiences that specifically focus on the skills of investigation and organisationof information, using information technology, including spreadsheets, databases and word processingand develops skills in the use of scientific instrumentation and practical work.


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Practical experiences are an essential component of both the Preliminary and HSC courses. Studentswill complete 80 indicative hours of practical/field work during the Preliminary and HSC courseswith no less than 35 indicative hours of practical experiences in the HSC course. Practicalexperiences are designed to utilise and further develop students’ expertise in each of the followingskill areas:

• planning investigationsThis involves increasing students’ skills in planning and organising activities, effectively usingtime and resources, selecting appropriate techniques, materials, specimens and equipment tocomplete activities, establishing priorities between tasks and identifying ways of reducing riskswhen using laboratory and field equipment.

• conducting investigationsThis involves increasing students’ skills in locating and gathering information for a plannedinvestigation. It includes increasing students’ skills in performing first-hand investigations, gatheringfirst-hand data and accessing and collecting information relevant to science from secondary sourcesusing a variety of technologies.

• communicating information and understandingThis involves increasing students’ skills in processing and presenting information. It includesincreasing students’ skills in speaking, writing and using nonverbal communication such asdiagrams, graphs and symbols to convey scientific information and understanding. Throughoutthe course students become increasingly efficient and competent in the use of both technicalterminology and the form and style required for written and oral communication in science.

• developing scientific thinking and problem-solving techniquesThis involves further increasing students’ skills in clarifying issues and problems relevant toscience, framing a possible problem-solving process, developing creative solutions, anticipatingissues that may arise and devising appropriate strategies to deal with those issues and workingthrough the issues in a logical and coherent way.

• working individually and in teamsThis involves further increasing students’ skills in identifying a collective goal, defining andallocating roles and assuming an increasing variety of roles in working as an effective memberof a team within the agreed time frame to achieve the goal. Throughout the course, students areprovided with further opportunities to improve their ability to communicate and relateeffectively with each other in a team.


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Values and attitudesBy reflecting about past, present and future involvement of science with society, students areencouraged to develop positive values and informed critical attitudes. These include a responsibleregard for both the living and non-living components of the environment, ethical behaviour, a desirefor critical evaluation of the consequences of the applications of science and a recognition of theirresponsibility to conserve, protect and maintain the quality of all environments for futuregenerations.

Students are encouraged to develop attitudes on which scientific investigations depend such ascuriosity, honesty, flexibility, persistence, critical thinking, willingness to suspend judgement,tolerance of uncertainty and an acceptance of the provisional status of scientific knowledge. Studentsneed to balance these with commitment, tenacity, at times inflexibility and a willingness to take risksand make informed judgements. As well as knowing something of and/or about science, studentsneed to value and appreciate science if they are to become scientifically literate persons.

6.4 Other Considerations

Safety issuesSchools have a legal obligation in relation to safety. Teachers will need to ensure that they complywith the Occupational Health and Safety Act 2000 (NSW) the Occupational Health and SafetyRegulation 2001, the Dangerous Goods Act 1975 (NSW), the Dangerous Goods Regulation 1978(NSW) and the Hazardous Substances Regulation 1996 (NSW), as well as system and schoolrequirements in relation to safety when implementing their programs.

Schools should refer to the resource package Chemical Safety in Schools (DET, 1999) to assist themin meeting their legislation obligations.

Animal Research ActSchools have a legal responsibility in relation to the welfare of animals. All practical activitiesinvolving animals must comply with the Animal Research Act 1985 (NSW) as described in theAnimals in Schools: Animal Welfare Guidelines for Teachers (2002) produced on behalf of theSchools Animal Care and Ethics Committee (SACEC) by the NSW Department of Education andTraining.


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7 Objectives and Outcomes

7.1 Objectives and Outcomes Table

ObjectivesPreliminary Course

OutcomesHSC Course Outcomes

Students will developknowledge andunderstanding of :

A student : A student :

1. the history of science P1. outlines the historicaldevelopment of scientificprinciples, concepts andideas

H1. discusses advances inscientific understanding andtechnology that have changedthe direction or nature ofscientific thinking

2. the nature andpracticeof science

P2. applies the processes that areused to test and validatemodels, theories and laws ofscience, with particularemphasis on first-handinvestigations

H2. applies the processes that areused to test and validatemodels, theories and laws, toinvestigations

3. applications and usesof science

P3. assesses the impact ofparticular technologicaladvances on science

H3. assesses the contribution ofscientific advances on thedevelopment of technologies

4. the implications ofscience for societyand the environment

P4. identifies applications ofscience that affect society andthe environment

H4. assesses the impacts ofapplications of science onsociety and the environment

Pre

scri

bed

F

ocu

s A

rea

5. current issues,research anddevelopments inscience

P5. identifies areas of currentscientific research

H5. describes possible futuredirections of scientificresearch

6. the resources of theEarth

P6. identifies the origins ofEarth’s resources

H6. describes uses of the Earth’sresources

7. internal and externalenvironments

P7. explains relationshipsbetween organisms in theenvironment

H7. identifies effects of internaland external environmentalchanges on the human body

8. chemical changes P8. describes reactions betweencompounds

H8. relates the properties ofchemicals to their use

9. organs and systems ofthe body

P9. describes the structure of bodyorgans and systems

H9. relates the structure of bodyorgans and systems to theirfunction

Dom

ain

:

Kn

owle

dge

10. energy P10. describes the effect ofenergy transfers andtransformations

H10. discusses ways in whichdifferent forms of energy andenergy transfers andtransformations are used


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ObjectivesPreliminary CourseOutcomes

HSC Course Outcomes

Students will developknowledge andunderstanding of :

A student : A student :

11. planning investigations P11. identifies andimplementsimprovements toinvestigation plans

H11. justifies the appropriatenessof a particular investigationplan

12. conductinginvestigations

P12. discusses the validityand reliability of datagathered from first-hand investigations andsecondary sources

H12. evaluates ways in whichaccuracy and reliabilitycould be improved ininvestigations

13. communicatinginformation andunderstanding

P13. identifies appropriateterminology andreporting styles tocommunicateinformation andunderstanding inscience

H13. uses terminologyand reporting stylesappropriately andsuccessfully to communicateinformation andunderstanding

14. developing scientificthinking and problem-solving techniques

P14. draws valid conclusionsfrom gathered data andinformation

H14. assesses the validityof conclusions fromgathered data andinformation

Dom

ain

:

Sk

ills

15. working individuallyand in teams

P15. implements strategies towork effectively as anindividual or as amember of a team

H15. explains why aninvestigation is bestundertaken individually orby a team

Dom

ain

: V

alu

es

& A

ttit

ud

es

16. themselves, others,learning as a lifelongprocess, science andthe environment

P16. demonstrates positivevalues about andattitudes towards boththe living and non-living components ofthe environment, ethicalbehaviour and a desirefor a critical evaluationof the consequences ofthe applications ofscience

H16. justifies positive valuesabout and attitudes towardsboth the living and non-living components of theenvironment, ethicalbehaviour and a desire for acritical evaluation of theconsequences of theapplications of science


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7.2 Key Competencies

Science provides a powerful context within which to develop general competencies consideredessential for the acquisition of effective, advanced thinking skills necessary for further education,work and everyday life.

Key competencies are embedded in the Senior Science Stage 6 Syllabus to enhance student learningand are explicit in the objectives and outcomes of the syllabus. The key competencies of collecting,analysing and organising information and communicating ideas and information reflect coreprocesses of scientific inquiry and the skills identified in the syllabus assist students to continue todevelop their expertise in these areas.

Students work as individuals and as members of groups to conduct investigations and, through this,the key competencies planning and organising activities and working with others and in teams aredeveloped. During investigations, students use appropriate information technologies and so developthe key competency of using technology. The exploration of issues and investigations of problemscontribute to students’ development of the key competency solving problems. Finally when studentsanalyse statistical evidence, apply mathematical concepts to assist analysis of data and informationand construct tables and graphs, they are developing the key competency using mathematical ideasand techniques.


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8 Content: Senior Science Preliminary Course

8.1 Senior Science Skills

During the Preliminary course it is expected that students will further develop skills in planning andconducting investigations, communicating information and understanding, scientific thinking andproblem-solving and working individually and in teams. Each module specifies content throughwhich skill outcomes can be achieved. Teachers should develop activities based on that content toprovide students with opportunities to develop the full range of skills.

Preliminary CourseOutcomes

Content

A student:P11. identifies and

implementsimprovements toinvestigationplans

Students:11.1 identify data sources to:a) analyse complex problems to determine appropriate ways in which each aspect may be

researchedb) determine the type of data that needs to be collected and explain the qualitative or

quantitative analysis that will be required for this data to be usefulc) identify the orders of magnitude that will be appropriate and the uncertainty that may be

present in the measurement of datad) identify and use correct units for data that will be collectede) recommend the use of an appropriate technology or strategy for data collection or

gathering information that will assist efficient future analysis

11.2 plan first-hand investigations to:a) demonstrate the use of the terms ‘dependent’ and ‘independent’ to describe variables

involved in the investigationb) identify variables that need to be kept constant, develop strategies to ensure that these

variables are kept constant and demonstrate the use of a controlc) design investigations that allow valid and reliable data and information to be collectedd) describe and trial procedures to undertake investigations and explain why a procedure, a

sequence of procedures or the repetition of procedures is appropriatee) predict possible issues that may arise during the course of an investigation and identify

strategies to address these issues if necessary

11.3 choose equipment or resources by:a) identifying and/or setting up the most appropriate equipment or combination of equipment

needed to undertake the investigationb) carrying out a risk assessment of intended experimental procedures and identifying and

addressing potential hazardsc) identifying technology that could be used during investigations and determining its

suitability and effectiveness for its potential role in the procedure or investigationsd) recognising the difference between destructive and non-destructive testing of material and

analysing potentially different results of these two procedures


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P12. discusses thevalidity andreliability of datagathered fromfirst-handinvestigations andsecondarysources

12.1 perform first-hand investigations by:a) carrying out the planned procedure, recognising where and when modifications are needed

and analysing the effect of these adjustmentsb) efficiently undertaking the planned procedure to minimise hazards and wastage of resourcesc) disposing carefully and safely of any waste materials produced during the investigationd) identifying and using safe work practices during investigations

12.2 gather first-hand information by:a) using appropriate data collection techniques, employing appropriate technologies including

data loggers and sensorsb) measuring, observing and recording results in accessible and recognisable forms, carrying out

repeat trials as appropriate12.3 gather information from secondary sources by:a) accessing information from a range of resources including popular scientific journals, digital

technologies and the Internetb) practising efficient data collection techniques to identify useful information in secondary

sourcesc) extracting information from numerical data in graphs and tables as well as from written and

spoken material in all its formsd) summarising and collating information from a range of resourcese) identifying practising male and female Australian scientists, the areas in which they are

currently working and information about their research

12.4 process information to:a) assess the accuracy of any measurements and calculations and the relative importance of the

data and information gatheredb) identify and apply appropriate mathematical formulae and conceptsc) select and use appropriate methods, including computer-assisted analysis, to best illustrate

trends and patternsd) evaluate the validity of first-hand and secondary information and data in relation to the area

of investigatione) assess the reliability of first-hand and secondary information and data by considering

information from various sourcesf) assess the accuracy of scientific information presented in mass media by comparison with

similar information presented in scientific journals

P13. identifiesappropriateterminology andreporting styles tocommunicateinformation andunderstanding inscience

