I. INTRODUCTION
1. Subject description
Scientific Studies is a 10-credit subject or a 20-credit subject at Stage 1, and a 20-credit subject at Stage 2.
Innovative and critical thinking in the world of science underpins a cohesive understanding of the natural world and the discovery of new ways of doing and thinking. Science is continually refining and expanding our knowledge of the universe and, as this happens, stimulating new questions for future investigation.
Through a focus on science inquiry skills and scientific ways of observing, questioning, and thinking, students in Scientific Studies actively investigate and respond to authentic, engaging, and complex questions, problems, or challenges. They employ interdisciplinary approaches with a focus on science and engineering, supported through the application of technology, design, and mathematical thinking (STEM).
Students apply inquiry-based approaches to design, plan, and undertake investigations on a short term or more extended scale, responding to local or global situations. Both collaboratively and individually, they employ a scientific approach to collecting, representing, and analysing data, using technological tools effectively. After critically evaluating their procedures or models, students communicate scientifically to draw evidence-based conclusions that may lead to further testing, exploring more effective methods or solutions, or new questions.
Investigations that students pursue may align with science and/or engineering challenges that could be supported through connections with practising scientists and engineers, industry, and the wider community. Students are guided to engage in scientific investigations that are relevant and of genuine interest, using either scientific methods or engineering design processes related to scientific outcomes.
The context for developing critical and creative thinking and enhancing science inquiry skills may be drawn from diverse areas including, for example: Earth’s resources and materials development, health, food and nutrition, sports and recreation, the environment, infrastructure, technology, and populations.
As students explore scientific phenomena and develop investigable questions, they understand the fundamental importance of science as a human endeavour and articulate their understanding of the interaction between science and society.
Scientific Studies provides a powerful platform for students to develop their capabilities, in particular to think creatively, work collaboratively, and be innovative.
2. Capabilities
The capabilities connect student learning within and across subjects in a range of contexts.
The SACE identifies seven capabilities. They are:
- literacy
- numeracy
- information and communication technology (ICT) capability
- critical and creative thinking
- personal and social capability
- ethical understanding
- intercultural understanding.
2.1. Literacy
In this subject students extend and apply their literacy capability by, for example:
- interpreting the work of scientists across disciplines, using scientific knowledge
- critically analysing and evaluating primary and secondary data
- extracting scientific information presented in a variety of modes
- using a range of communication formats to express ideas logically and fluently, incorporating the terminology and conventions of science
- synthesising evidence-based arguments
- communicating appropriately for specific purposes and audiences.
2.2. Numeracy
In this subject students extend and apply their numeracy capability by, for example:
- solving problems using calculations and critical thinking skills
- selecting appropriate instruments to measure with precision and accuracy
- recording, collating, representing, and analysing primary data
- accessing, analysing, and interpreting secondary data
- identifying and interpreting trends and mathematical relationships
- calculating and predicting values by manipulating data and using appropriate scientific conventions.
2.3. Information and communication technology (ICT) capability
In this subject students extend and apply their ICT capability by, for example:
- exploring and evaluating technological tools
- collecting, analysing, and representing data electronically using scientific conventions
- modelling concepts and relationships
- using technologies to create new ways of thinking about science
- communicating scientific ideas, processes, and information
- understanding the impact of technology on the development of science and its application in society
- evaluating the application of technology to advance understanding and investigations in science.
2.4. Critical and creative thinking
In this subject students extend and apply critical and creative thinking by, for example:
- analysing and interpreting problems from different perspectives
- deconstructing a problem to determine the most appropriate method for investigation
- constructing, reviewing, and revising hypotheses to design innovative investigations
- interpreting and evaluating data and procedures to develop logical conclusions
- analysing interpretations and claims, for validity and reliability
- devising imaginative solutions and making reasonable predictions
- envisaging consequences and speculating on possible outcomes
- recognising the significance of creative thinking on the development of scientific knowledge and applications.
2.5. Personal and social capability
In this subject students extend and apply their personal and social capability by, for example:
- understanding the importance of scientific inquiry on health and well-being, both personally and globally
- making decisions and taking initiative while working independently and collaboratively
- planning effectively, managing time, devising and following procedures effectively, and working safely
- sharing and discussing ideas about scientific issues, developments, and innovations while respecting the perspectives of others
- recognising the role of their own beliefs and attitudes in gauging the impact of science in society
- seeking, valuing, and acting on feedback.
2.6. Ethical understanding
In this subject students extend and apply their ethical understanding by, for example:
- ascertaining the impacts of their investigations on organisms and the environment
- making ethical decisions based on an understanding of scientific principles
- obtaining, using data, and reporting the outcomes of investigations accurately and fairly
- acknowledging the need to plan for the future and to protect and sustain the biosphere
- exploring the importance of their responsible participation in social, political, economic, and legal decision-making.
