This module is aligned to the Year 9 Science portion of the Australian Curriculum.

Science understanding

Biological sciences

Ecosystems consist of communities of interdependent organisms and abiotic components of the environment; matter and energy flow through these systems (ACSSU176)

  • exploring interactions between organisms such as predator/prey, parasites, competitions, pollinators and disease

Chemical sciences

All matter is made of atoms that are composed of protons, neutrons and electrons; natural radioactivity arises from the decay of nuclei in atoms (ACSSU177)

  • describing and modelling the structure of atoms in terms of the nucleus, protons, neutrons and electrons

  • comparing the mass and charge of protons, neutrons and electrons

  • describing in simple terms how alpha and beta particles and gamma radiation are released from unstable atoms

Chemical reactions involve rearranging atoms to form new substances; during a chemical reaction mass is not created or destroyed (ACSSU178)

  • identifying reactants and products in chemical reactions

  • modelling chemical reactions in terms of rearrangement of atoms

  • describing observed reactions using word equations

  • considering the role of energy in chemical reactions

  • recognising that the conservation of mass in a chemical reaction can be demonstrated by simple chemical equations

Science as human endeavour

Nature and development of science

Scientific understanding, including models and theories, is contestable and is refined over time through a process of review by the scientific community (ACSHE157)

  • investigating the historical development of models of the structure of the atom

  • considering how ideas about disease transmission have changed from medieval time to the present as knowledge has developed

  • investigating how models can be used to predict the changes in populations due to environmental changes, such as the impact of flooding or fire on rabbit or kangaroo populations

Advances in scientific understanding often rely on developments in technology and technological advances are often linked to scientific discoveries (ACSHE158)

  • considering how common properties of electromagnetic radiation relate to its uses, such as radar, medicine, mobile phone communications and microwave cooking

Use and influence of science

People use scientific knowledge to evaluate whether they accept claims, explanations or predictions, and advances in science can affect people’s lives, including generating new career opportunities (ACSHE160)

  • considering the impact of technological advances developed in Australia, such as the cochlear implant and bionic eye

  • recognising aspects of science, engineering and technology within careers such as medicine, medical technology, telecommunications, biomechanical engineering, pharmacy and physiology

  • considering the impacts of human activity on an ecosystem from a range of different perspectives

Values and needs of contemporary society can influence the focus of scientific research (ACSHE228)

  • investigating the work of Australian scientists such as Fiona Wood and Marie Stoner on artificial skin

Science inquiry skills

Questioning and predicting

  • formulate questions or hypotheses that can be investigated scientifically (ACSIS164)

Planning and conducting

  • plan, select and use appropriate investigation types, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods (ACSIS165)

  • select and use appropriate equipment, including digital technologies, to collect and record data systematically and accurately (ACSIS166)

Processing and analysing data and information

  • analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies (ACSIS169)

  • use knowledge of scientific concepts to draw conclusions that are consistent with evidence (ACSIS170)

Evaluating

  • evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data (ACSIS171)

  • critically analyse the validity of information in primary and secondary sources and evaluate the approaches used to solve problems (ACSIS172)

Communicating

  • Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations (ACSIS174)

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