Board Endorsed December 2006 – Amended March 2014
Applied Science
A Course
Type 2
Written Under the
Science Course
Framework 2006
Accredited from 2007 – 2011
Extended 2016
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Board Endorsed December 2006 – Amended March 2014
Student Capabilities
All programs of study for the ACT Senior Secondary Certificate should enable students to
become:

creative and critical thinkers

enterprising problem-solvers

skilled and empathetic communicators

informed and ethical decision-makers

environmentally and culturally aware citizens

confident and capable users of technologies

independent and self-managing learners

collaborative team members
and provide students with:

a comprehensive body of specific knowledge, principles and concepts

a basis for self-directed and lifelong learning

personal attributes enabling effective participation in society
Approved August 2005 Board Meeting
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Board Endorsed December 2006 – Amended March 2014
Type 2 Course Accreditation/Adoption Form
B S S S
AUSTRALIAN CAPITAL TERRITORY
Choose one of the following:
 adoption of Type 2 course
 small changes from Written Evaluation of Type 2 course
 extension of Type 2 course or units
 modification of Type 2 course (M course)
 adoption of additional units
Scope: The college is entered on the National Register to award
Certificates delivered by this course  Yes  No (Adoption of V courses
only)
College: Type 2
Course Title: Applied Science
Course Code
Classification:  A  T  M  V
Unit Title(s)
Value
(1.0/0.5)
Length
Toys, Light and Sound
1.0
S
The Science of Toys
0.5
Q
Music, Light and Colour
0.5
Q
Forensic Science or Science Fiction?
1.0
S
Forensic Science
0.5
Q
Science Fact or Fiction?
0.5
Q
Consumer and Product Science
Consumer Science
1.0
0.5
S
Q
The Science of Material and Lotions
0.5
Q
Changing Life Itself
1.0
S
Biotechnology
0.5
Q
Human Biology
0.5
Q
Full Throttle
1.0
S
Cars
0.5
Q
Power
0.5
Q
The Earth: Love and Other Catastrophes
1.0
S
Environmental Science
0.5
Q
Disasters
0.5
Q
Dates of Course Accreditation:
From
01/01/2007
To
Unit Codes
31/12/2016
Accreditation: The course and units named above are consistent with the goals of the Course
Framework and are signed on behalf of the BSSS.
Course Development Coordinator:
Panel Chair:
/
/
/
/
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Board Endorsed December 2006 – Amended March 2014
OR (delete box that does not apply)
Adoption/Alteration: The adopting College has the human and physical resources to implement
the course. Written Evaluation for small changes, and details of and reasons for Adoptions,
Extensions, and addition of units are outlined on the Supporting Statement.
Principal:
College Board Chair:
/
/
/
/
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Board Endorsed December 2006 – Amended March 2014
Course Accreditation/Adoption Supporting Statement
Provides support for information on the Course Accreditation/Adoption
Form
B S S S
AUSTRALIAN CAPITAL TERRITORY
Written Evaluation for Small changes, reasons for Modification or
Adoption of a Type 2 course, or Addition of units to a Type 2 course.
For V courses indicate the certificate the college will award.
College: Merici College
Course Code
Course Title: Applied Science
Course Length and Composition
Number and Length of Units
Toys, colour and sound
Forensic Science or Science Fiction
Consumer and Product Science
Changing Life Itself
Full Throttle
The Earth: Love and other Catastrophes
Duration of Units and Available Course Patterns
These are all Semester Units, and can be taken in any order. The order will be determined at
the beginning of the year in consultation with the students.
Implementation Guidelines
Compulsory Units
none
Prerequisites for the course or units within the course
High school Science to Year 10 (or equivalent) is required for enrolment in Applied Science
(A).
Arrangements for students who are continuing to study a course in this subject
Continuing students will choose units not previously covered in their Year 11 studies of
Applied Science.
Additional Units
none
Interdisciplinary Units
Nil.
Negotiated Units
Nil.
Suggested Implementation Patterns
The units studied within this course can be taken in any order.
Please indicate any specific needs for your college when adopting this course.
Merici College intends to implement the course as described in the course document. Since an
Accredited Biology course is offered at Merici College, there exists the possibility of students
taking units in both these subjects.
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Board Endorsed December 2006 – Amended March 2014
Contents Page
Contents Page....................................................................................................................... 5
Course Name ........................................................................................................................ 6
Course Classification ........................................................................................................... 6
Course Framework .............................................................................................................. 6
Course Developers ............................................................................................................... 6
Evaluation of Previous Course ........................................................................................... 6
Course Length and Composition ....................................................................................... 7
Subject Rationale ................................................................................................................. 9
Goals ..................................................................................................................................... 9
Student Group ................................................................................................................... 10
Content ............................................................................................................................... 10
Teaching and Learning Strategies ................................................................................... 10
Assessment.......................................................................................................................... 11
Student Capabilities .......................................................................................................... 11
Unit Grades ........................................................................................................................ 13
Moderation ......................................................................................................................... 14
Bibliography ....................................................................................................................... 17
Resources ............................................................................................................................ 18
Proposed Evaluation Procedures ..................................................................................... 18
Toys, Light and Sound (A)
Value 1.0 Unit ................................................................ 19
The Science of Toys (A) Value 0.5 Unit ........................................................................ 22
Music, Light, and Colour (A)
Value 0.5 Unit ............................................................. 25
Forensic Science or Science Fiction (A) Value 1.0 Unit .............................................. 28
Forensic Science (A)
Value 0.5 Unit ........................................................................... 33
Science Fact or Fiction (A) Value 0.5 Unit ................................................................... 36
Consumer and Product Science (A) Value 1.0 Unit .................................................... 39
Consumer Science (A) Value 0.5 Unit........................................................................... 42
The Science of Material and Lotions (A) Value 0.5 Unit ............................................ 45
The Earth: Love and Other Catastrophes (A)
Value 1.0 Unit .......................... 48
Environmental Science (A)
Value 0.5 Unit.......................................................... 52
Disasters (A)
Value 0.5 Unit................................................................................ 55
Full Throttle (A) Value 1.0 Unit .................................................................................... 58
Cars (A) Value 0.5 Unit................................................................................................. 61
Power (A)
Value 0.5 Unit............................................................................................. 63
Changing Life Itself (A) Value 1.0 Unit ....................................................................... 66
Biotechnology (A) Value 0.5 Unit ................................................................................. 71
Human Biology (A) Value 0.5 Unit .............................................................................. 74
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Board Endorsed December 2006 – Amended March 2014
Course Name
Applied Science
Course Classification
A
Course Framework
This course is presented under the Science 2005 Course Framework.
Course Developers
Name
Qualifications
College
Elisabeth Stinziani
B.Sc., Grad.Dip.Ed (Sec)
Merici College
Matthew Larkin
B.App.Sc., Dip.Ed
Hawker College
Helen Souflias
B.Sc., Dip.Ed (Sec)
Erindale College
Melissa van Poppel
B.Sc., B.Ed. (Hons)
Merici College
Ann Cleary
B.Sc.(Hons), Ph.D.,
Grad.Dip.Ed (Sec)
B.Ed, Grad Cert
(Leadership) UC
Merici College
B.Sc.,
Dip.Ed.,Dip.Computer Ed.
Daramalan College
Stephen Ford
Inderpal Singh
Lake Ginninderra
This group gratefully acknowledges the work of previous developers.
Evaluation of Previous Course
Are the course and course framework still consistent?
This course and the current 2005 Framework are consistent.
Were the goals achieved?
The goals of the proceeding course were achieved, particularly those goals aimed at practical
and investigative skills.
Was the course content appropriate?
The course content was appropriate and well received by students. Students appreciated the
strong practical element and the thematic approach used throughout the course. There was
some feedback about some of the units, specifically with regards to the particular needs of
girls and boys.
Some units have therefore been grouped loosely around a perceived gender bias, for example
Cars and Power as one unit, whilst the science of fashion and consumer science have been
grouped again, allowing schools to run the unit according to student interest. Also, some unite
were seen to contain similar themes, such as environmental science and managing natural
resources, and also sports science contains similar elements to human biology. Consequently,
these units have been combined to allow more time to other, wider ranging topics.
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Board Endorsed December 2006 – Amended March 2014
In summary, deleted by melding:

Managing Natural Resources

Sports Science
Added:

Cars and Power

Music, Light, and Colour
How successful were the teaching strategies?
The teaching strategies were successful, especially in the area of investigations and
constructions. The practical work continued to be the most popular. Students valued activities
that related to their everyday experiences and saw most value in acquiring skills that could be
applied to the workplace.
How appropriate was the assessment program?
Assessment tasks were structured to expose students to a range of skills required in the
applied science arena. Tasks were varied and accounted for various learning styles. Feedback
from students was positive.
Were the needs of all students met?
Student needs were met by this course.
Was the course relevant?
Student feedback indicates that the course was very relevant and provided many applications
of science.
How many students completed the course in each of the years of accreditation?
At Merici College, 15 students completed the course in its first semester of use, 2006.
What improvements need to be made to the course?
More versatility is added with the additional half units.
Course Length and Composition
Name and Number of Units Submitted and the Length of the Units expressed as a Value
Unit Title
Unit Value
Toys, Light and Sound
The Science of Toys
1.0
0.5
Music, Light, and Colour
0.5
Forensics Science or Science Fiction
1.0
Forensic Science
0.5
Science Fact or Fiction?
0.5
Consumer and Product Science
1.0
Consumer Science
0.5
The Science of Material and Lotions
0.5
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Board Endorsed December 2006 – Amended March 2014
The Earth: Love and Other Catastrophes
1.0
Environmental Science
0.5
Disasters
0.5
Full Throttle
1.0
Cars
0.5
Power
0.5
Changing Life Itself
Biotechnology
1.0
0.5
Human Biology
0.5
Available Course Patterns
Course
Number of standard units to meet course requirements
Minor
Minimum of 2 units
Major
Minimum of 3.5 units
Major Minor
Minimum of 5.5 units
Double Major
Minimum of 7 units
Implementation Guidelines
Compulsory units
None
Prerequisites for the course or units within the course
There are no prerequisites for entry into this course.
Arrangements for students who are continuing to study a course in this subject
Students who studied the previous course Applied Science in Year 11 may take any of the
units offered in Year 12.
Units from other courses
No units form other course many be included in the Applied Science course.
Negotiated Units
None
Relationship with other courses
The thematic approach of this course ensures that students are exposed each of the scientific
disciplines. There is, therefore, a relationship and some repeated concepts in other accredited
science courses, for example Biology and Earth Science.
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Board Endorsed December 2006 – Amended March 2014
Suggested Implementation Pattern or Sequencing of Units
All of the units in this course are independent of each other. Students can begin this course in
Year 11 or 12, and take the units in whichever order they choose.
Subject Rationale
There is an innate human curiosity about and wish to understand the universe. The units that
comprise this Applied Science course will encourage and enables students to develop a more
complex and sophisticated understanding of the universe through observation, questioning,
experimentation, discussion, critical analysis and creative thinking.
In a technologically based society, scientific literacy for all citizens is of paramount
importance. The Program for International Student Assessment (PISA) defines scientific
literacy as “the capacity to use scientific knowledge, to identify questions and to draw
evidence-based conclusions in order to understand the natural world and the changes made to
it through human history.” (OECD: the 2003 PISA Assessment Framework). Scientifically
literate individuals contribute to the quality of their own lives and to society through informed
decision-making.
Scientific processes challenge current understanding and are continually re-evaluated.
Students are constantly encouraged, through this Applied Science unit, to examine and
reconsider their understanding of scientific concepts and their interrelationships, of scientific
inquiry methods and therefore of their world more generally. The thematic nature of the units
also helps students understand and apply their learning in other subjects, in a scientific way.
The essence of science involves social, cultural, critical and aesthetic perspectives. An
appreciation of the aesthetic qualities and understanding of the universe strengthens students’
curiosity and sense of wonder. This course helps equip students to be independent thinkers
and life-long learners.
Applied Science courses will provide students with an understanding of the employment
opportunities in this area. This understanding will enable them to make informed decisions about
further education and career options.
Goals
This course should enable students to:

demonstrate depth and breadth of scientific knowledge

apply knowledge and understanding to solve problems in familiar and unfamiliar contexts

critically research, analyse, evaluate and synthesise information from a variety of sources,
including their own work and the work of their peers

develop hypotheses and design, carry out and as necessary modify experiments

follow instructions and make accurate and precise observations while conducting
practical investigations, while safely using appropriate equipment and techniques

communicate scientific information to diverse audiences in an appropriate manner using a
variety of media and technologies

appreciate the role and implications of science in the wider community – environmental,
social, political and economic

work independently and collaboratively
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Board Endorsed December 2006 – Amended March 2014
Student Group
This course has been designed for students wishing to study a general science and students
who have an interest in science and wish to pursue a career in general science or develop their
understanding of science. It caters for students seeking practical skills who do not wish to
study science at a tertiary level. These students often study courses with a strong practical
focus, leading into a similar vocational course at an outside institution such as the CIT.
Content
The units in Applied Science address the broad areas, essential concepts, and skills articulated
in the Science Framework.
All students should come to understand that:

science is a philosophy

knowledge is provisional.

science is a community

science is relevant to contemporary society
The essential skills developed in this science course are those of the scientific method:

observing

predicting

formulating hypotheses

identifying variables and data

designing/planning investigations

handling materials and equipment

collecting data/information

recording data/information

evaluating data and the validity of processes and results

analysing and synthesising, including appropriate mathematical techniques

drawing conclusions

communicating findings
Teaching and Learning Strategies
In order to achieve the Learning Principles, different teaching strategies must be employed to
accommodate the different learning styles of students.
Teaching strategies that are particularly relevant and effective in Applied Science include:

practical / field work / excursions

inquiry-based learning

collaborative learning

open-ended investigations

visiting scientists

modelling

use of information and communication technologies (ICT), including data loggers, CD
ROMs, Videos and the Internet

peer tutoring / student presentations / student as teacher

integration of teacher-student and student-student feedback
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Board Endorsed December 2006 – Amended March 2014
teacher instruction – lectures, discussions, skills instruction

teacher demonstrations

student reflection on their learning
These strategies come from the Science Framework and are consistent with the Learning
Principles.