1 13.1 present information by:a) selecting and using appropriate text types or combinations thereof, for oral and written

presentationsb) selecting and using appropriate media to present data and informationc) selecting and using appropriate methods to acknowledge sources of informationd) using symbols and formulae to express relationships and using appropriate units for physical

quantitiese) using a variety of pictorial representations to show relationships and present information

clearly and succinctlyf) selecting and drawing appropriate graphs to convey information and relationships clearly and

accuratelyg) identifying situations where use of a curve of best fit is appropriate to present graphical

information


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P14. draws validconclusions fromgathered data andinformation

14.1 analyse information:a) to identify trends, patterns and relationships as well as contradictions in data and

informationb) to justify inferences and conclusionsc) to identify and explain how data supports or refutes an hypothesis, a prediction or a

proposed solution to a problemd) to predict outcomes and generate plausible explanations related to the observationse) to make and justify generalisationsf) predict, prepare for and respond to possible problems as they arise during investigationg) to use cause and effect relationships to explain phenomenah) to identify examples of the interconnectedness of ideas or scientific principles

14.2 solve problems by:a) identifying and explaining the nature of a problemb) describing and selecting from different strategies those which could be used to solve a

problemc) using identified strategies to develop a range of possible solutions to a particular problemd) evaluating the appropriateness of different strategies for solving an identified problem

14.3 use available evidence to:a) design and produce creative solutions to problemsb) propose ideas that demonstrate coherence and logical progression and include correct use

of scientific principles and ideasc) apply critical thinking in the consideration of predictions, hypotheses and the results of

investigationsd) formulate cause and effect relationships


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8.2 Water for Living

Contextual Outline

The Earth’s water budget was essentially fixed as it cooled when gaseous water condensed andsettled on the cooling planet. Free water exists in liquid form as surface and ground water and it isthis water which is available for living things. It is also in the atmosphere as the main gas thatabsorbs back-radiation from the Earth to assist in stabilising the Earth’s surface temperatures andclimatic conditions.

The terrain and climate determine the amount of water available for an individual continent.Australia has an arid environment because its water budget is limited in most areas due to acombination of factors, such as the Great Dividing Range, which limits rain coming in from the east,the Papua-New Guinea Highlands, which limit rain entering inland from the north, and very coldatmospheric and ocean currents coming in from Antarctica, which limit rain entering Australia fromthe south.

The NSW river systems have been disturbed by many factors, including run-off from pastoralsystems and the damming and re-routing of others. There are now limits regulating the dischargepermitted into the river systems and the health of these systems is continuing to improve.

Large areas of land have been set aside as catchment regions for dams supplying urban environmentsand experience has shown that care of these catchments is essential for clean, pollution-free drinkingwater.

This module increases students understanding of the nature and practice, the applications and uses ofscience and the implications of science for society and the environment.

Assumed KnowledgeRefer to the Science Stages 4–5 Syllabus for the following:4.7.5b identify, using examples, the importance of water as a solvent4.7.5c describe aqueous mixtures in terms of solute, solvent and solution4.8.1a identify that living things are made of cells4.9.5a describe the water cycle in terms of the physical processes involved


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Students learn to: Students:

� identify the relative amount of waterin a variety of living things

� describe the importance of water as asolvent in the– bloodstream– cells– transpiration stream

� discuss ways in which plants optimisewater uptake

� discuss ways, using examples, thatplants reduce water loss such as:– thick outer coating (cuticle) on

leaves– reduced leaves– dropping leaves in times of

drought

1. Water is essentialfor the health ofhumans and otherliving things

� discuss ways, using examples, thatanimals reduce water loss such as:– excrete uric acid instead of urea– nocturnal behaviour– reduced activity– lying in the shade– burrowing underground

� perform a first-hand investigation todemonstrate that substances dissolvein water and identify the solute andsolvent in each case

� plan, choose equipment or resourcesfor and perform a first-handinvestigation to determine the amountof water present in a variety of fruits,vegetables and meat

� perform a first-hand investigation toidentify adaptations of some plantsthat assist in reducing water loss

� gather, process and analyseinformation to identify the differentways in which a range of terrestrialanimals reduce water loss


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� outline types of surface and groundwaters in the hydrological cycle suchas:– bore water– artesian water– the water table– dams– rivers– lakes– wetlands– cave environments

� discuss the effects of water pollutionand ground salinity on the continuedsupply of fresh water to living thingsand provide examples of theseoccurring in Australian environments

� identify possible solutions toenvironmental problems associatedwith the use of ground water

� process information from secondarysources to map the location and typeof surface and ground water in thelocal area

� analyse information from secondarysources to outline the relationshipsbetween rainfall and types ofAustralian ecosystems

� process, analyse and presentinformation from secondary sources toassess human impact on one aquaticecosystem or water source in Australiaand identify some consequences ofthis impact and one possiblerehabilitation technique

2. Water is animportant factor inthe maintenance ofAustralianenvironments

� outline one local, State or FederalGovernment policy on water-relatedissues in relation to increasingproblems with water supplies acrossNSW


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� define the terms fertiliser, herbicideand pesticide and explain, usingexamples, why each is used in theAustralian context

� identify the conditions under whichfertiliser and pesticides may be carriedinto water systems

� assess the impact on water systems ofthe release of substances produced orused by households, such as:– oils– detergents– bleaches and toilet cleaners– insoluble materials– sewage

� plan, choose equipment and resourcesfor, and perform a first-handinvestigation to determine the effect ofvarious concentrations of fertiliser onplant growth

� process information from secondarysources on methods of bioassay forwater purity

� identify the use of and impact onwater systems of substances such as:– heavy metals (lead and mercury)– phosphates– nitrates

3. A wide range ofchemicals used inhuman activity mayimpact on watersystems

� identify the impact on aquaticecosystems of factors such as– accumulated sediment– leaching from tips– bioaccumulation

� describe some of the strategies thathouseholds can use to reduce waterpollution

� identify conditions under which algalblooms may occur in the rivers ofNew South Wales

� describe impacts of algal blooms inrivers

� discuss alternative strategies to the useof chemicals in agriculture to reducewater pollution

4. Strategies toreduce waterpollution can be aresult of personalinitiative orgovernmentlegislation

� identify an example of technologybeing used and developed to reducewater pollution and discuss possiblelong-term effects of this strategy

� gather information from secondarysources to identify causes and impactsof algal blooms in waterways in NSW

� perform a first-hand investigation todetermine the amount of water usedper household for one activity such as- water used per toilet flush- water used per shower- water used per washing machine

cycleand identify ways in which it can bereduced

� gather, process and presentinformation from secondary sourceson the latest technologies being usedto purify and treat water


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� discuss types of indicator organismsthat are found in safe water suppliesand those found in polluted water

� define what is meant by a catchmentarea

� identify a local catchment area and thesources of water feeding into thiscatchment

� describe possible sources ofcontamination that may entercatchments

� describe the types of tests that are usedto monitor and assess local waterquality

5. Water pollution atthe local levelimpacts on globalwater quality

� explain how water quality in one areacan impact on the water quality inother areas

� plan, choose equipment or resourcesfor, and perform a first-handinvestigation to determine theindicator organisms present in a localcatchment area and from these deducethe chemical purity of water

� gather information on the source ofwater feeding into the local catchmentarea using maps or field trips

� gather information from secondarysources concerning the use andtreatment of local water

� gather, process and presentinformation from secondary sources toidentify some major disastersinvolving water pollution


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8.3 Plants

Contextual Outline

The end of the twentieth century witnessed an increased awareness of the need to maintainbiodiversity and to preserve and maintain plants. Plants are being replaced in areas where earliersettlers removed them and there is renewed interest in removing introduced plants from natural tractsof bushland. There is also an increased awareness of using Australian native plants for a variety ofpurposes. Their adaptations to the Australian environment mean that less alteration of the soil andgenerally less investment in water is needed for their growth.

Knowledge about the propagation and care of Australian plants continues to grow and often entailslong-term, regular data collection, analysis of this data and the application of new and innovativetechnologies. This includes the use of procedures to increase quantities of plant stocks and the use ofcontrolled environments for germination and for the support of fragile seedlings.

This module increases students’ understanding of the history, the nature and practice of science andcurrent issues, research and developments in science.

Assumed KnowledgeRefer to the Science Stages 4–5 Syllabus for the following:4.8.4b identify that tissues, organs and organ systems in multicellular organisms consist of different

types of cells4.8.4c explain why multicellular organisms require specialised organs and systems4.8.4e describe the role of the root, stem and leaf in maintaining flowering plants as functioning

organisms


� describe plants as autotrophicorganisms

1. An understandingof the ways inwhich plantsfunction

� identify mineral nutrients required byplants as– trace elements– macrominerals

� gather information from secondarysources to describe van Helmont’sexperiment and discuss the validity ofhis conclusions


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� identify the impact of temperature,moisture and oxygen concentration ongermination rates

� explain how the following techniquesaffect germination:– cold storage– vacuum packing– desiccation/dehydration

� outline techniques used to promotegermination and growth from seed:– heat beds– lime pelleting– misting

� describe pre-germination requirementsof some identified Australian flora

� plan, choose equipment and resourcesfor, and perform a first-handinvestigation to:

– design and perform a set ofcontrolled experiments toinvestigate the effect of either arange of temperatures, moisturelevels or oxygen supply on thegermination rate of a seed

– use appropriate data loggers andprobes to monitor eithertemperature, humidity or oxygen inlevels experimental conditions

– gather, analyse and present findingsin an appropriate form

� gather information from a variety ofresources to identify Australian nativeseeds that are germinated by pre-treatments such as– abrasion– cutting– heat– smoke– leaching

2. The germination ofseeds requiresspecific conditionsand the conditionsrequired for eachtype of plant maybe determined byits environment

� identify that different plants havedifferent requirements for growth

� explain the effects of one of thefollowing on seedling growth:– temperature– moisture– water quality– crowding of seedlings

� outline effects of light intensity onseedling growth

3. The rate of growthof a seedlingdepends onenvironmentalconditions

� plan, choose equipment and resourcesfor, and perform a first-handinvestigation and present findings inan appropriate manner to explain theeffect of one of the followingvariables on plant growth:– temperature– moisture– light intensity– water quality– crowding of seedlings

� process information to graph andidentify the importance of one namedfactor on seedling growth


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� identify that plants have varyingabilities to survive in differentmoisture levels and discuss theadaptations of– xerophytes– mangrove– epiphytes

� perform an investigation to identifythe use of computer-assisted wateringcontrol systems used in horticulture/agriculture and discuss their merits

4. Supplying water toplants must takeinto account therequirements ofthat plant

� describe technological developmentsused to supply adequate water to seedsand plants in horticulture andagriculture

� outline ways in which vegetativepropagation and regeneration occur inAustralian native plants including– lignotubers– epicormic buds– runners

� identify the purposes of applyingcloning technology to plants

� identify data sources, gather, processand present information fromsecondary sources to identifyAustralian research involving cloningand tissue culture of plants and thepurpose of this research, using anexample such as the Wollemi Pine

� discuss genetic advantages anddisadvantages of cloning

5. Asexualreproductionproduces geneticclones of plantsand can be used toincrease thequantities of rareplants and plantsthat are in heavydemand

� describe processes of tissue cultureand reasons for its use

� explain the benefits of geneticdiversity for a species

� identify reasons why Australian plantsbecome endangered

� outline one conservation strategy usedwith one rare Australian species

� discuss reasons for conservingAustralian species of plants

6. The maintenanceof diversity inplants is importantfor the genetichealth of the planet

� discuss the importance of, andstrategies currently used by geneticiststo develop and maintain seed andgamete banks

� gather and process information fromsecondary sources to summarise onestrategy used to protect one rareAustralian species

� analyse and present information fromsecondary sources on the methodsused to ensure biodiversity of cropsand native flora including thedevelopment and use of seed banks


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8.4 Humans at Work

Contextual Outline

The human body is structurally well adapted to the tasks required of it. It has structures and reflexesthat protect soft tissue and prevent injury. All movable joints have cartilage that acts to reducefriction, in conjunction with the synovial fluid, and acts as a shock absorber in those joints withextensive movement such as the backbone. The skeletal structures are composed of both protein andcalcium salts, which provide them with both flexibility and rigidity. All these protective measuresensure that the human body can survive a multitude of hazards in the natural environment and copewith the everyday demands placed on it.

