2015 Integrated Science
Unit 1
The emphasis of this unit is on biological and Earth systems,
focusing on the following topics:

interrelationships between Earth systems

structure and function of biological systems

ecosystems and sustainability

species continuity and change.
Unit 2
The emphasis of this unit is on physical and chemical
systems, focusing on the following topics:

atomic structure

chemical reactions

mixtures and solutions

motion and forces

energy.
Integrated Science Course Description
In Unit 1, students will:

Develop an understanding of the processes involved in the functioning of systems from the macro level (cycles in nature and Earth systems) to systems at the
organism, cellular and molecular level.

Investigate and describe the effect of human activity on the functioning of cycles in nature. By integrating their understanding of Earth and biological systems, students
come to recognise the interdependence of these systems.

Investigate structure and function of cells, organs and organisms, and the interrelationship between the biological community and the physical environment. They
use a variety of practical activities to investigate patterns in relationships between organisms.
In Unit 2, students will:

Develop an understanding of the processes involved in the transformations and redistributions of matter and energy in biological, chemical and physical systems,
from the atomic to the macro level.

Investigate the properties of elements, compounds and mixtures, and how substances interact with each other in chemical reactions to produce new substances.

Explore the concepts of forces, energy and motion and recognise how an increased understanding of scientific concepts has led to the development of useful
technologies and systems.
Practical work:

Practical experiences form an important part of this course.

They provide valuable opportunities for students to work together to collect and interpret first‐ hand data in the field or the laboratory. In order to understand the
interconnectedness of organisms to their physical environment, and the impact of human activity, students analyse and interpret data collected through investigations.

The ‘Science Inquiry Skills’ and ‘Science as a Human Endeavour’ contents are integrated into the teaching and learning program
where appropriate, rather than being taught discretely.
Science Inquiry Skills (SIS):
Questioning and predicting
SIS1: Construct questions for investigation;
propose hypothesis; and predict possible
outcomes.
Planning and conducting
SIS2: Plan, select and use appropriate
investigation methods, to collect reliable data;
assess risk and address ethical issues associated
with these methods.
SIS3: Conduct investigations safely, competently
and methodically for the collection of valid and
reliable data.
Science as a Human Endeavour (SHE):
SHE1: The use of scientific knowledge is
influenced by social, economic, cultural and
ethical considerations.
SHE2: The use of scientific knowledge may
have beneficial and/or harmful and/or
unintended consequences.
SHE3: Scientific knowledge can enable
scientists to offer valid explanations and make
reliable predictions.
SHE4: Scientific knowledge can be used to
develop and evaluate projected economic,
Processing and analysing data and information social and environmental impacts, and to
SIS4: Represent data in meaningful and useful
design action for sustainability.
ways; organise and analyse data to identify trends
and patterns; qualitatively describe sources of
measurement error and use evidence to make and
justify conclusions.
Evaluating
SIS5: Interpret a range of scientific and media
texts, and evaluate the conclusions by considering
the quality of available evidence.
SIS6: Use appropriate representations, to
communicate conceptual understanding, solve
problems and make predictions.
Communicating
SIS 7: Communicate scientific ideas and
information for a particular purpose, using
appropriate scientific language, convections and
representations.
General capabilities and
Cross-curricular priorities:
General capabilities:
Literacy
Numeracy
ICT capability
Critical and creative thinking
Personal and social capability
Ethical behaviour
Intercultural understanding
Cross-curricular priorities:


Aboriginal and Torres Strait
Islander histories and cultures
Sustainability
For a full description of the above:
http://wace1516.scsa.wa.edu.au/
Vehicles and Drivers
Wk
Content
Vehicles and Drivers
Vehicles and Drivers Introduction
2014
1
Overview of driving in WA
Reaction time prac 1
Reaction time prac 2
Reaction time prac 3
Speed ‘v’ distance calculations
Total stopping distances
Activity /Resources
Expts.
p. 6-8
p. 10-12
p. 13
p. 14 – 16
Assessment
List the factors
likely to affect a
driver’s reaction
time
Task 4
Questions p.24
p. 20-21
p.22-23
SU9 energy has different forms: kinetic, potential and heat, which can cause
change
The nervous system
The brain
Dissection of a sheep’s brain
2014
2-3
Alcohol, drugs and driving
Blood alcohol concentration
SU5 the cell is the simplest form of organisation that can perform activities
required for life
Sheep brain
Internet / library
Internet / library
Expt.
Driver fatigue activity,p.30/35
Drink pretest p.48/9
Listed questions
p. 27-29
p.38-45
p.50-56
SU6 forms of organisation of multicellular organisms include tissues, organs
and systems
The senses
The eye
Dissection of a sheep’s eye
2014
4-5
Internet / library
Vision templates
Tennis balls
Standard eye chart
Internet / library
Complete labeling and functions
Qus. Pages 68-71
The ear
Sound production and transfer
Qus. P.74
Complete labeling and functions
TASK 2: Drugs
and driving