Assessment
Assessment Tasks and Assessment Criteria
Tasks Types
Student Investigations
Log book
Prac Report
Scientific Poster
Research Assignment
Seminar /Oral/Electronic presentations
Project
Essay
Models
Tests
Unit tests
Practical skills test
Quizzes
Weighting (most units)
40 – 60%
40 – 60%
Weighting (project based
units)
60 – 100%
0 – 40%
The following examples
are a guide only
Students will be assessed on the degree to which they demonstrate:

knowledge and understanding

critical thinking

investigative skills

communication skills

effective work practices
Student Capabilities
Creative and Critical Thinkers
Students will be given many opportunities to develop their creativity and become more
critical thinkers through the variety of tasks available to them. In order to complete the tasks,
students will need to collect, analyse, and synthesise information and data, and present it in
coherent, scientific terms. These processes involve exploring, imagining, thinking laterally,
inquiring and researching, interpreting, reflecting, and then developing an understanding of
different perspectives. Student investigations, especially, require students to observe, predict,
justify conclusions, formulate hypotheses, show an understanding of scientific and
mathematical language, and use scientific and mathematical techniques.
Enterprising Problem-solvers
Students will be provided with many opportunities to show initiative and resourcefulness,
through independent and collaborative field and laboratory work, enabling them to solve a
variety of problems in innovative and resourceful ways
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Board Endorsed December 2006 – Amended March 2014
Skilled and Empathetic Communicators
Students will be able to communicate in a range of formats (oral, written, other media as
appropriate), to various audiences using scientific language and concepts. Students will be
required to explain a range of physical, chemical, biological, and physiological concepts using
clear and coherent communication skills in Standard Australian English, as appropriate. This
course also enables students to communicate their understanding of some ethical and social
issues using other media that allows them to display an understanding of others’ feelings and
opinions.
Informed and Ethical Decision-makers
The wide range of themes and topics in Applied Science provides a wealth of opportunities to
consider ethical issues. In long term assignments and informal class discussions, students will
be provided with many opportunities to formulate and justify their opinions issues, based on
evidence gathered from a variety of sources. There will be opportunities for students to
discuss their opinions and listen to the opinions of others. Students will also be asked to
critically evaluate references.
Environmentally and Culturally Aware Citizens
Inherent to all of the units of study in this course is an understanding of the interdependence
of all living organisms and the significance of our environment. Students will be provided
with opportunities to study the interconnectedness of the natural and constructed world.
Respecting difference, and exercising personal rights and responsibilities are integral to this
course. Indigenous perspectives and global economic, social, and environmental issues, and
understanding consequences of choices and decisions are a natural product of discussions that
occur throughout the Applied Science course.
Confident and Capable Users of Technologies
Students will consistently be provided with opportunities to enhance their ICT skills by
accessing, evaluating, and presenting information. Opportunities should sought to include
digital technologies and expose students to the value of technology in acquiring scientific
data, whether through the use of data loggers or visiting research laboratories.
Independent and Self-managing Learners
Students are actively encouraged to take personal responsibility for their work and their
learning, manage their time and resources effectively, and plan and organize their work, both
assignments and investigative work. Students are made aware of the availability of teacher
assistance and the use of assessment rubrics to develop and guide their independent learning
skills.
Collaborative Team Members
The learning strategies used in teaching Applied Science require students to work effectively
in groups, utilising their skills in negotiation and compromise to achieve group goals, and to
encourage others to work more effectively..
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Board Endorsed December 2006 – Amended March 2014
Unit Grades
Grade descriptors provide a guide for teacher judgement of students’ achievement, based on
the assessment criteria, over a unit of work in this subject. Grades are organized on an A-E
basis and represent standards of achievement.
Grades are awarded on the proviso that the assessment requirements have been met. Teachers
will consider, when allocating grades, the degree to which students demonstrate their ability
to complete and submit tasks within a specified time frame.
The following descriptors are consistent with the system grade descriptors which describe
generic standards of student achievement across all courses.
All students, regardless of A or T course enrolment, have the goal of improving their learning
and should all strive to achieve higher order thinking and investigative skills. Both A and T
courses should extend students in all aspects of their learning.
In interpreting the following grade descriptors for A and T courses, the key differences to
consider are the context of the course, the depth of understanding and application of concepts
and the weighting of assessment tasks.
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Board Endorsed December 2006 – Amended March 2014
Work
practices
Communication
Investigative
skills
Critical thinking
Knowledge and
understanding
Science Unit Grade Descriptors for A courses
A student who achieves an A
A student who achieves a B grade
grade typically
typically
 demonstrates thorough knowledge  demonstrates broad knowledge
and understanding of scientific
and understanding of scientific
concepts presented
concepts presented
A student who achieves a C grade
typically
 demonstrates general knowledge
and understanding of scientific
concepts presented
A student who achieves a D grade
typically
 demonstrates basic knowledge of
scientific ideas
A student who achieves an E
grade typically
 demonstrates little knowledge of
scientific ideas
 selects and applies knowledge to
solve challenging problems in a wide
range of contexts, distinguishes ideas
and assesses the significance of the
scientific evidence presented
 applies knowledge to solve
problems in a range of contexts,
identifies ideas and explains the
significance of the scientific
evidence presented
 applies knowledge to solve
general problems in a narrow range
of contexts, identifies ideas and
describes the scientific evidence
presented
 applies knowledge to solve basic
problems, identifies ideas and
describes the scientific evidence
presented
 demonstrates limited ability to
solve basic problems, identifies
scientific evidence presented
 recognises complex patterns and
trends in data, observations and
investigations to develop valid
inferences
 recognises patterns and trends in
data, observations and investigations
to develop inferences
 recognises most patterns and
trends in data, observations and
investigations
 recognises simple patterns and
trends in data, observations and
investigations
 recognises little or no patterns and
trends in data and observations
 interprets and explains
data/information collected
 interprets and describes
data/information collected
 identifies and describes
data/information collected
 identifies &/or describes some
data/information collected
 shows limited understanding of
data/information
 performs scientific investigations
with proficiency and effectiveness
 performs scientific investigations
with proficiency
 performs scientific investigations
adequately
 performs scientific investigations
with inconsistencies
 performs scientific investigations
with limited understanding
 selects and uses appropriate
resources and equipment efficiently
and in a safe and correct manner
 selects and uses appropriate
resources and equipment in a safe
and correct manner
 demonstrates general awareness of  shows some understanding of
appropriate resources and safety
using appropriate resources and
requirements
equipment safely
 uses equipment and resources
with little awareness of safety
 presents and communicates
scientific concepts in detail using
scientific terminology accurately and
documents all information correctly
using a recognised referencing
system
 presents and communicates
scientific concepts in some detail
using appropriate scientific
terminology and documents
information correctly using a
recognised referencing system
 presents and communicates
scientific concepts with some detail,
using scientific terminology and a
recognised referencing system
inconsistently
 presents and communicates
scientific concepts with little
attention to detail, occasionally using
scientific terminology and a
recognised referencing system
 presents and communicates
scientific concepts with limited or no
attention to details including
scientific terminology and a
recognised referencing system
 works highly effectively in both
individual and collaborative contexts
and understands risks and acts safely
in all investigations
 works effectively in collaborative
and individual contexts and
understands risks and acts safely in
all investigations
 works with a degree of
effectiveness in individual and
collaborative contexts, identifies
risks and mostly acts safely in
investigations
 works with limited effectiveness
in individual and collaborative
contexts & inconsistently identifies
risks and acts safely in investigations
 works in individual and
collaborative contexts under direct
supervision with minimal awareness
of risks and appropriate safe
behaviours in investigations
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Board Endorsed December 2006 – Amended March 2014
Moderation
Moderation is a system designed and implemented to:

provide comparability in the system of school-based assessment;

form the basis for valid and reliable assessment in senior secondary schools;

involve the ACT Board of Senior Secondary Studies and colleges in cooperation and
partnership; and

maintain the quality of school-based assessment and the credibility, validity and acceptability
of Board certificates.
Moderation commences within individual colleges. Teachers develop assessment programs and
instruments, apply assessment criteria, and allocate Unit Grades, according to the relevant Course
Framework. Teachers within course teaching groups conduct consensus discussions to moderate
marking or grading of individual assessment instruments and unit grade decisions.
The Moderation Model
Moderation within the ACT encompasses structured, consensus-based peer review of Unit Grades
for all accredited courses, as well as statistical moderation of course scores, including small group
procedures, for T courses.
Moderation by Structured, Consensus-based Peer Review
Review is a subcategory of moderation, comprising the review of standards and the validation of
Unit Grades. In the review process, Unit Grades, determined for Year 11 and Year 12 student
assessment portfolios that have been assessed in schools by teachers under accredited courses, are
moderated by peer review against system wide criteria and standards. This is done by matching
student performance with the criteria and standards outlined in the unit grade descriptors as stated in
the Course Framework. Advice is then given to colleges to assist teachers with, and/or reassure
them on, their judgments.
Preparation for Structured, Consensus-based Peer Review
Each year, teachers teaching a Year 11 class are asked to retain originals or copies of student work
completed in Semester 2. Similarly, teachers teaching a Year 12 class should retain originals or
copies of student work completed in Semester 1. Assessment and other documentation required by
the Office of the Board of Senior Secondary Studies should also be kept. Year 11 work from
Semester 2 of the previous year is presented for review at Moderation Day 1 in March, and Year 12
work from Semester 1 is presented for review at Moderation Day 2 in August.
In the lead up to Moderation Day, a College Course Presentation (comprised of a document folder
and a set of student portfolios) is prepared for each A and T course offered by the school, and is
sent in to the Office of the Board of Senior Secondary Studies.
The College Course Presentation
The package of materials (College Course Presentation) presented by a college for review on
moderation days in each course area will comprise the following:

a folder containing supporting documentation as requested by the Office of the Board through
memoranda to colleges.

a set of student portfolios containing marked and/or graded written and non-written assessment
responses and completed criteria and standards feedback forms. Evidence of all assessment
responses on which the unit grade decision has been made is to be included in the student
review portfolios.
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Board Endorsed December 2006 – Amended March 2014

specific requirements for subject areas and types of evidence to be presented for each
moderation day, which will be outlined by the Office of the Board of Senior Secondary Studies
through memoranda and Information Papers.
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Board Endorsed December 2006 – Amended March 2014
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http://www.abc.net.au/science/features/ (ABC)
Human Genome Project Information 2004 (on line)
http://www.ornl.gov/TechResources/Human_Genome/home.html
NOVA online 2001(on line)
http://www.pbs.org/wgbh/nova/baby/divi_flash.html
NOVA, Science in the News (on line)
www.science.org.au/nova (Australian Academy of Science)
17
Board Endorsed December 2006 – Amended March 2014
The NPAC/OLDA Human Viewer 1997 (on line)
http://www.dhpc.adelaide.edu.au/projects/vishuman2/VisibleHuman.html (Chang Y-J, Coddington
P and Hutchens K)
Science Animations, Movies & Interactive Tutorial Links 2006 (on line)
http://science.nhmccd.edu/biol/animatio.htm (North Harris Montgomery Community College
District)
These were accurate at the time of publication.
Resources
Resources available for teaching this course include:

well equipped laboratories

well qualified and experienced teaching staff

well qualified and experienced laboratory technicians

chemicals and laboratory equipment

a range of non chemical resources

access to transport for field excursions

access to venues such as CSIRO, Lake Burley Griffin, local nurseries, water and sewerage
treatment plant, and other water ways

access to a garden

access to a disused vehicle suitable for student investigation

textbooks and relevant library resources including scientific journals

relevant DVDs and videos

access to computer laboratories

access to the internet and CD ROMs

access to computers with data logging software
These were accurate at the time of publication.
Proposed Evaluation Procedures
Evaluation is achieved by regular meetings of the teachers, informally mapping the progress of
students, parent-teacher interviews and by the in school moderation of the assessment results
obtained from the students.
Students complete a formal evaluation sheet at the end of each semester. The following dot-points
should be covered in your evaluation:

Are the course and course framework still consistent?

Were the goals achieved?

Was the course content appropriate?

Were the teaching strategies used successful?

Was the assessment program appropriate?

Have the needs of the students been met?

Was the course relevant?

How many students completed the course in each of the years of accreditation?

