2021 year 7 – 12 science · 2021. year 7 – 12 . science . westminster school alison avenue,...

2021

YEAR 7 – 12

SCIENCE

Westminster School Alison Avenue, Marion SA 5043 T: +61 8 8276 0276, F: +61 8 8276 0277 [email protected] www.westminster.sa.edu.au

YEAR 7 - 2021

SCIENCE – Compulsory subject

This is a full year subject

STUDY DESCRIPTION

Learning in Science is fundamental to understanding the world in which we live and work. The Science course aims to develop an understanding of important science concepts and processes, the practices used to develop scientific knowledge, of science’s contribution to our culture and society, and its applications in our lives. The course aims to help students develop the scientific knowledge, understandings and skills to make informed decisions about local, national and global issues and to participate, if they so wish, in science related careers. The three strands of the Australian Science Curriculum, Science Inquiry Skills, Science as a Human Endeavour, and Science Understanding, are interrelated and their content is taught in an integrated way with the school’s underlying educational philosophy. COURSE CONTENT

The content is part of a framework of curriculum development which meets a progression of learning that is described by the Australian National Curriculum. Topics covered by the Year 7 course focus on Biological Classification and Ecosystems, Forces and Machines, Earth and Space and Separating Mixtures. OUTCOMES

By the end of Year 7, students describe techniques to separate pure substances from mixtures. They represent and predict the effects of unbalanced forces, including Earth’s gravity, on motion. They explain how the relative positions of Earth, the sun and moon affect phenomena on Earth. They analyse how the sustainable use of resources depends on the way they are formed and cycle through Earth systems. They predict the effect of human and environmental changes on interactions between organisms and classify and organise diverse organisms based on observable differences. Students describe situations where scientific knowledge from different science disciplines and diverse cultures has been used to solve a real-world problem. They explain possible implications of the solution for different groups in society.

Students identify questions that can be investigated scientifically. They plan fair experimental methods, identifying variables to be changed and measured. They select equipment that improves fairness and accuracy and describe how they considered safety. Students draw on evidence to support their conclusions. They summarise data from different sources, describe trends and refer to the quality of their data when suggesting improvements to their methods. They communicate their ideas, methods and findings using scientific language and appropriate representations.

Science classes are laboratory based. Students work in small groups with the emphasis on inquiry-based activities, in which some formal information sessions are an integral part. A variety of resources can be used, including videos, computer simulations, electronic sensors linked to computer programs, video enhanced demonstrations, and library research activities. Students have the support of a text book that is based on the Australian Curriculum. In addition, practical experiments, exercises and activities, will enable them to develop a range of skills, as well as achieve a firm understanding of concepts.

All students also take part in the ICAS Science Competition run through the University of NSW external assessment (The Australian Schools’ Science Competition).

ASSESSMENT

The assessment of progress in Years 7-10 is continuous and teachers will use a variety of assessment methods (these may include practical reports, assignments, tests and other activities). During the course of the year the assessment tasks will measure each student's knowledge, understanding and skills against the ACARA Achievement Standards and students will have opportunities to present their work in multiple different ways.

Year 8 -2013

YEAR 8 - 2021

SCIENCE – Compulsory subject This is a full year subject.

STUDY DESCRIPTION

Learning in Science is fundamental to understanding the world in which we live and work. The Science course aims to develop an understanding of important science concepts and processes, the practices used to develop scientific knowledge, of science’s contribution to our culture and society, and its applications in our lives. The course aims to help students develop the scientific knowledge, understandings and skills to make informed decisions about local, national and global issues and to participate, if they so wish, in science related careers. The three strands of the Australian Science Curriculum, Science Inquiry Skills, Science as a Human Endeavour, and Science Understanding, are interrelated and their content is taught in an integrated way with the school’s underlying educational philosophy. COURSE CONTENT