noise and sound
waves
describing wave motion—wavelength, amplitude, frequency, period
wave models–displacement, amplitude, period, compression, rarefaction,
frequency, wavelength, velocity
 characteristics of sound—pitch, loudness, quality
 loudness and intensity—measuring sound intensity levels, decibels






behaviour of waves; reflection, transmission, absorption, echoes, diffusion
uses of different materials for their acoustic properties in buildings
hearing loss
hearing range (loudness and frequency)
types and causes of hearing loss—conductive deafness, nerve deafness
prevention of music induced hearing loss—listening levels and times, room
acoustics, in-ear monitors, musicians’ earplugs
 testing for hearing loss
 hearing aids/cochlear implants
 major trends in technology used for hearing protection and enhancement
Diagram
p. 61-63
Expts.
p. 64-66
Diagram
p.72-73
p.75-76
 use of oscilloscope to sound
waves
 slinky springs to demonstrate
wave motion
 calculations of wave velocity v =
f
longitudinal and transverse waves
interpretation of graphs and tables
relating to sound levels
SU6 linear motion of an object is unidirectional and can be determined
mathematically
SU7 the Laws of Motion can assist in predicting the motion of objects
SU8 forces can be exerted by one object on another by direct contact or
from a distance
computer testing for hearing loss
The Physics of driving
Newton’s Laws
F=MxA
2014
6-7
SU6 linear motion of an object is unidirectional and can be determined
mathematically
SU7 the Laws of Motion can assist in predicting the motion of objects
SU8 forces can be exerted by one object on another by direct contact or
from a distance
Expts
p. 79-81
p.82-86
2015
1-2
Safety features
Research and describe the key safety features built into the design of cars
Seatbelts analysis
SU6 linear motion of an object is unidirectional and can be determined
mathematically
3-4
Internet / library
Task 1:Vehical
safety research
expt.
p. 91-93
Statistics
p.100-107
SU7 the Laws of Motion can assist in predicting the motion of objects
SU8 forces can be exerted by one object on another by direct contact or
from a distance
Crash tests
5-6
7
ICT exercise
Internet
p.110-114
Newspaper articles exercises
p.117-125
Accident statistics
p.126-138
Traffic assessment
Revision
P147
Task 3: R.T.A.
statistics
Task 5: Test
Adolescents and
driving
Wk
Content
Activity /Resources
Assessment
Rockets
Introduction to Integrated Science Program
Assessment outline
Introduction to rockets
Term1
8
• 'Mythbusters'– Wan Hu rocket
• Video: 'October Sky'
• 'Google Earth' —search for launch sites
•
Activity: small group or class discussion on the following question. 'Why do we
spend tax dollars on space exploration?'
Task 1: Rockets and society
Term 2
1
p. 3 – 7
p. 11-14
p. 17-19
p.21
Produce a poster to discuss the merits of space exploration and its risks to
human health
www.sti.nasa.gov/tto/spinoff.html
http:technology.ksc.nasa.gov
Task 1: Rockets and society
Term 2
3
 preparing the poster
 presenting to class (poster sessions)
Rocket history
Term 2
4
•
humans and animals in space
Submit Task 1:
Rockets and
Society
•
rocket materials and design
•
recovery of parts of rockets
Review scientific method
Activity: select
one or more from parachutes, straw rockets, antacid tablet rockets,
balloon rockets
SU1 atoms consist of a nucleus of protons and neutrons and are surrounded
by electrons
SU2 the properties of elements, compounds and mixtures determine the
use of substances
SU3 rearrangement of matter occurs during chemical reactions to form new
substances
SU4 chemical reactions involve energy; different types of reactions are used
to produce a variety of products
Newton’s Laws
• introduction to Newton’s laws
• friction/wind resistance
• using formulae to do calculations
• Activity: Newton's laws
Term 2
7
• Task 2: Bottle rockets
Prepare a laboratory report on the relationship
between water volume and the distance travelled in water bottle rockets.
In your report you will need to analyse the data collected and explain
your results using scientific knowledge.
planning investigation
rocket building
trialling and collecting data
SU6 linear motion of an object is unidirectional and can be determined
mathematically
I
Submit Task 2:
Bottle Rockets
SU7 the Laws of Motion can assist in predicting the motion of objects
SU8 forces can be exerted by one object on another by direct contact or
from a distance
Task 2: Bottle rockets
Term 2
8
p. 23-24
p. 24
p. 25
p. 29-30
• analyse results
• write report
p.33-38
Forces
• the Earth’s atmosphere
• gravity and g forces
• g force suits and the ‘vomit comet’
• forces acting on a rocket (yaw, pitch and roll)
Term 2
9
SU6 linear motion of an object is unidirectional and can be determined
mathematically
SU7 the Laws of Motion can assist in predicting the motion of objects
SU8 forces can be exerted by one object on another by direct contact or
from a distance
•
Task 3: Factors affecting the flight of rockets
p. 39 - 53
Term 2
10
