Science Level 6 (Years 9 and 10)
Learning focus
As students work towards the achievement of Level 6 standards in Science, they extend their concept of science as a way of knowing to include an understanding of how scientific theories and models drawn from traditional and emerging sciences are based on evidence that may initially be tentative and limited. Examples include atomic structure, natural selection and evolution, development of medicines, genetic inheritance, and the genesis of the Universe. They explore the ways in which scientific theories are both powerful (in guiding thinking and investigation) and tentative (in being open to change) at the same time. They understand that the features of science as a way of knowing lead to it being: empirical and non-empirical, creative and methodical, and speculative and logical. They appreciate that people of diverse cultures have contributed to and shaped the development of science.
Students develop a qualitative and quantitative understanding of the relationships between force, mass and movement. They consider how coordination and regulation of functions occurs in plants and animals. They investigate the adaptive behaviours which enable plants and animals to survive in their environments, and consider possible adaptive behaviours which may be needed for future survival. They explore the role of DNA and genes in determining patterns of inheritance. They investigate how energy may be responsible for the changes observed in biological, chemical and physical processes and applications. Examples include electromagnetism; polarisation of light; the operation of electronic systems; endothermic and exothermic reactions; rate of reaction; production of new materials; photosynthesis and respiration; cell division (mitosis and meiosis); action of micro-organisms; global atmospheric changes; plate tectonics; optics; photonics; transmission of nerve impulses; energy flow through ecosystems; population dynamics; and the cycling of matter (including water, carbon and minerals) in ecosystems.
Students investigate sources of waste generated within the community and consider waste treatment and management options. They learn how wastes are generated in the processing of natural materials (for example, oil, water, brown coal and ores), and how the procedures used to manage these wastes contribute to environmental sustainability. They investigate, create and produce a range of strategies and products that explore, encourage and communicate the responsible use and management of natural and processed resources.
Students make links across related areas of science; for example, biotechnology (biology and chemistry); communication satellites (physics and astronomy); neuroscience (psychology, biology and chemistry); synchrotron science (biology, chemistry and physics); resource management and green chemistry (chemistry and earth and environmental science); and habitat renewal (earth and environmental sciences and biology). They explore the opportunities for employment in science-related occupations and industries in their community, and consider the dynamic and collaborative nature of these roles.
Students learn that scientific theories are both powerful and never final, that clarity is always assumed to be a significant attribute of science theories, and that the use of a theory to successfully predict the consequences of changes to situations is important in the validation of the theory. Students design and conduct scientific investigations of their choice in ways that lead to the collection, interpretation and presentation of valid data. They explain trends and patterns in data, identify discrepancies in experimental results and suggest improvements to their investigations. They learn to use correct units of measurement when recording quantities. They use Material Safety Data Sheets (MSDS). when appropriate. Using a variety of formats, students prepare investigation reports learning to use symbols and diagrams extensively to illustrate procedures and data analysis, and support the conclusions drawn and presented.
Students develop an understanding of the constancy of the 'big’ ideas of science (matter, energy, time and space) and science methodologies across different areas and contexts. They debate, from the basis of scientific knowledge, the merits and problems of science-related issues that are reported in the popular media, particularly those that embrace a clear ethical dimension. They also explore the ways in which science concepts, language and perspectives can be misunderstood and misrepresented. Students cite instances in which social priorities have had an impact on or have been influenced by society. This involves students applying their conceptual understandings to the consideration of issues significant to themselves as individuals and to the broader society in which they live; for example, stem cell research, ecotourism, tourism in space, personal safety, a clean and healthy environment, energy use, ecological footprints, electronic gadgets, robotics, the history and philosophy of science, ethics and science research.
National Statements of Learning
This learning focus statement, with the following elaborations, incorporates the Year 9 National Statement of Learning for Science. Some aspects of the Year 9 Statement of Learning are incorporated in the Level 5 learning focus statement.
Elaborations:
- They appreciate that people of diverse cultures have contributed to and shaped the development of science.
- They investigate how energy may be responsible for the changes observed in biological, chemical and physical processes and applications. Examples include … global atmospheric changes; plate tectonics; … population dynamics….
- They explain trends and patterns in data, identify discrepancies in experimental results and suggest improvements to their investigations.
- Students cite instances in which social priorities have had an impact on or have been influenced by society.
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 6, students explain the behaviour and properties of materials in terms of their constituent particles and the forces holding them together. They explain how similarities in the chemical behaviour of elements and their compounds and their atomic structures are represented in the way the periodic table has been constructed. They use the periodic table to write electronic configurations for a range of elements representative of the major groups and periods in the periodic table. They use atomic symbols and balanced chemical equations to summarise chemical reactions, including neutralisation, precipitation and combustion. They identify and classify the sources of wastes generated, and describe their management, within the community and in industry. They use a specific example to explain the sustainable management of a resource.
Students explain change in terms of energy in a range of biological, chemical and physical contexts. They demonstrate the link between natural selection and evolution. They explain the role of DNA and genes in cell division and genetic inheritance. They explain how the coordination and regulatory functions within plants and animals assist them to survive in their environments. They explain how the action of micro-organisms can be both beneficial and detrimental to society. Students apply concepts of geological time to elaborate their explanations of both natural selection and evolution, and the origin and evolution of the Universe. They give both qualitative and quantitative explanations of the relationships between force, mass and movement.
Science at work
At Level 6, students describe the science base of science-related occupations in their local community. They use the relevant science concepts and relationships as one dimension of debating contentious and/or ethically based science-related issues of broad community concern. They demonstrate an awareness of the ways in which scientific vocabulary is used incorrectly in the mass media, distinguishing between the intended meaning of such terms and their meaning in non-scientific contexts. They provide two examples of the work of scientists that demonstrate different approaches to developing scientific knowledge or solving a scientific problem.
Students formulate their own hypotheses and plan and conduct investigations in order to prove or disprove them. They use chemicals (including biomaterials), equipment, electronic components and instruments responsibly and safely. They select appropriate equipment and measurement procedures that will ensure a high degree of reliability in data collected and enable valid conclusions to be drawn. They construct working models and visual aids that demonstrate scientific ideas. They present experimental results using appropriate data presentation formats, and comment on the nature of experimental errors. They use Material Safety Data Sheets (MSDS) and risk assessment to evaluate the safety of their investigations. They evaluate the appropriateness of the experimental design and methodology used to investigate their predictions.
Downloads
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Science booklet (
PDF - 260KB) - Science standards table (Doc - 49KB)
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Victorian Essential Learning Standards Level 6 ( PDF - 788KB)
