Standards and progression point examples
Science – Progressing towards Level 3
In Science, reporting of student achievement commences at Level 3.
The content descriptions for Foundation–3 together with the achievement standards for Foundation Level and Level 2 provide knowledge,
understandings and skills that will assist students to work towards the achievement standard at Level 4.
Examples of inquiry questions are available: http://www.vcaa.vic.edu.au/Documents/auscurric/progressionpoints/ScienceInquiryQuestions.pdf
Progression Point 2.5
At 2.5, a student progressing towards the standard
at Level 4 may, for example:
Progression Point for Level 3
At Level 3, a student progressing towards the
standard at Level 4 may, for example:
Progression Point 3.5
At 3.5, a student progressing towards the standard
at Level 4 may, for example:
Science Understanding

describe everyday changes in biological,
chemical, earth and space, and physical
science contexts.
Science Understanding

explain how changes in biological, chemical,
earth and space, and physical science contexts
may be of benefit to society.
Science Understanding

analyse how changes in biological, chemical,
earth and space, and physical science contexts
may both benefit and harm society.
For example, the melting of ice to form water, storm
damage, use of magnets to open and close doors, use
of pushes and pulls to move or change the shape of
objects, the distinction between things that are living,
were once living or are products of living things, or
beach erosion.
For example, the use of heating and cooling in cooking,
use of electromagnets or the use of pushes and pulls
such as brakes in bicycles to make objects move and
stop, growing plants from seedlings as a food source, or
adding fertilisers to change the composition and
characteristics of different soils.
For example, forest destruction and regeneration in
bushfires, the effect of magnets on navigation, the risks
and benefits of space travel, forces at work in cars,
buses and trains, planting of indigenous, native or
introduced plant species, or consideration of the
properties of materials in contributing to pollution or
managing waste.
Science as a Human Endeavour

identify science activities occurring in the local
community.
Science as a Human Endeavour

describe how science is used in peoples’
occupations.
Science as a Human Endeavour

explain how science can be used to inform
personal actions.
For example, environmental monitoring, plant
propagation in greenhouses, or snow-making in ski
resorts.
For example, gardeners, mechanics, chefs, chemists or
doctors.
For example, in resource management, or the selection
of objects for a particular purpose.
Science Inquiry Skills

make predictions about possible or likely
outcomes related to teacher-directed
experiments involving measurement and the
collection and recording of data.
Science Inquiry Skills

describe possible inquiry methods and make
predictions about possible or likely outcomes
related to teacher-guided investigations.
Science Inquiry Skills

generate questions and make predictions
about possible or likely outcomes related to
familiar situations and phenomena, and
collaboratively plan, design and conduct
investigations.

record their own and others’ observations,
including informal measurements, in provided
tables using some science-specific language,
© VCAA 2012

record observations, including some formal
measurements, and the results of their
investigations in provided tables and charts
using some science-specific language,

record observations, including formal
measurements, and the results of their
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Standards and progression point examples
representations and conventions and account
for any differences.

explain what went well in investigations, where
difficulties were encountered and whether their
predictions were correct.

identify simple patterns evident in collected
data.

identify safety procedures undertaken during
experiments.
representations and conventions.

compare their own results with their predictions
and the predictions of others, and suggest
possible reasons for differences.

identify trends evident in collected data.

describe the specific safety procedures
followed during experiments.
investigations in provided tables and charts
using mostly science-specific language,
representations and conventions, and identify
where improvements to their investigation
methods could be made.

identify some variables and characteristics of a
fair test in experiments, and evaluate the
fairness of their own methods.