Plan and conduct an investigation into the factors affecting the flight of rockets.
Write a formal scientific report of the investigation.
• discussion and planning of investigation (submit plan)
Submit Task 3:
Factors affecting
the flight of
rockets (plan)
• building rockets (2 lessons)
• safety during rocket launch
• conduct investigation and collect results
SU6 linear motion of an object is unidirectional and can be determined
mathematically
SU7 the Laws of Motion can assist in predicting the motion of objects
SU8 forces can be exerted by one object on another by direct contact or
from a distance
Term 3
1
Task 3: Factors affecting the flight of rockets
Submit Task 3:
• collate and analyse results
Factors affecting
the flight of
rockets (scientific
report)
• write report
Fuels
• types of fuels (solid, liquid, hybrid)
• fuels of the future
• read article—Candlestick Rocket Ship
http://science.nasa.gov/headlines/y2003/28jan_envirorocket.htm
Term 3
2
SU3 rearrangement of matter occurs during chemical reactions to form new
substances
SU4 chemical reactions involve energy; different types of reactions are used
to produce a variety of products
Uses of rockets
• weapons, communications
• uses of rockets–advantages and disadvantages
Term 3
3
• research different satellites/rockets
Task 4: Effect of g forces on the
human body
Research g forces, their effect on the human body and
the measures taken by scientists to protect human beings during the
launch of a rocket and the re-entry into the Earth's atmosphere. At the
conclusion of your research you will prepare a written answer to a
question based on the topic in class.
Plants and animals in space
examples of plants and animals in space
Activity: growth of plants in different atmospheres
Term 3
4
-humans as first living things in space
Activity: debate—topic example: It is ethical to use animals as the first space
travellers rather than humans.
Biological effects of rocket launching
• rocket launching and biological effects
• human safety during rocket launch
• g forces
Term 3
5
• effect of g forces on the human body during launch
• flight suits and other measures taken to alleviate these effects
SU6 linear motion of an object is unidirectional and can be determined
mathematically
SU7 the Laws of Motion can assist in predicting the motion of objects
p.97-102
p.103-107
p.109 – 119
p. 121-124
p. 125-126
p. 127-130
p. 133-134
p. 135-137
p. 138-140
Submit Task 4:
Effect of g forces
on the human
body. In-class
response.
SU8 forces can be exerted by one object on another by direct contact or
from a distance
Future of rockets and rocket design
Term 3
6
Task 5: Test
–rocket power Task 5: Test
Wk
Content
Activity /Resources
• Biotechnology
• Introduction to biotechnology
what is biotechnology? www.biotechnologyonline.gov.au (colour
poster)
traditional biotechnology (selective breeding and fermentation) vs.
modern biotechnology (genetic engineering and tissue culture) Task 1: Biotechnology–history and recipes
introduce task 1(a): oral presentation
Term3
7
Assessment
L
Websites:
www.biotechnologyonline.gov.au
www.worksafe.wa.gov.au
www.science.org.au/scientists/
www.microbeworld.org
www.explora
torium.edu
www.abc.net.au/schoolstv/food/ep5
www.murdoch.edu.au/murdochlink/
www.umsl.edu/~microbes/pdf/Swell
%20Lab.pdf
group discussion of various foods which utilise biotechnology and
decide on food to be researched for the oral presentation
SU1 interaction between the hydrosphere, lithosphere and atmosphere are
represented by biogeochemical cycles
Activity: Tasting activity at a suitable
venue (cheese, yoghurt, apple
juice, sauerkraut, pickled vegetables
and bread)
www.biotechnologyonline.gov.au
www.microbeworld.org
www.waksmanfoundation.org
www.abc.net.au
www.odofin.com/english/history.htm
• library session–research food chosen
Submit Task 1(a)
Oral presentation
'History of
biotechnology'
• prepare a timeline detailing the history of this food
• use research notes to prepare an oral presentation
Term3
8
• oral presentations to class
• introduce Task 1(b) and discuss possible sources of information and
requirements for the assessment (bring a selection of recipes to class
in week 4)
SU4 human activities and natural processes impact on cycles in nature
Micro-organisms
• Activity:
• classification at the kingdom level (moulds, yeast, bacteria)
• build a model of one type of microorganism
• structure of micro-organisms (moulds, yeast, bacteria)
SU5 the cell is the simplest form of organisation that can perform activities
required for life
SU6 forms of organisation of multicellular organisms include tissues, organs
and systems
Term3
9
SU7 changes in a system can affect the survival of organisms; variation assists
survival of individuals
SU10 reproduction and inheritance play an important role in the continuity of
species
SU11 change in physical environment leads to eventual change in biological
characteristics of a species
• growth conditions for microorganisms
• reproduction methods (spore
formation in bread mould,