The content is part of a framework of curriculum development which meets a progression of learning that is described by the Australian National Curriculum. Topics covered by the Year 8 course focus on Cells, and Multicellular Organisms, Particles and Substances, Energy, and Rocks and Mining. OUTCOMES

By the end of Year 8, students compare physical and chemical changes and use the particle model to explain and predict the properties and behaviours of substances. They identify different forms of energy and describe how energy transfers and transformations cause change in simple systems. They compare processes of rock formation, including the time scales involved. They analyse the relationship between structure and function at cell, organ and body system levels. Students examine the different science knowledge used in occupations. They explain how evidence has led to an improved understanding of a scientific idea and describe situations in which scientists collaborated to generate solutions to contemporary problems.

Students identify and construct questions and problems that they can investigate scientifically. They consider safety and ethics when planning investigations, including designing field or experimental methods. They identify variables to be changed, measured and controlled. Students construct representations of their data to reveal and analyse patterns and trends, and use these when justifying their conclusions. They explain how modifications to methods could improve the quality of their data and apply their own scientific knowledge and investigation findings to evaluate claims made by others. They use appropriate language and representations to communicate science ideas, methods and findings in a range of text types.

Science classes are laboratory based. Students work in small groups with the emphasis on inquiry-based activities, in which some formal information sessions are an integral part. A variety of resources can be used, including videos, computer simulations, electronic sensors linked to computer programs, video enhanced demonstrations, and library research activities. Students have the support of a text book that is based on the Australian Curriculum. In addition, practical experiments, exercises and activities, will enable them to develop a range of skills, as well as achieve a firm understanding of concepts.


ASSESSMENT


Year 8 -2013

YEAR 9 - 2021

SCIENCE – Compulsory subject This is a full year subject.

STUDY DESCRIPTION

Learning in Science is fundamental to understanding the world in which we live and work. The Science course aims to develop an understanding of important science concepts and processes, the practices used to develop scientific knowledge, of Science’s contribution to our culture and society, and its applications in our lives. The course aims to help students develop the scientific knowledge, understandings and skills to make informed decisions about local, national and global issues and to participate, if they so wish, in science related careers. The three strands of the Australian Science Curriculum, Science Inquiry Skills, Science as a Human Endeavour, and Science Understanding, are interrelated and their content is taught in an integrated way with the School’s underlying educational philosophy.

COURSE CONTENT

The content is part of a framework of curriculum development which meets a progression of learning that is described by the Australian National Curriculum. Students will be expected to have a working knowledge of Year 8 Science according to the Australian National Curriculum. OUTCOMES

By 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 describe models of energy transfer and apply these to explain phenomena. They explain global features and events in terms of geological processes and timescales. They analyse how biological systems function and respond to external changes with reference to interdependencies, energy transfers and flows of matter. 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. Students design questions that can be investigated using a range of inquiry skills. 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. They analyse trends in data, identify relationships between variables and reveal inconsistencies in results. They analyse their methods and the quality of their data, and explain specific actions to improve the quality of their evidence. They evaluate others’ methods and explanations from a scientific perspective and use appropriate language and representations when communicating their findings and ideas to specific audiences. Science classes are laboratory based. Students work in small groups with the emphasis on inquiry-based activities, in which some formal information sessions are an integral part. A variety of resources can be used, including videos, computer simulations, electronic sensors linked to computer programs, video enhanced demonstrations, and library research activities. Students have the support of a text book that is based on the Australian Curriculum. In addition, practical experiments, exercises and activities, will enable them to develop a range of skills, as well as achieve a firm understanding of concepts.

Year 8 -2013

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YEAR 9 - 2021


ASSESSMENT


YEAR 10 - 2021

SCIENCE – Compulsory subject This subject is a full year subject.

