Explore chemical, physical, biological and health hazards at Home/School, in the Workplace and Online to determine the intended purpose of various safety equipment items. Using Physics and Biological concepts, students investigate the safe use of items such as computers, mobile phones and motor vehicles.
Practical project: Students conduct three experimental investigations based on research questions and procedures generated by the students or provided by the teacher. Journal, including digital photographs / movie clips. Individual. Teacher observation sheet. 3 weeks.
Sport and Performance Science
Practical investigations on biomechanics (basic anatomy/physiology, forces and velocity). Compare and contrast the use of shoes to barefoot running including the use of motion capture analysis and GPS tracking. Chemistry of polymers used in shoes and synthetic tracks. Students evaluate the use of sports drinks, drugs and caffeine to enhance sports performance.
Supervised Assessment: Responses to seen and unseen stimulus materials in a series of short items, practical exercises and paragraph responses. Students can use their journals completed during class time. 60 minutes.
On the Farm or in the Zoo?
Research sustainable farms and zoos (current and future) in terms of Biology (e.g. food webs, biomagnification, breeding, artificial insemination, domestication, genetics, dog evolution) and Earth Science (management of Earth resources, rehabilitation of environments affected by human impact). Investigate common farm/zoo practices such as enclosures (chickens versus numbats).
Assignment: Students collect and analyse secondary data obtained through research in response to a scientific issue in relation to “On the Farm or In the Zoo?” Informative text, 400-500 words. Presentation: brochure, report, essay, slide presentation or webpage. Individual. Teacher feedback on planning and draft. 4 weeks.
YPNU (Your Planet Needs You – Sustainable Environments)
Students study Earth Science, Chemistry and Biology principles including the use of natural resources; mining processes & land rehabilitation; pollution (sewage, eutrophication); salinity; biotic and abiotic factors. Students conduct field work and evaluate future prospects for a chosen location (e.g. a local creek, a local industry, a sewage treatment plant, a section of the Great Barrier Reef).
Portfolio: Students compile three instruments relating to a chosen location: (1) a report on a short practical activity, (2) research data gathered during field work/industry site visit and (3) a brochure, slide presentation or oral (supported by explanatory notes, references, data and diagrams). 400-500 words / 3-5 minute. Individual or group work. 3 weeks.
Conduct experiments on the effectiveness of products (e.g. textiles, mobile phones and sunscreens) using Chemistry and Physics concepts. Analyse the impact of technology (including nanotechnology) and the utilisation of natural resources / energy.
Practical project: Student-designed laboratory and field-based experimental investigations. Students develop and test three research questions / hypotheses on consumer products. Journal, including digital photographs / movie clips. Individual or group work. Teacher observation sheet. 4 weeks.
Is it safe to eat?
Focus on Science of Food including chemical properties of food; technology involved in food production; food safety; nutrition; food shopping for a healthy lifestyle and food packaging. An evaluation of preservatives and additives in food. Students have the opportunity to use microbiological techniques.
Supervised Assessment: Responses to seen and unseen stimulus materials in a series of short items, practical exercises and paragraph responses. Students can use their journals completed during class time. 90 minutes.
Research ecotourism in terms of natural areas that conserve the environment and improve the well-being of local people. Students investigate Earth Science topics such as minimal impact on the environment and development versus sustainability. They analyse conservation of biological diversity through ecosystem protection, habitats and the use of endemic animals/plants.
Assignment: Students compile a report on a particular ecotourism destination. They may include information on: (1) ecosystems / habitats, (2) a simulation of an eco-tour, (3) the use of bush tucker/influence of indigenous culture, (4) minimal impact techniques. 500-600 words. Presentation: report, fact sheets, brochure, webpage. Individual or group work. Teacher feedback on planning and draft. 4 weeks.
How do they do it? (New materials and technologies)
Students research the uses of new technologies (for example biotechnology, biomimicry and nanotechnology) in medicine, agriculture and mining. They use Physics, Chemistry, Biology and Earth Science concepts to investigate how new products are made e.g. artificial ligaments, large LED TV screens, aluminium cans.
Portfolio: Students compile three instruments relating to new materials and technologies: (1) a report on a short practical activity, (2) primary and/or secondary research data a chosen product and (3) a brochure, slide presentation, webpage or oral (supported by explanatory notes, references, data and diagrams). 500-600 words / 3-5 minute. Individual. 3 weeks.