budding in yeast, binary
fission in bacteria)
Task 1: Biotechnology–history and recipes
Activity: microscopic examination of
budding yeasts
• discuss recipes collected with group/teacher
• choose one to trial at home
Use of the microscope
• techniques (use prepared slides of microorganisms) • size—units of measurement
Term3
9
• slide preparation
Scientists
• research one of the following scientists involved in the discovery\
of micro-organisms, early hygiene or medical practices (Lister, Pasteur,
Fleming, Jenner, Florey)
Task 2: Bread bag nightmares
Term4
1
•
plan investigation with teacher direction
•
set up investigation
•
safety in handling micro-organisms
•
use of the stereomicroscope
•
bread bag nightmares: observe results, record and write report
•
safe disposal of micro-organisms
www.science.org.au/scientists/
•
extract from interview with Dr Jean
Youatt, Chemist, Hyphal Growth
Cycles: getting Allomyces to 'jump
through hoops'.
www.science.org.au/scientists/
Submit Task 2:
Bread bag
nightmares
SU1 interaction between the hydrosphere, lithosphere and atmosphere
are represented by biogeochemical cycles
SU2 conservation of matter occurs in cycles in nature
SU3 natural resources are important in everyday life
SU4 human activities and natural processes impact on cycles in nature
Fermentation reactions
Term4
1
• fermentation of yeast and bacteria in the making of bread, wine and
Submit Task 4: test
• Activity:
yoghurt
• aerobic and anaerobic respiration
•
Yeast and fermentation
• Task 4: Open-book test
•
www.umsl.edu/~microbes/pdf/Swel
l%20Lab.pdf
class discussion and prepare notes
in-class assessment (30 minutes)
Activity:
yeast on the rise
www.microbeworld.org/resources/ex
periment
•
Alcoholic fermentation
Activity:
SU1 interaction between the hydrosphere, lithosphere and atmosphere
are represented by biogeochemical cycles
SU2 conservation of matter occurs in cycles in nature
Term4
2
factors affecting beer production
•
alcohol content of liquids
• standard
drinks as a measure of alcohol
consumption •
SU3 natural resources are important in everyday life
Activity: distillation
SU4 human activities and natural processes impact on cycles in nature
Fermentation used in food preparation
Activity:
Submit Task 1(b):
•
production of sauerkraut
www.waksmanfoundation.org •
Traditional
biotechnology recipes
booklet
Task 1 Biotechnology–history and recipes
Activity:
• collate recipe book
factors affecting yoghurt production
e.g. sauerkraut, , yoghurt and cheese
Term4
2
www.biotechnologyonline.gov.au
Term4
3
Task 3: Investigation of ginger beer
Gingerbeer
• review scientific method
•
www.biotechnologyonline.gov.au
www.worksafe.wa.gov.au
research recipes for ginger beer • plan the investigation
www.science.org.au/scientists/
www.microbeworld.org
www.exploratorium.edu
www.abc.net.au/schoolstv/food/ep5
• conduct the investigation (allow time for trialling)
• make observations and collect results from judges
• • produce a booklet
•
• present this booklet to an appropriate audience
• discussion of scientific report writing
• write a report on the investigation
Food preservation
• methods used in food preservation—group discussion/stimulus poster of the
food in the supermarket
• preserving milk
•
SU3 natural resources are important in everyday life
SU4 human activities and natural processes impact on cycles in nature
Term4
4
• Biozone Year 12 Biology 2006
Student Resource and
Activity Manual p.132
Suggested activities:
Activity: microbes in the air–testing
areas around the school and
growing colonies on agar
Activity: hygienic hands: effective
hand washing Heinemann Biology
2 student workbook
Activity: testing the effect of
different disinfectants on the growth
of micro-organisms.
Activity: testing hands for
cleanliness
Activity: conduct a food safety audit
on home/school cafeteria— looking
at temperatures in freezers,
refrigerators and the storage of
pantry items and food preparation
habits of self and another household
member
Activity: food spoilage time—effect
of temperature
• changes in
technology to preserve food, e.g.
compare diet for a voyage on a
cruise ship today with 18th century
voyages in sailing ships
• Revision for test
13
• Activity:
• blitzing bacteria: antibiotics and
bacterial growth— natural
antibiotics–
www.biotechnologyonline.gov.au
• Task 5: Test Assessment Outline
INTEGRATED SCIENCE (UNIT 1+2) ASSESSMENT OUTLINE
Assessment
type
Assessment task
Task 3: R.T.A. statistics
Task 4: Reaction time Act 3
Practicals and
Investigations
(50%)
Task 2 Bottle rockets
Task 3 Factors affecting the flight of rockets
Task 2 Bread bag nightmares
Task 3 Investigating: Ginger beer
Task 1:Vehical safety research
Task 2: Drugs and driving
Task 1 Rockets and society
Extended
response
(30%)
Task 4 Effect of g forces on the human body
Task 1 Part A Oral Presentation ‘History of
biotechnology’
Task 1 Part B Traditional biotechnology recipes
Task 5: Test Adolescents and driving
Task 5: Rockets Test
Tests
(20%)
Task
Weightings
(%)
Unit 1
Unit 2
When
8