STUDY DESCRIPTION

Learning in Science is fundamental to understanding the world in which we live and work. The Science course aims to develop an understanding of important science concepts and processes, the practices used to develop scientific knowledge, of science’s contribution to our culture and society, and its applications in our lives. The course aims to help students develop the scientific knowledge, understandings and skills to make informed decisions about local, national and global issues and to participate, if they so wish, in science related careers. The three strands of the Australian Science Curriculum, Science Inquiry Skills, Science as a Human Endeavour, and Science Understanding, are interrelated and their content is taught in an integrated way with the School’s underlying educational philosophy.

COURSE CONTENT

The content is part of a framework of curriculum development which meets a progression of learning that is described by the Australian National Curriculum. Students will be expected to have a working knowledge of Year 9 Science according to the Australian National Curriculum. OUTCOMES

By the end of the course, students should be proficient in basic laboratory procedures and have a good general understanding of a range of topics in Biology, Chemistry, Earth Science, and Physics.

Students analyse how the periodic table organises elements and use it to make predictions about the properties of elements. They explain how chemical reactions are used to produce particular products and how different factors influence the rate of reactions. They explain the concept of energy conservation and represent energy transfer and transformation within systems. They apply relationships between force, mass and acceleration to predict changes in the motion of objects. Students describe and analyse interactions and cycles within and between Earth’s spheres. They evaluate the evidence for scientific theories that explain the origin of the universe and the diversity of life on Earth. They explain the processes that underpin heredity and evolution. Students analyse how the models and theories they use have developed over time and discuss the factors that prompted their review.

Students develop questions and hypotheses and independently design and improve appropriate methods of investigation, including field work and laboratory experimentation. They explain how they have considered reliability, safety, fairness and ethical actions in their methods and identify where digital technologies can be used to enhance the quality of data. When analysing data, selecting evidence and developing and justifying conclusions, they identify alternative explanations for findings and explain any sources of uncertainty. Students evaluate the validity and reliability of claims made in secondary sources with reference to currently held scientific views, the quality of the methodology and the evidence cited. They construct evidence-based arguments and select appropriate representations and text types to communicate science ideas for specific purposes.

Year 8 -2013

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YEAR 10 - 2021

Science classes are laboratory based. Students work in small groups with the emphasis on inquiry-based activities, in which some formal information sessions are an integral part. A variety of resources can be used, including videos, computer simulations, electronic sensors linked to computer programs, video enhanced demonstrations, and library research activities. Students will have the support of a text that follows the Australian Curriculum in Science. In addition, practical experiments, exercises and activities, will enable them to develop a range of skills, as well as achieve a firm understanding of concepts.


ASSESSMENT


YEAR 10 - 2021

SCIENTIFIC STUDIES – STAGE 1 Stage 1 Scientific Studies may be undertaken as a 10-credit, single semester course.

ASSUMED PRIOR KNOWLEDGE

Successful completion of a full year of study in Year 9 Science is required at a consistently high grade level. The course is designed to broaden students’ understanding of science and should be of benefit to those students intending to study any of the Sciences in Year 11 and Year 12.

STUDY DESCRIPTION

The course will extend students in Year 10, alongside the compulsory Year 10 general Science course and cover unifying themes and topics such as Biotechnology and Medical Sciences, ethical applications of Biotechnology and Nanotechnology, Organic and Quantitative Chemistry, Electricity and Electromagnetism, the application of Science in Forensics, and the impact of Science in Australia and the broader global community. It is anticipated that students who are achieving well in Science will particularly enjoy this elective.

COURSE CONTENT

Topic 1: Nanotechnology Topic 2: Biotechnology and Medical Science Topic 3: Electricity and Electromagnetism Topic 4: Quantitative and organic chemistry Topic 5: Forensics and big picture science OUTCOMES By the completion of a course of study in Scientific Studies, students should be able to: • improve their skills in research through practical work and individual research activities; • further develop critical and creative thinking skills; • broaden their knowledge base of Science; • develop a greater appreciation of significant global scientific issues; • design and carry out laboratory work; • research and present plausible solutions to problems; • discuss scientific issues, experiments and events in the classroom; • describe some of the relationships between Science and Society.

