Science Level 5 (Years 7 and 8)
Learning focus
As students work towards the achievement of Level 5 standards in Science, they develop their understanding of The Law of Conservation of Energy and The Law of Conservation of Mass and apply these laws to familiar and new situations. They expand their knowledge of science to include abstract concepts, theories, principles and models drawn from traditional and emerging sciences. They apply these to particular situations. Examples include: changing the rates of chemical reactions; using gear systems to demonstrate the relationship between force and energy; investigating the formation of rocks and minerals, including fossil fuels; modelling earthquakes as examples of geological processes; explaining tidal patterns; using data to compare the gravitational attraction between objects in space; expanding their ideas of space science to include meteors, comets, stars, galaxies and the Universe; and relating sustainability to the requirements for species survival and the management of resources.
They develop an understanding of themselves as organisms composed of different cells and systems working together. They explore the relationship between system failure and disease, in humans. They investigate disease at the cellular, tissue and human body levels.
Students explore how scientific work has led to the discovery of new knowledge and understanding about the natural world and changed our understanding of ourselves and our future. Examples include the use of fossils and other information to construct a time scale for the history of Earth; the development of a classification system for living things, past and present; and the use of the particle model of matter to explain the behaviour of materials. They compare the use of reusable, renewable and non-renewable resources, including energy. They investigate the effects of forces supporting or opposing each other; for example, floating and sinking, and speeding up and slowing down. They learn that the nature of scientific thinking is not static and relies upon knowledge, cultural perspectives, understanding and skills that are built up over time, shared and reflected upon, while incorporating new ideas, thinking and experimental evidence.
Students develop their understanding through the use of science ideas (theories, laws, principles and models) applied in particular situations; for example, testing formal understandings in controlled studies using appropriate experimental tools. They discuss and elaborate particular theoretical knowledge or ways of working in areas of personal or public concern, interest or career, including researching scientific ideas expressed in science magazines and science fiction texts.
Students develop skills in measuring mass, volume and density. They learn to use appropriate units of measurement. They participate in activities in which they identify, prepare and separate mixtures and solutions. They learn to use basic sampling procedures when conducting fieldwork. They design and perform controlled experiments. They construct simple electric circuits which include batteries. They develop confidence in justifying their selection of equipment and procedures, the type of data collected, and its relationship to the question under investigation. They use a range of tools (for example, their own or others’ computer models, images and simulations) to explain and interpret observations. They learn to present data in appropriate spreadsheet and graphical form. They begin to write balanced chemical equations using symbols. They prepare and present reports of their investigations in a variety of formats, using diagrams and symbols to summarise their procedures. Students practise safe, responsible and ethical behaviour when conducting investigations using standard equipment and chemicals including acids and bases, electric circuit components and metals and non-metals. They develop ideas about the responsible use and disposal of materials using Material Safety Data Sheets (MSDS).
National Statements of Learning
This learning focus statement, with the following elaborations, incorporates the Year 7 National Statement of Learning for Science. It also incorporates aspects of the Year 9 National Statement of Learning for Science.
Elaborations:
- They expand their knowledge of science to include abstract concepts, theories, principles and models drawn from traditional and emerging sciences. They apply these to particular situations. Examples include: … using data to compare the gravitational attraction between objects in space…
- They compare the use of reusable, renewable and non-renewable resources, including energy.
- They investigate the effects of forces supporting or opposing each other; for example, floating and sinking, and speeding up and slowing down.
- They learn that the nature of scientific thinking is not static and relies upon knowledge, cultural perspectives, understanding and skills that are built up over time, shared and reflected upon, while incorporating new ideas, thinking and experimental evidence.
- They construct simple electric circuits which include batteries.
- Students practise safe, responsible and ethical behaviour when conducting investigations using standard equipment and chemicals including acids and bases, electric circuit components and metals and non-metals.
Care and Use of Animals in Victorian Schools
If your school uses animals for teaching then the following site will assist your school fulfil the requirements of the Prevention of Cruelty to Animals Act and the Australian Code of Practice for the Care and Use of Animals for Scientific Purposes.
www.education.vic.gov.au/management/schooloperations/animalcare/
Standards
Science knowledge and understanding
At Level 5, students use the particle model to explain structure and properties of matter, chemical reactions and factors that influence rate. They explain the structure and function of cells and how different cells work together.
Students explain the relationships, past and present, in living and non-living systems, in particular ecosystems, and human impact on these systems. They analyse what is needed for living things to survive, thrive or adapt, now and in the future. They explain how the observed characteristics of living things are used to establish a classification system.
Students use everyday examples of machines, tools and appliances to show how the thermodynamic model describes energy and change, and force and motion. They use time scales to explain the changing Earth and its place in space. Students distinguish ideas about the Universe that have a scientific basis from those that do not. They use physical and theoretical models to investigate geological processes.
Science at work
At Level 5, students demonstrate safe, technical uses of a range of instruments and chemicals, and of procedures for preparation and separation. They design investigations that include measurement, using standard laboratory instruments and equipment and methods to improve accuracy in measurement. They make systematic observations and interpret recorded data appropriately, according to the aims of the study.
Students justify their choice of instruments and the accuracy of their measurements, commenting on the reliability of the procedures, the measurements used, and the conclusions drawn against the prediction or hypothesis investigated. They use appropriate diagrams and symbols when reporting on their investigations.
Students make and use models and images from computer software to interpret and explain observations. In field work, they demonstrate use of basic sampling procedures and represent relationships in ecosystems graphically.
Students use simulations to predict the effect of changes in an ecosystem. They work effectively in a group to use science ideas to make operating models of devices. Students identify, analyse and ask their own questions in relation to scientific ideas or issues of interest.
Downloads
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Science booklet (
PDF - 260KB) - Science standards table (Doc - 49KB)
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Victorian Essential Learning Standards Level 5 ( PDF - 755KB)