explain the specific safety procedures followed
during experiments.
Level 4 Achievement Standard
By the end of Level 4, students explain the effects of Earth’s rotation on its axis. They distinguish between temperature and heat and use examples to illustrate how heat is produced
and transferred. They explain how heat is involved in changes of state between solid and liquid. They link the observable properties of materials to their use. They discuss how natural
and human processes cause changes to Earth’s surface. They use contact and non-contact forces to describe interactions between objects. They describe structural features common
to living things and describe relationships that assist the survival of living things. They explain how the key stages in the life cycle of a plant or animal relate to growth and species
survival.
They describe how they use science investigations to identify patterns and respond to questions. They describe situations where science understanding can influence their own and
others’ actions.
By the end of Level 4 students follow instructions to identify questions that they can investigate about familiar contexts and predict likely outcomes from these investigations. They
discuss ways to conduct investigations and suggest why their methods were fair or not. They safely use equipment to make and record formal measurements and observations. They
use provided tables and simple column graphs to organise their data and identify patterns in data. Students suggest explanations for observations and compare their findings with their
predictions. They use diagrams and complete simple reports to communicate their methods and findings.
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Standards and progression point examples
Science – Progressing towards Level 6
Progression Point 4.5
At 4.5, a student progressing towards the standard
at Level 6 may, for example:
Progression Point Level 5
At Level 5, a student progressing towards the
standard at Level 6 may, for example:
Progression Point 5.5
At 5.5, a student progressing towards the standard
at Level 6 may, for example:
Science Understanding

describe how components within systems
function together in biological, chemical, earth
and space, and physical science contexts.
Science Understanding

analyse the effects of system change in
biological, chemical, earth and space, and
physical science contexts.
Science Understanding

explain the dynamic interactions within and
between systems in biological, chemical, earth
and space, and physical science contexts.
For example, the distinction between a star, a moon and
a planet, the structural features and adaptations of living
things that enable them to survive in their environment,
effects of different cooking processes on food, or the
components of electric circuits.
For example, construction and use of a device for
tracking the apparent movement of the Sun during the
day, plant responses to sunlight, ecosystem changes
due to biotic and/or abiotic factors, comparison of rates
of rusting in salt, humid and dry air conditions, mining
operations, generation of electricity from wind or solar
energy, or comparison of effects on the current in a
circuit by changing the number of batteries (arranged in
series) or changing the number of light bulbs (arranged
in series and/or parallel).
For example, space exploration beyond the solar
system, volcanic and cyclonic activity over time,
comparison of natural and enhanced greenhouse effects
and the gases involved in global warming, rehabilitation
of mine sites, sustainability of energy and mineral
sources, or construction and explanation of the
operation of a burglar alarm.
Science as a Human Endeavour

explain how the work of a particular Australian
scientist has benefited society.
Science as a Human Endeavour

explain how scientific collaboration has led to
developing knowledge about, or solutions to,
science-related problems.
Science as a Human Endeavour

compare different approaches to developing
scientific knowledge or solving a scientific
problem, including the role of scientific debate.
For example, the investigation of the living conditions of
extremophiles by ecologists, the Human Genome
Project, mapping of global geological activity, Antarctic
research involving monitoring of plankton levels,
International Space Station collaborative research to
solve problems in medicine and ecology, climate
modelling, or determination of the effects of over-fishing.
For example, development of alternative energy sources
to generate electricity, Copernicus’ modelling of the
solar system, or development of different techniques to
perform particular tasks.
Science Inquiry Skills

design and report on investigations, including
statement of purpose, identification of
variables, labelled diagrams, flowcharts and
symbols that explain procedures, and
justification for equipment used.
Science Inquiry Skills

design and report on investigations, including
statement and justification of purpose, labelled
diagrams, description of how variables will be
changed, flowcharts and symbols that explain
procedures, and justification for the type of
For example, Graeme Clarke’s bionic ear, or William
Farrer’s work on disease-resistant wheat strains.
Science Inquiry Skills

plan and report on investigations involving
given variables, including statement of
purpose, lists of materials and equipment, and
labelled diagrams or flowcharts that explain
procedures.
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Standards and progression point examples

collect data systematically.


apply safe and ethical procedures when
performing experiments, including responsible
handling of standard equipment and materials.
collect data systematically and begin to draw
reasonable conclusions from the data.


apply safe and ethical procedures when
performing experiments, including responsible
handling of specialised equipment and
materials.
collect data systematically and analyse data to
identify some relationships between variables
and to draw reasonable conclusions.

work in a group to design and construct a
simple model, including annotations, that
illustrates a scientific concept or identifies the
components of a system.
apply safe and ethical procedures when
performing experiments, including risk
management plans for handling of equipment
and materials.

work in a group to design and construct a
model or simple device, including annotations,
that illustrates the relationships between
components within a system.

work in a group to design and construct a
simple model or device, with teacher guidance,
that illustrates a scientific concept related to a
system.