Year 8 -2013

YEAR 10 - 2021

EVIDENCE OF LEARNING ASSESSMENT

The student’s achievement is to be measured against performance standards in two key areas: • Investigation, Analysis and Evaluation • Knowledge and Application The following types of assessment will be completed: • Assessment Type 1: Investigations Folio (50%)

• One practical investigation into a consumer product. • One investigation relating to Science as a Human Endeavour.

• Assessment Type 2: Skills and Applications Tasks (50%)

• At least one theory test • One other assessment – either another theory test, an oral presentation or a practical test.

Other formative assessments will provide a broader picture of the student’s progress leading up to a summative piece of work, but their achievement is not usually used as evidence in their final mark.

YEAR 11 - 2021

BIOLOGY This subject can be studied as a one semester course or for a full year.

ASSUMED PRIOR KNOWLEDGE Successful completion of a full year of study in Year 10 Science is required. Students who do not meet this requirement should discuss their choice with the Curriculum Leader for Science before making their selection.

STUDY DESCRIPTION

The study of biology is constructed around inquiry into and application of understanding the diversity of life as it has evolved, the structure and function of living things, and how they interact with their own and other species and their environments.

In their study of biology students inquire into and explain biological phenomena and draw evidence-based conclusions from their investigations of biology-related issues and innovations.

Completion of either or both of these 10-credit courses will provide students with a sound basis for future studies in Biology, but it is not a mandatory pre-requisite for Stage 2 Biology.

COURSE CONTENT

Biology A (Units 1 & 2 – 10 Credits) Unit 1 Cells & Micro-organisms In this topic, students examine the development of the cell theory, the exchange of materials, and processes required for cell survival. Students use the microscope and digital modelling to study the structure and function of cells, and investigate ways in which matter is recycled and energy is transformed and transferred in the biochemical processes of photosynthesis and respiration. Students learn about the conditions necessary for the growth and survival of microorganisms, their role in decomposition and food spoilage, and innovative uses of microorganisms. Students extend their numeracy skills in this topic through understanding and using scientific measurements. In considering the fundamental significance of cells and microorganisms, and recognising the impacts of new innovations and technologies on individuals and society, students extend their personal and social capability. Unit 2 Infectious Diseases In this topic, students examine the various agents that can cause infectious diseases, including viral, bacterial, and other parasitic pathogens. Students examine how infectious disease agents spread, enter hosts, and cause immune responses. They make comparisons to the function of immune systems in other organisms. Students study how biotechnology has contributed to not only the understanding of the human immune system but also the development of vaccinations and other advances in the treatment of disease. Students evaluate the impact that infectious diseases have on populations across the global community, including factors that affect spread, control, and treatment of infectious disease.

Year 8 -2013

YEAR 11 - 2021

Biology B (Units 3 & 4 – 10 Credits)