What improvements need to be made to the course?
18
Board Endorsed December 2006 – Amended March 2014
Toys, Light and Sound (A)
Value
1.0 Unit
Prerequisites
Nil
Specific Unit Goals
This unit should enable students to:

demonstrate an appropriate depth and breadth of scientific knowledge relating to toys, music,
light, and colour.

accurately collect, analyse, and interpret information related to toys, music, light, and colour, in
clear and well reasoned reports.

display clarity and relevance in communication of scientific concepts related to toys, music,
light, and colour.

demonstrate an understanding of the role of music, light, and colour in everyday life

display an understanding of the role and implications of toys in the wider community –
environmental, social, political and economic.

design and construct a toy, game, or ride and thoughtfully comments on the safety issues and
educational benefits associated with the construction.

design science-based investigations to test everyday phenomena
Content













The role of toys (games, playgrounds, rides) in the physical and mental development of
children
Types of educational and non educational toys
Suitability of toys according to gender, age group, levels of violence, and educational benefits
The evolution of toys
Components of modern toys: construction, materials, incorporation of electronics
Predictions about toys of the future
Basic wave physics as they apply to light and sound (frequency, wavelength, velocity)
Basic properties of sound (e.g. frequency, pitch)
The structure and function of eyes and ears as wave detecting organs
Musical instruments
Sound recording devices
Optical instruments and cameras
Lasers and some applications
19
Board Endorsed December 2006 – Amended March 2014
Teaching and Learning Strategies
In addition to those mentioned in the introduction, the following strategies are appropriate to this
unit:

Visiting nearby playgrounds to analyse playground elements

Visit to a toy store to see the range of toys available and as a launching pad for further
discussion of types of toys, the role and aim of toys, and how toys are marketed.

Visit to a fun park to assess rides and amusement park activities

Construction of a toy using readily available ingredients and tools

Practical activities and experiments that explore some of the basic physical and biological
principles behind many games and toys, for example gravity, energy transfer, physiological
reactions, emotional responses

Practical activities and experiments that explore some of the basic physical and biological
principles behind sound, light, and colour

Construction of a musical instrument using readily available ingredients and tools

Visit to a music store to see the range of instruments available

Make a piece of music using computer software
Assessment
For A course
Criteria /Task
Task 1
Eg Prac
Reports
Task 2
Eg
Construction
and analysis
Task 3
Eg Research
Assignment
Task 4
Eg Unit
tests
Knowledge and understanding




Communication skills
Effective work practices
Critical thinking
Investigative skills












20 - 25%
10 - 15%
10 -20 %
Weighting
40 – 60%
Weighting Summary
40 - 50%
40 – 60%
For A courses the weightings are provided to guide teachers about the relative importance of the
tasks, not to provide a unit or course score.
Student Capabilities
Evidence could be in:
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Goals
Content Teaching Assessment



























20
Board Endorsed December 2006 – Amended March 2014
Specific Unit Resources
Books
Mars R 1991, Science and Technology Worksheets Book 2, Hawker Brownlow Education, Australia
Neilson A, Ford S and Doherty F 1996, Science and Life Work, Leisure, Technology, and the
Environment (2nd Edition) Oxford University Press, Melbourne, Australia
Morris C 1990, Advanced Paper Aircraft Construction Angus and Robertson, NSW, Australia
Audio visual Material
Physical Processes 2 and 3 Scientific Eye (video) Learning Essentials, Camberwell, Victoria
Web sites
Science Toys You Can Make With Your Kids (online)
http://scitoys.com/
Paper Toys for Kids and Grown Ups (online)
http://papertoys.com/
The Mechanical Toys Page (online)
http://users.bigpond.net.au/mechtoys/
US Consumer Product Safety Commission Toy Hazard Recall (online)
http://www.cpsc.gov/cpscpub/prerel/category/toy.html
The History Channel History of Toys and Games (online)
http://www.historychannel.com/exhibits/toys/
MMS Education Resources (online)
http://www.mms.qld.edu.au/html/ed-resources.html
Sounds Amazing (online)
http://www.acoustics.salford.ac.uk/schools/
These were accurate at the time of publication.
21
Board Endorsed December 2006 – Amended March 2014
The Science of Toys (A)
Value
0.5 Unit
Prerequisites
Nil
Specific Unit Goals
This unit should enable students to:

accurately collect, analyse, and interpret information in clear and well reasoned reports

demonstrate an appropriate depth and breadth of knowledge relating to toys

display clarity and relevance in communication of scientific concepts related to toys

display an appreciation of the role and implications of toys in the wider community –
environmental, social, political and economic

design and construct a toy, game, or ride and thoughtfully comment on the safety issues and
educational benefits associated with the construction.
Content






The role of toys (games, playgrounds, rides) in the physical and mental development of
children
Types of educational and non educational toys
Suitability of toys according to gender, age group, levels of violence, and educational benefits
The evolution of toys
Components of modern toys: construction, materials, incorporation of electronics
Predictions about toys of the future
Teaching and Learning Strategies
In addition to those mentioned in the introduction, the following strategies are appropriate to this
half unit:

Visiting nearby playgrounds to analyse playground elements

Visit to a toy store to see the range of toys available and as a launching pad for further
discussion of types of toys, the role and aim of toys, how toys are marketed

Visit to a fun park to assess rides and amusement park activities

Construction of a toy using readily available ingredients and tools

Practical activities and experiments that explore some of the basic physical and biological
principles behind many games and toys, for example gravity, energy transfer, physiological
reactions and emotional responses
22
Board Endorsed December 2006 – Amended March 2014
Assessment
For A course
Criteria /Task
Task 1
Eg Prac Reports,
Construction and
analysis, Research
Assignment
Task 2
Eg Unit tests
Knowledge and understanding


Communication skills
Effective work practices
Critical thinking
Investigative skills



Weighting


40 – 60%
40 - 60%
For A courses the weightings are provided to guide teachers about the relative importance of the
tasks, not to provide a unit or course score.
Student Capabilities
Evidence could be in:
Student Capabilities
Goals
creative and critical thinkers

enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members

Content Teaching Assessment

























23
Board Endorsed December 2006 – Amended March 2014
Specific Unit Resources
Books
Mars R 1991, Science and Technology Worksheets Book 2, Hawker Brownlow Education, Australia
Neilson A, Ford S and Doherty F 1996, Science and Life Work, Leisure, Technology, and the
Environment, (2nd Edition), Oxford University Press, Melbourne, Australia
Morris C 1990, Advanced Paper Aircraft Construction, Angus and Robertson, NSW, Australia
Audio Visual Material
Physical Processes 2 and 3 Scientific Eye (video) Learning Essentials, Camberwell, Vic
Web sites
Science Toys You Can Make With Your Kids
http://scitoys.com/
Paper Toys for Kids and Grown Ups
http://papertoys.com/
The Mechanical Toys Page
http://users.bigpond.net.au/mechtoys/
US Consumer Product Safety Commission Toy Hazard Recall
http://www.cpsc.gov/cpscpub/prerel/category/toy.html
The History Channel History of Toys and Games
http://www.historychannel.com/exhibits/toys/
MMS Education Resources
http://www.mms.qld.edu.au/html/ed-resources.html
These were accurate at the time of publication.
24
Board Endorsed December 2006 – Amended March 2014
Music, Light, and Colour (A)
Value
0.5 Unit
Prerequisites
Nil
Specific Unit Goals
This unit should enable students to:
demonstrate an appropriate depth and breadth of knowledge relating to music, light, and colour.
accurately collect, analyse, and interpret information related to music, light, and colour, in clear and
well reasoned reports

demonstrate an understanding of the role of music, light, and colour in everyday life

design science-based investigations to test everyday phenomena
Content







Basic wave physics as they apply to light and sound (frequency, wavelength, velocity)
Basic properties of sound (e.g. frequency, pitch)
The structure and function of eyes and ears as wave detecting organs
Musical instruments
Sound recording devices
Optical instruments and cameras
Lasers and some applications
Teaching and Learning Strategies
In addition to those mentioned in the introduction, the following strategies are appropriate to this
half unit:

Practical activities and experiments that explore some of the basic physical and biological
principles behind sound, light, and colour

Construction of a musical instrument using readily available ingredients and tools

Visit to a music store to see the range of instruments available

Make a piece of music using computer software
25
Board Endorsed December 2006 – Amended March 2014
Assessment
For A course
Criteria /Task
Task 1
Eg Prac Reports,
Construction and
analysis, Research
Assignment
Task 2
Eg Unit tests
Knowledge and understanding


Communication skills
Effective work practices
Critical thinking
Investigative skills



Weighting


40 – 60%
40 - 60%
For A courses the weightings are provided to guide teachers about the relative importance of the
tasks, not to provide a unit or course score.
Student Capabilities
Evidence could be in:
Student Capabilities
Goals
creative and critical thinkers

enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members

Content Teaching Assessment

























Specific Unit Resources
Books
Mars R 1991, Science and Technology Worksheets Book 2, Hawker Brownlow Education, Australia
Neilson A, Ford S and Doherty F 1996, Science and Life 2nd Edition Work, Leisure, Technology,
and the Environment (2nd Edition) Oxford University Press, Melbourne, Australia
Audio visual Material
Physical Processes 2 and 3 Scientific Eye (video) Learning Essentials, Camberwell, Victoria
Web sites
MMS Education Resources
http://www.mms.qld.edu.au/html/ed-resources.html
Sounds Amazing
26
Board Endorsed December 2006 – Amended March 2014
http://www.acoustics.salford.ac.uk/schools/
These were accurate at the time of publication.
27
Board Endorsed December 2006 – Amended March 2014
Forensic Science or Science Fiction (A)
Value 1.0 Unit
Prerequisites
Nil
Specific Unit Goals
This unit should enable students to:
 demonstrate an understanding of the work of forensic scientists
 demonstrate an appropriate depth and breadth of knowledge relating to forensic science and
science fiction, pseudoscience, and the paranormal
 safely conduct experiments and solve problems relating to forensic science
 demonstrate an understanding of the concept and the main themes of science fiction
 display an understanding of the role and implications of science fiction, pseudoscience, and the
paranormal in the wider community – environmental, social, political and economic
 accurately collect, analyse, and interpret information in clear and well reasoned reports
 display clarity and relevance in communication of scientific concepts
Content
















What is forensic science?
The range of science disciplines used in forensic science
Various types of crime scenes
Investigation of evidence such as: contact traces, blood and DNA, vehicles, speed and alcohol,
forgery, soils, casts and impressions, and witness statements
Scientific fraud and its implications including William McBride, Baltimore Affair, and
withholding evidence from the public
Laboratory investigations using forensic science techniques
Analysis of various crime scenes and crime solving
Technology and biotechnology in forensic science.
What is science fiction?
The main themes found in science fiction
Exposure to the works of well known science fiction authors, illustrators and film makers and
discussion of the major themes and ideas
Pseudoscience and its many examples including Bigfoot, Abominable Snowman, Loch Ness
Monster, Og the Giant, Atlantis
Paranormal including ESP, Barnum Effect, graphology, channelling, UFO’s, Bermuda
Triangle, spontaneous human combustion
scientific validity of common ideas in science fiction are, e.g. Matter transfer, extrasensory
perception, time travel, hyperspace, invisibility, telekinesis, and extra terrestrial life
Investigation of whether the early ideas presented in science fiction are already, or are likely to
become, part of our lives
Investigation of possible codes for communication with any extraterrestrials
28
Board Endorsed December 2006 – Amended March 2014
Teaching and Learning Strategies
In addition to those mentioned in the introduction, the following strategies are appropriate to this
unit:

Visiting speaker from AFP to speak about Forensic Services

Visit to CSIRO Green Machine “DNA on the Move”

Visit to Royal Canberra Hospital, (Genetic Testing)

Visit to a court room to see legal proceedings related to a criminal case

Practise of the many forensic techniques for analysing evidence, culminating in problem/crime
solving

A visit to the ANU teleportation research area

Research then class discussion aimed at encouraging students to justify their opinions on
controversial issues in science fiction

Films and books in the science fiction genre with the view to analyse any recurrent themes and
ideas

Peer instruction on some of the as yet physically impossible ideas proposed in science fiction

Discussion, investigation and hypothesis of some of the possible consequences of interaction
between our civilisation and extraterrestrials.