9
8
SIS
SHE
SU
2014 Term4 Wk 2



2014 Term4 Wk 3



2015 Term 2 Wk 7



8


2015 Term 3 Wk 1



8


2015 Term4 Wk 2



9


2015 Term4 Wk 3



2015 Term1 Wk 2


6
6


2015 Term2 Wk 4
6


2015 Term 2 Wk 1
6

3


2015 Term3 Wk 8
3


2015 Term4 Wk 2


6.5

2015 Term2 Wk 7



6.5

Term3 Wk 6



Task 4 Biotech Open-book test
Task 5 Biotech Test/Exam
CONTEXT
2015 Term3 Wk 5







3

Term4 Wk 1



4

Term4 Wk6



Unit 1 description
In this unit, students develop an understanding of the processes involved in the functioning of systems from the macro level (cycles in nature and Earth systems) to
systems at the organism, cellular and molecular level. They investigate and describe the effect of human activity on the functioning of cycles in nature. By integrating their
understanding of Earth and biological systems, students come to recognise the interdependence of these systems.
Students investigate structure and function of cells, organs and organisms, and the interrelationship between the biological community and the physical environment.
They use a variety of practical activities to investigate patterns in relationships between organisms.
Practical experiences form an important part of this course. They provide valuable opportunities for students to work together to collect and interpret first-hand data in
the field or the laboratory. In order to understand the interconnectedness of organisms to their physical environment, and the impact of human activity, students analyse
and interpret data collected through investigations in the context studied. They will also use sources relating to other Australian, regional and global environments.
The context that is used to teach all the key concepts should be broad and integrate all areas of science to assist in the delivery of the key concepts. It should engage
students, have local real-life application, and be relevant to the student’s everyday life.
Unit 1 content
This unit includes the knowledge, understandings and skills described below. The order and detail in which the key concepts are organised into teaching/learning
programs are decisions to be made by the teacher.
Science Inquiry Skills

