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Through the study of Science students learn about our biological, chemical, geological, physical and technological world.
They actively develop skills in planning and conducting investigations, recording and analysing data, and problem-solving. Students explore real-world phenomena and develop solutions to authentic problems.
Through their study of Science, students develop knowledge of scientific concepts and ideas about the living and non-living world. They gain increased understanding about the unique nature and development of scientific knowledge, the use of science and its influence on society, and the relationship between science and technology.
This course aims to foster an interest in and enthusiasm for, science through a range of experiences which will lead to students being confident and safe workers in a science laboratory. They will investigate phenomena and develop problem solving skills by applying the processes of Working Scientifically, while using Literacy, Numeracy and ICT to develop analysing and communication skills.
Students will develop knowledge and skills in, designing and conducting investigations, and the nature of analysis to communicate understanding of data. Students will also discuss contemporary issues and develop an appreciation of science in finding solutions to these situations.
Science in Stage 5 further develops students’ skills, knowledge and understanding in explaining and making sense of the biological, physical and technological world. Through applying the processes of Working Scientifically students develop an understanding of the importance of scientific evidence in enabling them as individuals and as part of the community to make informed, responsible decisions about the use and influence of science and technology on their lives.
Using scientific inquiry, students will develop their knowledge and recognise the importance of scientific evidence. Students will develop more confidence and skills in applying scientific terminology through the specific study of Earth and Space and the Living World modules.
Students will experience this course as a dynamic, everchanging body of knowledge organised as an interrelated set of models, theories, laws, systems, structures and interactions. By applying Working Scientifically, students will develop a deeper appreciation of the unique nature and role of science in the world they live in, and help them further develop as scientifically literate citizens.
The Year 11 course develops the knowledge, understanding and skills in relation to the properties and structures of matter, the types and drivers of chemical reactions and how we measure the quantities involved in these processes.
The Year 11 course consists of four modules:
The Year 12 course builds on the concepts introduced in Year 11 by examining particular classes of chemicals, processes and a variety of chemical reactions which incorporate organic compounds and acid/base equilibrium reactions. The course challenges students to apply this knowledge to the investigation of a range of methods used in identifying and measuring quantities of chemicals, which leads to an understanding of the structure, properties and trends of and between classes of chemicals.
The Year 12 course consists of four modules:
Students are provided with 15 hours of course time for depth studies in both Year 11 and Year 12. During this time students may undertake an investigation/activity that allows for the further development of one or more scientific concepts.
Biology
The Year 11 course investigates cellular structure and provides a basis for understanding the way in which multicellular organisms transport and absorb nutrients and carry out gas exchange. Exploring variations in the structures and functions of organisms provides an understanding of the effects of the environment on living things and on biodiversity.
The Year 11 course consists of four modules:
The Year 12 course investigates reproduction, inheritance patterns and the causes of genetic variation in both plants and animals. Applications of this knowledge in biotechnology and various genetic technologies are explored in the light of their uses in the treatment, prevention and control of infectious and non-infectious diseases.
The Year 12 course consists of four modules:
Students are provided with 15 hours of course time for depth studies in both Year 11 and Year 12. During this time students may undertake an investigation/activity that allows for the further development of one or more scientific concepts.
Physics
The Year 11 course develops students’ knowledge, understanding and skills relevant to the study of motion, how we describe it and what causes it. The course also examines energy in its different forms, and how we describe and measure electricity and magnetism and their interrelated effects.
The Year 11 course consists of four modules:
The Year 12 course provides avenues for students to apply the concepts introduced in Year 11 and to motion in two dimensions, electromagnetism, the nature of light, and the atomic properties of matter.
The Year 12 course consists of four modules:
Students are provided with 15 hours of course time for depth studies in both Year 11 and Year 12. During this time students may undertake an investigation/activity that allows for the further development of one or more scientific concepts.
Investigating Science
The Year 11 course focuses on the centrality of observation in initiating the scientific process and examines the human tendency to draw inferences and make generalisations from these observations. Students learn about the development and use of scientific models and the similarities and differences between scientific theories and laws.
The Year 11 course consists of four modules:
The Year 12 course builds on the skills and concepts learnt in Year 11 with students conducting their own scientific investigations and communicating their findings in scientific reports. Students are provided with the opportunity to examine the interdependent relationship between science and technology and apply their knowledge, understanding and skills to scientifically examine a claim. The course concludes with students exploring the ethical, social, economic and political influences on science and scientific research in the modern world.