However, the body still needs to be protected from hazards that are part of the modern environment.A knowledge of the structure and function of the human body suggests appropriate safety measuresthat need to be considered and technologies that can be developed to protect the body. Legislation onoccupational health and safety issues that relate to our immediate home and work environmentsencourages the adoption of safe practice in all aspects of students’ lives.

This module increases students’ understanding of the nature and practice, applications and uses ofscience and the implications of science for society and the environment.

Assumed KnowledgeRefer to the Science Stages 4–5 Syllabus for the following:4.6.1a identify situations or phenomena where different forms of energy are evident4.8.5a describe the role of the digestive, circulatory, excretory, skeletal and respiratory

systems in maintaining humans as functioning organisms


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� outline reasons for the OccupationalHealth and Safety Act 2000

� define a hazard in the workplace asanything with the potential to harm life,physical and mental health or property

� assess potential sources of risk in anarea in terms of causes that include:

– physical– chemical– biological

� perform an occupational health andsafety style audit to gather first-handinformation about the school/homeenvironment with reference to keyaspects of Australian legislation onOccupational Health and Safety

� analyse information to outline howincreases in understanding about thestructure and function of the humanbody have impacted on safetypractices using one specific example

� identify hazards in the workplace thatincrease the risk of injury

1. The human bodycan have demandsplaced on it whichcan result in injury

� assess the impact of increasedunderstanding of the structure andfunction of the human body onincreased awareness of safety in theworkplace and the home

� account for the moist lining of thelungs in terms of the need to dissolveoxygen so it can diffuse through to theblood

� outline the purpose of mucousproduction and the role of cilia onepithelial tissue in the lungs

� outline the effect of chronic exposureto inhaled solids on lung tissue

� gather, process, analyse and presentinformation from secondary sourceson one respiratory condition caused byenvironmental factors and include:– cause– effect on respiratory system– symptoms– prevention

– current directions in research toreduce the problem

2. Potential risks tothe respiratorysystem can beminimised byimplementingprotectivemeasures

� identify safety procedures andequipment in the school andworkplace including– fume cupboards– filtering masks– filters– dust extractors/fans– adequate ventilationto reduce inhalation of harmfulsubstances


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� outline the function and structure ofthe eye including the:– conjunctiva– cornea– sclera– retina including rods and cones– tear ducts– eyelid– convex lens– muscles moving the eyeball

� identify that the eye produces tears asa protective mechanism

� assess the need for eye exercises inmany work situations

� explain first aid procedures whensubstances are splashed into the eye

3. The structure ofthe eye and itsfunction dictatethat eyes must beprotected fromforeign materials,intense lightand deformation

� discuss why light emitted naturally orby some technological devicesincluding:– solar eclipse– welding light– laser light– high intensity white lightmay be a cause for concern

� gather, process and analyseinformation from secondary sources topresent information on how vision isaffected by deformation or damage tothe surface of the eye including sportinjuries

� process information from secondarysources and use available evidence tooutline how increases in scientificunderstanding have impacted on thedevelopment of one protectiveeyewear such as

– welding goggles– polarised sunglasses– safety goggles in the laboratory– glasses that protect against UV

light

� outline the structure and discuss howthe composition of one type ofspecialised protective glasses isdesigned to protect the eye and sightsuch as:– welding goggles– polarised sunglasses– safety goggles in the laboratory– glasses that protect against UV

light


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� describe the structures of the ear andidentify potential causes of hearingimpairment

� outline the causes of ‘industrialdeafness’ and relate this to thestructure and function of the ear

� identify data sources and chooseequipment or resources toinvestigate the problems associatedwith hearing and learning in a noisyenvironment

� discuss sensory fatigue and theassociated problems of hearing innoisy environments

4. Earmuffs and earplugs can reducedamage by soundsin the environment

� explain how the structure of earmuffsand ear plugs reduces sound energyreaching the auditory canal

� identify the role of the skull inprotecting the brain

� define the term concussion

� describe the effects of bruising ofbrain tissue and blood vessels

� discuss the energy transfers andtransformations involved when a hardhat or helmet protects the head frominjury

� discuss the relationship between thedesign and use of hard hats and safetyhelmets in areas of buildingconstruction and sport

5. While the softtissue of the brainis protected by thebones of the skull,it can requirefurther protectionin certainsituations

� describe situations in which hard hatsand safety helmets are used

� process and analyse information byexamining a model human skull tomeasure the thickness of bone andinferred strength of the bone

� identify data sources, analyse andpresent information onlaws/regulations governing the use ofsafety helmets and hard hats and useavailable evidence to discuss how thedesign of the protective headgear isrelated to activity in one of thefollowing– football headgear– softball helmet– hard hats– cricket helmets– bike helmets


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� describe the relationship between theaxial skeleton, synovial joints andmuscles

� describe the role of ligaments, tendonsand cartilage in joint movement

� outline the causes of, and preventativemeasures used to deal with, repetitivestrain injury

6. Injury to theintegrated systemof muscles, jointsand bones thatallows movementof the human bodycan be reduced byusing safe workpractices

� analyse safe lifting practices, relativeto the muscles used, to minimiseinjury

� perform first-hand investigations andgather information to observe therelationship between bones, tendons,ligaments and cartilage in animallimbs

� solve problems, analyse informationand use available evidence to identifyways in which one repetitive action inthe workplace may contribute toinjury

� gather, analyse and processinformation from secondary sources todemonstrate strengthening exercisesemployed in one sport and oneoccupation


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8.5 Local Environment

Contextual Outline

The immediate environment has an impact on all living things in many different ways. Each localenvironment has unique physical, chemical, geological and biological features that are related tovarious cycles in operation. The interaction of those features determines the ecosystems that arepresent and the type and number of flora and fauna the ecosystem is able to sustain. By drawing ontheir existing knowledge of the local area, students are able to expand their understanding of thescientific concepts that impact on or are caused by biotic and abiotic factors operating in theenvironment.

The complexity of ecosystems can make them difficult to study and to understand but field study canbe very exciting and rewarding as information is collected, analysed and discussed, leading to abetter understanding of the local area.

Students are encouraged to analyse those aspects of the local environment that have been affected bypeople and propose realistic solutions to the problems that may exist as they undertake field workand develop their report. The report should include: a statement of purpose, a clear and detaileddefinition of the area studied, any background material collected on the area, appropriatepresentation of data collected, analysis of data, discussion of the relationships that exist in the areaand an assessment of human impact on the area.

This module increases students’ understanding of the nature and practice of science and theimplications of science for society and the environment.

Assumed KnowledgeRefer to the Science Stages 4–5 Syllabus for the following:4.10a describe some adaptations of living things to factors in their environment4.10b describe how producers, consumers and decomposers in Australian ecosystems are related,

using food chains and food webs4.10c recall the roles of photosynthesis and respiration in ecosystems


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� describe the differences betweenabiotic and biotic features of theenvironment

� compare the abiotic characteristics ofaquatic and terrestrial environments

� identify the factors determining thedistribution and abundance of aspecies in each environment

� describe and explain the short- andlong-term consequences on theecosystem of members of the samespecies competing for resources

� perform a first-hand investigationusing transect, random quadrat,capture-recapture and tagging/marking methods to make estimates ofreal or simulated populations oforganisms and use the availableevidence to discuss the advantagesand disadvantages of these methods

1. The distribution,diversity andnumbers of plantsand animals foundin ecosystems aredetermined by thebiotic and abioticfactors

� explain the need to use samplingtechniques to make populationestimates when total counts cannot bemade

� discuss the importance of the cyclingof materials in ecosystems

� describe the flow of matter through anatural ecosystem using the water,carbon/oxygen and nitrogen cycles

� identify uses of energy in organisms

� identify data sources, gather andprocess information from first-handand secondary sources to constructfood chains and food webs to illustratethe flow of matter and energy and usethe available evidence to discuss therelationships between differentorganisms in the ecosystem

2. There is a flow ofenergy and matterin an ecosystem

� describe the flow of energy through anatural ecosystem


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� examine trends in population sizes forsome plant and animal species withinan ecosystem

� outline factors that affect numbers inpredator and prey populations

� explain the importance of the role ofdecomposers in the local ecosystem

� explain trophic interactions betweenorganisms in the local ecosystemusing food chains, food webs andpyramids of biomass and energywhere appropriate

� outline energy flow and cycling ofmatter in the local ecosystem studied

3. Each local aquaticor terrestrialecosystem isunique

� identify and describe adaptations of aplant and an animal from the localecosystem

� process secondary information toidentify OH&S issues to identifypotential sources of physical, chemicaland biological risk before undertakingan investigation of a local terrestrial oraquatic environment

� plan, choose equipment or resourcesfor, and perform a field study of alocal terrestrial or aquatic ecosystemto:– measure abiotic variables in the

ecosystem being studied usingappropriate instruments and wherepossible combine with recordedvalues and relate this to thedistribution of organisms

– estimate the size of a plant and ananimal population in theecosystem using transects and/orrandom quadrats techniques

– gather data to describe thedistribution of the plant andanimal species whose abundancehas been estimated

– use available evidence to describeobserved trophic interactionsbetween two plant and two animalspecies found in the area

� process and analyse information toprepare a report on the field studyundertaken using an appropriatereporting style


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� describe the effects of a range ofhuman impacts on the localenvironment

� identify features of the localenvironment which may vary inimportance for different groups in thelocal society

� discuss views that different groups inthe local society have on humanimpact on the local environment

� perform a first-hand investigation togather information by surveying localresidents and discuss concerns abouthuman impact on the local area

� process, analyse and presentinformation from secondary sources totrace the use of the local environmentover the last 50 years

4. The impact ofhumans on aquaticand terrestrialenvironmentsvaries from placeto place

� outline some criteria for localgovernment regulations concerningzoning of the land for uses such as:– domestic housing– units– schools– public transport facilities– commercial developments– primary produce– industry


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9 Content: Senior Science Stage 6 HSC Course

9.1 Senior Science Skills

During the HSC course it is expected that students will further develop skills in planning andconducting investigations, communicating information and understanding, scientific thinking andproblem-solving and working individually and in teams. Each module specifies content throughwhich skill outcomes can be achieved. Teachers should develop activities based on that content toprovide students with opportunities to develop the full range of skills.