Unit 3 Multicellular Organisms; In this topic, students examine the structure and function of various multicellular organisms, which could include the investigation of human, other animal, and/or plant systems. Students examine the hierarchical structure of organisms and look at the arrangement and characteristics of cells, tissues, organs, and organ systems. They consider the structure and function of various organ systems in human beings and other species, including specific attributes of the circulatory, respiratory, excretory, and digestive systems in animals. Students also investigate the factors that affect plant growth and to learn about the structure and function of leaves and their role in photosynthesis. Students develop an understanding of how biotechnology has contributed to not only the understanding of how systems within multicellular organism function together but also how it has enabled new development of medical treatments based on genetic factors. By investigating the effects of lifestyle choices, new medical treatments, and organ donation, students extend their ethical understanding and personal and social capability. Unit 4 Biodiversity and Ecosystem Dynamics. In this topic, students investigate diverse ecosystems, exploring the range of biotic and abiotic components to understand the dynamics, diversity, and underlying unity of these systems. They develop an understanding of the processes involved in the movement of energy and matter in ecosystems. Students investigate ecosystem dynamics, including interactions within and between species, and interactions between abiotic and biotic components of ecosystems. They also investigate how measurements of abiotic factors, population numbers and species diversity, and descriptions of species interactions, can form the basis meaningful comparisons between ecosystems. Students use classification keys to identify organisms, describe the biodiversity in ecosystems, and investigate patterns in relationships between species. When undertaking fieldwork, students individually and/or collaboratively collect first-hand data, which enhances their numeracy capability. EVIDENCE OF LEARNING The following assessment types enable students to demonstrate their learning in Stage 1 Biology. Assessment Type 1: Investigations Folio (such as practical reports, essays, presentations) Assessment Type 2: Skills and Applications Tasks (often including tests under “exam” conditions) For a 10-credit subject, students provide evidence of their learning through four summative assessments. Each assessment type will have a weighting of 25%. Other formative assessments will provide a broader picture of the student’s progress leading up to a summative piece of work, but their achievement is not usually used as evidence in their final mark. Students complete: • one practical investigation; • one investigation into science as a human endeavour; • two skills and applications tasks. OUTCOMES By the completion of a course of study in Biology, students should be able to: • design and carry out practical work in the laboratory and/or the field; • research and present plausible solutions to problems; • discuss biological issues, experiments and events in the classroom; • describe some of the relationships between Science and Society.

YEAR 11 - 2021

CHEMISTRY This subject is usually studied for a full year, but may be taken for Semester 1 only. The second semester of Chemistry may only be chosen having selected the first semester. ASSUMED PRIOR KNOWLEDGE

Successful completion of a full year of study in Year 10 Science is required. Students who do not meet this requirement should discuss their choice with the Curriculum Leader for Science before making their selection. STUDY DESCRIPTION

The study of Chemistry offers opportunities for students to develop and extend their understanding of how the physical world is chemically constructed, the interaction between human activities and the environment, and the use that human beings make of the planet’s resources. They explore examples of how scientific understanding is dynamic and develops with new evidence, which may involve the application of new technologies. The study of Chemistry helps students to make informed decisions about interacting with and modifying nature to reduce the environmental impact of chemical products and processes. COURSE CONTENT

Semester 1 Topic 1: Materials and their atoms Topic 2: Combining atoms Topic 3: Molecules Semester 2 Topic 4: Mixtures and solutions Topic 5: Acids and Bases Topic 6: Redox reactions OUTCOMES

By the completion of a course of study in Chemistry, students should be able to: • design, carry out and interpret experiments safely and efficiently; • research and present plausible solutions to problems; • discuss chemical phenomena in terms of current theories and principles; • explain behaviour of important classes/families of chemicals; • describe the relationship between Science and Society; • be well prepared for future studies in Chemistry.

Year 8 -2013

YEAR 11 - 2021

ASSESSMENT

The student’s achievement is to be measured against performance standards in two key areas: • Investigation, Analysis and Evaluation • Knowledge and Application The following types of assessment will be completed each semester: • Assessment Type 1: Investigations Folio

• One Practical Investigation • One Investigation into Science as a Human Endeavour

• Assessment Type 2: Skills and Applications Tasks

• Two tests per semester

YEAR 11 - 2021

PHYSICS This subject is studied for a full year and both semesters are needed as a prerequisite for Stage II Physics.


Year 10 Science and Mathematics General/Methods at an appropriate standard (at least a ‘C’ grade). STUDY DESCRIPTION

The study of Physics is constructed around using qualitative and quantitative models, laws, and theories to better understand matter, forces, energy, and the interaction among them. Physics seeks to explain natural phenomena, from the subatomic world to the macrocosmos, and to make predictions about them. The models, laws, and theories in physics are based on evidence obtained from observations, measurements, and active experimentation over thousands of years. By studying physics, students understand how new evidence can lead to the refinement of existing models and theories and to the development of different, more complex ideas, technologies, and innovations. Through further developing skills in gathering, analysing, and interpreting primary and secondary data to investigate a range of phenomena and technologies, students increase their understanding of physics concepts and the impact that physics has on many aspects of contemporary life.