data collected and equipment used.
Level 6 Achievement Standard
By the end of Level 6, students compare the properties and behaviours of solids, liquids and gases. They compare observable changes to materials and classify these changes as
reversible or irreversible. They explain everyday phenomena associated with the absorption, reflection, refraction and dispersion of light. They compare different ways in which energy
can be transformed from one form to another to generate electricity and evaluate their suitability for particular purposes. They construct electrical circuits and distinguish between
open and closed circuits. They explain how natural events cause rapid change to Earth’s surface and describe the key features of our solar system. They analyse how structural and
behavioural adaptations of living things enhance their survival, and predict and describe the effect of environmental changes on individual living things.
Students explain how scientific knowledge develops from many people’s contributions and how scientific understandings, discoveries and inventions affect peoples’ lives.
By the end of Level 6, students follow procedures to develop questions that they can investigate and design investigations into simple cause-and-effect relationships. When planning
experimental methods, they identify variables to be changed and measured and identify and manage potential safety risks. They make and record accurate observations. They
construct tables and graphs to collect and organise their data, and to identify and analyse patterns and relationships. They identify where improvements to their experimental methods
or research could improve the quality of their data. They refer to data when they report findings and communicate their ideas, methods and findings using a range of text types.
© VCAA 2012
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Standards and progression point examples
Science – Progressing towards Level 8
Progression Point 6.5
At 6.5, a student progressing towards the standard
at Level 8 may, for example:
Progression Point Level 7
At Level 7, a student progressing towards the
standard at Level 8 may, for example:
Progression Point 7.5
At 7.5, a student progressing towards the standard
at Level 8 may, for example:
Science Understanding

identify the components of systems in
biological, chemical, earth and space, and
physical science contexts.
Science Understanding

describe the relationships between
components of systems in biological, chemical,
earth and space, and physical science contexts
including explanation of changes over time.
Science Understanding

analyse the factors which cause change in
systems over short and long periods of time in
biological, chemical, earth and space, and
physical science contexts.
For example, the food chains within a food web,
development of simple machines over time, the
relationship between structure and function in living and
non-living things, the interactions between reactants to
produce a chemical change, natural factors that affect
parts of the water cycle, use of appropriate techniques
to separate and identify the components in a range of
mixtures, or seasonal changes in the length of day and
night and in the Sun’s angle above the horizon.
For example, human intervention in living and non-living
processes, improvements in the design and application
of simple machines over time to meet human needs,
beneficial and harmful effects of microbes, effect of
temperature, pressure and weathering on objects,
impacts of human management of water on the water
cycle, comparison of evidence for physical and chemical
changes, or comparison and modelling of lunar and
solar eclipses and the phases of the moon.
For example, trophic levels in ecosystems (primary
producers, primary consumers, secondary consumers),
simple machines (lever, inclined plane, wheel and axle,
screw, wedge, pulley), components of the digestive
system, cellular organelles in plants and animals, flight
forces (lift, thrust, weight and drag), the parts of the
water cycle, the chemical basis on which a range of
separation techniques can be used to isolate
components of a mixture, or comparison of times for the
rotation of Earth, the Sun and the moon on their own
axes and times for the orbit of the moon around Earth
and Earth around the Sun.


create a dichotomous key to classify a set of
provided living and/or non-living things.
use a range of provided simple dichotomous
keys to identify a set of living and/or non-living
things.
Science as a Human Endeavour

outline a new or modified application/product/
invention that attempts to provide a response
to a science-related problem, including
suggestions for refinement.
For example, the development of synthetic fibres,
nanomaterials and biodegradable products such as
biofoam, the manufacture of hybrid cars, the
development of artificial skin, blood and body organs.
© VCAA 2012

use a five-kingdom taxonomic classification key
to identify, distinguish between and give the
scientific names of a range of living organisms.
Science as a Human Endeavour

compare and contrast the development of an
idea/application /product /invention over time,
identifying how successive developments have
resulted in improved benefits for users and
making suggestions for further refinements.
Science as a Human Endeavour

evaluate different
ideas/applications/products/inventions that
have been developed in response to a sciencerelated problem and suggest situations in
which each solution may be most appropriate.
For example, ideas and applications related to the
selection and use of materials and products in society.
For example, recycling of household waste, land and
water management, or strategies to increase energy
efficiency.
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Standards and progression point examples
Science Inquiry Skills

plan and report on experimental investigations
involving measurement, including justification
of procedures and equipment used and
explanation of how experimental variables will
be measured.
Science Inquiry Skills

design and report on experimental
investigations and simulations involving
measurement, including distinguishing between
variables to be measured and variables to be
controlled, and analysis of reliability of results.