2.7. Intercultural understanding
In this subject students extend and apply their intercultural understanding by, for example:
- recognising that science is a global endeavour with significant contributions from diverse cultures
- respecting and engaging with different cultural views and customs and exploring their interaction with scientific research and practices
- being open-minded and receptive to change in the light of scientific thinking based on new evidence
- understanding that the progress of science influences and is influenced by cultural factors.
3. Health and safety
The handling of live animals, pathogens, and a range of chemicals and equipment requires appropriate health, safety, and welfare procedures.
It is the responsibility of the school to ensure that duty of care is exercised in relation to the health and safety of all students and that school practices meet the requirements of the Work Health and Safety Act 2012, in addition to relevant state, territory, or national health and safety guidelines. Information about these procedures is available from the school sectors.
The following safety practices must be observed in all laboratory work:
- Use equipment only under the direction and supervision of a teacher or other qualified person.
- Follow safety procedures when preparing or manipulating apparatus.
- Use appropriate safety gear when preparing or manipulating apparatus.
Any teaching activities that involve the care and use of, or interaction with, animals must comply with the Australian Code of Practice for the Care and Use of Animals for Scientific Purposes, 8th edition, in addition to relevant state or territory guidelines.
Keeping live animals in an educational setting requires permission from the relevant Animal Ethics Committee. Permission to dissect animals must be obtained in writing from these committees.
For Department of Education and Child Development schools, information can be obtained from the DECD Intranet Animal Ethics webpage (https://myintranet.learnlink.sa.edu.au/educating/extra-curricular-activities/animal-ethics).
The Non Government Schools Animal Ethics Committee is a collaboration between Catholic Education South Australia and the Association of Independent Schools of South Australia (www.ais.sa.edu.au/home/general-information/animal-ethics).
II. LEARNING SCOPE AND REQUIREMENTS
1. Learning requirements
The learning requirements summarise the knowledge, skills, and understanding that students are expected to develop and demonstrate through their learning in Stage 2 Scientific Studies.
In this subject, students are expected to:
- develop and apply science inquiry skills and understanding of scientific concepts, in new and familiar contexts
- deconstruct a problem, and design and conduct scientific investigations to obtain evidence, using appropriate procedures and safe, ethical working practices
- evaluate procedures and results, represent and analyse evidence, and formulate and justify conclusions
- evaluate the effectiveness of collaboration and its impact on results/outcomes
- explore and understand the interaction between science and society
- communicate knowledge and understanding of scientific concepts, using appropriate terms, conventions, and representations.
2. Content
Stage 2 Scientific Studies is a 20-credit subject.
In Stage 2 Scientific Studies, scientific inquiry is the basis for developing integrated programs of learning through which students extend their skills, knowledge, and understanding of the three integrated strands:
- understanding of scientific concepts
- science as a human endeavour
- science inquiry skills.
Science inquiry skills are the focus of learning in this subject. The contexts that students use to explore and inquire into aspects of science should be chosen to suit their particular interests. These contexts should form a framework that enables students to actively engage in inquiry-based learning and further develop their understanding of scientific concepts.
The integration of the three strands within appropriate scientific contexts is symbolised in the diagram below.
When undertaking their investigations, both individually and collaboratively, students innovatively apply scientific methods and/or engineering design processes to promote their problem-solving and analytical skills. By critically analysing the outcomes of their investigations and evaluating the procedures they have used and the effectiveness of collaboration, students enhance their ability to make evidence-based decisions.
Students study a selection of science inquiry skills from the set of skills described in the pages that follow as well as a selection of scientific concepts relevant to the disciplines and/or contexts. They should study these concepts in sufficient depth to then be able to design and undertake investigations. One or more contexts may be used as the framework for studying these inquiry skills.
Together with science as a human endeavour, the science inquiry skills and understanding of scientific concepts form the basis of teaching, learning, and assessment in this subject.
2.1. Understanding of Scientific Concepts
Students develop and extend their knowledge and understanding of key scientific concepts through the contexts they are investigating. These key scientific concepts may include, for example: organisation and patterns, systems, cause and effect, structure and function, scale and measurement, change, energy and matter, and diversity. Contemporary scientific concepts such as contingent superorganisms, cycles, deep time, holism, powers of 10, sceptical empiricism, and randomness may also be explored. Students may explore and extend their understanding of a range of scientific concepts relevant to the contexts they are studying, and investigate and apply their understanding of these concepts through the science inquiry skills. Students make connections between these key scientific concepts and their influence in society through investigations of science as a human endeavour.