COURSE CONTENT

Semester 1 This course develops science inquiry skills with an emphasis on evaluating and processing data from experimental design. A study of kinematics and dynamics introduces students to the motion of objects under the influence of forces, including gravity and looks at projectile motion. Current electricity is investigated with emphasis on current, voltage and resistance and the use of Ohm’s law to solve various problems. Energy is investigated, in particular Gravitational Potential, Elastic Potential and Kinetic. Momentum is introduced looking at problems predominantly in one dimension, acting as a conclusion to the general motion discussion of the semester. Semester 2 Students begin by extending their understanding of energy concepts and conservation by focusing on heat. Students explore concepts of heat, temperature and thermal energy in a system. Waves and the characteristics of sound provide a basic but broad knowledge of physics as applied to microwaves, radiation and musical instruments. The electromagnetic wave theory of light is investigated and the study of visible light as a wave is a foucs. The study of the nucleus and radioactivity provides the students with the opportunity to gain an insight into the theory and ideas involved with the development of the model of the atom and nucleus.

OUTCOMES

• A study of Stage 1 2-unit Physics is essential for students planning to study Stage 2 Physics • A knowledge of Physics will assist students to make more informed judgments as society becomes

increasingly technological.

ASSESSMENT

• Assessment Type 1: Investigations Folio • Assessment Type 2: Skills and Applications Tasks

Year 8 -2013

YEAR 11 - 2021

PSYCHOLOGY Psychology is offered as a semester (Psychology A) or full year course (Psychology A & B). Successful completion of Psychology A allows students to complete Stage 2 Psychology in Year 12. Successful completion of the Psychology A accelerated course in Year 10 provides the option of; completing Psychology B in Year 11 OR completing Stage 2 Psychology in Year 11 or 12


Completion of Year 10 Science & English to a high standard is recommended.

STUDY DESCRIPTION

Psychology is the study of human behaviour. This subject explores behaviour in terms of biological processes; basic psychological processes, the attributes of the person enacting the behaviour and the socio-cultural processes. It is an evidence-based subject in which ethical issues have a central place.

COURSE CONTENT

The topics in Stage 1 Psychology provide the framework for students to extend their skills, knowledge, and understanding of the three strands of science. The three strands of science to be integrated throughout student learning are:

• science inquiry skills • science as a human endeavour • science understanding.

Psychology A will cover the topics of;

• Lifespan Psychology • Cognitive Psychology

Psychology B will cover the topics of;

• Neuropsychology • Psychology in Context – possible topics include; Indigenous psychology, cyberpsychology,

organisational psychology, environmental psychology, forensic psychology, exercise & sports psychology

OUTCOMES

• Use knowledge of Psychology to make informed decisions • Demonstrate knowledge and understanding of psychological concepts • Conduct an empirical investigation to test hypotheses and analyse and draw conclusions from data

YEAR 11 - 2021

EVIDENCE OF LEARNING Students provide evidence of their learning through five summative assessments (Psychology A) or ten summative assessments (Psychology A&B). Each assessment type will have a weighting of 20%. Assessments include; Assessment tasks include;

• Research investigation • Investigation with a focus on science as a human endeavor • Skills and applications tasks

o Film/character analysis o Science inquiry-based research tasks o Semester exam

YEAR 12 - 2021

BIOLOGY ASSUMED PRIOR KNOWLEDGE Completion of a Stage 1 course of study in a science subject to an appropriate standard is required. Completion of either Stage 1 Biology A or Biology B or both is recommended but not mandatory. Students who have not previously studied Biology should discuss their choice with the Curriculum Leader for Science before making their selection. STUDY DESCRIPTION