follow provided safety procedures for
laboratory and field investigations.

select and apply appropriate safety procedures
required for laboratory and field investigations.

systematically collect, and accurately record,
experimental data.


work in a group to construct a model or a
device that illustrates how energy is utilised in
a simple system.
analyse and interpret collected and recorded
experimental data, consistent with investigation
aims.

identify factors which may affect attitudes to a
scientific idea or issue of interest.
work in a group to construct a model or a
device that demonstrates how the transfer of
energy causes change in simple systems.

explain different perspectives and attitudes
involved in the consideration of contentious
scientific ideas or issues of interest.

Science Inquiry Skills

design and report on experimental
investigations and simulations involving
measurement, including an outline of the ways
in which experimental variables will be
changed or measured, and identification of
procedures and equipment which would
improve reliability of results.

select and apply safe procedures related to the
use of technical equipment and chemicals in
laboratory and field investigations, including
risk management.

comment on the validity of conclusions drawn
from experimental data.

work in a group to construct a model or a
device that demonstrates how the
transformation of energy causes change in
simple systems.

present a balanced argument in discussing a
contentious scientific idea or issue of interest.
Level 8 Achievement Standard
By the end of Level 8, students investigate different forms of energy and explain how energy transfers and transformations cause change in simple systems. They use the particle
model to predict, compare and explain the physical and chemical properties and behaviours of substances. They describe and apply appropriate techniques to separate pure
substances from mixtures. They provide evidence for observed chemical changes in terms of colour change, heat change, gas production and precipitate formation. They use
equations to describe simple chemical reactions. They analyse the relationship between structure and function at cell, organ and body system levels. They use dichotomous keys to
identify and classify living things. They explain how living organisms can be classified into major taxonomic groups based on observable similarities and differences. They predict the
effect of environmental changes on feeding relationships. They distinguish between different types of simple machines and predict, represent and analyse the effects of unbalanced
forces, including Earth’s gravity, on motion. They compare processes of rock formation, including the time scales involved, and analyse how the sustainable use of resources depends
on the way they are formed and cycle through Earth systems. They model how the relative positions of Earth, sun and moon affect phenomena on Earth.
Students explain how evidence has led to an improved understanding of a scientific idea. They discuss how science knowledge can be applied to generate solutions to contemporary
problems and explain how these solutions may impact on society
By the end of Level 8, students identify and construct questions and problems that they can investigate scientifically. They plan experiments, identifying variables to be changed,
measured and controlled. They consider accuracy and ethics when planning investigations, including designing field or experimental methods. Students summarise data from different
sources and 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 scientific
language and representations to communicate science ideas, methods and findings in a range of text types.
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Standards and progression point examples
Science – Progressing towards Level 10
Progression Point 8.5
At 8.5, a student progressing towards the standard
at Level 10 may, for example:
Progression Point Level 9
At Level 9, a student progressing towards the
standard at Level 10 may, for example:
Progression Point 9.5
At 9.5, a student progressing towards the standard at
Level 10 may, for example:
Science Understanding

identify the theories and models that explain
phenomena in biological, chemical, earth and
space, and physical science contexts.
Science Understanding

analyse qualitatively the theories and models
that explain phenomena in biological, chemical,
earth and space, and physical science
contexts.
Science Understanding

analyse qualitatively and quantitatively the theories
and models that explain phenomena in biological,
chemical, earth and space, and physical science
contexts.
For example, determining the structure of DNA,
comparing the effectiveness of different materials used
in a specific piece of sporting equipment in terms of
performance, identifying similarities in structure and
properties between elements in the same group or
period in the periodic table, modelling radioactive decay
in a chemical element, investigating the differences
between parallel and series circuits, comparing
photosynthesis and respiration in terms of reaction
conditions, products and equations, explaining how
colour is perceived or how a bionic ear operates, or
evaluating the use of vehicle air bags and restraints in
controlling motion.
For example, predicting ratios of offspring in
dominant/recessive and co-dominant inheritance patterns,
investigating the development and testing of materials used
in high-performance sporting equipment, writing simple
electron shell configurations for representative elements in
the periodic table, comparing the rates of radioactive decay
of different chemical elements, constructing an operating
electronics device, determining the rates of photosynthesis
under different light conditions, measuring sound or light
intensity, explaining how sight or hearing problems may be
rectified, or calculating velocity and acceleration in analysis
of road safety data.
Science as a Human Endeavour