The contexts provide the framework discipline for developing, understanding, and investigating the key scientific concepts. These contexts may relate to a single science discipline (for example, human biology or organic chemistry). Alternatively, the contexts may encompass two or more science disciplines, or may draw more heavily across the range of technology, engineering, and mathematics with key scientific concepts as the underlying focus.
Key scientific concepts that are relevant to the contexts into which the students are inquiring are explored to facilitate and support their investigations.
For a 20-credit subject, it is recommended that approximately 35–40 hours of class time relates to the understanding of scientific concepts.
In conjunction with both their investigations and the development of their understanding of key scientific concepts, students extend their understanding of the role that scientific investigation has in society as they explore the key concepts of science as a human endeavour described in the subject outline.
2.2. Science as a Human Endeavour
The science as a human endeavour strand highlights the development of science as a way of knowing and doing, and explores the use and influence of science in society.
By exploring science as a human endeavour, students develop and apply their understanding of the complex ways in which science interacts with society, and investigate the dynamic nature of science. They explore how scientists develop new understanding and insights, and produce innovative solutions to everyday and complex problems and challenges in local, national, and global contexts. In this way, students are encouraged to think scientifically and make connections between the work of others and their own learning. This enables them to explore their own solutions to current and future problems and challenges.
Students understand that the development of scientific concepts, models, and theories is a dynamic process that involves analysis and interpretation of evidence and sometimes produces ambiguity and uncertainty. They consider how and why scientific concepts, models, and theories are continually reviewed and reassessed as new evidence is obtained and emerging technologies enable new avenues of investigation. They understand that scientific advancement involves a diverse range of individual scientists and teams of scientists working within an increasingly global community of practice.
Students explore how scientific progress and discoveries are influenced and shaped by a wide range of social, economic, ethical, and cultural factors. They investigate, individually and collaboratively, ways in which the application of science may provide great benefits to individuals, the community, and the environment, but may also pose risks and have unexpected outcomes. They understand how decision-making about socio-scientific issues often involves consideration of multiple lines of evidence and a range of needs and values. As critical thinkers, they appreciate science as an ever-evolving body of knowledge that frequently informs public debate, but is not always able to provide definitive answers.
The key concepts of science as a human endeavour underpin the contexts, approaches, and activities in this subject, and must be integrated into all teaching and learning programs.
The key concepts of science as a human endeavour, with elaborations that are neither comprehensive nor exclusive, in the study of Scientific Studies are:
Communication and Collaboration
- Science is a global enterprise that relies on clear communication, international conventions, and review and verification of results.
- Collaboration between scientists, governments, and other agencies is often required in scientific research and enterprise.
Development
- Development of complex scientific models and/or theories often requires a wide range of evidence from many sources and across disciplines.
- New technologies improve the efficiency of scientific procedures, practices, and data collection and analysis. This can reveal new evidence that may modify or replace models, theories, and processes.
Influence
- Advances in scientific understanding in one field can influence and be influenced by other areas of science, technology, engineering, and mathematics.
- The acceptance and use of scientific knowledge can be influenced by social, economic, cultural, and ethical considerations.
Application and Limitation
- Scientific knowledge, understanding, and inquiry can enable scientists to develop solutions, make discoveries, design action for sustainability, evaluate economic, social, cultural, and environmental impacts, offer valid explanations, and make reliable predictions.
- The use of scientific knowledge may have beneficial or unexpected consequences; this requires monitoring, assessment, and evaluation of risk, and provides opportunities for innovation.
- Science informs public debate and is in turn influenced by public debate; at times, there may be complex, unanticipated variables or insufficient data that may limit possible conclusions.
2.3. Science Inquiry Skills
In Scientific Studies, investigation is an integral part of the learning and understanding of concepts, using scientific methods and/or engineering design processes to test ideas and develop new knowledge, with the possible inclusion of scientific methods used by other cultures.
The following is a summary of the key stages of scientific methods and engineering design processes that are fundamental to all investigations.
Practical investigations must involve a range of both individual and collaborative activities, during which students extend the science inquiry skills described in the subject outline.
Practical activities may take a range of forms, such as using or developing models and simulations that enable students to develop a better understanding of particular concepts related to science inquiry skills. The activities include laboratory and field studies during which students develop investigable questions and/or notice a problem or need, formulate a testable hypothesis or propose a solution, and select and use equipment appropriately to collect data. The data may be observations, measurements, or other information obtained during the investigation.
Students represent and analyse the data they have collected, evaluate procedures, models and/or prototypes, describe the limitations of the data and procedures, consider explanations for their observations. They may then refine their procedures or proposed solution and undertake further testing. They present and justify conclusions appropriate to the initial question or hypothesis.