Discussion and investigation of whether the early ideas presented in science fiction are already,
or are likely to become, part of our lives
Assessment
For A course
Criteria /Task
Task 1
Eg Prac
Reports
Task 2
Eg
Research
Assignment
/ Project
Task 3
Eg Seminar
/Oral
presentation
Task 4
Eg Unit
tests
Knowledge and understanding




Communication skills
Effective work practices
Critical thinking
Investigative skills












20 - 25%
10 - 20%
10 -15 %
Weighting
40 - 50%
40 – 60%
40 – 60%
Weighting Summary
For A courses the weightings are provided to guide teachers about the relative importance of the
tasks, not to provide a unit or course score.
29
Board Endorsed December 2006 – Amended March 2014
Student Capabilities
Evidence could be in:
Student Capabilities
Goals
Content Teaching Assessment
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members





















Specific Unit Resources
Books
Bender L 1990, Forensic Detection, Franklin Watts, Sydney, Australia
Bly R W 2005, The Science in Science Fiction, BenBella Books, Inc. Dallas, USA
Freedman C H 2000, Critical Theory and Science Fiction. University Press of New England,
Hanover, USA
Hawkes K 1991, Genetic Engineering, Franklin Watts, London
Jolley J 2005, The Kidnapping of Jamie Lawson, Blake Education, Clayton South, Victoria
Jolley J 2006, The death of Barnaby Hill, Blake Education, Clayton South, Victoria
Jolley J 2006, The burglary in Sutton Street, Blake Education, Clayton South, Victoria
Jolley J and Powrie J 2000, Forensic Science Book 1, Emerald City Books, Glebe, Australia
Jolley J and. Powrie J 2003, Forensic Science Book 3, Learning Essentials, Malvern, Australia
Katz J 1990, Biotechnology in Focus, Franklin Watts, London
Kyle D 1986, A Pictorial History of Science Fiction, Tiger Books, London
Lambert M 1983, 50 Facts about Robots, Franklin Watts, London
Powrie J and Jolley J 2000, Forensic Science Book 2, Emerald City Books, Glebe, Australia
Powrie J and Jolley J 2003, Forensic Science Book 4, Emerald City Books, Malvern, Australia
Sawyer A and Seed D 2000, Speaking Science Fiction: Dialogues and Interpretations, Liverpool
University Press, Liverpool.
Scalzi J 2005, TheRough Guide to Sci-Fi Movies 1 Rough Guides Reference
Audio Visual Material
12 Monkeys (DVD), 1996 Universal, USA
2001: A Space Odyssey (DVD), 1968 Warner Bros, USA
A Case of Murder (VHS) 1997, Learning Essentials, Camberwell, Victoria
Bicentennial Man (VHS) 2000, Columbia Tristar Home Video
Blade Runner (DVD), 1982 The Blade Runner Partnership, Warner Bros Entertainment Australia
Pty Limited
30
Board Endorsed December 2006 – Amended March 2014
Back to the Future (DVD), 1985 Universal, USA
Catalyst: Jack the Ripper (off air) 30 March 2006 ABC
Catalyst: DNA Doubt (off air) 16 September 2004, ABC
Close Encounters of the Third Kind (DVD), 1977 Sony Pictures, USA
Contact (DVD), 1997 Warner Bros, USA
CSI: Crime Scene Investigation (off air) any episodes
ET The Extra Terrestrial (DVD), 1982 Universal, USA
Galaxy Quest (DVD), 1999 Paramount, USA
Gattaca (DVD), 1997 Sony Pictures, USA
H.G. Wells and the War of the Worlds (Documentary) (DVD), 2005 Rajon, Australia
I, Robot (DVD), 2004 Twentieth Century Fox
Jurassic Park (DVD), 1993 Universal Studios and Amblin Entertainment, USA
Metropolis (DVD), 1927 AV Channel, USA
Minority Report (DVD), 2002 Fox, USA
Solaris (DVD), 1972 Shock, USA
Spacefiles Series: Inner Solar System, Outer Solar System, Earth Space, The Cosmos (DVD), 2003
Learning Essentials, Camberwell, Victoria
Space Odyssey: Voyage to the Planets (DVD), 2005 BBC Worldwide Ltd
Star Wars (DVD), 1977 Lucasfilm Ltd. Twentieth Century Fox Home Entertainment South Pacific
Pty Ltd.
The Day the Earth Stood Still (DVD), 1951 Fox, USA
The Matrix (DVD), 1999 Village Roadshow, USA
War of the Worlds (DVD), 1952 Paramount, USA
War of the Worlds (DVD), 2005 Paramount, USA
Web sites
Forensic Science Resources on the Internet (on line)
http://www.istl.org/03-spring/internet.html
From Fingerprints to DNA (on line)
http://www.abc.net.au/science/slab/forensic/default.htm (on line)
NOVA Related Resources (on line)
http://www.pbs.org/wgbh/nova/teachers/resources/subj_04_05.html
NOVA Classroom Activities (on line)
http://www.pbs.org/wgbh/nova/teachers/resources/subj_04_03.html
NOVA Interactive activities for students (on line)
http://www.pbs.org/wgbh/nova/teachers/resources/subj_04_02.html
Court TV Forensics Curriculum (on line)
http://www.courttv.com/forensics%5Fcurriculum/
Forensic WebQuest (on line)
http://www.ufrsd.net/staffwww/stefanl/Webquest/Evidence/index.htm
Famous Science Fiction/Fantasy Authors (on line)
http://www.adherents.com/adh_sf.html
31
Board Endorsed December 2006 – Amended March 2014
The Ultimate Science Fiction Web Guide (on line)
http://www.magicdragon.com/UltimateSF/SF-Index.html
David Pringle's 100 Best Science Fiction Novels (on line)
http://www.strangewords.com/weirdbooks/scifi100.html
The Essential Science Fiction Guide by Claude Lalumiere (on line)
http://www.januarymagazine.com/features/essentialSF.html
Science Fiction Films (on line)
http://www.filmsite.org/sci-fifilms.html
Sci Flicks (on line)
http://www.sciflicks.com/
Science Fiction Film Site (on line)
http://www.umich.edu/~umfandsf/film/
These were accurate at the time of publication.
32
Board Endorsed December 2006 – Amended March 2014
Forensic Science (A)
Value 0.5 Unit
Prerequisites
Nil
Specific Unit Goals
This unit should enable students to:
 demonstrate an understanding of the work of forensic scientists
 demonstrate an appropriate depth and breadth of knowledge relating to forensic science
 safely conduct experiments and solve problems relating to forensic science
 accurately collect, analyse, and interpret data in clear and well reasoned reports
 display clarity and relevance in communication of scientific concepts
Content








What is forensic science?
The range of science disciplines used in forensic science
Various types of crime scenes
Investigation of evidence such as: contact traces, blood and DNA, vehicles, speed and alcohol,
forgery, soils, casts and impressions, and witness statements
Scientific fraud and its implications including William McBride, Baltimore Affair, and
withholding evidence from the public
Laboratory investigations using forensic science techniques
Analysis of various crime scenes and crime solving
Technology and biotechnology in forensic science.
Teaching and Learning Strategies
In addition to those mentioned in the introduction, the following strategies are appropriate to this
unit:
 visiting speaker from AFP to speak about Forensic Services
 visit to CSIRO Green Machine “DNA on the Move”
 visit to a court room to see legal proceedings related to a criminal case
 practise of the many forensic techniques for analysing evidence, culminating in problem/crime
solving
33
Board Endorsed December 2006 – Amended March 2014
Assessment
For A course
Criteria /Task
Task 1
Eg Prac Reports,
Construction and
analysis, Research
Assignment
Task 2
Eg Unit tests
Knowledge and understanding


Communication skills
Effective work practices
Critical thinking
Investigative skills



Weighting


40 – 60%
40 - 60%
For A courses the weightings are provided to guide teachers about the relative importance of the
tasks, not to provide a unit or course score.
Student Capabilities
Evidence could be in:
Student Capabilities
Goals
Content Teaching Assessment
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members





















Specific Unit Resources
Books
Bender L 1990, Forensic Detection, Franklin Watts, Sydney, Australia
Hawkes K 1991, Genetic Engineering, Franklin Watts, London
Jolley J 2005, The Kidnapping of Jamie Lawson, Blake Education, Clayton South, Victoria
Jolley J 2006, The death of Barnaby Hill, Blake Education, Clayton South, Victoria
Jolley J 2006, The burglary in Sutton Street, Blake Education, Clayton South, Victoria
Jolley J and Powrie J 2000, Forensic Science Book 1, Emerald City Books, Glebe, Australia
Jolley J and. Powrie J 2003, Forensic Science Book 3, Learning Essentials, Malvern, Australia
Katz J 1990, Biotechnology in Focus, Franklin Watts, London
Powrie J and Jolley J 2000, Forensic Science Book 2, Emerald City Books, Glebe, Australia
34
Board Endorsed December 2006 – Amended March 2014
Powrie J and Jolley J 2003, Forensic Science Book 4, Emerald City Books, Malvern, Australia
Audio Visual Material
A Case of Murder (VHS) 1997, Learning Essentials, Camberwell, Victoria
Back to the Future (DVD), 1985 Universal, USA
Catalyst: DNA Doubt (off air) 16 September 2004, ABC
CSI: Crime Scene Investigation (off air) any episodes
Web sites
Forensic Science Resources on the Internet (on line)
http://www.istl.org/03-spring/internet.html
From Fingerprints to DNA (on line)
http://www.abc.net.au/science/slab/forensic/default.htm (on line)
NOVA Related Resources (on line)
http://www.pbs.org/wgbh/nova/teachers/resources/subj_04_05.html
NOVA Classroom Activities (on line)
http://www.pbs.org/wgbh/nova/teachers/resources/subj_04_03.html
NOVA Interactive activities for students (on line)
http://www.pbs.org/wgbh/nova/teachers/resources/subj_04_02.html
Court TV Forensics Curriculum (on line)
http://www.courttv.com/forensics%5Fcurriculum/
Forensic WebQuest (on line)
http://www.ufrsd.net/staffwww/stefanl/Webquest/Evidence/index.htm
These were accurate at the time of publication.
35
Board Endorsed December 2006 – Amended March 2014
Science Fact or Fiction (A)
Value 0.5 Unit
Prerequisites
Nil
Specific Unit Goals
This unit should enable students to:
 demonstrate an understanding of the concept and the main themes of science fiction
 demonstrate an appropriate depth and breadth of knowledge relating to science fiction,
pseudoscience, and the paranormal
 display an understanding of the role and implications of science fiction, in the wider
community – environmental, social, political and economic
 accurately collect, analyse, and interpret information in clear and well reasoned reports
 display clarity and relevance in communication of scientific concepts
Content







What is science fiction?
The main themes found in science fiction
Exposure to the works of well known science fiction authors, illustrators and film makers and
discussion of the major themes and ideas
Pseudoscience and its many examples including Bigfoot, Abominable Snowman, Loch Ness
Monster, Og the Giant, Atlantis
Paranormal including ESP, Barnum Effect, graphology, channelling, UFO’s, Bermuda
Triangle, spontaneous human combustion
Scientific validity of common ideas in science fiction are, e.g. Matter transfer, extrasensory
perception, time travel, hyperspace, invisibility, telekinesis, and extra terrestrial life
Investigation of possible codes for communication with any extraterrestrials
Teaching and Learning Strategies
In addition to those mentioned in the introduction, the following strategies are appropriate to this
unit:
 Visit to the ANU teleportation research area
 Visit to Royal Canberra Hospital, (Genetic Testing)
 Research then class discussion aimed at encouraging students to justify their opinions on
controversial issues in science fiction
 Films and books in the science fiction genre with the view to analyse any recurrent themes and
ideas
 Peer instruction on some of the as yet physically impossible ideas proposed in science fiction
 Science fiction writing
36
Board Endorsed December 2006 – Amended March 2014
Assessment
For A course
Criteria /Task
Task 1
Eg Prac Reports,
Construction and
analysis, Research
Assignment
Task 2
Eg Unit tests
Knowledge and understanding


Communication skills
Effective work practices
Critical thinking
Investigative skills



Weighting


40 – 60%
40 - 60%
For A courses the weightings are provided to guide teachers about the relative importance of the
tasks, not to provide a unit or course score.
Student Capabilities
Evidence could be in:
Student Capabilities
Goals
Content Teaching Assessment
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members





















Specific Unit Resources
Books
Bly RW 2005, The Science in Science Fiction, BenBella Books, Inc. Dallas, USA
Freedman CH 2000, Critical Theory and Science Fiction. University Press of New England,
Hanover, USA
Hawkes K 1991, Genetic Engineering, Franklin Watts, London
Katz J 1990, Biotechnology in Focus, Franklin Watts, London
Kyle D 1986, A Pictorial History of Science Fiction, Tiger Books, London
Lambert M 1983, 50 Facts about Robots, Franklin Watts, London
Sawyer A and Seed, D. 2000, Speaking Science Fiction: Dialogues and Interpretations, Liverpool
University Press, Liverpool.
Audio Visual Material
12 Monkeys (DVD), 1996 Universal, USA
37
Board Endorsed December 2006 – Amended March 2014
2001: A Space Odyssey (DVD), 1968 Warner Bros, USA
Blade Runner (DVD), 1982 The Blade Runner Partnership, Warner Bros Entertainment Australia
Pty Limited
Back to the Future (DVD), 1985 Universal, USA
Close Encounters of the Third Kind (DVD), 1977 Sony Pictures, USA
Contact (DVD), 1997 Warner Bros, USA
ET The Extra Terrestrial (DVD), 1982 Universal, USA
Galaxy Quest (DVD), 1999 Paramount, USA
Gattaca (DVD), 1997 Sony Pictures, USA
H.G. Wells and the War of the Worlds (Documentary) (DVD), 2005 Rajon, Australia
I, Robot (DVD), 2004 Twentieth Century Fox
Jurassic Park (DVD), 1993 Universal Studios and Amblin Entertainment, USA
Metropolis (DVD), 1927 AV Channel, USA
Minority Report (DVD), 2002 Fox, USA
Solaris (DVD), 1972 Shock, USA
Spacefiles Series: Inner Solar System, Outer Solar System, Earth Space, The Cosmos (DVD), 2003
Learning Essentials, Camberwell, Victoria
Space Odyssey: Voyage to the Planets (DVD), 2005 BBC Worldwide Ltd
Star Wars (DVD), 1977 Lucasfilm Ltd. Twentieth Century Fox Home Entertainment South Pacific
Pty Ltd.
The Day the Earth Stood Still (DVD), 1951 Fox, USA
The Matrix (DVD), 1999 Village Roadshow, USA
War of the Worlds (DVD), 1952 Paramount, USA
War of the Worlds (DVD), 2005 Paramount, USA
Web sites
Famous Science Fiction/Fantasy Authors (on line)
http://www.adherents.com/adh_sf.html
The Ultimate Science Fiction Web Guide (on line)
http://www.magicdragon.com/UltimateSF/SF-Index.html
David Pringle's 100 Best Science Fiction Novels (on line)
http://www.strangewords.com/weirdbooks/scifi100.html
The Essential Science Fiction Guide by Claude Lalumiere (on line)
http://www.januarymagazine.com/features/essentialSF.html
Science Fiction Films (on line)
http://www.filmsite.org/sci-fifilms.html
Sci Flicks (on line)
http://www.sciflicks.com/
Science Fiction Film Site (on line)
http://www.umich.edu/~umfandsf/film/
These were accurate at the time of publication.
38
Board Endorsed December 2006 – Amended March 2014
Consumer and Product Science (A)
Value 1.0 Unit
Prerequisites
Nil
Specific Unit Goals
This unit should enable students to:

demonstrate skills in quantitative and qualitative analysis

demonstrate an appropriate depth and breadth of knowledge relating to consumer science

demonstrate an understanding of the evolution of science and technology related to materials,
dyes and lotions

safely conduct experiments and solve problems related to consumer science, materials and
lotions

accurately collect, analyse and interpret data in clear and well reasoned reports

display clarity and relevance in communicating of scientific concepts
Content










The effects of ‘consumerism’, including the overuse and waste of resources, disposable goods,
pollution and recycling
The role of science in the development and eventual banning of some products (eg DDT and 2,
4, 5 T)
Investigate the ‘best’ products on the market and make comparisons with cost
The impact of various products on the environment (e.g. aerosols and ozone, detergents and
disinfectants on insects)
Construct a timeline of scientific and technological advances that have lead to the development
of current produces.
The implication of expert testimonies in advertising
The scientific and technological changes that have taken place with respect to materials,
fastenings, dyes, make-up, suntan lotions and other cosmetic products
Determine through experiment and investigation the differences in various fabrics, the
effectiveness of everyday products and the qualities of different dyes
The technology involved with developing new products (e.g. shoes, clothing, make-up)
The moral and ethical issues (economic, social, environmental, etc) associated with product
testing and production
Teaching and Learning Strategies
In addition to those mentioned in the introduction, the following strategies are appropriate to this
unit:

Visit a recycling plant

Practical work associated with the testing of various products

Visit a production plant

Visit a laboratory associated with the production plant to discuss methods used to protect the
environment

Visiting speaker from a leading cosmetics brand to speak about the chemistry behind facials
and make-up

Visit a factory producing fabrics and materials and/or make up
39
Board Endorsed December 2006 – Amended March 2014


Research and then debate the ethical issues associated with the production and testing of
cosmetics and cosmetic procedures
Practical work associated with the testing of various products
Assessment
For A course
Criteria /Task
Task 1
Eg. Prac
reports
Knowledge and understanding
Task 2
Eg
research
assignment
Task 3
Eg
Seminar or
Oral





Communication skills

Effective work practices

Critical thinking



Investigative skills



20-25%
10-20%
10-15%
Weighting
Task 4
Eg Unit
tests

40-60%
40 – 60%
40 – 60%
Weighting Summary
For A courses the weightings are provided to guide teachers about the relative importance of the
tasks, not to provide a unit or course score.
Student Capabilities
Evidence could be in:
Student Capabilities
Goals
creative and critical thinkers

enterprising problem-solvers
skilled and empathetic communicators
Content Teaching Assessment





informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies












independent and self-managing learners

collaborative team members







Specific Unit Resources
Books
Aylmer W, Doyle T, Anderson E,. Batsakis R & Trounson L 2003, Senior Science book 2.
Heinmann, Melbourne, Australia
Clarke H 1996, Science directions Book 4, Longman, Melbourne Australia
Heffernan DA & Learmonth MS 1991, The World of Science, Book 3 (2nd Edition), Longman
Cheshire, Melbourne, Australia
McAllister B, Stannard P & Williamson K 1992, Senior Science Book 1, McMillan Education
Australia, Melbourne, Australia
40
Board Endorsed December 2006 – Amended March 2014
Nielsen A, Ford S & Doherty F 1996, Science and Life Work, Leisure, technology and the
Environment (2nd Edition), Oxford University Press Australia, Melbourne, Australia
Shadwick B 1991, Skills Through Science Book 2, Science Press, Sydney, Australia
Web sites
Choice (online)
www.choice.com.au
These were accurate at the time of publication.
41
Board Endorsed December 2006 – Amended March 2014
Consumer Science (A)
Value 0.5 Unit
Prerequisites
Nil
Specific Unit Goals
This unit should enable students to:

demonstrate skills in quantitative and qualitative analysis

demonstrate an appropriate depth and breadth of knowledge relating to consumer science

safely conduct experiments and solve problems related to consumer science

accurately collect, analyse and interpret data in clear and well reasoned reports

display clarity and relevance in communicating of scientific concepts
Content





The effects of ‘consumerism’, including the overuse and waste of resources, disposable goods,
pollution and recycling
The role of science in the development and eventual banning of some products (eg DDT and 2,
4, 5 T)
The impact of various products on the environment (e.g. aerosols and ozone, detergents and
disinfectants on insects)
Construct a timeline of scientific and technological advances that have lead to the development
of current produces.
The implication of expert testimonies in advertising
Teaching and Learning Strategies
In addition to those mentioned in the introduction, the following strategies are appropriate to this
unit:

Visit a recycling plant

Practical work associated with the testing of various products

Visit a production plant

Visit a laboratory associated with the production plant to discuss methods used to protect the
environment
42
Board Endorsed December 2006 – Amended March 2014
Assessment
For A course
Criteria /Task
Task 1
Eg Prac Reports,
Construction and
analysis, Research
Assignment
Task 2
Eg Unit tests
Knowledge and understanding


Communication skills
Effective work practices
Critical thinking
Investigative skills



Weighting


40 – 60%
40 - 60%
For A courses the weightings are provided to guide teachers about the relative importance of the
tasks, not to provide a unit or course score.
Student Capabilities
Evidence could be in:
Student Capabilities
Goals
creative and critical thinkers

enterprising problem-solvers
skilled and empathetic communicators
Content Teaching Assessment





informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies












independent and self-managing learners

collaborative team members







43
Board Endorsed December 2006 – Amended March 2014
Specific Unit Resources
Books
Aylmer W, Doyle T, Anderson E, Batsakis R & Trounson L 2003, Senior Science book 2.
Heinmann, Melbourne, Australia
Clarke H 1996, Science directions Book 4, Longman, Melbourne, Australia.
Heffernan DA & Learmonth MS 1991, The World of Science, Book 3 (2nd Edition), Longman
Cheshire, Melbourne, Australia.
McAllister B, Stannard P & Williamson K 1992, Senior Science Book 1, McMillan Education
Australia, Melbourne, Australia
Nielsen A, Ford S & Doherty F 1996, Science and Life Work, Leisure, technology and the
Environmen. (2nd Edition), Oxford University Press, Australia, Melbourne, Australia
Shadwick B 1991, Skills Through Science Book 2, Science Press, Sydney, Australia
Web sites
Choice (online)
www.choice.com.au
These were accurate at the time of publication.
44
Board Endorsed December 2006 – Amended March 2014
The Science of Material and Lotions (A)
Value 0.5 Unit
Prerequisites
Nil
Specific Unit Goals
This unit should enable students to:

demonstrate an appropriate depth and breadth of knowledge

demonstrate an understanding of the evolution of science and technology related to materials,
dyes and lotions

safely conduct experiments and solve problems related to materials and lotions

accurately collect, analyse and interpret data in clear and well reasoned reports

display clarity and relevance in communicating of scientific concepts
Content




The scientific and technological changes that have taken place with respect to materials,
fastenings, dyes, make-up, suntan lotions and other cosmetic products
Determine through experiment and investigation the differences in various fabrics, the
effectiveness of everyday products and the qualities of different dyes
The technology involved with developing new products (e.g. shoes, clothing, make-up)
The moral and ethical issues (economic, social, environmental, etc) associated with product
testing and production
Teaching and Learning Strategies
In addition to those mentioned in the introduction, the following strategies are appropriate to this
unit:

Visiting speaker from a leading cosmetics brand to speak about the chemistry behind facials
and make-up

Visit a factory producing fabrics and materials and/or make up

Research and then debate the ethical issues associated with the production and testing of
cosmetics and cosmetic procedures

Practical work associated with the testing of various products
45
Board Endorsed December 2006 – Amended March 2014
Assessment
For A course
Criteria /Task
Task 1
Eg Prac Reports,
Construction and
analysis, Research
Assignment
Task 2
Eg Unit tests
Knowledge and understanding


Communication skills
Effective work practices
Critical thinking
Investigative skills



Weighting


40 – 60%
40 - 60%
For A courses the weightings are provided to guide teachers about the relative importance of the
tasks, not to provide a unit or course score.
Student Capabilities
Evidence could be in:
Student Capabilities
Goals
creative and critical thinkers

enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Content Teaching Assessment

























Specific Unit Resources
Books
Aylmer W, Doyle T, Anderson E,. Batsakis R & Trounson L 2003, Senior Science book 2.
Heinmann, Melbourne, Australia
Clarke H 1996, Science directions Book 4, Longman, Melbourne Australia
Heffernan DA & Learmonth MS 1991, The World of Science, Book 3 (2nd Edition), Longman
Cheshire, Melbourne, Australia
McAllister B, Stannard P & Williamson K 1992, Senior Science Book 1, McMillan Education
Australia, Melbourne, Australia
Nielsen A, Ford S & Doherty F 1996, Science and Life Work, Leisure, technology and the
Environment (2nd Edition), Oxford University Press Australia, Melbourne, Australia
Shadwick B 1991, Skills Through Science Book 2, Science Press, Sydney, Australia
46
Board Endorsed December 2006 – Amended March 2014
Web sites
Choice (online)
www.choice.com.au
These were accurate at the time of publication.
47
Board Endorsed December 2006 – Amended March 2014
The Earth: Love and Other Catastrophes (A)
Value 1.0 Unit
Prerequisites
Nil
Specific Unit Goals
This unit should enable students to:
 develop and improve skills in the accurate gathering, interpreting and reporting of information
related to environmental science
 demonstrate an appreciation that humans use the resource of water for recreation and food
production, and that the activities of humans may dangerously pollute water
 develop an understanding that life is dependent on a sustainable environment including access to
unpolluted water.
 demonstrate an understanding of plant structures and their life cycles, understanding that
diseases, predators, pesticides, climate and weather can be a concern
 discuss the role of plants in our lives and recognise that they are essential to life on earth.
 demonstrate depth and breadth of scientific knowledge related to the nature and causes of
disasters, and consequences of disasters on the wider community, especially the environmental,
social, political and economic and effects.
 safely conduct experiments and solve problems related to the science behind catastrophes
 research, analyse, evaluate and synthesise information on prediction and prevention of disasters
from a variety of sources, including their own work and the work of their peers
 communicate scientific information related to disasters to diverse audiences in an appropriate
manner using a variety of media and technologies
 accurately collect, analyse and interpret data in clear and well reasoned reports
Content














The abundance of water and its special properties
Local waterways and their uses
Areas where water pollution is a concern
Chemical testing for pollution and solutions and methods for cleaning up water pollution e.g.
Filtration, sedimentation, evaporation, distillation and electrolysis
Sewage plants and/or water treatment plants
Different plant groups and how the structures within the plant operate (xylem, phloem, leaves)
Sources of traditional aboriginal food
The different methods used to grow plants (seed, cuttings, seedlings, grafting)
The different garden types that can be used to grow plants (e.g. mulch, hydroponics, raised
beds)
The effects of polluted water on plants
The interdependence of all parts of the environment and how humans have had a dramatic effect
on this
Industries that employ people with horticulture skills, including those in the Canberra area
(nurseries, market gardens, national botanic gardens)
Making life style changes with regard to environmental issues
Types of local and international disasters (e.g. geological, meteorological, environmental,
industrial and other natural disasters like famine and fire)
48
Board Endorsed December 2006 – Amended March 2014










Geological disasters (eg earthquakes, volcanoes, tsunamis, soil erosion, landslides)
Meteorological disasters (e.g. flood, cyclones, hurricanes and tornadoes)
Other natural disasters (e.g. fire and famine)
Environmental disasters (e.g. greenhouse effect, ozone depletion, salination, deforestation, water
pollution, toxic spills and feral organisms)
Industrial disasters (e.g. nuclear accidents, chemical spills)
Types of disasters brought about by human actions
Recent disasters in Australia and worldwide
Physical and social effects of disasters
The relationship between population and resources and the limits of population growth
The place of humans in the ecosphere
Teaching and Learning Strategies
These may include the use of:

Collect water from around Canberra and test the quality

Excursions to nurseries, botanical gardens and market gardens

Guest speaker from SES or associated emergency service

Water treatment and sewage plant visit

Whole class discussions and debates

Values clarification exercises

Excursions to, and guest speakers from, local community organisations

Reviews of relevant films, documentaries

Newspaper articles

Model making

Creative responses, eg role play, model-making games
 Analysis of transparencies and slides from kits
 Grow gardens which may be for profit or pleasure
49
Board Endorsed December 2006 – Amended March 2014
Assessment
For A course
Criteria /Task
Task 1
Eg
Research
assignment
Task 2
Eg
Field study
or Practical
tasks
Knowledge and understanding