provide examples of how developing
technologies have extended the boundaries of
scientific knowledge and endeavour.
Science as a Human Endeavour

illustrate how emerging areas of science have
grown from accumulated knowledge and
experiences in science.
For example, the Australian Synchrotron, the Large
Hadron Collider, magnetic resonance imaging, scanning
electron microscopy.
For example, astrobiology, nanotechnology,
neuroscience, food security, epigenetics, biotechnology,
or resource management.
Science as a Human Endeavour

justify an opinion, based on evidence, models and
theories currently available, about how science may
develop in the future and where new knowledge
may emerge over time to solve science-related
issues in society.
Science Inquiry Skills

develop an experimental design based on a
given hypothesis and a prediction, including a
discussion of the appropriate use of
procedures, equipment, electronic components
Science Inquiry Skills

develop an experimental design including a
hypothesis and prediction, and the justified use
of procedures, equipment, electronic
components and instruments to obtain reliable
For example, distinguishing between genetic and
environmental effects on genotype, relating the
construction and materials used in a specific piece of
sporting equipment to its function, comparing atomic
structure of different elements in terms of protons,
neutrons and electrons, distinguishing between atoms
with stable and unstable nuclei, investigating factors that
affect the transfer of electricity in electric circuits,
identifying the products of photosynthesis and
respiration, explaining how vision is related to the
structure of the eye or how hearing is related to the
structure of the ear, or describing reactions that occur in
vehicle air bags.
© VCAA 2012
For example, green technologies, sustainable energy and
lifestyles, or gene technologies.
Science Inquiry Skills

develop an experimental design including a
hypothesis and prediction, the justified use of
procedures, equipment, electronic components and
instruments in obtaining reliable and data, and
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Standards and progression point examples
and instruments.




data.
apply safe procedures in carrying out
investigations, using provided Material Safety
Data Sheets (MSDS).

report investigation findings, including
identification of sources of experimental errors
and comments related to the supporting or
disproving of hypotheses.

develop and use a model, visual aid or
simulation to demonstrate energy transfer and
conservation in a system.
identify different approaches to developing
scientific knowledge or solving a particular
scientific problem.


apply safe procedures to investigations, with
reference to appropriate Material Safety Data
Sheets (MSDS).
identification of appropriate processes for problem
solving, inquiry and decision-making.

select and apply safe procedures to investigations,
including risk assessment and use of Material
Safety Data Sheets (MSDS) information.

develop and use a model, visual aid or
simulation to demonstrate energy
transformation and conservation in a system.
report investigation findings, including use of atomic
symbols and balanced chemical equations to
summarise reaction changes, comments related to
the supporting or disproving of hypotheses and
predictions made, and evaluation of experimental
design and methodology.

compare different approaches to developing
and communicating scientific knowledge or
solving a scientific problem, including examples
of correct and incorrect use of scientific
language in the mass media.
develop and/or use a model, device or simulation to
quantitatively compare efficiencies of different
energy transfers and transformations within
systems.

