Science: Extensions; pathways; skills, processes and procedures

SCIENCE
INTRODUCTION

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Extensions to level 6 outcomes

Extension learning outcomes beyond level 6 provide a strengthened basis for VCE. Students use higher order skills and study strand concepts in more depth.

Students begin to make choices in preparation for undertaking the Victorian Certificate of Education (VCE) or recognised vocational training and for transition to employment, either immediately after schooling or after further education and training. In Year 10, students often have the opportunity to begin the post-compulsory pathway by undertaking a VCE study.

Pathways to VCE and VET

Each of the disciplines represented in the strands provides a basis for studying the relevant VCE science studies of Biology, Chemistry and Physics. Elements of Earth and space sciences and other strands form a basis for VCE Environmental Science and Geography and elements of Biological science provide a basis for VCE Psychology.

Students will have the requisite entry capabilities for some vocational education and training (VET) studies, for example, Electronics, Laboratory Skills, Food Technology and Engineering.

Skills, processes and procedures

A knowledge of the processes and procedures of science is integral to the understanding and practice of science. Science has advanced human knowledge by valuing material evidence and logical reasoning. While there is no one straightforward procedure or 'scientific method', students' experiences of practical activities that develop knowledge and skill in design, measurement and data organisation is essential. These processes and procedures are incorporated in the curriculum focus for the strands, examples of learning contexts and activities, and in the indicators for learning outcomes, as appropriate.

Design

Through practical experiences involving design, students:

recognise the types of questions which are open to scientific investigation
understand the notion of variables and their control, for example, in a 'fair test'
understand the principles underlying a variety of experimental designs
understand the way hypotheses and theories are used to determine the type of data to be collected

Measurement

Through practical experiences involving measurement, students:

choose and use appropriate instruments, measurement procedures and units
understand the importance of accuracy and the need to repeat readings to increase confidence in the reliability of data
understand sampling procedures and their limitations

Data handling and interpretation

Through practical experience in organising data, students:

recognise the relationship between the methods of organising information and the design and collection of data in an experiment
understand how data are used to support the development of models, laws or theories

Acting responsibly

Students studying science should become aware of issues that need to be considered when making decisions about their actions and the actions of others.

Students act responsibly when they:

adopt safe and hygienic practices
adopt open and critical stances in relation to evidence and how it relates to conclusions
consider issues relating to the use of scientific knowledge and technologies
consider the ethical dimensions of scientific enterprises at personal, community, economic and political levels
respect the values and traditional knowledge of different cultures
care for each other and all living things.

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Skills, processes and procedures

Level Design Measurement Data handling and interpretation Acting responsibly
1
Students carry out simple observation sequences to answer questions arising during science activities or posed by the teacher.
Students sort a variety of objects, for example, different materials or animals and develop language to discriminate between them.
Students use differences in physical quantities, for example, length, mass, or hardness, as variables.
Students report on activities, using drawings and simple statements.
Students carry out procedures responsibly and with due care.
2
Students pose questions and suggest observations that might lead to an answer to a question.
Students begin to develop an appreciation of the need to control variables in the context of 'fair tests' in order to reach justifiable conclusions.
Students justify the need for care in making simple observations and measurements, using informal units.
Students make records of observations and measurements, and group data according to patterns in simple block-and-column format.
Students suggest possible interpretations of their data.
Students recognise the significance of observation records as evidence for possible explanations.
Students show responsibility, under supervision, for the care of animals and when following investigation procedures.
Students listen to and respect the ideas of others in generating explanations and drawing conclusions from investigations.
3
Students plan simple investigations, including suggesting ways to control simple variables.
Students make sensible suggestions about relevant observations, measurement procedures and instruments.
Students use formal units of measurement.
Students present data in bar charts, tables and line graphs and comment on trends in these data.
Students report on investigations, identifying key features of procedures and results.
Students take account of patterns when they draw conclusions.
Students discuss ethical considerations relating to observation of animals.
Students recognise the need for responsible group contributions to science investigations.
Students recognise social impacts of science and technology.
4
With assistance, students design experiments involving recognition and control of relevant variables, to answer straightforward questions.
Students select appropriate measuring instruments, for example, thermometers and scales and use them with suitable degrees of accuracy.
With assistance, students use and justify measuring procedures designed to improve data reliability.
Students use scientific knowledge to plan and explain the purpose and results of their investigations.
Students find and process scientific information, using a range of resources.
Students use simple scientific vocabulary and draw conclusions with reference to their data.
Students cooperate in groups and show responsibility and independence in devising procedures to answer agreed questions.
Students consider evidence before accepting or rejecting ideas.
Students consider ethical and responsibility issues related to applications of science and technology, and care for the environment.
5
Students integrate their scientific understanding, personal observations and the ideas of others to suggest testable hypotheses.
With assistance students design and carry out investigations involving variables to generate new knowledge.
Students use a range of equipment, for example, balances and microscopes, with appropriate accuracy.
Students devise and justify measurement procedures that deal with data variation, including sampling, refining of techniques, and taking repeat measurements.
Students draw conclusions from data gathered and relate them to the aim of the investigation.
Students organise their data into tables and appropriate graphs.
Students recognise some limitations in the reliability of their data and relate these to their conclusions.
Students identify hazards associated with particular procedures and equipment with which they are familiar, and adopt safe and responsible practices.
Students recognise the value of critical assessments of their data when drawing conclusions.
Students discuss strengths and limitations of science in resolving social issues related to science, technology and the environment.
6
Students design and carry out a range of types of scientific investigations involving the control of variables and the design of measurement or sampling procedures.
Students recognise the inherent variability of experimental data and devise and justify measurement procedures that improve precision.
Students use a range of mathematical calculations and graphical procedures to analyse their data.
Students integrate their knowledge, experimental aims and data to reach conclusions.
Students identify the reliability and validity of their experimental procedures and propose ways to improve their investigations.
Students take increasing responsibility for identifying hazards in materials, equipment and procedures with which they are familiar, and for adopting safe and responsible practices.
Students adopt an open and critical stance to evidence and its relationship to conclusions.
Students consider ethical issues relating to the application of scientific inventions and developments.
6
ext.
Students pose scientific questions and design and carry out extended investigations involving the systematic collection of data and the recognition and control of variables.
Students consistently use instruments and measurement procedures in a way that ensures a high degree of reliability in their data and validity in application.
Students take account of the limitations of techniques and equipment.
Students present a well-reasoned report supported by relevant and properly processed data.
Students use information sources to assess risks, and are consistent in their adoption of safe and responsible practices.
Students recognise ethical and social complexities in the application of science at the personal and community level.

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