HSC Course Outcomes Content

A Student:

H11. justifies theappropriateness of aparticular investigationplan

Students:

11.1 identify data sources to:a) analyse complex problems to determine appropriate ways in which each aspect

may be researchedb) determine the type of data that needs to be collected and explain the qualitative

or quantitative analysis that will be required for this data to be usefulc) identify the orders of magnitude that will be appropriate and the uncertainty that

may be present in the measurement of datad) identify and use correct units for data that will be collectede) recommend the use of an appropriate technology or strategy for data collection or

gathering information that will assist efficient future analysis

11.2 plan first-hand investigations to:a) demonstrate the use of the terms ‘dependent’ and ‘independent’ to describe

variables involved in the investigationb) identify variables that need to be kept constant, develop strategies to ensure that

these variables are kept constant and demonstrate the use of a controlc) design investigations that allow valid and reliable data and information to be

collectedd) describe and trial procedures to undertake investigations and explain why a

procedure, a sequence of procedures or the repetition of procedures is appropriatee) predict possible issues that may arise during the course of an investigation and

identify strategies to address these issues if necessary

11.3 choose equipment or resources by:a) identifying and/or setting up the most appropriate equipment or combination of

equipment needed to undertake the investigationb) carrying out a risk assessment of intended experimental procedures and

identifying and addressing potential hazardsc) identifying technology that could be used during investigations and determining

its suitability and effectiveness for its potential role in the procedure orinvestigations

d) recognising the difference between destructive and non-destructive testing ofmaterial and analysing potentially different results of these two procedures


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H12. evaluates ways in whichaccuracy and reliabilitycould be improved ininvestigations

12.1 perform first-hand investigations by:a) carrying out the planned procedure, recognising where and when modifications are

needed and analysing the effect of these adjustmentsb) efficiently undertaking the planned procedure to minimise hazards and wastage of

resourcesc) disposing carefully and safely of any waste materials produced during the

investigationd) identifying and using safe work practices during investigations

12.2 gather first-hand information by:a) using appropriate data collection techniques, employing appropriate technologies

including data loggers and sensorsb) measuring, observing and recording results in accessible and recognisable forms,

carrying out repeat trials as appropriate

12.3 gather information from secondary sources by:a) accessing information from a range of resources including popular scientific journals,

digital technologies and the Internetb) practising efficient data collection techniques to identify useful information in

secondary sourcesc) extracting information from numerical data in graphs and tables as well as from

written and spoken material in all its formsd) summarising and collating information from a range of resourcese) identifying practising male and female Australian scientists, the areas in which they

are currently working and information about their research

12.4 process information to:a) assess the accuracy of any measurements and calculations and the relative importance

of the data and information gatheredb) identify and apply appropriate mathematical formulae and conceptsc) select and use appropriate methods, including computer-assisted analysis, to best

illustrate trends and patternsd) evaluate the validity of first-hand and secondary information and data in relation to the

area of investigatione) assess the reliability of first-hand and secondary information and data by considering

information from various sourcesf) assess the accuracy of scientific information presented in mass media by comparison

with similar information presented in scientific journals

H13. uses terminology andreporting stylesappropriately andsuccessfully tocommunicateinformation andunderstanding

13.1 present information by:a) selecting and using appropriate text types or combinations thereof, for oral and written

presentationsb) selecting and using appropriate media to present data and informationc) selecting and using appropriate methods to acknowledge sources of informationd) using symbols and formulae to express relationships and using appropriate units for

physical quantitiese) using a variety of pictorial representations to show relationships and present

information clearly and succinctlyf) selecting and drawing appropriate graphs to convey information and relationships

clearly and accuratelyg) identifying situations where use of a curve of best fit is appropriate to present

graphical information


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H14. assess the validityof conclusionsfrom gathered dataand information

14.1 analyse information:a) to identify trends, patterns and relationships as well as contradictions in data and

informationb) to justify inferences and conclusionsc) to identify and explain how data supports or refutes an hypothesis, a prediction or a

proposed solution to a problemd) to predict outcomes and generate plausible explanations related to the observationse) to make and justify generalisationsf) to use models, including mathematical ones, to explain phenomena and/or make predictionsg) to use cause and effect relationships to explain phenomenah) to identify examples of the interconnectedness of ideas or scientific principles

14.2 solve problems by:a) identifying and explaining the nature of a problemb) describing and selecting from different strategies those which could be used to solve a

problemc) using identified strategies to develop a range of possible solutions to a particular problemd) evaluating the appropriateness of different strategies for solving an identified problem

14.3 use available evidence to:a) design and produce creative solutions to problemsb) propose ideas that demonstrate coherence and logical progression and include correct use of

scientific principles and ideasc) apply critical thinking in the consideration of predictions, hypotheses and the results of

investigationsd) formulate cause and effect relationships


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9.2 Lifestyle Chemistry

Contextual Outline

Many consumer products have been developed because of increased understanding of chemicalsubstances, chemical reactions and the biochemistry of human body surfaces. Some of these productsare used as cleaning agents, while others have been developed to act as barriers againstenvironmental factors like wind and heat. Some products are mixtures, used for medicinal purposes,and require a different understanding of body chemistry and chemical interaction. The production ofthese substances on a commercial scale has resulted from developments in chemical technology andan understanding of the different properties of chemicals and chemical interactions. These productsinclude a range of different types of substances, different mixtures and various polymer molecules.

Many products are applied to the hair and skin, to keep them clean or offer some protection from theelements. The products are designed to take into account the properties of water and alcohol, assolvents, and numerous aspects of body chemistry. The different types of chemical substances andhow they are combined to make mixtures depends upon their specific physical and chemicalproperties. The types of products used and the ways in which they are used have changed over timeand are continuing to change as people become more aware of the environmental and health impactsof some of the synthetic substances produced.

This module increases students’ understanding of the history, nature and practice, applications anduses of science and the implications of science for society and the environment.


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� identify that a wide range ofsubstances are used daily as part ofour food, our hygiene, ourentertainment and maintenance of ourhealth

� identify that solutions, colloids andsuspensions occur in a wide range ofconsumer products

� explain that mixtures can be– solutions that contain dissolved

substances and are uniformthroughout

– suspensions containing particlesthat settle out, or form layers,quickly

– colloids with particles that remainsuspended for long periods oftime and include– liquid-in-liquid (emulsions)

- oil-in-water- water-in-oil

- gas-in-liquid (foams)

� explain surface tension in terms of theforces experienced by particles at thesurface of a liquid

1. The use of asubstance dependson its physical andchemicalproperties

� describe surfactants as substances thataffect the surface tension of a liquid

� process and analyse information toidentify the range of chemicals used ineveryday living including

– detergent– lubricant– pesticide– solvent– metal cleaner– body hygiene chemicals– cosmeticand outline any precautions that maybe needed in the use and handling ofthese chemicals.

� use first-hand or secondary sources togather, process, analyse and presentinformation to identify examples ofsuspensions and colloids and outlineone advantage of a mixture being ineach form

� plan, select appropriate equipment orresources for and perform a first-handinvestigation to produce a range ofsuspensions and colloids that are usedby consumers including– beaten or whisked eggs– salad dressing (oil/vinegar)– mayonnaise

� perform first-hand investigations todemonstrate the effect of surfacetension on:– the shape of liquid drops– the formation of menisci– the ability of some insects to walk

on water

� process and present diagrammaticinformation to describe the effects ofsoaps, skin cleansers and shampoos onthe solubility of oil


44


� state the relationship between theproperties of an emulsion and thetypes of molecules present

� outline the purpose of the emulsifyingagent in a range of consumer cleaningproducts

� identify that soaps and detergents areemulsifying agents and surfactants

� explain why cleaning agents must besurfactants and emulsifiers

� perform a first-hand investigation toprepare an emulsion and compare itsproperties to those of a solution andsuspension

� plan, choose equipment or resourcesfor, and perform a first-handinvestigation to gather informationabout the properties of differentemulsions and use available evidenceto compare those properties

� define the term biodegradable

2. A wide range ofcleaning productsare made fromcolloids andsurfactants

� discuss the biodegradability of soapsand soapless detergents

� identify the role of the skin as– an organ to separate the body from

the external environment– an organ assisting in body

temperature control – an organ to protect against entry

by disease-causing organisms

� define the term ‘microflora’ anddiscuss the role of the microflora onskin in different parts of the body

� discuss the term pH in terms of itsability to describe the acidity of asubstance

� explain the relationship between thenatural pH of the skin and the actionof– microflora– natural oil produced by glands in

the skin– perspiration

� perform a first-hand investigation toexamine prepared slides of humanskin

� perform first-hand investigations tomeasure the pH values of a range ofskin and hair products

� identify data sources, plan, chooseequipment or resources for, andperform a first-hand investigation totest the manufacturer’s claim(s) on acommercial product such as soap,shampoo or shower gel and use theavailable evidence to analyse theresults and discuss the validity of theclaim(s)

3. Cleaning productsusedon the humanbody must becompatible withthe physical andchemicalproperties of theskin

� identify and explain the use ofcommon components of body soaps,cleansers and shampoos and thereason for their use


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� identify water and alcohol ascommonly used solvents

� explain the relationship between theproperties of solvents and their use incosmetics and external medications

� identify cosmetics and externalmedications where water is the solvent

� identify cosmetics and externalmedications where alcohol is thesolvent

� perform an investigation to gather datacomparing the rate at which capsules,tablets, enteric coated tablets, andslow-release tablets dissolve

� identify data sources, gather, process,analyse and present information fromsecondary sources to identify howsubdermal implants release theirmedication into the body

4. The nature of asolvent plays animportant role inthe application of amixture

� identify the parts of the digestivesystem

� outline the role of the stomach and thesmall intestine in breaking down food

� discuss the difference in pH of thestomach and the small intestine

� gather, process and analyseinformation from first-hand orsecondary sources to relate thesignificance of solubility of amedication to its action on/in the body

� explain why a knowledge of thesolubility of materials can be used todesign drugs for specific tasks

� account for the absorption of a drugand its action on/in the body in termsof its solubility

� identify that the manner ofadministration of a drug may berelated to its solubility

5. The solubility ofmaterials used indrugs has an effecton the way inwhich the bodyresponds to them

� identify vitamins that are water-soluble and those that are fat-soluble


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9.3 Medical Technology — Bionics

Contextual Outline

Since prehistoric times humans have made use of such biological materials as fur, hides and wood. Inrecent years both the gross characteristics and the microscopic and molecular make up of these materialshave become models for synthetic substances. Increased understanding of physical and biologicalphenomena, of the ways in which the body works coupled with technological advances have resulted inthe rapid development and application of sophisticated techniques and treatments in medicine.

By studying the structure of living things, chemists have also learned to arrange molecules in orderedor disordered forms to produce synthetic materials that are hard or soft, stiff or elastic, just like thereal thing. These special materials — able to function in intimate contact with living tissue, withminimal adverse reaction or rejection by the body — are called biomaterials. Devices engineeredfrom biomaterials and designed to perform specific functions in the body are generally referred to asbiomedical devices or implants.

Biomedical engineers use the principles of engineering coupled with a knowledge of the functioningof organs and body systems for the development of therapeutic devices, especially artificial bodyparts and systems such as artificial blood vessels, pacemakers, dialysis equipment and artificiallimbs.

This module increases students’ understanding of the history, nature and practice of science, theimplications of science for society and the environment and current issues, research anddevelopments in science.