compare different approaches to solving and
communicating solutions to scientific problems of
broad community concern, including a description of
the impact of mass media communications.
report investigation findings, including use of
symbols and balanced chemical equations to
summarise chemical reactions, units of
measurement, identification of the nature of
experimental errors, and comments related to
the supporting or disproving of hypotheses.
Level 10 Achievement Standard
By the end of Level 10, students explain the concept of energy conservation and model energy transfer and transformation within systems. They analyse how biological systems
function and respond to external changes with reference to interdependencies, energy transfers and flows of matter. They evaluate the evidence for scientific theories that explain the
origin of the universe and the diversity of life on Earth. They explain the role of DNA and genes in cell division and genetic inheritance. They apply geological timescales to elaborate
their explanations of both natural selection and evolution. 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 compare the properties of 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 and combustion. They explain natural radioactivity in
terms of atoms and energy change. They explain how different factors influence the rate of reactions. They explain global features and events in terms of geological processes and
timescales, and describe and analyse interactions and cycles within and between Earth’s spheres. They give both qualitative and quantitative explanations of the relationships
between distance, speed, acceleration, mass and force to predict and explain motion.
Students analyse how the models and theories they use have developed over time and discuss the factors that prompted their review. They predict how future applications of science
and technology may affect people’s lives.
By the end of Level 10, students develop questions and hypotheses that can be investigated using a range of inquiry skills. They independently design and improve appropriate
methods of investigation including the control and accurate measurement of variables and systematic collection of data. They explain how they have considered reliability, safety,
fairness and ethics in their methods and identify where digital technologies can be used to enhance the quality of data. They analyse trends in data, explain relationships between
variables and identify sources of uncertainty. When selecting evidence and developing and justifying conclusions, they account for inconsistencies in results and identify alternative
explanations for findings. Students evaluate the validity and reliability of claims made in secondary sources with reference to currently held scientific views, the quality of the
© VCAA 2012
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Standards and progression point examples
methodology and the evidence cited. They construct evidence-based arguments and use appropriate scientific language, representations and text types when communicating their
findings and ideas for specific purposes.
© VCAA 2012
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Standards and progression point examples
Progressing Beyond Level 10
Progression Point 10.5
At 10.5, a student progressing beyond the standard at Level 10 may, for
example:
Progression Point 11
At 11, a student progressing beyond the standard at Level 10 may, for example:
Science Understanding

compare the use and limitations of models and laws of science to explain
scientific phenomena and processes in biological, chemical, earth and
space, and physical science contexts
Science Understanding

apply models and laws of science to make predictions and evaluate proposals in
familiar and unfamiliar situations in biological, chemical, earth and space, and
physical science contexts.
For example, use and limitations of the particle model when considering the freezing
of water, use and limitations of the Law of Conservation of Mass in predicting
quantities of products in chemical reactions, use and limitations of prototypes to test
engine performance, or comparison of theoretical and practical values for the solubility
curves at different temperatures for different ionic substances
For example, modelling of the geological layers of Earth to predict tsunamis and earthquakes,
population modelling to evaluate conservation strategies for the protection of endangered
species, use of the Law of Conservation of Energy in making predictions about sustainable
use of natural resources, or application of Newton’s laws of motion to compare brake
efficiencies for varying degrees of inclination.
Science as a Human Endeavour

use first- and second-hand experimental evidence and theoretical evidence
to justify alternative proposals to a contemporary science-related problem or
issue, including identification of limitations of the proposals.
Science as a Human Endeavour

evaluate different perspectives associated with a science-based contemporary issue
or problem, including first- and second-hand experimental evidence, and present
alternative solutions and a justified personal stance on the issue or problem.
For example, quantitative analyses related to the production and/or use of renewable
energy, or comparison of different chemical processes in terms of atom and energy
efficiencies.
For example, determination of scientific research priorities, or impact of legislation on resource
and/or energy use.
Science Inquiry Skills

develop operationalised hypotheses in investigations that test quantitative
predictions related to scientific phenomena, and select appropriate
processes for problem solving, inquiry and decision-making that will be used.
Science Inquiry Skills

quantitatively model scientific phenomena to test predictions and operationalised
hypotheses based on collected qualitative and quantitative data, and justify
processes for problem solving, inquiry and decision-making that will be used.

explain patterns and trends in data, infer or calculate direct and inverse linear
relationships among variables and use significant figures appropriately.

draw conclusions based on experimental data and knowledge of science,
identify limitations of data or measurement and explain how evidence
gathered supports or refutes the initial hypothesis.

design, test and develop a new or modified product/invention/model that
attempts to provide a response to a science-related problem.
© VCAA 2012

analyse patterns and trends in data, evaluate the validity of interpolations and
extrapolations, apply equations to solve problems related to linear and non-linear
relationships among variables and express quantitative results in a form that
acknowledges the degree of uncertainty.

draw conclusions based on experimental data and knowledge of science, compare
theoretical and empirical values and account for discrepancies and identify further
investigations which could be undertaken to extend understanding.

refine, following evaluation and feedback, a new or modified product/invention/model
that attempts to provide a solution to a science-related problem.
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