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Cowra High School

Cowra High School

Knowledge is Power

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Emailcowra-h.school@det.nsw.edu.au

Science

SCIENCE

Years 7-10

Science is mandatory for all students from Year 7 to Year 10.

Science is a fun and exciting exploration of the Living World, the Physical World, the Chemical World and Earth and Space.

In Science students will engage in STEM (Science, Technology, Engineering and Mathematics) activities in order to develop their critical thinking and problem-solving skills.

Science develops students’ skills, knowledge and understanding in explaining and making sense of the biological, physical and technological world. Through applying the processes of Working Scientifically students develop understanding of the importance of scientific evidence. This enables them as individuals and as part of the community to make informed, responsible decisions about the use and influence of science and technology on their lives.

Students actively engage individually and in teams in scientific inquiry. They use the processes of Working Scientifically to plan and conduct investigations. By identifying questions, making predictions based on scientific knowledge and drawing evidence-based conclusions from their investigations, students develop their understanding of scientific ideas and concepts, and their skills in critical thinking and problem-solving. They gain experience in making evidence-based decisions and in communicating their understanding and viewpoints.

The aim of Science in years 7–10 is to develop students’:

§  interest in and enthusiasm for science, as well as an appreciation of its role in finding solutions to contemporary science-related problems and issues

§  knowledge and understanding of the nature and practice of scientific inquiry, and skills in applying the processes of Working Scientifically

§  scientific knowledge of and about phenomena within the natural world and the application of their understanding to new situations and events

§  appreciation of the development and dynamic nature of scientific knowledge, its influence in improving understanding of the natural world and the contribution of evidence-based decisions in informing societies’ use of science and technology.

Students will also address important values and attitudes in order to:

-       develop an appreciation of the contribution of science to finding solutions to personal, social and global issues relevant to their lives now and in the future

-       develop a willingness to use evidence and reason to engage with and respond to scientific and technological ideas as informed, reflective citizens.

Topics in stage 4 include:

Year 7

Mixtures

Matter

Cells

Living things and classification

Forces

Rocks and the earth

Space

Year 8

Body systems, health and disease

Energy

Chemistry: the elements and society

Chemistry: physical and chemical changes

Science skills: a group research project

Ecology

STEM and sustainable communities

Topics in stage 5 include:

Year 9

Homeostasis and health and disease

Waves

The universe

Geology

Electricity

Atomic theory

Ecosystems and cycles

Year 10

Chemistry

Genetics

Evolution

Science skills: individual research project (IRP)

Motion

Energy

STEM and Mars colony

Course requirements:

Time will be allocated to hands-on practical experiences.

All students are required to undertake the Group Research Project during each of Stage 4, which involves a hands-on practical investigation and enables students to further develop their understanding of the scientific method and the Working Scientifically outcomes.  

In Stage 5 all students will complete an Individual Research Project (IRP) in order to demonstrate their understanding of the scientific method and the Working Scientifically outcomes.

Years 11 and 12

The Science courses in years 11 and 12 are rigorous and designed to prepare students for a future in STEM learning and enterprises.

The depth studies within these exciting, revitalised courses provide opportunities for students to consolidate their learning, develop competence and express their creativity.

Students can select from a range of board developed courses, including:

Biology

The Year 11 course investigates cellular structure and provides a base for understanding the way in which multicellular organisms transport and absorb nutrients and carry out gas exchange. Exploring variations in the structures and functions of organisms provides an understanding of the effects of the environment on living things and how this leads to biodiversity.

The Year 12 course investigates reproduction, inheritance patterns and the causes of genetic variation in both plants and animals. Applications of this knowledge in biotechnology and various genetic technologies are explored in the light of their uses in the treatment, prevention and control of infectious and non-infectious diseases.

The study of Biology in Stage 6 enables students to develop an appreciation and understanding of biological concepts that are used to explore the diversity of life, from a molecular to a biological systems level, and the interactions between living things and the environments in which they live. Through applying Working Scientifically skills processes and the use of biological technologies, the course aims to examine how biological practices are developed and used.

Chemistry

The Year 11 course develops the knowledge, understanding and skills in relation to the properties and structures of matter, the types and drivers of chemical reactions and how we measure the quantities involved in these processes.

The Year 12 course builds on the concepts introduced in Year 11 by examining particular classes of chemicals, processes and a variety of chemical reactions which incorporate organic compounds and acid/base equilibrium reactions. The course challenges students to apply this knowledge to the investigation of a range of methods used in identifying and measuring quantities of chemicals which leads to an understanding of the structure, properties and trends of and between classes of chemicals.

The study of Chemistry in Stage 6 enables students to develop an appreciation and understanding of materials and their properties, structures, interactions and related applications. Through applying Working Scientifically skills processes, the course aims to examine how chemical theories, models and practices are used and developed.