1. Increases inscientificunderstandingand technologicaladvances havebroadenedoptions formaintaininghumansas functioningorganisms

� identify parts of the body and thebiomaterials and biomedical devices thatcan be used to replace damaged ordiseased body parts including– pins, screws and plates– artificial joints– pacemakers– artificial valves– crowns, dentures– lenses– prosthetic limbs– cochlear implants

� gather and process information fromsecondary sources to trace thehistorical development of one of thefollowing implants:– cochlear implants– artificial valves


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� explain the relationship between thestructure and function of the followingparts of the heart– valves– atria– ventricles– major arteries and veins

� explain that specialised tissues in theheart produce an electrical signal thatstimulates rhythmic contractions of thecardiac muscle

� discuss the problems that can result frominterruptions to the normal rhythm of theheart

� identify that a pacemaker will producea regular electrical impulse

� identify the types of materials used tomake pacemakers and the propertiesthat make these suitable for implantingin the body

� describe the problems that can resultfrom faulty valves in the heart

� describe the properties of materialssuch as Teflon/pyrolytic carbon thatmake them versatile materials formaking artificial body parts, includingheart valves

� describe and explain the effects of abuild-up of plaque on the walls ofmajor arteries and veins on blood flowto and from the heart

� gather, identify data sources, plan,choose equipment or resources for,perform a first-hand investigation andanalyse information about changes inthe heartbeat rate before and afterphysical activity

� plan and perform an investigation toidentify individual aspects thatcomprise the heartbeat

� identify data sources, gather, processand analyse information to outline thehistorical development of pacemakersand use available evidence to identifytypes of technological advances thathave made their development possible

� construct a simple model todemonstrate the function of valves inthe heart

� gather, process and analyseinformation to outline areas of currentresearch in heart transplants and/orartifical hearts and their impact onsociety

� gather information from secondarysources on techniques used, includingangioplasty, to ease blood flow to andfrom the heart and in blood vessels,when there has been a build-up ofplaque

� process information to identify differenttypes and functions of artificial valves inthe heart

2. The regularbeating of theheart andcontinuity of theflow of bloodthrough the heartand around thebody is needed tomaintain goodhealth

� discuss ways in which plaque could beeliminated or altered to ease bloodflow


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� identify the role of the skeletal systemparticularly in relation to maintainingan upright stance and protecting vitalorgans

� describe the different types of synovialjoints as

– ball and socket– hinge– double hinge– sliding– pivot

and identify their location

� describe the role of cartilage andsynovial fluid in the operation of joints

� identify the properties of silicone thatmake it suitable for use in bionics

� explain why silicone joints would besuitable substitutes for small joints inthe fingers and toes that bear littleforce

� describe the properties that makeultrahigh molecular weightpolyethylene (UHMWPE) a suitablealternative to cartilage surrounding aball and socket joint in terms of its

– biocompatability withsurrounding tissue

– low friction– durability

� explain why artificial joints have thearticulating ends covered inpolyethylene

� perform a first-hand investigation toremove calcium compounds fromchicken bones to examine the flexiblenature of bones

� perform an investigation to examinethe relationship between cartilage,muscle, tendon and bone in an animallimb

� perform an investigation todemonstrate the different types ofjoints and the range of movementsthey allow

� process secondary information tocompare the shock absorbing abilitiesof different parts of bones

� plan, choose equipment or resourcesfor and perform a first-handinvestigation to demonstrateproperties of silicone such as acidresistance, flexibility andimperviousness to water that make itsuitable for use in bionics

� analyse secondary information tocompare the strength of UHMWPEand ‘superalloy’ metal

� describe the properties of materialssuch as ‘superalloy’ that make a balland stem for the bone components ofa large joint including:– high strength– low weight– good compatibility with body

tissue – inertness

� identify that artificial implants can beeither cemented or uncemented intoplace

3. The wide range ofmovements,continualabsorption ofshocks anddiseases make theskeletal systemvulnerable todamage but newtechnologies areallowing thereplacement ofsome damagedstructures

� describe the properties of the cementthat is used in implants and discusshow an uncemented implant forms abond with bone


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� describe the structures of therespiratory system and identify theirfunction including– trachea– bronchi– alveoli– capillary network around the

alveoli

� explain why cardio-pulmonaryresuscitation techniques can maintainlife when the heart has ceased beating

� identify that artificial lungs removecarbon dioxide from the blood andreplace it with oxygen

� perform an investigation to model theaction of the diaphragm in inhalationand exhalation

� perform a first-hand investigation toidentify carbon dioxide in inhaled airand in exhaled air and determinewhich has the greater concentration

� gather, process and presentinformation from secondary sources toidentify monitoring and other devicesthat constitute life support systemsand use available evidence to explaintheir roles in maintaining life

� discuss the type of operations thatwould require the use of an artificiallung

� identify the devices that constitute lifesupport systems in any major hospital

4. Life supportsystems can beused to sustain lifeduring operationsor while the bodyrepairs itself

� discuss the terms non-invasive andminimally invasive in relation tomedical techniques

� identify non-invasive diagnostictechniques including X-rays,ultrasound, thermography andmagnetic resonance imaging (MRI)and discuss their importance indiagnostic medicine

� describe the advantages of usingminimally invasive surgery techniquessuch as keyhole surgery

� identify data sources, gather, process,analyse and present information todiscuss the advantages anddisadvantages of non-invasive andminimally invasive medicaltechniques

� gather, process and analyseinformation and use availableevidence to discuss how technologicaldevelopments have impacted on theunderstanding of how the body works

5. The use of non-invasive orminimally invasivemedical techniqueshas greatlyreduced risks topatients and hasincreased ourunderstanding ofhow the bodyworks


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9.4 Information Systems

Contextual Outline

Transmission of information from place to place is advancing at a rapid pace. Demands are beingplaced on information systems to handle a large quantity of material at an ever-increasing pace bythe media industry, the armed forces, the civil service and private individuals.

Many of the new communication technologies have become so commonplace that our perception isthat they have always been a part of our everyday lives. Silicon chip technology has not stopped withthe computer, as many appliances and devices now depend on these integrated circuits for ultra-fastcommunication and retrieval of information.

An understanding of different physical properties of the energies in the electromagnetic spectrumprovide for a multitude of applications in communication technologies, with each energy formutilised to suit a particular communication niche, from laser light in optical fibres to the use of X-rays in medicine, engineering and baggage checks at airports.

This module increases students’ understanding of the nature and practice, applications and uses ofscience, the implications of science for society and the environment and the current issues, researchand developments in science.


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� outline the basic pattern of theinformation transfer process as– code common to both parties– message– transmission of coded message– decoder

� identify a range of informationsystems used daily

� classify information systems as– verbal and nonverbal– short distance and long distance– electronic and non-electronic

� recall phenomena and events wheredifferent forms of energy are used

� identify the transformation of energyat each stage of information transfer inthe following devices– land connected telephones– mobile phones– television– radios– Compact Disc players

� gather and process first-hand andsecondary information on the basicpattern of the information transferprocess in the following systems:– land connected telephones– mobile phones– television– radios– Compact Disc playersto outline features that the systemshave in common and use availableevidence to discuss the applications ofthese systems

� gather and process information fromsecondary sources to develop atimeline of communication systemsintroduced to society and use theavailable evidence to analyse theimpact these systems have had onsociety and predict possible futuredirections in communicationtechnologies

1. Informationsystems are manyand varied anddepend on thetransfer of energyfrom place toplace

� discuss the advantages of using arange of information systems


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� identify the types of wavesin the electromagnetic spectrumcurrently used for communicationsystems as– visible light– infra-red– microwaves– radio waves, which include:

– TV– FM radio

– AM radio

� perform a first-hand investigation toobserve ways in which waves can bemodulated to carry different types ofinformation

� compare the advantages anddisadvantages of using microwavesand radio waves in communicationtechnologies

2. Electromagneticradiation can bemodulated to carrydifferent types ofinformation

� identify communication technologiesthat use energies from theelectromagnetic spectrum forcommunication purposes

� identify that where informationsystems cannot be physically linkedthe information may be transmitted inwave form through the atmosphere orspace

� plan, choose equipment or resourcesfor, and perform a first-handinvestigation to compare the quality ofreception of AM and FM radio waves

� identify the properties of energy fromthe electromagnetic spectrum thatmake it useful in communicationtechnologies including its– speed of travel– ability to travel in a straight line– ability to be reflected

� describe the individual properties ofvisible light, radio waves (AM, FM,TV) and microwaves and relate theseto their use in communication systems

3. Electromagneticwaves havedifferentproperties whichare utilised in arange ofcommunicationsystems throughair and space

� explain why the satellite must be at aheight where its revolution period isthe same as that of the Earth’s periodof rotation

4. Geostationarysatellites relayand transmitinformation fromthe other side ofthe world � explain why the Earth-based satellite

dish must face a fixed direction if itremains in the same location withrespect to the geostationary satellite

� gather, process and analyseinformation from secondary sources toidentify the satellites used for ‘live’telecasts from other regions of theworld to Australia and vice versa andto present reasons whycommunication satellites havedifferent aerials and positional orbits


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� identify communication technologiesthat transform one type of energy intoelectrical energy

� describe the transmission of imagesusing digital technologies in terms ofscanning of the input image along verythin lines

� gather, process, analyse and presentinformation from secondary sources toidentify energy transfers involved incoding and decoding information bydigital technologies

� explain how the coding of the imageinto a series of zeros and ones allowsits transmission and ultimate decoding

5. Information canbe transmitted inthe form ofelectrical impulses

� outline properties of optical fibres ascommunication carriers

� outline the principle of total internalreflection and relate this to theadvantages of fibre optics over moreconventional carriers of information

6. Electrical energycan be convertedto light energy foruse in opticalfibrecommunicationsystems

� outline the differences and relativemerits in the use of fibre optic cablesand metal cables to transmit andreceive information

� perform a first-hand investigation todemonstrate the transmission of lightthrough an optical fibre

� process and analyse information fromsecondary sources to compare andcontrast copper cables with fibre opticcables in relation to- carrying capacity- cost- rate of information transfer- security


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9.5 Option — Polymers

Contextual Outline

The use of cultivated plants and animals by humans has not only been for food. Natural materials andfibres have been utilised for clothing, tool making and shelter. Many of these materials consist oflarge molecules made up of the same repeating unit. As human culture evolved, a broader range ofnatural polymers were woven and worked to produce apparel of exceptional finery.

With the isolation and synthesis of chemicals came synthetic polymers which heralded the ‘Age ofPlastics’. Plastics are highly versatile and can be made to imitate many natural materials, such aswood and metals. They can also be used to make new materials with new applications.

Latest developments in polymer science include polymers to replace human tissues in the body, aswell as some of the strongest and most resilient polymers yet developed, such as kevlar and spectrafibres.

Yet, these developments come at a price. Plastics are commonly made from fossil fuels, are oftennon-biodegradable and when burnt may produce toxic gases. Newer technologies include reuse orrecycling of plastics and polymer sources based on renewable resources.

This module increases students’ understanding of the nature and practice of science, the implicationsof science for society and the environment and current issues, research and developments in science.


