They analyse trends in data, identify relationships between variables and reveal inconsistencies in results. They design methods that include the control and accurate measurement of variables and systematic collection of data and describe how they considered ethics and safety. Students design questions that can be investigated using a range of inquiry skills. They describe social and technological factors that have influenced scientific developments and predict how future applications of science and technology may affect people’s lives. They analyse how biological systems function and respond to external changes with reference to interdependencies, energy transfers and flows of matter. They explain global features and events in terms of geological processes and timescales. They describe models of energy transfer and apply these to explain phenomena. They begin to apply their understanding of energy and forces to global systems such as continental movement.īy the end of Year 9, students explain chemical processes and natural radioactivity in terms of atoms and energy transfers and describe examples of important chemical reactions. They are introduced to the concept of the conservation of matter and begin to develop a more sophisticated view of energy transfer.
They learn that matter can be rearranged through chemical change and that these changes play an important role in many systems. They are introduced to the notion of the atom as a system of protons, electrons and neutrons, and how this system can change through nuclear decay. They explore ways in which the human body as a system responds to its external environment and the interdependencies between biotic and abiotic components of ecosystems. In Year 9, students consider the operation of systems at a range of scales. Over Years 7 to 10, students develop their understanding of microscopic and atomic structures, how systems at a range of scales are shaped by flows of energy and matter and interactions due to forces, and develop the ability to quantify changes and relative amounts. The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the teacher. The three strands of the curriculum are interrelated and their content is taught in an integrated way. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The science inquiry skills and science as a human endeavour strands are described across a two-year band.
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