Critical thinking




Investigative skills



Communication Skills





20-30%
10-20%
Effective work practices
Weighting
Weighting Summary
20-30%
Task 3
Eg
Practical
Tests
40 – 60%
Task 4
Eg
Unit tests

30-40%
40 – 60%
For A courses the weightings are provided to guide teachers about the relative importance of the
tasks, not to provide a unit or course score.
Student Capabilities
Evidence could be in:
Student Capabilities
Goals
Content Teaching Assessment
creative and critical thinkers


enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners

collaborative team members

























Specific Unit Resources
Books
Barwick J and Barwick J 2003, Australian environmental disasters (When things go wrong),
Heinemann Library, Port Melbourne, Victoria
Garlake T 2000, Dealing with Disasters, Oxfam Great Britain Publishers, UK
Hefferman D, Mahon R, McDougall J and Gillies K 2004, Spotlight Earth and Environmental
Science, Science Press, Marrickville, NSW
Nielsen A, Ford S and Doherty F 1996, Science and Life 2nd Edition Work, Leisure, Technology and
the Environment, Oxford University Press Australia, Melbourne, Australia.
Winfield A 2001, Environmental Chemistry, Cambridge University Press, Oakleigh, Victoria
50
Board Endorsed December 2006 – Amended March 2014
Audio visual Material
Cleaning Up (Smog Testing) (video), Date Unknown At The Cutting Edge Series, Video Education
Australasia, Bendigo, Victoria
Curse of an Ancient Land Salt (DVD), 2004 The University of Sydney
Dirty Problems (Saline Soils) (video), Date Unknown At The Cutting Edge Series, Video Education
Australasia, Bendigo, Victoria
Globe Hydrology Protocols (video), 2000 Globe
The Australian Water Map (CD), 2005 Australian Water Association
Web sites
Australian Conservation Foundation (online)
www.acfonline.org.au
CSIRO (online)
www.clw.csiro.au
Disaster Relief (online)
www.disasterelief.org
Ecosystems at Risk – Virtual Fieldtrip 2006 (online)
http://hsc.csu.edu.au/geography/ecosystems/case_studies/mmfweb/index.html (The NSW HSC
Online)
Information Please Almanac (online)
www.infoplease.com/ipa
Land and water Australia – Australian Government (online)
Landcare Australia (online)
www.landcareaustralia.com.au
Natural Disasters Websites (online)
http://www.cap.nsw.edu.au/bb_site_intro/stage3_modules/disasters2/web.htm
Salinity 2006 (online)
http://www.salinity.com.au/ (NyPa Australia)
Streamwatch (online)
www.streamwatch.org.au
The National Water Quality Management Strategy 2005 (online)
http://www.deh.gov.au/water/quality/nwqms/ (Department of the Environment and Heritage)
Water – Learning and Living 2006 (online)
http://www.watercare.net/wll/index.html
These were accurate at the time of publication.
51
Board Endorsed December 2006 – Amended March 2014
Environmental Science (A)
Value 0.5 Unit
Prerequisites
Nil
Specific Unit Goals
This unit should enable students to:
 develop and improve skills in the accurate gathering, interpreting and reporting of information
related to environmental science
 demonstrate an appreciation that humans use the resource of water for recreation and food
production, and that the activities of humans may dangerously pollute water
 develop an understanding that life is dependent on a sustainable environment including access to
unpolluted water.
 demonstrate an understanding of plant structures and their life cycles, understanding that
diseases, predators, pesticides, climate and weather can be a concern
 discuss the role of plants in our lives and recognise that they are essential to life on earth.
Content













The abundance of water and its special properties
Local waterways and their uses
Areas where water pollution is a concern
Chemical testing for pollution and solutions and methods for cleaning up water pollution e.g.
Filtration, sedimentation, evaporation, distillation and electrolysis
Sewage plants and/or water treatment plants
Different plant groups and how the structures within the plant operate (xylem, phloem, leaves)
Sources of traditional aboriginal food
The different methods used to grow plants (seed, cuttings, seedlings, grafting)
The different garden types that can be used to grow plants (e.g. mulch, hydroponics, raised
beds)
The effects of polluted water on plants
The interdependence of all parts of the environment and how humans have had a dramatic effect
on this
Industries that employ people with horticulture skills, including those in the Canberra area
(nurseries, market gardens, national botanic gardens)
Making life style changes with regard to environmental issues
Teaching and Learning Strategies
In addition to those mentioned in the introduction, the following strategies are appropriate to this
unit:

collect water from around Canberra and test the quality

excursions to nurseries, botanical gardens and market gardens

water treatment and sewage plant visit

whole class discussions and debates

values clarification exercises

excursions to, and guest speakers from, local community organisations
52
Board Endorsed December 2006 – Amended March 2014

reviews of relevant films, documentaries

newspaper articles

model making

creative responses, eg role play, model-making games

analysis of transparencies and slides from kits
Assessment
For A course
Criteria /Task
Task 1
Eg Prac Reports,
Construction and
analysis, Research
Assignment
Task 2
Eg Unit tests
Knowledge and understanding


Communication skills
Effective work practices
Critical thinking
Investigative skills



Weighting


40 – 60%
40 - 60%
For A courses the weightings are provided to guide teachers about the relative importance of the
tasks, not to provide a unit or course score.
Student Capabilities
Evidence could be in:
Student Capabilities
Goals
Content Teaching Assessment
Creative and critical thinkers


enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners

collaborative team members

























Specific Unit Resources
Books
Nielsen A, Ford S and Doherty F 1996, Science and Life 2nd Edition Work, Leisure, Technology and
the Environment, Oxford University Press Australia, Melbourne, Australia.
Winfield A 2001, Environmental Chemistry, Cambridge University Press, Oakleigh, Victoria
53
Board Endorsed December 2006 – Amended March 2014
Audio visual Material
Cleaning Up (Smog Testing) (video), Date Unknown At The Cutting Edge Series, Video Education
Australasia, Bendigo, Victoria
Curse of an Ancient Land Salt (DVD), 2004 The University of Sydney
Dirty Problems (Saline Soils) (video), Date Unknown At The Cutting Edge Series, Video Education
Australasia, Bendigo, Victoria
Globe Hydrology Protocols (video), 2000 Globe
The Australian Water Map (CD), 2005 Australian Water Association
Web sites
Australian Conservation Foundation (online)
www.acfonline.org.au
CSIRO (online)
www.clw.csiro.au
Ecosystems at Risk – Virtual Fieldtrip 2006 (online)
http://hsc.csu.edu.au/geography/ecosystems/case_studies/mmfweb/index.html (The NSW HSC
Online)
Information Please Almanac (online)
www.infoplease.com/ipa
Land and water Australia – Australian Government (online)
Landcare Australia (online)
www.landcareaustralia.com.au
Salinity 2006 (online)
http://www.salinity.com.au/ (NyPa Australia)
Streamwatch (online)
www.streamwatch.org.au
The National Water Quality Management Strategy 2005 (online)
http://www.deh.gov.au/water/quality/nwqms/ (Department of the Environment and Heritage)
Water – Learning and Living 2006 (online)
http://www.watercare.net/wll/index.html
These were accurate at the time of publication.
54
Board Endorsed December 2006 – Amended March 2014
Disasters (A)
Value 0.5 Unit
Prerequisites
Nil
Specific Unit Goals
This unit should enable students to:
 demonstrate depth and breadth of scientific knowledge related to the nature and causes of
disasters, and consequences of disasters on the wider community, especially the environmental,
social, political and economic and effects.
 safely conduct experiments and solve problems related to the science behind catastrophes
 accurately collect, analyse and interpret data in clear and well reasoned reports
 research, analyse, evaluate and synthesise information on prediction and prevention of disasters
from a variety of sources, including their own work and the work of their peers
 communicate scientific information related to disasters to diverse audiences in an appropriate
manner using a variety of media and technologies
Content











Types of local and international disasters (e.g. geological, meteorological, environmental,
industrial and other natural disasters like famine and fire).
Geological disasters (eg earthquakes, volcanoes, tsunamis, soil erosion, landslides)
Meteorological disasters (e.g. flood, cyclones, hurricanes and tornadoes)
Other natural disasters (e.g. fire and famine)
Environmental disasters (e.g. greenhouse effect, ozone depletion, salination, deforestation, water
pollution, toxic spills and feral organisms)
Industrial disasters (e.g. nuclear accidents, chemical spills)
Types of disasters brought about by human actions
Recent disasters in Australia and worldwide
Physical and social effects of disasters
The relationship between population and resources and the limits of population growth
The place of humans in the ecosphere
Teaching and Learning Strategies
In addition to those mentioned in the introduction, the following strategies are appropriate to this
unit:

Guest speaker from SES or associated emergency service

Whole class discussions and debates

Values clarification exercises

Excursions to, and guest speakers from, local community organisations

Reviews of relevant films, documentaries

Newspaper articles

Model making

Creative responses, eg role play, model-making games

Analysis of transparencies and slides from kits
55
Board Endorsed December 2006 – Amended March 2014
Assessment
For A course
Criteria /Task
Task 1
Eg Prac Reports,
Construction and
analysis, Research
Assignment
Task 2
Eg Unit tests
Knowledge and understanding


Communication skills
Effective work practices
Critical thinking
Investigative skills



Weighting


40 – 60%
40 - 60%
For A courses the weightings are provided to guide teachers about the relative importance of the
tasks, not to provide a unit or course score.
Student Capabilities
Evidence could be in:
Student Capabilities
Goals
Content Teaching Assessment
creative and critical thinkers


enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners

collaborative team members

























56
Board Endorsed December 2006 – Amended March 2014
Specific Unit Resources
Books
Barwick J and Barwick J 2003, Australian environmental disasters (When things go wrong),
Heinemann Library, Port Melbourne, Victoria
Garlake T 2000, Dealing with Disasters, Oxfam Great Britain Publishers, UK
Hefferman D, Mahon R, McDougall J and Gillies K 2004, Spotlight Earth and Environmental
Science, Science Press, Marrickville, NSW
Nielsen A, Ford S and Doherty F 1996, Science and Life 2nd Edition Work, Leisure, Technology and
the Environment, Oxford University Press Australia, Melbourne, Australia.
Web sites
Disaster Relief (online)
www.disasterelief.org
Information Please Almanac (online)
www.infoplease.com/ipa
Natural Disasters Websites (online)
http://www.cap.nsw.edu.au/bb_site_intro/stage3_modules/disasters2/web.htm
These were accurate at the time of publication.
57
Board Endorsed December 2006 – Amended March 2014
Full Throttle (A)
Value1.0 Unit
Prerequisites
Nil
Specific Unit Goals
This unit should enable students to:

develop and improve practical and reporting skills

carry out science-based investigations of everyday phenomena

gain an appreciation of the role of science in everyday life

demonstrate an understanding of physical concepts governing motion and energy

demonstrate a scientific understanding of electricity and its applications
Content















Speed, power, acceleration, energy and momentum–a scientific description of how objects
move.
Friction – brakes and oils
Engine cycles: two stroke, four stroke and other engines
Basic automotive electricity: the car battery; fuses; ignition systems
Fuels: advantages and disadvantages of various fuels; alternative power sources
Conversion of heat energy to electrical energy
Basic electricity
AC and DC, the historical battle between Tesla and Edison
Voltage, current and power
Electrical devices (eg induction coils, maglev trains, super conductivity)
Electromagnets, electric motors and electric generators
Transformers (eg step up and step down, induction coils)
Forces (eg electromagnetic, gravitational potential energy, magnetic levitation, faraday’s rings,
induction heating)
Electricity in the home; cost of power; electrical safety (eg fuses, voltage detectors, core
balance devices)
Sources of electricity: advantages and disadvantages of various potential sources (eg solar,
wind, hydro-electric, waves, sides, geothermal, biogas)
Teaching and Learning Strategies
In addition to those mentioned in the introduction, the following strategies are appropriate to this
unit:

Experimental investigations – teacher- and student directed

Teacher demonstrations

Internet and Library research

Visit a mechanic to view the inside workings of a car

Construct a model car/aeroplane or other
58
Board Endorsed December 2006 – Amended March 2014
Assessment
Criteria /Task
Knowledge and understanding
Task 1
Eg
Practicals
Task 2
Eg
Seminar
Presentat
ion
Task 3
Eg
Research
Assignment







Critical thinking
Investigative skills



Communication skills



Effective work practices



15-20%
15-20%
10-20%
Weightings

40 – 60%
Weighting Summary
Task 4
Eg Tests
40-60%
40 – 60%
For A courses the weightings are provided to guide teachers about the relative importance of the
tasks, not to provide a unit or course score.
Student Capabilities
Evidence could be in:
Student Capabilities
Goals
Content Teaching Assessment
Creative and critical thinkers




Enterprising problem-solvers
Skilled and empathetic communicators
Informed and ethical decision-makers










Environmentally and culturally aware citizens
Confident and capable users of technologies
Independent and self-managing learners
Collaborative team members