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� describe a polymer as a chemicalsubstance that is a large molecule thatconsists of identical repeatingchemical units

� relate the term ‘polymerisation’ to theprocess of joining monomers to formpolymers

� identify natural examples of polymersincluding– hair and fur– wools– silk– cotton

� compare the properties of variousnatural polymers for– thermal properties– strength– elasticity– moisture absorbency– effects of acids/alkalis– resistance to biological attack– affinity for dyestuffs– shrinkage– flammability

� perform a first-hand investigation tomodel a polymer molecule with itscomponent monomers

� plan, choose appropriate equipment orresources for, and perform a first-handinvestigation to compare naturalpolymers across these properties– thermal properties– strength– moisture absorbency– shrinkage– flammability

1. A range of naturalpolymers has beencultivated and usedby many culturesfor many purposesincluding clothingand ropes

� describe a range of properties ofnatural polymers and relate these totheir uses in society


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� describe some synthetic polymersincluding– polyamides (nylons)– polyester– polyethylene– polystyrene– PVC– Lycraand discuss, using examples fromeach group, how their properties arerelated to the use made of them bysociety

� identify that many of the chemicalsused in the production of polymers areextracted from coal, petroleum andnatural gas

� discuss the implications for the futureof the production of polymers frompetrochemicals

� choose equipment or resources toperform a first-hand investigation tomake– playdough– slimeas an example of a natural and asynthetic polymer

� gather, process and presentinformation from secondary sourceson a more specialised polymers, suchas kevlar or spectra fibres and relateits properties to its uses in society

� gather and process information fromsecondary sources on thecommonplace uses of syntheticpolymers such as in paints, fabrics andtextiles, synthetic rubber, insulatingmaterials, adhesives, nail polish,industrial foams, packaging or bullet-proof vests

2. Synthetic polymershave different usesbased on theirdifferent properties

� describe plastics as synthetic polymersthat can be moulded and shaped

� identify that plastics can be either– thermosetting, which is hardened

permanently by heat– thermoplastic, which is softened by

heat and hardened by cooling

� plan, choose equipment or resourcesfor, and perform a first-handinvestigation to identify the effect oftemperature and dye on differentpolymers

� identify examples of thermosetplastics and thermoplastics

3. Plastics aresynthetic polymersthat can bemoulded andcoloured

� discuss the properties of plastics toassess their versatility and impact onsociety


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� identify that micro-organisms are partof the natural environment and theirrole as decomposers is vital in theecosystem, with particular emphasison the recycling of matter inecosystems

� apply the term biodegradability tothose substances which can bedecomposed by micro-organisms

� compare the relative biodegradabilityof natural and synthetic polymers andassess the impact of syntheticpolymers in aquatic and terrestrialenvironments

4. As syntheticpolymersare not naturalsubstances theydo not decomposebut remain in theenvironment for along time

� discuss some of the issues involved inrecycling plastic materials,downcycling and the uses of recycledplastics

� gather, process and analyse secondaryinformation to assess the viability ofrecycling plastics including those withadditives such as– stabilisers– plasticisers– fire-retardants

� gather and process information fromsecondary sources to present localgovernment regulations on recyclingof plastics in the local area

� gather, process, analyseand present informationto perform a first-hand investigation todetermine the amount of plasticmaterial that is thrown out per day atschool or at home

� gather and process first-handinformation and information fromsecondary sources to describe thecoding system developed by industryto aid the identification and recyclingof plastics


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9.6 Option — Preservatives and Additives

Contextual Outline

Before the advent of refrigeration and the use of chemical preservatives, people used a variety ofmethods to prevent food from decomposing. Food preservation techniques like salting, storing inbrine solutions and using vinegar have been used since ancient times.

With the work of Pasteur, Lister and others, scientists have been able to attribute a cause to thedecomposition of food — microbes! Once this was known, food preservation techniques began tocentre on reducing the activity of these micro-organisms in food to maintain a higher standard ofpersonal and professional hygiene.

However, the growing concern surrounding the ingestion of chemicals and inclusive labelling ofconsumer products, combined with the allergic responses of some individuals, have initiated newdirections in the food industry — the use of non-chemical preservation techniques like irradiationand the use of natural substances as food preservatives.

This module increases students’ understanding of the history, nature and practice of science and theimplications of science for society and the environment.


� identify that many consumableproducts contain other substancesapart from the consumable goods

1. Many consumerproducts haveother substancesadded to improvethe appearance,the shelf life,consistency ortaste

� discuss the range of substances addedto improve appearance, shelf life,consistency or taste of consumerproducts

� choose equipment or resources for,and perform a first-hand investigationto gather and process information toidentify and record a range ofingredients in food and cosmeticproducts


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� distinguish between physical andchemical means of food preservation

� relate physical means of foodpreservation to killing or significantlylimiting the growth of micro-organisms through- canning- freezing and refrigeration- drying- boiling (heating, including

pasteurisation)- irradiation- pickling- salting- vacuum packing

� relate chemical food preservation tothe use of chemicals to kill micro-organisms through the use of- nitrates- nitrites- sulfites

� identify preservatives and additivesthat are specifically designed toinfluence– shelf life– texture– appearance– flavourand discuss some of the other effectsof those additives

2. Food preservationtechniques beganwith simpleprocedures andcommonplacesubstances anddeveloped toinclude a widerrange of chemicalsubstances andprinciples

� plan, identify data sources, gatherinformation and perform aninvestigation to compare theeffectiveness of different physicalmeans of preservation

� plan, choose equipment or resourcesfor, and perform a first-handinvestigation to demonstrate thesolubility of nitrates, nitrites andsulfites and relate this property to theirrole as food preservatives in curedmeats

� gather and present information fromsecondary sources on preservationtechniques used by different cultures

� plan, choose equipment or resourcesfor, and perform a first-handinvestigation to determine the pH of arange of consumer products and relatethis to the possible activity of micro-organisms in the manufacture of thatproduct

� gather, process and present first-handinformation to compare theingredients and flow of table salt andcooking salt and relate this to theaddition of free-flowing agents

� gather information from theAustralian Food Standards on thegroups of additives and preservativessuch as– anticaking agents– antioxidants– bleaches– colouring agents– emulsifiers– flavouring agents– humectants– nutrients– sweetenersto identify the additives andpreservatives in a range of consumerproducts

� identify the range of food productsutilising one form of food preservationand assess the impact this form offood preservation has had on society


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� identify common microbes that causespoilage including– Campylobacter– Clostridium– Escherichia coli– Salmonella– moulds and fungi

� describe the conditions under whichmany micro-organisms grow andreproduce in terms of– temperature– pH– water availability

� gather, process, analyse and presentinformation from secondary sources toidentify the causes, symptoms andtreatments for food poisoning

� gather, process, analyse and presentinformation from first-hand andsecondary sources to identifycontamination risks in the preparationof food and discuss ways that theserisks may be minimised

� perform a first-hand investigation tomodel osmosis

� gather and process information fromsecondary sources to discuss the useof ultra high temperatures (UHT) as apreservative technique

3. Microbial activityis responsible forspoilage and theloss of appeal

� identify that bacteriocins can be usedas natural preservatives

4. Naturalpreservatives areutilised in somefood products � describe bacteriocins as chemical

compounds produced by a range ofmicro-organisms which can inhibit thegrowth of other micro-organisms suchas in cheeses and yoghurts

� gather, process and analyseinformation from secondary sources totrace the historical development of ourunderstanding of food spoilage andthe need for preservation techniquesand substances

� examine the role of ‘negativelabelling’ as a form of advertisingincluding- contains no additives- contains no cholesterol- free from preservatives- no added sugar

� discuss the use of the words ‘juice’and ‘drink’ as prescribed by theAustralian Food Standards Code fornon-alcoholic beverages

� discuss the use of codes by theAustralian Food Standards on labels asalternatives to the names ofpreservatives and additives

� gather, process, analyse and presentinformation from first-handinvestigations and/or secondarysources to identify those productswhich are not allowed to include anypreservatives or additives and discussthe reasons for this legislation

� gather, process, analyse and presentinformation from first-hand andsecondary sources to identify oneallergic response to food, the cause ofthe response and the treatment andcontrol

5. Governmentregulations, aspart of foodlegislation whichis published in theAustralian FoodStandards Code,permit the use ofspecifiedsubstances as partof food

� assess the need for control andlabelling of additives andpreservatives


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9.7 Option — Pharmaceuticals

Contextual Outline

Natural remedies for a variety of illnesses have been used for centuries. Many of these remediesoriginated from natural substances in the immediate environment of the cultures that used theremedy.

Some of these natural substances are effective because they destroy microbes responsible for disease,while other substances influence the activity of cells, tissues and organs of the body to bring abouttheir effects.

Modern technology has enabled the extraction, purification and concentration of many of the activechemical compounds found in these natural remedies. One such product is penicillin.

This module increases students’ understanding of the history, nature and practice of science and theimplications of science for society and the environment.


� describe the central nervous system ascomprising the brain and spinal cord

� describe the peripheral nervous systemas the nerves that emanate from andconnect to the central nervous system

� describe the general role of senseorgans

� distinguish between the roles ofsensory neurones, motor neurones andinterneurones

� plan, choose equipment or resourcesfor, and perform a first-handinvestigation to gather first-hand datato demonstrate differences in reactiontime and relate this to the sequence ofevents involved

� gather and process information fromsecondary sources to identify the maincomponents of the nervous system andtheir functions

� distinguish between the responses ofmuscles and glands as effectors

� outline the pathways from a stimulusthrough the reflex arc to a responseand its interpretation by the brain

1. The centralnervous systemand peripheralnervous system areresponsible for thedetection andinterpretation ofsignals fromoutside and insidethe body

� outline briefly the relationshipbetween– the synapse– the chemical messenger– the continuation of the

‘messages’


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� describe the role of the circulatorysystem in transporting material aroundthe body

� identify the three main types of bloodvessels in the body and discussdifferences in their blood-carryingcapacity

� gather and process information fromfirst-hand or secondary sources todescribe differences in veins, arteriesand capillaries

� perform a first-hand investigation toobserve blood in prepared slides toidentify white blood cells using amicroscope

� identify that the blood is a mixture ofdifferent substances, one of which iswhite blood cells

� describe the role of white blood cellsas including the identification of tissuedamage

2. The circulatorysystem can be usedto transport manypharmaceuticalsubstances

� account for the advantage of using thecirculatory system to transportpharmaceuticals around the body


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� identify that inflammation can becaused by– injury– infection– trauma– environmental conditions

� explain that inflammation- is a complex response by blood and

blood vessels to injury- is essential for life and preservation

of function- can cause tissue damage and loss

of function

� explain the advantages anddisadvantages of inflammation

� outline the role of prostaglandins inmagnifying the inflammation response

� describe pain as an interpretation bythe brain of messages from nerves sentacross synapses from the injury site tothe brain

� identify that the principal ingredient inaspirin is acetyl salicylic acid, whichbelongs to a group of pharmaceuticalscalled analgesics, commonly called‘pain killers’

3. When somepharmaceuticalsare introducedinto thecirculatory systemthey can stopmessages movingacross the synapseor stop theinflammationresponsecontinuing

� explain the relationship between therelief of pain by aspirin and theinhibition of the- production of several different

chemical processes in the bodyincluding prostaglandins

- signal crossing the synapse

� gather, process, analyse and presentdiagrammatic information to relate thephysiological responses to damagesuch as swelling, redness and feverdue to- small blood vessels becoming

enlarged and causing more bloodto flow to the area

- fluids moving out of the smallblood vessels into the damagedtissues

- white blood cells becomingattracted to the damaged tissues

- white blood cells releasingchemicals such as histamine andprostaglandins, which promote theprocess of inflammation

- increase in body temperature if alarge or significant area is involved

� plan, choose equipment or resourcesfor and perform a first-handinvestigation to use available evidenceto determine the rate of solubility of arange of analgesics and to relate theirsolubility to dispensing form– soluble– enteric-coated– capsule


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� identify different types of bacteriabased on shape– cocci– bacilli– spirilla

� outline the structure of bacteria toidentify– cell membrane– cell wall

– cytoplasm

� outline the process of reproduction inbacteria by fission

� identify conditions that determine therole of reproduction of bacteria andexplain their effects

� explain why penicillin only works onbacteria while they are reproducing byrelating its effect to its action on thebacterial cell wall

� assess the concern that bacteria havebecome resistant to penicillin anddiscuss possible implications for thefuture use of penicillin

4. When penicillin isintroduced intothe circulatorysystem it canassist the body infighting bacteria

� gather, process and presentinformation from secondary sources totrace the historical development of ourunderstanding of disease caused bybacteria including the contributions oftwo of– Lister– Pasteur– Koch

� plan, choose equipment and resourcesfor, analyse the risk, implementappropriate procedures for andperform a first-hand investigation toculture bacteria present in oursurroundings and relate the growthrate to environmental conditions oftemperature

� gather, process and presentinformation from secondary sources toidentify the rate of reproduction ofdifferent bacteria

� gather, process and presentinformation to discuss thecircumstances surrounding theidentification of the substanceproduced by the fungus, Penicilliumnotatum, which appeared to inhibit thegrowth of bacteria

� gather, process and presentinformation from secondary sources toidentify two antibiotics other thanpenicillin, their source, their mode ofaction and the bacteria they affect


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9.8 Option — Disasters

Contextual Outline

The environment experiences all manner of disasters. While some disasters are part of the continuingevolution and changing face of the Earth and represent events that have occurred and will continue tooccur for centuries, others are initiated by human activity and represent carelessness, failure oftechnology or ignorance of the long-term consequences of our actions.