Physics

The Year 11 course develops student’s knowledge, understanding and skills relevant to the study of motion, how we describe it and what causes it. The course also examines energy in its different forms and how we describe and measure electricity and magnetism and their interrelated effects.

The Year 12 course provides avenues for students to apply the concepts they were introduced to in Year 11 to motion in two dimensions, electromagnetism, theories of light, the atom and the Universe.

The study of Physics in Stage 6 aims to enable students to develop an appreciation and understanding of the application of the principles of physics, and of the theories, laws, models, systems and structures of physics. It also enables students to apply Working Scientifically skills processes to examine physics models and practices and their applications.

Investigating science

The Investigating Science Stage 6 course may be studied as a stand-alone course or in combination with any other science course(s). Students studying Investigating Science as a stand-alone course may select to study Science Extension in Year 12.

The Year 11 course focuses on the centrality of observation in initiating the scientific process and examines the human tendency to draw inferences and make generalisations from these observations. Students learn about the development and use of scientific models and the similarities and differences between scientific theories and laws.

The Year 12 course builds on the skills and concepts learnt in Year 11 with students conducting their own scientific investigations and communicating their findings in scientific reports. Students are provided with the opportunity to examine the interdependent relationship between science and technology and apply their knowledge, understanding and skills to scientifically examine a claim. The course concludes with students exploring the ethical, social, economic and political influences on science and scientific research in the modern world.

Earth and Environmental science

The Year 11 course investigates compositional layers of the Earth, the origins of minerals, tectonic movements and energy transformations that occur and includes the study of human impact on the Earth’s resources and its surface.

The Year 12 course investigates how the processes of plate tectonics, the formation of water and the introduction of life interact with the atmosphere, hydrosphere, lithosphere and climate. Investigation of hazards, the mitigation of their effects and resource management are also considered which leads to an understanding of the need to centralise the theme of sustainability for the long term welfare of our planet and all forms of life dependent upon it.

Earth and environmental scientists consider how interrelationships produce environmental change at a variety of timescales. To do this, they integrate knowledge, concepts, models and methods drawn from geology, biology, physics and chemistry in the study of Earth's ancient and modern environments.

Science extension

Students who have shown an achievement in, and/or aptitude for, any of the Stage 6 Science courses: Biology, Chemistry, Earth and Environmental Science, Investigating Science or Physics, in Year 11 may choose to study Science Extension in Year 12.

Science Extension focuses on the authentic application of scientific research skills to produce a Scientific Research Report generally acceptable for publication. Students propose and develop a research question, formulate a hypothesis and develop evidence-based responses to create their Scientific Research Report which is supported by a Scientific Research Portfolio. The four modules integrate the skills of Working Scientifically within the course content to form the framework for the Scientific Research Project.

Science Extension is designed for students with an interest in scientific research. The course lays a foundation for students planning to pursue further study in Science, Technology, Engineering or Mathematics (STEM) based courses offered at the tertiary level, and to engage in new and emerging industries.

Course requirements for Biology, Chemistry, Physics, Investigating Science, and Earth and Environmental Science

The components and weightings for years 11 and 12 are:

Skills in working scientifically: 60%

Knowledge and understanding of course content: 40%

The formal school-based assessment program is to reflect the following requirements:

·       three assessment tasks in year 11, and 4 assessment tasks in year 12

·       the minimum weighting for an individual task is 20% in year 11, and 10% in year 12

·       the maximum weighting for an individual task is 40%

·       only one task may be a formal written examination, and in year 12 this can have a maximum weighting of 30%.

·       a depth study completed in year 11, AND another depth study completed in year 12, each with a weighting of 30–40%

The depth study task must assess:

-       the Working Scientifically skills outcomes:

              Ø  Questioning and Predicting

              Ø  Communicating

-       a minimum of two additional Working Scientifically skills outcomes

-       at least one Knowledge and Understanding outcome.

Course Requirements for Science Extension

Completed in year 12.

The components and weightings for Year 12 are mandatory.

Component and Weighting

Communicating scientifically: 30%

Gathering, recording, analysing and evaluating data: 30%

Application of scientific research skills: 40%

The Year 12 formal school-based assessment program is to reflect the following requirements:

§  the minimum weighting for an individual task is 20%

§  the maximum weighting for an individual task is 40%

§  three assessment tasks:

           §  task one must assess the skills developed in  Section 1 of the Scientific Research Portfolio

           §  task two must assess the skills developed in Section 2 of the Scientific Research Portfolio

           §  task three must assess the Scientific Research Report with a weighting of 40%

§  tasks one and two must not assess individual sections of the Scientific Research Report, in draft or final versions

§  only one task may be a formal written examination with a maximum weighting of 30%.