UNIT- Being A Scientist
Duration: 7 weeks
Introduction
This unit will give students a general idea of who scientists are, what
they do, how they do it and checks and balances enforced by society
to make sure that the research carried out / information made
available are acceptable to society at large.
The Being a Scientist unit aims to:
 Provide a general idea of scientists past and present; their discoveries
and how these discoveries have helped humans.
 Help students understand the work scientists do in the different
branches of Science, Technology, Medicine, engineering etc. It also
helps them understand that Science is dynamic not only in the
knowledge acquired but also the fields available to them – careers that
they might consider in the future.
 Knowledge can be based on information obtained (second hand data)
or by conducting experiments (first hand data
 Protocols and procedures in designing experiments – being aware of
the question(s) being asked, ways to answer and measures to
undertake to make sure the results are valid.
 Understand and be able to write scientific reports following appropriate
formats and the reasons underlying the necessity for such reports.
 Introduce students to the concept of Ethics in Science
KEY SKILLS
The Key Skills that students will improve during the completion of this unit
are:
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Scientific methodology, including the use of independent and
dependent variables when designing experiments
Making a hypothesis and conducting a ‘fair test’
Difference between qualitative and quantitative data
Writing a scientific report according to convention, using
appropriate units of measurement, graphs, tables to present
results
KEY KNOWLEDGE
The Key Knowledge that students will gain from this unit include:
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The process that a scientist uses when carrying out an investigation
aim, question being asked, making a hypothesis, equipment and
materials required, method, observations, results, discussion and
conclusion)
An understanding of ethics in scientific research
KEY TERMS
The Key Terms that students will become familiar with the definition and
spelling of during this unit are:
 A range of branches or disciplines of Science
 Variables – dependent and independent, control
 Hypothesis, fair test,
 Observations – quantitative and qualitative
 Results, Discussion, Conclusion
 Ethics
POSSIBLE ASSESSMENT TASKS INCLUDE
1. Science at Work Assignment booklet (included in resource folder)
Includes:
- Poster on a Scientist of area of Science of student’s choice
- Practical report on a designed experiment exploring independent
and dependent variables
- Chapter questions from the Science Alive 2 textbook
- Analysis of a newspaper article about a Scientist in society
2. Case studies on ethics and how it influences the conduct of scientific
research in the ever changing, globalised world of today.
3. Practical report jigsaw activity (diagnostic assessment tool)
UNIT- Chemical Reactions
Duration: 5 weeks
As students look critically at their local environment they should
become aware of the millions of substances that surround them.
Some, like water and sand, occur naturally; some, like sugar and
blood, are produced by living things; while others, like plastic and
paper, are produced in factories. Regardless of their origin, the one
thing that all of these substances have in common is that they all
contain the basic building block of matter – the atom.
The Chemical Reactions unit aims to:
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Extend students’ understanding of the Particle Model to the level of
basic Atomic Theory
Introduce the Periodic Table and its role in organising the elements
Familiarise students with chemical symbols and formulae – the
language of Chemistry
Conduct a series of practical activity that demonstrate common
chemical reactions
Begin to write chemical equations
Investigate the role and impact of industrial chemistry in the students’
every day life
Key Competencies
KEY SKILLS
The Key Skills that students will improve during the completion of this unit
are:
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Defining and using designated chemical terminology appropriately
Using the theory learnt in the unit to solve problems
Recording and interpreting experimental results
Designing and evaluating a practical investigation
Conducting an extended practical investigation
Time management and meeting deadlines
KEY KNOWLEDGE
The Key Knowledge that students will gain from this unit include:
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basic structure of an atom
differences between elements, compounds and mixtures
symbols/formulae of designated elements/compounds
characteristics that distinguish a physical change from a chemical
change
characteristics of several different types of chemical reactions
guidelines for writing simple chemical equations using either words or
symbols
factors that influence the rate of a chemical reaction
role of chemical reactions in common industrial processes
KEY TERMS
The Key Terms that students will become familiar with the definition and
spelling of during this unit are:
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KEY TERMINOLOGY I
Atom
Symbol
Neutron
Periodic
Nucleus
Atomic
Number
Electron
Mass Number
Proton
Electron shell
Element
Table
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KEY TERMINOLOGY II
Mixture
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Compound
Chemical
formula
Molecule
KEY TERMINOLOGY III
Physical change
Chemical change
Reactant
Aqueous solution
Rate of reaction
Word equation
States of matter
Chemical reaction
Product
Insoluble
Combination reaction
Decomposition reaction
Combustion reaction
Precipitation reaction
Formula equation
Diagrammatic equation
Unit Resources
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“Chemical Reactions” Resource Folder
e-textbooks and Teacher Resources (should be loaded onto Laptop
from external hard-drive)
Hardcopy textbooks including- Science Alive 2, Science Links 2,
Science Dimensions 2
Science Alive 1 and 2 Teacher Resource
POSSIBLE ASSESSMENT TASKS INCLUDE
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Practical Report- “Is it an acid?”