The study of Biology is constructed around inquiry into and application of understanding the diversity of life as it has evolved, the structure and function of living things, and how they interact with their own and other species and their environments. Students investigate biological systems and their interactions, from the perspectives of energy, control, structure and function, change, and exchange in microscopic cellular structures and processes, through to macroscopic ecosystem dynamics. These investigations allow students to extend the skills, knowledge, and understanding that enable them to explore and explain everyday observations, find solutions to biological issues and problems, and understand how biological science impacts on their lives, society, and the environment. They apply their understanding of the interconnectedness of biological systems to evaluate the impact of human activity on the natural world. In their study of Biology, students inquire into and explain biological phenomena and draw evidence-based conclusions from their investigations into biology-related issues, developments, and innovations. COURSE CONTENT

The course is based around four areas of Biology: DNA and proteins; Cells as a basis for life; Homeostasis; and Evolution. Within these broad areas, students will encounter an introduction to simple biochemistry relating to DNA and protein function, as well as energy pathways within a living system. The structure and function of cells, and how cells and organisms maintain homeostasis is covered before examining the concept of evolution and the origin of species. A study of how the science of Biology relates to Society, especially relating to contemporary techniques such as genetic engineering is an integral part of the work covered. OUTCOMES

• A study of Biology will help those students planning to study science at University or College; • A basic understanding of Biology is helpful for those intending to study other science subjects including

Psychology, Health Sciences and Environmental Sciences; • An understanding of Biology will assist in making more informed judgments relating to global and

biotechnological issues. ASSESSMENT

The assessment pieces will be in the following format: School-based Assessment 70% • Assessment Type 1: Investigations Folio (30%)

• Practical Investigations (2) • Investigation into Science as a Human Endeavour (1)

• Assessment Type 2: Skills and Applications Tasks (4) (40%) External Component 30% • 2-hour external written examination (30%)

Year 8 -2013

YEAR 12 - 2021

CHEMISTRY ASSUMED PRIOR KNOWLEDGE

It is essential to have succeeded in Chemistry at Stage 1 before doing this course.

STUDY DESCRIPTION

The study of Chemistry offers opportunities for students develop and extend their understanding of how the physical world is chemically constructed, the interaction between human activities and the environment, and the use that human beings make of the planet’s resources. They explore examples of how scientific understanding is dynamic and develops with new evidence, which may involve the application of new technologies. Students consider examples of benefits and risks of chemical knowledge to the wider community, along with the capacity of chemical knowledge to inform public debate on social and environmental issues. The study of Chemistry helps students to make informed decisions about interacting with and modifying nature, and explore options such as green or sustainable chemistry, which seeks to reduce the environmental impact of chemical products and processes

COURSE CONTENT

Semester 1 How do we use chemistry in society? • Mining • Chemical Industry • Water • Perfumes, soaps, biodiesel, polymers and more ….

Semester 2 How does what we do affect the environment? • Air • Water • Soil

OUTCOMES

• A study of Chemistry will prepare students to study Chemistry at University or TAFE • An understanding of Chemistry is helpful and in some cases a prerequisite for those intending to study

other science subjects e.g. Biology, Geology, Nutrition or Engineering. These subjects draw extensively on the principles of Chemistry to explain observed phenomena

• Knowledge of Chemistry will assist students to develop problem solving skills and to make more informed judgements as our society becomes increasingly technological

• The manipulative and observational skills acquired can be used in science related jobs, and may also be useful in other types of jobs

Year 8 -2013

YEAR 12 - 2021

ASSESSMENT

The assessment pieces will be in the following format: School-based Assessment 70% • Assessment Type 1: Investigations Folio (30%)

• Practical Investigations • Investigation into Science as a Human Endeavour


External Component 30% • 2-hour external written examination (30%)

The student’s achievement is to be measured against performance standards in two key areas: • investigation, analysis and evaluation • knowledge and application

YEAR 12 - 2021

PHYSICS ASSUMED PRIOR KNOWLEDGE

Stage 1 Physics (2 units) at an appropriate standard (at least C grade). STUDY DESCRIPTION