Nature does provide signals that forewarn us of many disasters and technological developments haveallowed more precise monitoring and recording of warning signs. This has increased the ability ofhumans to predict time, place and magnitude of disasters. Some of these warning and monitoringdevices are complex and located within specialised buildings, while others orbit the Earth in constantcontact with land-based stations; other devices are more commonplace and located in the home,office or workplace.

This module increases students’ understanding of the history, applications and uses of science andthe implications of science for society and the environment.


� identify disasters as events associatedwith large-scale environmental orstructural damage and/or loss of life

� identify a range of natural disasters,with the aid of specific Australianexamples

� identify a range of disasters associatedwith human activity using specificAustralian examples

1. Disasters may benatural or causedby human activity

� identify specific Australian exampleswhere nature and human activity havecombined to produce disasters such asdust storms, shipwrecks, landslidesand accidents

� gather and process information fromfirst-hand and secondary sources toidentify insurance compensation fornatural disasters to discuss thedefinitions and terminology used ininsurance contracts

� gather, process and analyseinformation from secondary sources tocreate a database of natural disastersthat have occurred within Australiasince 1970 to include:– when it occurred– where it occurred– consequences of the disaster– techniques employed to reduce the

incidence of damage next time– techniques employed to monitor

disaster in the future


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� define the term ‘atmospheric pressure’and describe the movement of aircurrents between areas of high andlow pressure

� identify that the distance betweenisobars on a weather map indicates therelative change of atmosphericpressure in an area

� describe the relative pressuresinvolved in the formation of tropicalcyclones and tornadoes

� describe technological advances thathave contributed to increasedunderstanding of meteorology

� describe the relationship between themonitoring of weather patterns byradar and laser light and the analysisof reflected wave patterns bycomputers

� plan, choose equipment or resourcesfor, and perform a first-handinvestigation to gather availableevidence to demonstrate the effect ofdifferences in air pressure

� gather secondary information and usethe available evidence to comparechanges in the relative air pressure inan area over time and relate changesto changing weather patterns

� perform an investigation usingsecond-hand data and use theavailable evidence to trace themovement of a tropical cyclone

2. Technologicaldevelopmentshave improvedour ability tomonitor andpredict weatherpatterns

� explain why satellite photographs ofcloud patterns have improved thereliability of interpretations of weatherregularities and knowledge of globalweather patterns


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� outline differences in P, S and Lenergy waves produced by anearthquake

� identify energy transfers andtransformations involved in L wavesas they travel along the earth’s crust

� explain how the difference in time ofarrival of P and S waves can be usedto locate an earthquake epicentre

� describe the difficulties of monitoringand predicting earthquakes

� identify some of the conditions thatcan combine to trigger a bushfire,including dry weather, hightemperatures and flammablevegetation

� describe the effect of the slope of theland and intensity of the wind on thespeed of the bushfire

� identify and describe some of theenergy transfers and transformationsassociated with bushfires

3. Even with currenttechnologydisasters such asearthquakes andbushfires are noteasy to predict

� discuss the reduction of fuel bycontrolled burns and backburns inreducing the risk of bushfires

� gather and process information fromsecondary sources to determine thelocation of an earthquake’s epicentre

� gather and process information fromsecondary sources on the use of– seismographs– Richter scale– Mercalli scaleto record and monitor earthquakes

� gather, process and analyseinformation to identify types of nativevegetation that promote the spread ofbushfires

� gather, process and analyseinformation on the use of naturalresources to retard the progress of fireincluding– water– natural plants

� gather, process and analyse secondaryinformation to identify precautionsthat can be taken to minimise thelikelihood of damage by bushfireincluding the removal of flammablematerial and shrubs

� perform an investigation to comparethe flammability of dry and freshleaves

� gather and process information toexplain what steps should be taken ifcaught in a bushfire


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� describe the energy transformationsinvolved in the operation of a range ofcommonplace warning and protectiondevices, including– smoke detectors– fire alarms– sprinkler systems

� gather and process information fromfirst-hand investigations to determine– the type– specific use– location– maintenance scheduleof fire extinguishers located within aworkplace

� plan, choose equipment or resourcesfor, and perform a first-handinvestigation to construct a workingalarm or safety device

� gather information from secondarysources to identify evacuation drillprocedures and assess theirappropriateness in an emergencysituation

4. Warning devicescan also be usedto detect disastersassociated withhuman activity

� analyse information and use availableevidence to identify appropriatelocations for smoke and fire detectorsin a workplace

� identify the role of and account for theneed for coordinated help services intimes of potential disaster including– police– fire brigade– ambulance– State Emergency Service– Rural Fire Service– community organisations

� gather and process information fromfirst-hand and secondary sources toidentify- the phone numbers for the relevant

services in the local region- the disasters that each service deals

with- the sequence of coordinated help

involving these services

5. Emergencyservices also assistin the preventionor minimisation ofdisasters

� assess impacts of technologicaldevelopments on the warning that canbe provided about impending disasters


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9.9 Option — Space Science

Contextual Outline

Humans have gazed with amazement at the night sky and to that end have developed technologies toexamine it in more detail. With the advent of space exploration came more refined technologies forcommunication and sustained life support systems for people to remain in space for extendedperiods.

Except for visible light and some radio frequency ranges, the atmosphere absorbs many forms ofenergy very strongly. Serious astronomy at other wavelengths requires observations from orbitingplatforms above the Earth’s atmosphere. The ability to routinely put such observatories in orbit hasled to entirely new fields of astronomy.

In 1989 NASA initiated the HRMS (high resolution microwave survey), a project to search formicrowave radio evidence of technological civilisations in space. Given the value of spin-offs fromspace research, we are in a position to justify the continuation of our investigations into space.

This module increases students’ understanding of the historical background, the nature and practiceand the implications for society and the environment of science.


� discuss the concept of the atmospherein relation to the distribution orconcentration of particles of gas

� identify that the Earth’s atmosphere islargely maintained in place by theearth’s gravitational pull

� gather, process and presentinformation from secondary sources tomodel the relative distance of particlesin a solid, liquid, gas and in space

1. While theatmosphere haslimits there is nosuch thing as‘empty’ space

� discuss why there is no such thing as‘empty space’

� identify the relationship between massand gravitational pull and relate this tothe revolution of the Moon around theEarth and the revolution of the planetsaround the Sun

� gather, process and presentinformation from secondary sources toidentify and discuss the reasons whyanimals were sent into space beforehumans

� identify situations on Earth where onecould experience ‘weightlessness’

2. The strength ofgravity varies atdifferent points inspace

� discuss the reasons for the apparentweightlessness of an object in orbit


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� define ‘ingestion’ and explain howingestion occurs without the assistanceof gravity

� discuss the problems associated withdrinking fluids while in anenvironment of negligible gravity

� describe possible containers throughwhich food may be accessed so as toreduce spillage

� describe the forms in which food anddrinks could be transported and storedfor use by space personnel over theirtime in space

� gather information from first-hand andsecondary sources and use availableevidence to devise a series ofexercises for all major muscle groupsof the body that could be performedwithin the confines of a spacecraft

� gather from secondary sourcesinformation to identify activities thatdisrupt circadian rhythms

� account for the role of gravity in themaintenance of bone health

� account for the role of gravity inmaintenance of muscle tone

� identify some human circadian rhythmsand discuss effects of disruption tothese

� describe ways in which normalcircadian rhythms can be maintainedduring space travel

3. Reduced gravityin space can haveshort- and long-term effects onbody functions

� gather and process secondaryinformation to trace changes in thetype of systems that have been used inspace travel and discuss theadvantages and disadvantages of usinga shuttle

� describe the functions of thecomponents of the SpaceTransportation System (STS),commonly called shuttle, including:- the orbiter- solid rocket boosters (SRB)- external tank

� identify some of the difficultiesexperienced during lift-off but not on re-entry into the Earth’s atmosphere

� gather, process and presentinformation from secondary sourceson plans for future space vehicles

� explain why a large booster rocket isrequired during lift-off but not on re-entry

4. The componentsand materials usedin the constructionof rockets andshuttles mustwithstand launchand re-entryconditions

� describe properties of materials usedin the STS and relate the properties toconditions experienced during lift orre-entry


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� discuss requirements that would benecessary to sustain human life formonths or even years on a spacestation

� identify the space stations alreadyused in space

� outline how information is transmittedbetween Earth and the space stations

� describe and account for the advantagesof building optical telescopes on highmountains

� identify the type of informationgathered about space by– Hubble Telescope– Very Long Baseline Array

(VLBA)– Highly Advanced Laboratory for

Communications and Astronomy(HALCA) satellite working withground-based satellites (GBS)

5. Space stations andprobes provideinformation aboutour solar system,galaxy and deepspace

� discuss the value of Search forExtraterrestrial Intelligence (SETI)and Optical Search for ExtraterrestrialIntelligence (OSETI) projects toidentify life and advanced civilisationsin the universe

� gather and analyse information fromsecondary sources to present anoverview of the roles of the Voyager 1and 2 space probes and how ourunderstanding of the solar system anduniverse was furthered by these spacemissions

� gather, process and presentinformation from secondary sources totrace the developments in technologythat have enabled us to identify thedifferent components in the night sky

� gather and process information fromsecondary sources to identify themethods employed over time tocollect information about our solarsystem and beyond

� gather and process information fromsecondary sources to trace Australia’sinvolvement in space exploration

� gather and process information fromsecondary sources to describeprecautions necessary to protectagainst radiation in space


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� identify some of the materials used inspacesuits and relate their properties tothe conditions that astronauts mayexperience

6. The technologiesdeveloped for spaceexploration haveimpacted on manydifferent aspects ofsociety � identify many of the spin-offs from

space programs that have impacted onconsumers including- life support systems- pacemakers- thermal blankets- ceramics- miniaturisation of computer

systems, calculators, mobilephones

- composite materials from carbonfibres

- foodstuffs- packagingand compare the original use of thematerial to its current use in society

� gather and analyse information fromsecondary sources to assess the impactthat spin-offs from space researchhave had on society and debate thevalue in continuing the space program


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10 Course Requirements

For the Preliminary course:

• 120 indicative hours are required to complete the course• the content in each module must be addressed over the course• experiences over the course must cover the scope of each skill as described in Section 8.1• practical experiences should occupy a minimum of 45 (indicative) hours of course time• at least one open-ended investigation integrating the skills and knowledge and understanding

outcomes should be included.