Practical Report- “The Hydrogen ‘pop’ test”
Student designed practical investigation- “Properties of
Elements”
Topic test
UNIT- Earth and its Resources
Duration: 4-5 weeks
Introduction
Natural resources play an important part in Australia’s economy and will
likely continue to do so into the future. In this unit students will gain an
understanding of how minerals are formed and gain the ability to classify
rocks into different categories.
The Earth and its Resources unit aims to:
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Give students an understanding of how minerals are formed
Deepen students understanding of how the earth reached its present shape and
stage
Acknowledge that there are benefits and costs to mining in Australia
Key Competencies
KEY SKILLS
The Key Skills that students will improve during the completion of this unit
are:
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Represent the stage in the formation of igneous, metamorphic and
sedimentary rocks, including indications of timescales involved.
Identify a range of common rock types using a key based on observable
physical and chemical properties
Recognise that rocks are a collection of different minerals
Consider the role of forces and energy in the formation of different types of
rocks and minerals
Recognise that some rocks and mineral, such as ores, provide valuable
resources.
Explain some of the mining processes
Discuss the benefit and drawbacks of mining
KEY KNOWLEDGE
The Key Knowledge that students will gain from this unit include:
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Rocks can be classified as sedimentary, igneous and metamorphic
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There are huge forces acting under the earth which shape and
compress rocks
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The earth can be divided into; lithosphere, asthenosphere, mantle,
outer core, inner core
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Fossil fuels are ancient, compressed vegetable matter
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The location of some major mining areas in Australia and the minerals
involved
KEY TERMS
The Key Terms that students will become familiar with the definition and
spelling
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Igneous
metamorphic
sedimentary
lithosphere
asthenosphere
mantle
outer core
inner core
extract
open-cut
smelting
fault
POSSIBLE ASSESSMENT TASKS INCLUDE
UNIT- Electricity and Magnetism
Duration: 6 weeks
Introduction
Electricity and magnetism are fundamental components in understanding
how the world around us works.
The Electricity and Magnetism unit aims to:
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Be introduced to “action at a distance”
Conduct a series of practical experiments designed to stimulate students’
interest in physical phenomena
Build a conceptual model of how magnets and electricity works
Key Competencies
KEY SKILLS
The Key Skills that students will improve during the completion of this unit
are:
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Conduct experiments in a safe and responsible manner
Make magnets from soft iron and a permanent magnet
Discuss some of the common uses of magnets
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Explain phenomena such as lightning and auroras
KEY KNOWLEDGE
The Key Knowledge that students will gain from this unit include:
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Magnets always have two poles
Static electricity and magnets can be used to attract and repel objects
All materials have magnetic domains
Magnets form when magnetic domains align
Magnets can be formed using electricity or with another magnet
Explain how a compass works
Describe the charged particles found in an atom
Explain what static electricity is
Describe the forces between charged objects
Explain what conductors and insulators are
KEY TERMS
The Key Terms that students will become familiar with the definition and
spelling of during this unit are:
 Attract
 Charge
 Compass
 Conductor
 Domain
 Earthed
 Electric field
 Electromagnet
 Insulator
 Magnet
 Magnetic field
 Negatively charged
 Neutral
 Positively charged
 Pole
 Static electricity
POSSIBLE ASSESSMENT TASKS INCLUDE
UNIT- Energy for Life (Digestive &
Circulatory systems; Homeostasis; Plant
transport)
Duration: 5-6 weeks
Introduction
Students gain an understanding of the organization of multi-cellular organisms
into organ systems that carry out specialized functions for survival and
reproduction. They investigate examples of organ systems in animals and
compare this to plant transport systems. They are introduced to the concept of
homeostasis and examine the coordinated function of body systems in sustaining
life and responding to environmental change.
In this unit students will
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Gain an understanding of the energy requirements of different organisms
Be able to explain the organization of cells into organ systems
Investigate two examples of organ systems in detail, examining their
structural organization and function
Explore the role of enzymes and hormones in digestion and homeostasis
Compare animal organ systems to plant transport systems
Investigate the ways in which animals respond to micro-organisms and other
environmental changes
Key Competencies
KEY SKILLS
The Key Skills that students will improve during the completion of this unit
are:
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Performing a dissection (heart, digestive system) and developing skills for
the utilization of dissection equipment
Identify differences and similarities between different organisms organ
systems
Research disorders related to an organ system
Explore the action of enzymes in digestion
Construct a model of an organ system
KEY KNOWLEDGE
The Key Knowledge that students will gain from this unit include:
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The importance of energy for life
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Structure and function different organ systems in plants and
animals, including plant transport system
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Similarities and differences between organ systems in different organisms
The role of enzymes and hormones in digestion and homeostasis
The influence of external factors on body systems and the responses arising
from external challenges
KEY TERMS
The Key Terms that students will become familiar with the definition and
spelling of during this unit are:
Nutrients
Carbohydrates
Food vacuole
Amylase
Cellulose
insulin
Bile
chlorophyll
lipase
Peristalsis
Protease
Protein
Respiration
Saliva
Starch
Villi
Vitamins
Xylem
Phloem
POSSIBLE PRACTICAL TASKS INCLUDE
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Rat dissection (digestive system)
Heart dissection
Celery dissection and transport by xylem/phloem (food dye)
Disorders of digestive system research task
Action of amylase in digestion
Demonstration of energy coming out of food (burning stuff)
UNIT – Ecology
Duration: 6 weeks
Introduction
The study and understanding of interactions between organisms and their
environments.