The study of Physics is constructed around using qualitative and quantitative models, laws, and theories to better understand matter, forces, energy, and the interaction among them. Physics seeks to explain natural phenomena, from the subatomic world to the macrocosmos, and to make predictions about them. The models, laws, and theories in physics are based on evidence obtained from observations, measurements, and active experimentation over thousands of years. By studying physics, students understand how new evidence can lead to the refinement of existing models and theories and to the development of different, more complex ideas, technologies, and innovations. Through further developing skills in gathering, analysing, and interpreting primary and secondary data to investigate a range of phenomena and technologies, students increase their understanding of physics concepts and the impact that physics has on many aspects of contemporary life. COURSE CONTENT

Semester 1 The study of the motion of objects under the influence of forces, including projectile and circular motion, gravitation and momentum. The physics studied is applied to projectiles, satellites and spacecraft propulsion. The motion unit culminates with a brief look at the ways motion unfolds at very fast speeds by implementation of Einstein’s theory of Special Relativity . The concepts of electric and magnetic fields are introduced and how they are applied to the motion of ions in cyclotrons, the moving coil loudspeaker, photocopiers and laser printers. Semester 2 The study of electromagnetic waves, both their wave and particle properties, and the wave behaviour of particles introduces students to the theory of wave-particle duality. The Physics studied is applied to the laser depth sounder, compact discs, X-rays and electron microscopes. Some aspects of atomic and nuclear physics are investigated and applied to the spectral analysis of elements, the production of radioisotopes, positron emission tomography together with a study of the Standard Model of the Atom. OUTCOMES

• A study of Physics will help those planning to study science at University or College; • A basic understanding of Physics is helpful for students intending to study other science subjects such as

Biology, Geology or Engineering. These subjects draw extensively on the principles of Physics to explain observed phenomena;

• A knowledge of Physics will assist students to make more informed judgments as society becomes increasingly technological.

Year 8 -2013

YEAR 12 - 2021

ASSESSMENT

School-based Assessment 70% • Assessment Type 1: Investigations Folio (30%)

• Practical Deconstruction Design Investigation • Procedural Practical Investigation • Investigation into Science as a Human Endeavour


Assignments, tests, mid-year exam, extended response questions, oral and ICT presentation External Component 30% • Assessment Type 3: Examination (30%)

YEAR 12 - 2021

PSYCHOLOGY ASSUMED PRIOR KNOWLEDGE

Completion of Stage 1 Psychology to a high standard is recommended but not mandatory. Students who have not previously studied Psychology should discuss their choice with Mrs Jones before making their selection. STUDY DESCRIPTION

Psychology is the study of human behaviour. This subject explores behaviour in terms of biological processes, basic psychological processes, the attributes of the person enacting the behaviour and the socio-cultural processes. It is an evidence-based subject in which ethical issues have a central place. COURSE CONTENT

The subject consists of six units of study: • Introduction to Psychology • Social Cognition • Learning • Personality • Altered States of Awareness • Healthy Minds OUTCOMES

• Explain the factors that cause psychological differences and similarities in people • Analyse the behaviours of self, other individuals and groups of people in different contexts • Demonstrate critical reflection in the application of psychological principles in real-life situations,

identifying beneficial changes and taking into account ethical considerations • Make informed decisions about issues, events and situations in society by applying relevant psychological

principles ASSESSMENT School-based Assessment 70% • Assessment Type 1: Investigations folio (30%) • Assessment Type 2: Skills and Applications Tasks (40%) External Component 30% • Assessment Type 3: Examination (30%)

Year 8 -2013

2021 Science Subject Booklet CoverSCIENCESCIENCESCIENCESCIENCESTAGE 1 - SCIENTIFIC STUDIESBIOLOGYCHEMISTRYPHYSICSPSYCHOLOGYBIOLOGYCHEMISTRYPHYSICSPSYCHOLOGY

2021 year 7 – 12 science · 2021. year 7 – 12 . science . westminster school alison avenue,...

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