The Year 12 course consists of four modules:
Students are provided with 30 hours of course time for depth studies in both Year 11 and Year 12. During this time students may undertake an investigation/activity that allows for the further development of one or more scientific concepts.
Science Extension
Science Extension is a course with a focus on the authentic application of scientific research skills to produce a Scientific Research Report generally acceptable for publication.
Students who have shown an outstanding achievement in, and/or a high aptitude for, any of the Stage 6 Science courses: Biology, Chemistry, Investigating Science or Physics, in Year 11 may choose to study Science Extension in Year 12.
Students propose and develop a research question, formulate a hypothesis and develop evidence-based responses to create a Scientific Research Report, which is supported and evidenced by a Scientific Research Portfolio. The four modules integrate the skills of Working Scientifically within the course content to form the framework for the Scientific Research Project.
The Year 12 course consists of four modules:
Include a list of words and their definitions associated with your KLA, or those used within your explanations that may need clarification.
Accuracy (plausible) Accuracy estimated taking into consideration the evident sources of error and the limitations of the instruments used in making the measurements.
Conclusions An opinion or judgement based on evidence.
Control (the control in an experiment) The sample in an experiment to which all the other samples are compared.
Data Facts or figures that can be used to draw conclusions.
Dependent variable The factor in an experiment that changes as a result of changes to the independent variable; conventionally plotted on the vertical (y) axis of a graph.
Evidence In science, evidence is valid/reliable data that can be used to support a particular theory, hypothesis, idea or conclusion.
Fair test An investigation where one variable (the independent variable) is changed and all other conditions (controlled variables) are kept the same; what is measured or observed is referred to as the dependent variable.
Fieldwork An investigation that is undertaken in the normal environment of the subject of the study.
First-hand investigation Inquiry based on the direct use of observation or measurement.
Hypothesis A predictive statement that can be tested using a range of methods, most often associated with experimental procedure; can be supported or refuted by experiment.
Independent variable The variable that is deliberately changed, often through a series of preset values. Conventionally plotted on the horizontal (x) axis of a graph.
Investigate Plan, inquire into and draw conclusions.
Law A simple and precise statement that has been shown, based on available evidence, to be universally reliable. It describes phenomena that occur with unvarying regularity under the same conditions. No scientific law is ever conclusively verified.
Model A mathematical, conceptual or physical representation that describes, simplifies, clarifies or provides an explanation of the structure, workings or relationships within an object, system or idea. Models can provide a means of testing and predicting behaviour within limited conditions.
Observation That which can be sensed either directly by an individual or indirectly by measuring devices.
Qualitative To use descriptive explanations involving features, characteristics or properties to identify important components. Data and information that is not numerical in nature.
Quantitative Data or components that can be expressed or measured numerically, including chemical formulae or numbers.
Reliability of first-hand data The degree to which repeated observation and/or measurements taken under identical circumstances will yield the same results.
Research To locate, gather, record and analyse information through literature and/or first-hand investigation to develop understanding.
Scientific inquiry The processes of scientific inquiry enable scientists to develop answers to questions and to improve explanations for phenomena in the natural world. A scientific idea must be framed in a way that is testable and can be either refuted or confirmed by observation or experiment (empirical evidence). Scientific knowledge is refined and extended as new evidence arises or existing evidence is re-conceptualised. As students engage in applying the skills and processes of Working Scientifically, they extend their understanding of scientific ideas and concepts and how these are developed through scientific inquiry.
Secondary sources A range of forms of information and data that have resulted from the investigations of other people, including graphs, diagrams and images.
Sustainability The patterns of activities that meet the needs of the present generation without prejudicing the ability of future generations to meet their needs.
Technologies The knowledge and creative processes that assist people to use tools, resources and systems to solve problems and meet human needs and wants.
Theory An explanation of a body of experimental evidence that has been accepted through the processes of review by the scientific community. A theory provides predictions that can be tested against observations and can be supported or refuted.
Validity of first-hand data The extent to which the processes and resultant data measure what was intended.
Variable A factor that can be changed, kept the same or measured in an investigation.
Include any links to resources that parents or students may find useful.
Link to the syllabus :
https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/science/science-7-10-2018