In this unit students will
 Discover how animals and plants survive in their environment
 Explain the how energy is transferred in a food chain
 Understand how animals and plants depend on each other through
food chains and food webs
 Learn how living things compete against each
 Differentiate between the different trophic levels in a energy pyramid
 Understand how plants and animals adapt to their environment
Key Competencies
KEY SKILLS
The Key Skills that students will improve during the completion of this unit
are:
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Construct a food chain and identify the producer, first, second, third
and fourth order consumers
Explain and identify the producers, consumers and decomposers for
different types of ecosystems (coastal, dessert, rainforest, etc)
Construct food webs that show the flow of matter and demonstrate
how different food chains make up a food web.
Describe the abiotic and biotic interactions in an ecosystem
Predict environmental change on living things in a local ecosystem
Explain how different plant and animal adaptations help them to
survive in their habitat
Explain the relationship of predator and prey
Differentiate between symbiosis, parasitism, commensalism and
mutualism
Visit a coastal habitat and explain the relationships between the
different plants and animals in it.
cod webs and predict the effects of environmental change on
living things
KEY KNOWLEDGE
The key knowledge that students will obtain from this unit are
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Living things in an ecosystem are called biotic (plants, animals,
predators etc) factors and non-living things are called abiotic (water,
rocks, soil, sun, weather) factors.
Habitats must provide the things that animals and plants need to stay
alive (food, water, shelter, space, reproduction etc)
Producers, consumers (carnivores, herbivores) and decomposers rely
on each other in food chains and food webs
Predators and prey have ot fight for survival in different ways.
Animals are able to survive in harsh conditions due to their
adaptations
Endangered species and the affects to the food web and ecosystem
The workings of symbiosis, parasitism, commensalism and mutualism
can both hurt and help an ecosystem
KEY TERMS
The Key Terms that students will become familiar with the definition and
spelling of during this unit are:
Food web
adaptation
carnivores
Food chain
biotic
omnivores
producer
abiotic
herbivores
consumer
autotrophs
decomposers
Decomposer
hetrotrophs
predators
parasitism
symbiosis
habitat
Ecological
footprint
biodiversity
conservation
Endangered
species
scoria
environment
organism
plankton
parasite
biodegradable prey
commensalism
UNIT- Waves: Light and Sound
Duration: 5 weeks
Introduction
This unit will give students …
The Light and Sound unit aims to teacher students that:
 Waves are a transfer of energy with no net transfer of matter
 Waves can take many forms
 Concepts of amplitude, frequency and wavelength and how these
relate to colour, pitch and speed
 Applications of light and sound waves, and their properties
KEY SKILLS
The Key Skills that students will improve during the completion of this unit
are:
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Apply the laws of reflection to simple problems
Trace ray diagrams for mirrors and lenses
Have the knowledge required to make a lightbox, pinhole camera or simple
light/sound based device
KEY KNOWLEDGE
The Key Knowledge that students will gain from this unit include:
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A wave is a manner of carrying energy from one place to another without a
net transfer of matter
Both light and sound are types of waves
Waves can be travel in a transverse and longitudinal manner
All rays and waves can be reflected
Angle of incidence is equal to the angle of reflection
Sound waves are made by vibrations
Sound is a transverse wave with regions of high and low pressure
Laws of reflection
Applications of mirrors
White light can be split into colours because different wavelengths
travel at different speeds
We see colours due to reflected and absorbed spectrums
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Different colours can be combined to make white light
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KEY TERMS
The Key Terms that students will become familiar with the definition and
spelling of during this unit are:
 Energy
 Crest
 Trough
 Amplitude
 Frequency
 Wavelength
 Reflection
 Diverging
 Parallel
 Converging
 Ray
 Luminous
 Non-luminous
 Eclipse
 Shadow
 Real and virtual images
 Concave and convex mirrors
 Parabolic reflector
UNIT RESOURCES AVAILABLE
SUGGESTED PRACS
(See Physics teacher for book of physics pracs)
Springs and strings – Longitudinal and transverse waves
Ripple tank – Reflection of waves (including demonstrations of focusing
waves). Possible discussion of refraction and diffraction
Measure speeds of waves in taut builders string
Make spectrum using a prism, then use the diffraction grating
Dissect a pig eye and remove the lens
Making a pin-hole camera
Lightbox experiments
– angle of incidence and reflection
- Focusing parallel beams of light
Focusing sound using concave mirrors
POSSIBLE ASSESSMENT TASKS INCLUDE
1. Prac reports
2. End of unit test
Additional concepts if time permits
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Refraction – light waves bend as they travel from one material to
another
Converging and diverging lenses
Formation of images with lenses