construct questions for investigation; propose hypotheses; and predict possible outcomes

plan, select and use appropriate investigation methods, to collect reliable data; assess risk and address ethical issues associated with these methods

conduct investigations safely, competently and methodically for the collection of valid and reliable data

represent data in meaningful and useful ways; organise and analyse data to identify trends and patterns; qualitatively describe sources of measurement error and use
evidence to make and justify conclusions

interpret a range of scientific and media texts, and evaluate the conclusions by considering the quality of available evidence

use appropriate representations, to communicate conceptual understanding, solve problems and make predictions

communicate scientific ideas and information for a particular purpose, using appropriate scientific language, conventions and representations
Science as a Human Endeavour

the use of scientific knowledge is influenced by social, economic, cultural and ethical considerations

the use of scientific knowledge may have beneficial and/or harmful and/or unintended consequences

scientific knowledge can enable scientists to offer valid explanations and make reliable predictions

scientific knowledge can be used to develop and evaluate projected economic, social and environmental impacts, and to design action for sustainability
Science Understanding SU
Earth systems/cycles in nature
1. interaction between the hydrosphere, lithosphere and atmosphere are represented by biogeochemical cycles
2. conservation of matter occurs in cycles in nature
3. natural resources are important in everyday life
4. human activities and natural processes impact on cycles in nature
Structure and function of biological systems
5. the cell is the simplest form of organisation that can perform activities required for life
6. forms of organisation of multicellular organisms include tissues, organs and systems
7. changes in a system can affect the survival of organisms; variation assists survival of individuals
Ecosystems and sustainability
8. interrelationship between systems assist cellular activity to sustain life
9. biological communities interact with each other and their physical environment
Species continuity and change
10. reproduction and inheritance play an important role in the continuity of species
11. change in physical environment leads to eventual change in biological characteristics of a species
Unit 2 content
This unit includes the knowledge, understandings and skills described below. The order and detail in which the key concepts are organised into teaching/learning
programs are decisions to be made by the teacher.

Science Inquiry Skills

construct questions for investigation; propose hypotheses; and predict possible outcomes

plan, select and use appropriate investigation methods, to collect reliable data; assess risk and address ethical issues associated with these methods

conduct investigations safely, competently and methodically for the collection of valid and reliable data

represent data in meaningful and useful ways; organise and analyse data to identify trends, patterns and relationships; qualitatively describe sources of
measurement error and use evidence to make and justify conclusions

interpret a range of scientific and media texts, and evaluate the conclusions by considering the quality of available evidence

use appropriate representations, to communicate conceptual understanding, solve problems and make predictions

communicate scientific ideas and information for a particular purpose, using appropriate scientific language, conventions and representations

Science as a Human Endeavour

the use of scientific knowledge is influenced by social, economic, cultural and ethical considerations

the use of scientific knowledge may have beneficial and/or harmful and/or unintended consequences

scientific knowledge can enable scientists to offer valid explanations and make reliable predictions

scientific knowledge can be used to develop and evaluate projected economic, social and environmental impacts, and to design action for sustainability
Science Understanding SU
Atomic structure
1.
atoms consist of a nucleus of protons and neutrons and are surrounded by electrons
2.
the properties of elements, compounds and mixtures determine the use of substances
Chemical reactions
3.
rearrangement of matter occurs during chemical reactions to form new substances
4.
chemical reactions involve energy; different types of reactions are used to produce a variety of products
Mixtures and solutions
5.
mixtures, including solutions, contain a combination of pure substances that can be separated using a range of techniques
Motion and forces
6.
linear motion of an object is unidirectional and can be determined mathematically
7.
the Laws of Motion can assist in predicting the motion of objects
8.
forces can be exerted by one object on another by direct contact or from a distance
Energy
9.
energy has different forms: kinetic, potential and heat, which can cause change