For the HSC course:

• the Preliminary course is a prerequisite• the content in each module of the core and option must be addressed over the course• experiences over the course must cover the scope of each skill as described in Section 9.1• 120 indicative hours are required to complete the course• practical experiences should occupy a minimum of 35 (indicative) hours of course time• at least one open-ended investigation integrating the skills and knowledge and understanding

outcomes should be included.


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11 Post-school Opportunities

The study of Senior Science Stage 6 provides students with knowledge, understanding and skills thatform a valuable foundation for a range of courses at university and other tertiary institutions.

In addition, the study of Senior Science Stage 6 assists students to prepare for employment and fulland active participation as citizens. In particular, there are opportunities for students to gainrecognition in vocational education and training. Teachers and students should be aware of theseopportunities.

Recognition of Student Achievement in Vocational Education and Training (VET)

Wherever appropriate, the skills and knowledge acquired by students in their study of HSC coursesshould be recognised by industry and training organisations. Recognition of student achievementmeans that students who have satisfactorily completed HSC courses will not be required to repeattheir learning in courses in TAFE NSW or other Registered Training Organisations (RTOs).

Registered Training Organisations, such as TAFE NSW, provide industry training and issuequalifications within the Australian Qualifications Framework (AQF).

The degree of recognition available to students in each subject is based on the similarity of outcomesbetween HSC courses and industry training packages endorsed within the AQF. Training packagesare documents that link an industry’s competency standards to AQF qualifications. More informationabout industry training packages can be found on the National Training Information Service (NTIS)website (www.ntis.gov.au).

Recognition by TAFE NSW

TAFE NSW conducts courses in a wide range of industry areas, as outlined each year in the TAFENSW Handbook. Under current arrangements, the recognition available to students of Senior Sciencein relevant courses conducted by TAFE is described in the Stage 6 HSC/TAFE Credit TransferGuide. This guide is produced by the Board of Studies and TAFE NSW and is distributed annually toall schools and colleges. Teachers should refer to this guide and be aware of the recognition availableto their students through the study of Senior Science Stage 6. This information can be found on theHSC / TAFE Credit Transfer website (www.det.nsw.edu.au/hsctafe)

Recognition by other Registered Training Organisations

Students may also negotiate recognition into a training package qualification with another RegisteredTraining Organisation. Each student will need to provide the RTO with evidence of satisfactoryachievement in Senior Science Stage 6 so that the degree of recognition available can be determined.


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12 Assessment and Reporting

12.1 Requirements and Advice

The information in this section of the syllabus relates to the Board of Studies’ requirements forassessing and reporting achievement in the Preliminary and HSC courses for the Higher SchoolCertificate.

Assessment is the process of gathering information and making judgements about studentachievement for a variety of purposes.

In the Preliminary and HSC courses those purposes include:• assisting student learning• evaluating and improving teaching and learning programs• providing evidence of satisfactory achievement and completion in the Preliminary course• providing the Higher School Certificate results.

Reporting refers to the Higher School Certificate documents received by students that are used by theBoard to report both the internal and external measures of achievement.

NSW Higher School Certificate results will be based on:

• an assessment mark submitted by the school and produced in accordance with the Board’srequirements for the internal assessment program

• an examination mark derived from the HSC external examinations.

Results will be reported using a course report containing a performance scale with bands describingstandards of achievement in the course.

The use of both internal assessment and external examinations of student achievement allowsmeasures and observations to be made at several points and in different ways throughout the HSCcourse. Taken together, the external examinations and internal assessment marks provide a valid andreliable assessment of the achievement of the knowledge, understanding and skills described for eachcourse.

Standards Referencing and the HSC Examination

The Board of Studies will adopt a standards-referenced approach to assessing and reporting studentachievement in the Higher School Certificate examination.


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The standards in the HSC are:• the knowledge, skills and understanding expected to be learned by students – the syllabus

standards• the levels of achievement of the knowledge, skills and understanding – the performance

standards.

Both syllabus standards and performance standards are based on the aims, objectives, outcomes andcontent of a course. Together they specify what is to be learned and how well it is to be achieved.

Teacher understanding of standards come from the set of aims, objectives, outcomes and content ineach syllabus together with:– the performance descriptions that summarise the different levels of performance of the course

outcomes– HSC examination papers and marking guidelines– samples of students’ achievement on assessment and examination tasks.

12.2 Internal Assessment

The internal assessment mark submitted by the school will provide a summation of each student’sachievements measured at points throughout the course. It should reflect the rank order of students andrelative differences between students’ achievements.

Internal assessment provides a measure of a student’s achievement based on a wider range ofsyllabus content and outcomes than may be covered by the external examination alone.

The assessment components, weightings and task-requirements to be applied to internal assessmentare identified on page 79. They ensure a common focus for internal assessment in the course acrossschools, while allowing for flexibility in the design of tasks. A variety of tasks should be used to givestudents the opportunity to demonstrate outcomes in different ways and to improve the validity andreliability of the assessment.

12.3 External Examination

In Senior Science Stage 6, the external examination includes written papers for external marking.The specifications for the examination in Senior Science Stage 6 are on page 80.

The external examination provides a measure of student achievement in a range of syllabus outcomesthat can be reliably measured in an examination setting.

The external examination and its marking and reporting will relate to syllabus standards by:• providing clear links to syllabus outcomes• enabling students to demonstrate the levels of achievement outlined in the course performance

scale• applying marking guidelines based on established criteria.


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12.4 Board Requirements for the Internal Assessment Mark in BoardDeveloped Courses

For each course the Board requires schools to submit an assessment mark for each candidate.

The collection of information for the HSC internal assessment mark must not begin prior to thecompletion of the Preliminary course.

The Board requires that the assessment tasks used to determine the internal assessment mark mustcomply with the components, weightings and types of tasks specified in the table on page 79.

Schools are required to develop an internal assessment program that:• specifies the various assessment tasks and the weightings allocated to each task• provides a schedule of the tasks designed for the whole course.

The school must also develop and implement procedures to:• inform students in writing of the assessment requirements for each course before the

commencement of the HSC course• ensure that students are given adequate written notice of the nature and timing of assessment

tasks• provide meaningful feedback on students’ performance in all assessment tasks.• maintain records of marks awarded to each student for all assessment tasks• address issues relating to illness, misadventure and malpractice in assessment tasks• address issues relating to late submission and non-completion of assessment tasks• advise students in writing if they are not meeting the assessment requirements in a course and

indicate what is necessary to enable the students to satisfy the requirements• inform students about their entitlements to school reviews and appeals to the Board• conduct school reviews of assessments when requested by students• ensure that students are aware that they can collect their Rank Order Advice at the end of the

external examinations at their school.


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12.5 Assessment Components, Weightings and Tasks

The school assessment advice and the external examination specifications for the Stage 6 sciencecourses are currently under review. The content of this section of the syllabus applies for 2003 only.Any modifications to this section will be distributed in mid-2003.

Preliminary Course

The suggested components, weightings and tasks for the Preliminary course are set out below.

Component Weighting Tasks may includeWater for LivingPlantsHumans at WorkThe Local Environment

25252525

assignmentsfieldwork studies and reportsmodel makingopen-ended investigationsoral reportspractical testsreportsresearch projectstopic tests and examinations

Tasks should assess students’ abilitiesto conduct first-hand investigationsand communicate information andunderstanding based on theseinvestigations

Marks 100

There should be a balance between the assessment of:

• knowledge and understanding outcomes and course content• skills outcomes and course content.


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HSC Course

The internal assessment mark for Senior Science Stage 6 is to be based on the HSC course only.Final assessment should be based on a range and balance of assessment instruments.

Component Weighting Tasks may include

Lifestyle ChemistryMedical Technology– BionicsInformation systems

Option

2525

25

25

assignmentsfieldwork studies and reportsmodel makingopen-ended investigationsoral reportspractical testsreportsresearch projectstopic tests and examinations

Note• No more than 50% weighting may be

allocated to examinations and topictests

• A minimum of 30% weighting must beallocated to tasks that assess students’abilities to conduct first-handinvestigations and communicateinformation and understanding basedon these investigations

Marks 100

There should be a balance between the assessment of:

• knowledge and understanding outcomes and course content• skills outcomes and content.

One task may be used to assess several components. It is suggested that 3–5 tasks are sufficient toassess the HSC course outcomes.


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12.6 HSC External Examination Specifications


The written examination in Senior Science Stage 6 will consist of one examination paper of 3 hoursduration (plus 5 minutes reading time). The examination paper will consist of TWO sections:

Section I Core (75 marks)

Part A (15 marks)

• There will be FIFTEEN multiple-choice questions.• All questions will be compulsory.• All questions will be of equal value.• Questions will be based on the HSC Core modules.

Part B (60 marks)

• Short-answer and extended response question/s.• Marks for individual questions will be shown on the examination paper.• All questions will be compulsory.• Questions will be based on the HSC Core modules.

Section II Options (25 marks)

• There will be FIVE questions: one on each of the FIVE HSC Options. Each question mayconsist of several parts.

• Marks for individual parts will be shown on the examination paper.• Candidates must attempt ONE question.• All questions will be of equal value.

HSC options list• Polymers• Preservative and Additives• Pharmaceuticals• Disasters• Space Science


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12.7 Summary of Internal and External Assessment


Internal Assessment Weighting External Assessment Weighting

Core Modules

Option

Note: Assessment ofknowledge, understanding andskills developed throughconducting first-handinvestigations should beincorporated into the Core andOption as appropriate.

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25

A written examination paperconsisting of:

Core Modules• Multiple choice questions• Short answer questions• Longer answer question/s

Option• Short answer questions• Longer answer question/s

75

25

Marks 100 Marks 100

12.8 Reporting Student Performance Against Standards

Student performance in an HSC course will be reported against standards on a course report. Thecourse report contains a performance scale for the course describing levels (bands) ofachievement, an HSC examination mark and the internal assessment mark. It will also show,graphically, the statewide distribution of examination marks of all students in the course.

Each band on the performance scale (except for band 1) includes descriptions that summarise theattainment typically demonstrated in that band.

The distribution of marks will be determined by students’ performances against the knownstandards and not scaled to a predetermined pattern of marks.


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13 Appendix

The following information clarifies terminology used in the syllabus.

downcycling Many recycling techniques lead to a gradual deterioration of the originalqualities of the raw material and hence are referred to as downcycling. As aresult, in recycling plastics it is often necessary to add considerable quantitiesof the primary raw material to make the recycled material usable, especially ifthe plastics are contaminated with other materials.

enteric coated A term designating a special coating applied to tablets or capsules whichprevents release and absorption of their contents until they reach the intestines.

optical fibre Consists of a core where light rays travel, and the cladding made of a similarmaterial but with a slightly lower refractive index to cause total internalreflection. Two types of material are used to manufacture fibre: glass (silica)and plastic.

pyrolytic carbon This unique hard material, derived from early research in the nuclear industryfor high-temperature applications, is one of the most blood-compatible of allman-made materials.

subdermal implants Small devices inserted below the skin.

teflon Teflon is the trademark of a plastic material known as polytetrafluoroethylene.

ultrahigh molecularweight polyethyleneUHMWPE

A cross-linked polymer made by low pressure oxygen-catalysed additionpolymerisation of ethylene, producing a low-density material that is extremelytough and ductile.

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