Specific Unit Resources
Books
Heffernan D A and Learmonth 1983, World of Science Book 4 (2nd Edition) Longman Cheshire,
Melbourne
Largent R, Solar Power, The University of New South Wales, Faculty of Education
Newton T 1999, How Cars Work, Black Apple Press, USA
Mobil 1992, Inside information: Your car and how it works, Mobil Oil Australia Limited
Web sites
Australian cooperative research centre for renewable energy (online)
www.acre.murdoch.edu.au/arce.htm
BP (online)
59
Board Endorsed December 2006 – Amended March 2014
www.bp.com.au/student_centre/
Geoscience Australia (online)
www.geoscience.gov.au/geoportal/petroleum.html
How cars work (online)
www.howcarswork.com
How stuff works (online)
www.howstuffworks.com/engine.htm
Inter Auto parts (online)
www.innerauto.com/Automotive_Systems
Krazy Kit cars (online)
www.eng.cam.ac.uk/outreach/eventinfo/2003_4/NSW2004/KrazyKitCarsinfo2.htm
NSW’s Sustainable Energy Development Authority (online)
www.peterheadhydrogenpower.com/go/site/1141
School of Photovoltaic and Renewable Energy Engineering (online)
www.pv.unsw.edu.au
School of Engineering at Australian National University (online)
http://engn.anu.edu.au/solar/pvgroup/thinfilm.html
The Family Car Web Magazine (online)
http://www.familycar.com/Classroom/
Wave Energy (online)
www.futureworld.org/wavetank.html
Wind energy (online)
www.auswea.com.au
These were accurate at the time of publication.
60
Board Endorsed December 2006 – Amended March 2014
Cars (A)
Value 0.5 Unit
Prerequisites
Nil
Specific Unit Goals
This unit should enable students to:

develop and improve practical and reporting skills

carry out science-based investigations of everyday phenomena

gain an appreciation of the role of science in everyday life

demonstrate an understanding of physical concepts governing motion and energy
Content





Speed, power, acceleration, energy and momentum–a scientific description of how objects
move.
Friction – brakes and oils
Engine cycles: two stroke, four stroke and other engines
Basic automotive electricity: the car battery; fuses; ignition systems
Fuels: advantages and disadvantages of various fuels; alternative power sources
Teaching and Learning Strategies
In addition to those mentioned in the introduction, the following strategies are appropriate to this
unit:

Experimental investigations – teacher- and student directed

Teacher demonstrations

Internet and Library research

Visit a mechanic to view the inside workings of a car

Construct a model car/aeroplane or other
Assessment
Criteria /Task
Task 1
Eg Prac Reports,
Construction and
analysis, Research
Assignment
Task 2
Eg Unit tests
Knowledge and understanding


Communication skills
Effective work practices
Critical thinking
Investigative skills



Weighting


40 – 60%
40 - 60%
For A courses the weightings are provided to guide teachers about the relative importance of the
tasks, not to provide a unit or course score.
61
Board Endorsed December 2006 – Amended March 2014
Student Capabilities
Evidence could be in:
Student Capabilities
Goals
Content Teaching Assessment
Creative and critical thinkers




Enterprising problem-solvers
Skilled and empathetic communicators
Informed and ethical decision-makers










Environmentally and culturally aware citizens
Confident and capable users of technologies
Independent and self-managing learners
Collaborative team members















Specific Unit Resources
Books
Heffernan D A and Learmonth 1983 World of Science Book 4 (2nd Edition) Longman Cheshire,
Melbourne
Mobil 1992, Inside information: Your car and how it works, Mobil Oil Australia Limited.
Web sites
How cars work (online)
www.howcarswork.com
How stuff works (online)
www.howstuffworks.com/engine.htm
Inter Auto parts (online)
www.innerauto.com/Automotive_Systems
Krazy Kit cars (online)
www.eng.cam.ac.uk/outreach/eventinfo/2003_4/NSW2004/KrazyKitCarsinfo2.htm
The Family Car Web Magazine (online)
http://www.familycar.com/Classroom/
These were accurate at the time of publication.
62
Board Endorsed December 2006 – Amended March 2014
Power (A)
Value 0.5 Unit
Prerequisites
Nil
Specific Unit Goals
This unit should enable students to:

develop and improve practical and reporting skills

carry out science-based investigations of everyday phenomena

gain an appreciation of the role of science in everyday life

demonstrate a scientific understanding of electricity and its applications
Content












Fuels: advantages and disadvantages of various fuels; alternative power sources
Conversion of heat energy to electrical energy
Basic electricity
AC and DC, and the historical battle between Tesla and Edison
Voltage, current and power
Electrical devices (eg induction coils, maglev trains, super conductivity)
Strategies to save energy
Electromagnets, electric motors and electric generators
Forces (eg electromagnetic, gravitational potential energy, magnetic levitation, faraday’s rings,
induction heating)
Transformers (eg step up and step down, induction coils)
Electricity in the home; cost of power; electrical safety (eg fuses, voltage detectors, core
balance devices)
Sources of electricity: advantages and disadvantages of various potential sources (eg solar,
wind, hydro-electric, waves, sides, geothermal, biogas)
Teaching and Learning Strategies
In addition to those mentioned in the introduction, the following strategies are appropriate to this
unit:

Experimental investigations – teacher- and student directed

Teacher demonstrations

Internet and Library research

Construct a model of an engine or generator
63
Board Endorsed December 2006 – Amended March 2014
Assessment
Criteria /Task
Task 1
Eg Prac Reports,
Construction and
analysis, Research
Assignment
Task 2
Eg Unit tests
Knowledge and understanding


Communication skills
Effective work practices
Critical thinking
Investigative skills



Weighting


40 – 60%
40 - 60%
For A courses the weightings are provided to guide teachers about the relative importance of the
tasks, not to provide a unit or course score.
Student Capabilities
Evidence could be in:
Student Capabilities
Goals
Content Teaching Assessment
Creative and critical thinkers




Enterprising problem-solvers
Skilled and empathetic communicators
Informed and ethical decision-makers










Environmentally and culturally aware citizens
Confident and capable users of technologies
Independent and self-managing learners
Collaborative team members















Specific Unit Resources
Books
Heffernan D A and Learmonth 1983, World of Science Book 4 (2nd Edition) Longman Cheshire,
Melbourne
Largent R. Solar Power, The University of New South Wale, Faculty of Education
Web sites
Australian cooperative research centre for renewable energy (online)
www.acre.murdoch.edu.au/arce.htm
BP (online)
www.bp.com.au/student_centre/
Geoscience Australia (online)
www.geoscience.gov.au/geoportal/petroleum.html
How stuff works (online)
www.howstuffworks.com/engine.htm
64
Board Endorsed December 2006 – Amended March 2014
NSW’s Sustainable Energy Development Authority (online)
www.peterheadhydrogenpower.com/go/site/1141
School of Photovoltaic and Renewable Energy Engineering (online)
www.pv.unsw.edu.au
School of Engineering at Australian National University (online)
http://engn.anu.edu.au/solar/pvgroup/thinfilm.html
Wave Energy (online)
www.futureworld.org/wavetank.html
Wind energy (online)
www.auswea.com.au
These were accurate at the time of publication.
65
Board Endorsed December 2006 – Amended March 2014
Changing Life Itself (A)
Value 1.0 Unit
Prerequisites
Nil
Specific Unit Goals
This unit should enable students to:

demonstrate an appropriate depth and breadth of knowledge of the concepts introduced relating
to biotechnology and human body, particularly the developmental stages of human growth, the
effects of lifestyle on physical and mental well being, and disease transmission and control

critically research, analyse, evaluate and synthesise information on biotechnology and human
diseases, from a variety of sources, including their own work and the work of their peers

demonstrate an appreciation of the role and implications of biotechnology and disease in the
wider community – environmental, social, political and economic

follow instructions and make accurate and precise observations while conducting practical
investigations related to human biological functions, using appropriate equipment and
techniques safely

communicate scientific information to diverse audiences in an appropriate manner using a
variety of media and technologies
Content














The history of biotechnology
The uses of biotechnology today (eg food industry, medicine, agriculture, reproductive
technology and forensic science)
- the food industry
- medicine
- agriculture
- reproductive technology
- forensic science
Ethical issues associated with future biotechnologies
Experimental work relating to biotechnology
The development of the human body from conception to old age
The mental and psychological changes that might occur throughout life and the reasons for
these
What is a balanced diet? Ways and reasons why students should improve their diets
Illnesses and disorders related to diet, e.g. tobacco, alcohol and other drugs
What is a healthy body in terms of pulse rate, respiration, weight range
The causes, transmission, effects, treatment and cure of human disease
The pattern and effects of disease on indigenous populations
Methods of limiting the spread of disease
Issues relating to incurable disease
The effect of the human population on the biosphere in relation to disease
Teaching and Learning Strategies:
In addition to those mentioned in the introduction, the following strategies are appropriate to this
unit:
66
Board Endorsed December 2006 – Amended March 2014










Discussion/debating skills can be developed
Explore potential ethical issues of biotechnological processes such as IVF and stem cell
research
Excursions to the CSIRO, police station and local farms where biotechnological practices are
used.
Use of the Internet and scientific journals to access recent and relevant information
Explore practical situations where students formulate information for themselves
Students conduct their own research in a number of biology related areas
Guest speakers such as coaches, physiotherapists, etc. to be invited to speak to the students
Relevant theory by teacher directed instructions
Practical activities involving respiration and pulse rates resting and after exercise
Development of a program that improves healthiness
Assessment
For A course
Criteria /Task
Task 1
Eg. Practical
reports
Task 2
Eg Research
Assignments/
projects
Task 3
Topic and/or
practical Tests
Knowledge and understanding



Critical thinking



Investigative skills







20-30%
20-30%
40-60%
Communication skills
Effective work practices
Weighting
40 – 60%
40 – 60%
Weighting Summary
For A courses the weightings are provided to guide teachers about the relative importance of the
tasks, not to provide a unit or course score.
67
Board Endorsed December 2006 – Amended March 2014
Student Capabilities
Evidence could be in:
Student Capabilities
Goals
creative and critical thinkers

enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
Collaborative team members
Content Teaching Assessment




























Specific Unit Resources
Books
Allan R and Greenwood T 1999, Year 12 Biology - Student Resource and Activity Manual
BIOZONE Learning media, NZ
Beers M.H and Berkow MD 1999, The Merck manual of Diagnosis and Therapy, Seventeenth
Edition. Merck Research Laboratories, New Jersey, USA.
Brotherton and Mundie 1992, New Core Biology, Rigby Heinemann, Australia
Burns A 1999, Instant Lessons in Biology- Book 3, Emerald City Books, Australia
Dircks R 1989, Disease and Society, A Resource Book, Australian Academy of Science, Canberra
Guyton AC 1982, Human Physiology and the Mechanisms of Disease, W.B. Saunders Company,
Philadelphia, PA.
Imwold D (ed) 2001, Anatomica, Random House, NSW
Kapil W, Macey R.I and Meisanii E 2000, The Physiology Colouring Book, Addison-Wesley
Longman, Inc., San Francisco
Lofts, Preuss and Crisara 1991, Living with Science and Technology- Book 2. Jacaranda Press.
Australia
Nielsen A, Ford S, Doherty F 1996, Science and Life; Work, Leisure, Technology and the
Environment. 2nd edition Oxford University Press Australia, Melbourne.
Journal Articles
McGhee K 2001, “Virus”, Newton, Vol 5, Australian Geographic, pp 46-69
Raffaele P 2006, “The King of Killers” January 28-29, The Weekend Australian Magazine, News
corporation, pp24-27
Wright T 2006, “The Silent Plague”, April 11, The Bulletin, pp 20-27
Audio visual Material
Antibiotics – a growing resistance (video), 1996 Video Education Australasia, Bendigo, Victoria
Body Snatchers (video), 2005 BBC/TLC co-production
Breaking the code: Applying Genetic techniques to Human Disease (v ideo), 1996 Video Education
Australasia, Bendigo Victoria
68
Board Endorsed December 2006 – Amended March 2014
Discovering genetics (video), 1998 Learning Essential, Camberwell, Vic
Genes & inheritance – Priests, peas, punnets & pedigrees (video), 2002 Education Australasia,
Bendigo, Vic
Genetic Engineering Education Kit, CSIRO (video), 1992 Video Education Australasia, Bendigo,
Vic. Part 1:Genetic engineering and protein synthesis. Part 2: Exploring the Issues.
Hand Me Down Genes: An Introduction to Genetics, Part 1 How genes work, Part 2, Family
patterns (video), 1997 Video Education Australasia, Bendigo, Vic
Prescription for Survival: a global health challenge (DVD), 2005 WGBH editor video
The human body series (video), 1998 Learning Essentials, Camberwell, Victoria
The vital systems (video), 1997 ABC series.
CD ROMS
Biotechnology Online School Resources (CD ROM), 2005 Biotechnology Australia, Australia
Web sites
A Science Odyssey: You Try It: DNA Workshop 1998 (on line)
http://www.pbs.org/wgbh/aso/tryit/dna/
Basic Principles Of Genetics: An Introduction to Mendelian Genetics 2006 (on line)
http://anthro.palomar.edu/mendel/
BBC Human Body and mind (on line)
http://www.bbc.co.uk/science/humanbody/
Biotechnology Australia (on line)
http://www.biotechnology.gov.au
CELLS alive!2005 (online)
http://www.cellsalive.com/index.htm
Food Standards Australia New Zealand (on line)
http://www.foodstandards.gov.au
Froguts 2005 (on line)
http://www.froguts.com/flash_content/index.html
From Fingerprints to DNA (on line)
http://www.abc.net.au/science/slab/forensic/default.htm (on line)
Human Anatomy Online 2004 (on line)
http://www.innerbody.com/htm/body.html
Human body systems: student information site (on line)
http://www.stcms.si.edu/hbs/hbs_student.htm
Human Genome Project Information 2004 (on line)
http://www.ornl.gov/TechResources/Human_Genome/home.html
Invasive Animals Australia (on line)
http://www.invasiveanimals.com
Mental Health (on line)
www.mentalhealth.com
69
Board Endorsed December 2006 – Amended March 2014
National Institute of Health (on line)
www.nih.gov
NOVA Related Resources (on line)
http://www.pbs.org/wgbh/nova/teachers/resources/subj_04_05.html
NOVA Interactive activities for students (on line)
http://www.pbs.org/wgbh/nova/teachers/resources/subj_04_02.html
The Immune System - an Overview 1993 (on line)
http://www.thebody.com/step/immune.html
The NPAC/OLDA Human Viewer 1997 (on line)
http://www.dhpc.adelaide.edu.au/projects/vishuman2/VisibleHuman.html
The virtual body 2001 (on line)
http://www.medtropolis.com/VBody.asp
Vital systems website 1997 (on line)
http://www.abc.net.au/btn/vitalsys/vshome.htm
World Health Organisation (on line)
www.who.int
These were accurate at the time of publication.
70
Board Endorsed December 2006 – Amended March 2014
Biotechnology (A)
Value 0.5 Unit
Prerequisites
Nil
Specific Unit Goals
This unit should enable students to:

demonstrate an appropriate depth and breadth of knowledge of the concepts introduced relating
to biotechnology

critically research, analyse, evaluate and synthesise information on biotechnology, from a
variety of sources, including their own work and the work of their peers

demonstrate an appreciation of the role and implications of biotechnology in the wider
community – environmental, social, political and economic

communicate scientific information to diverse audiences in an appropriate manner using a
variety of media and technologies
Content




The history of biotechnology
The uses of biotechnology today in:
- the food industry
- medicine
- agriculture
- reproductive technology
- forensic science
Ethical issues associated with future biotechnologies
Experimental work relating to biotechnology
Teaching and Learning Strategies:
In addition to those mentioned in the introduction, the following strategies are appropriate to this
unit:

Discussion/debating skills can be developed

Explore potential ethical issues of biotechnological processes such as IVF and stem cell
research

Excursions to the CSIRO, police station and local farms where biotechnological practices are
used.

Use of the Internet and scientific journals to access recent and relevant information

Explore practical situations where students formulate information for themselves

Relevant theory by teacher directed instructions
71
Board Endorsed December 2006 – Amended March 2014
Assessment
For A course
Criteria /Task
Task 1
Eg Prac Reports,
Construction and
analysis, Research
Assignment
Task 2
Eg Unit tests
Knowledge and understanding


Communication skills
Effective work practices
Critical thinking
Investigative skills



Weighting


40 – 60%
40 - 60%
For A courses the weightings are provided to guide teachers about the relative importance of the
tasks, not to provide a unit or course score.
Student Capabilities
Evidence could be in:
Student Capabilities
Goals
creative and critical thinkers

enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Content Teaching Assessment




























Specific Unit Resources
Books
Allan R and Greenwood T 1999, Year 12 Biology - Student Resource and Activity Manual
BIOZONE Learning media, NZ
Brotherton and Mundie 1992, New Core Biology, Rigby Heinemann, Australia
Burns A 1999, Instant Lessons in Biology- Book 3, Emerald City Books, Australia
Lofts, Preuss and Crisara 1991, Living with Science and Technology- Book 2. Jacaranda Press.
Australia
Nielsen A, Ford S, Doherty F 1996, Science and Life; Work, Leisure, Technology and the
Environment. 2nd edition Oxford University Press Australia, Melbourne.
Audio visual Material
72
Board Endorsed December 2006 – Amended March 2014
Breaking the code: Applying Genetic techniques to Human Disease (v ideo), 1996 Video Education
Australasia, Bendigo Victoria
Discovering genetics (video), 1998 Learning Essential, Camberwell, Vic
Genes & inheritance – Priests, peas, punnets & pedigrees (video), 2002 Education Australasia,
Bendigo, Vic
Genetic Engineering Education Kit, CSIRO (video), 1992 Video Education Australasia, Bendigo,
Vic. Part 1:Genetic engineering and protein synthesis. Part 2: Exploring the Issues.
Hand Me Down Genes: An Introduction to Genetics, Part 1 How genes work, Part 2, Family
patterns (video), 1997 Video Education Australasia, Bendigo, Vic
CD ROMS
Biotechnology Online School Resources (CD ROM), 2005 Biotechnology Australia, Australia
Web sites
A Science Odyssey: You Try It: DNA Workshop 1998 (on line)
http://www.pbs.org/wgbh/aso/tryit/dna/
Basic Principles Of Genetics: An Introduction to Mendelian Genetics 2006 (on line)
http://anthro.palomar.edu/mendel/
Biotechnology Australia (on line)
http://www.biotechnology.gov.au
CELLS alive!2005 (online)
http://www.cellsalive.com/index.htm
Froguts 2005 (on line)
http://www.froguts.com/flash_content/index.html
From Fingerprints to DNA (on line)
http://www.abc.net.au/science/slab/forensic/default.htm (on line)
Human Genome Project Information 2004 (on line)
http://www.ornl.gov/TechResources/Human_Genome/home.html
NOVA Related Resources (on line)
http://www.pbs.org/wgbh/nova/teachers/resources/subj_04_05.html
NOVA Interactive activities for students (on line)
http://www.pbs.org/wgbh/nova/teachers/resources/subj_04_02.html
The NPAC/OLDA Human Viewer 1997 (on line)
http://www.dhpc.adelaide.edu.au/projects/vishuman2/VisibleHuman.html
73
Board Endorsed December 2006 – Amended March 2014
Human Biology (A)
Value 0.5 Unit
Prerequisites
Nil
Specific Unit Goals
This unit should enable students to:

demonstrate depth and breadth of scientific knowledge about the human body, particularly
about the developmental stages of human growth, the effects of lifestyle on physical and mental
well being, and disease transmission and control

critically research, analyse, evaluate and synthesise information on human diseases from a
variety of sources, including their own work and the work of their peers

follow instructions and make accurate and precise observations while conducting practical
investigations related to human biological functions, using appropriate equipment and
techniques safely

communicate scientific information to diverse audiences in an appropriate manner using a
variety of media and technologies
Content










The development of the human body from conception to old age
The mental and psychological changes that might occur throughout life and the reasons for
these
What is a balanced diet? Ways and reasons why students should improve their diets
Illnesses and disorders related to diet, e.g. tobacco, alcohol and other drugs
What is a healthy body in terms of pulse rate, respiration, weight range
The causes, transmission, effects, treatment and cure of human disease
The pattern and effects of disease on indigenous populations
Methods of limiting the spread of disease
Issues relating to incurable disease
The effect of the human population on the biosphere in relation to disease
Teaching and Learning Strategies:
In addition to those mentioned in the introduction, the following strategies are appropriate to this
unit:

Discussion/debating skills can be developed

Explore practical situations where students formulate information for themselves

Students conduct their own research in a number of biology related areas

Guest speakers such as coaches, physiotherapists, etc. to be invited to speak to the students

Relevant theory by teacher directed instructions

Practical activities involving respiration and pulse rates resting and after exercise

Development of a program that improves healthiness
74
Board Endorsed December 2006 – Amended March 2014
Assessment
For A course
Criteria /Task
Task 1
Eg Prac Reports,
Construction and
analysis, Research
Assignment
Task 2
Eg Unit tests
Knowledge and understanding


Communication skills
Effective work practices
Critical thinking
Investigative skills



Weighting


40 – 60%
40 - 60%
For A courses the weightings are provided to guide teachers about the relative importance of the
tasks, not to provide a unit or course score.
Student Capabilities
Evidence could be in:
Student Capabilities
Goals
creative and critical thinkers

enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Content Teaching Assessment




























Specific Unit Resources
Books
Allan R and Greenwood T 1999, Year 12 Biology - Student Resource and Activity Manual
BIOZONE Learning media, NZ
Beers M.H and Berkow M.D 1999, The Merck manual of Diagnosis and Therapy, Seventeenth
Edition. Merck Research Laboratories, New Jersey, USA.
Brotherton and Mundie 1992, New Core Biology, Rigby Heinemann, Australia
Burns A 1999, Instant Lessons in Biology- Book 3, Emerald City Books, Australia
Dircks R 1989, Disease and Society, A Resource Book, Australian Academy of Science, Canberra
Guyton A.C 1982, Human Physiology and the Mechanisms of Disease, W.B. Saunders Company,
Philadelphia, PA.
Imwold D (ed) 2001, Anatomica, Random House, NSW
Kapil W, Macey R.I and Meisanii E 2000, The Physiology Colouring Book, Addison-Wesley
Longman, Inc., San Francisco
75
Board Endorsed December 2006 – Amended March 2014
Lofts, Preuss and Crisara 1991, Living with Science and Technology- Book 2. Jacaranda Press.
Australia
Nielsen A, Ford S, Doherty F 1996, Science and Life; Work, Leisure, Technology and the
Environment. 2nd edition Oxford University Press Australia, Melbourne.
Journal Articles
McGhee K 2001, “Virus”, Newton, Vol 5, Australian Geographic, pp 46-69
Raffaele P 2006, “The King of Killers” January 28-29, The Weekend Australian Magazine, News
corporation, pp24-27
Wright T 2006, “The Silent Plague”, April 11, The Bulletin, pp 20-27
Audio visual Material
Antibiotics – a growing resistance (video), 1996 Video Education Australasia, Bendigo, Victoria
Body Snatchers (video), 2005 BBC/TLC co-production
Prescription for Survival: a global health challenge (DVD), 2005 WGBH editor video
The human body series (video), 1998 Learning Essentials, Camberwell, Victoria
The vital systems (video), 1997 ABC series.
Web sites
BBC Human Body and mind (on line)
http://www.bbc.co.uk/science/humanbody/
CELLS alive!2005 (online)
http://www.cellsalive.com/index.htm
Food Standards Australia New Zealand (on line)
http://www.foodstandards.gov.au
Froguts 2005 (on line)
http://www.froguts.com/flash_content/index.html
Human Anatomy Online 2004 (on line)
http://www.innerbody.com/htm/body.html
Human body systems: student information site (on line)
http://www.stcms.si.edu/hbs/hbs_student.htm
Mental Health (on line)
www.mentalhealth.com
National Institute of Health (on line)
www.nih.gov
NOVA Related Resources (on line)
http://www.pbs.org/wgbh/nova/teachers/resources/subj_04_05.html
NOVA Interactive activities for students (on line)
http://www.pbs.org/wgbh/nova/teachers/resources/subj_04_02.html
The Immune System - an Overview 1993 (on line)
http://www.thebody.com/step/immune.html
76
Board Endorsed December 2006 – Amended March 2014
The NPAC/OLDA Human Viewer 1997 (on line)
http://www.dhpc.adelaide.edu.au/projects/vishuman2/VisibleHuman.html
The virtual body 2001 (on line)
http://www.medtropolis.com/VBody.asp
Vital systems website 1997 (on line)
http://www.abc.net.au/btn/vitalsys/vshome.htm
World Health Organisation (on line)
www.who.int
77
Board Endorsed December 2006 – Amended March 2014
Checklist for courses submitted for accreditation
B S S S
Copy of original course supplied:
 Yes  No
Disk supplied:
 Yes  No
Number of copies for Panel:
AUSTRALIAN CAPITAL TERRITORY
College/Type 2 Leader: Merici College
Course Title: Applied Science
Classification:  A  T  M
Course template
Submission page (Polished draft)
Title page – course title, type, accreditation dates, college logo
Type 2 Courses should include the Board logo (Final Version)
Course Accreditation/Adoption Forms
Contents page
Course name
Course Classification
Course Framework and date
Course Developers
Evaluation of previous course
Course length and composition
Number of units
Length of units expressed as a value
Compulsory units
Prerequisites
Arrangements for continuing students
Units from other Courses
Negotiated units
Relationship with other courses
Relationship with courses at other colleges
Suggested Implementation Patterns
Subject rationale
Goals
Stem used
Student group
College philosophy (optional)
Content
Teaching and learning strategies
Assessment
Assessment Tasks and Criteria
Student Capabilities
Creative and critical thinkers
Enterprising problem-solvers
Yes










No





















78
Board Endorsed December 2006 – Amended March 2014
Skilled and empathetic communicators
Informed and ethical decision-makers

Environmentally and culturally aware citizens

Confident and capable users of technologies

Independent and self-managing learners

Collaborative team members


Unit grades

Moderation Advice

Bibliography

Resources

Proposed evaluation procedures
Appendix – Sample assessment tasks/rubrics

Unit template
Titles for all units

Yes

Prerequisites for units if required

Goals for all units

Stem used

Content for all units

Teaching and learning strategies in all units

Assessment tables in all units

Capabilities table in all units

Resources for all units - written and audio visual texts, CD ROMS and web
sites
Documentation
Presentation/formatting appropriate?
page numbering on contents page

Yes


fonts consistent

pages sequenced

Board policies applied throughout the document. (see Guidelines)
/
No

spelling correct
Date of check:
Signature
No

/
79
Board Endorsed December 2006 – Amended March 2014
Action Required:
Due Date:
80