Science inquiry skills are fundamental to students investigating the social, ethical, and environmental impacts and influences of the development of scientific understanding and the applications, possibilities, and limitations of science. These skills enable students to critically analyse and interpret the evidence they obtain so that they can present and justify conclusions.
Students study a selection of science inquiry skills from the set of skills described in the pages that follow as well as a selection of scientific concepts relevant to the disciplines and/or contexts.
The descriptions of the science inquiry skills are structured in two columns: the left-hand column sets out the science inquiry skills and the right-hand column sets out possible contexts through which students may extend their understanding and apply these skills.
The possible contexts are suggestions for potential approaches, and are neither comprehensive nor exclusive. Teachers may select from these and are encouraged to consider other approaches according to local needs and interests.
For a 20-credit subject, it is recommended that a minimum of 50–60 hours of class time involves practical activities.
Within the descriptions of the science inquiry skills, the following symbols are used in the possible contexts to show how a strand of science can be integrated:
- Indicates a possible teaching and learning strategy for understanding a science inquiry skill
- Indicates a possible science inquiry activity
- Indicates a possible focus on science as a human endeavour
| Science Inquiry Skills | Possible Contexts |
| Scientific evidence
Critical thinking allows claims and arguments to be analysed through empirical evidence, authority, logic, and intuition.
|
Discuss claim testers, such as those described in the Big History Project:
https://school.bighistoryproject.com/media/bhp3video/U1_BobBain_HowDoWeDecide.mp4 Investigate claims made by advertisers and analyse the available evidence. Explore different types of scientific evidence identified in Compound Interest: http://www.compoundchem.com/2015/04/09/scientific-evidence/ Investigate claims made in food advertising and their impact on society. Discuss false ‘facts’ using: http://science.howstuffworks.com/science-vs-myth/everyday-myths/10-false-facts1.htm. |
| Approaches to science and engineering
Progress in science is often advanced through engineered solutions, while technology and engineering develop through creative applications of science. Many stages are shared in the application of scientific methods and engineering design processes.
Progress in science often requires refinement of procedures and repeated testing.
|
Discuss the iterative nature of scientific inquiry
Construct flow charts to represent processes for scientific methods and design. Investigate examples of progress in science and engineering made through:
https://www.gizmodo.com.au/2013/11/24-accidental-scientific-discoveries-that-changed-the-world/ Henrietta Leavitt
http://undsci.berkeley.edu/article/whathassciencedone_03
|
| Discuss the importance of international collaboration, e.g. involving the Square Kilometre Array: | |
| Observations
Observations lead to the recognition of patterns and trends, the construction of meaning, the development of conclusions, or the development of further questions to investigate. Observations in science involve using the senses or instruments to acquire primary data. Record a range of observations from scientific phenomena. |
Undertake simple chemical reactions (such as precipitation) or produce physical changes (e.g. evaporation of salt solution on a microscope slide) to record detailed observations.
Assess differences in a range of physical characteristics using images from the SA Seed Conservation Centre: |
| Questioning and thinking
The interactions between science, technology, and society are driven by the questioning of encountered phenomena and the recognition of needs, challenges, problems, and opportunities that arise.
Investigations are designed to enable observations to be explored, questions to be answered, and possible solutions to be generated. Complex problems need to be deconstructed into manageable problem sets. This often requires synthesising new knowledge.
Preliminary research leads to predictions. |
Discuss ways to deconstruct a problem.
Discuss aspects of testing ideas using, for example: http://undsci.berkeley.edu/article/scienceflowchart Formulate questions and identify problems to investigate both individually and collaboratively. These may be developed but not investigated further. Useful website: |
| Design
Identification of the factors that influence an investigation can lead to the development of a hypothesis.
Variables are factors that may affect the outcome of an investigation. They can be altered, measured, and may be controlled in investigations.
Scientifically designed procedures provide measurable evidence.
Materials are required to implement scientific investigations.
Safety and ethics are essential in any scientific investigation.
Investigations often require iterative or non-sequential approaches. Recommend and/or undertake subsequent or related investigations |
Identify and discuss relevant ethical and legal considerations in different contexts, using, for example:
http://www.visionlearning.com/en/library/Process-of-Science/49/Scientific-Ethics/161 http://undsci.berkeley.edu/article/0_0_0/sciencetoolkit_06 Use scenarios to explore safety and ethical risks. Design investigations that require investigable questions and imaginative solutions (with or without implementation). Critique proposed investigations, using the conclusion of one investigation to propose subsequent experiments. Change an independent variable or requirement in a given procedure or design and adapting the method. Research, develop, and trial method or design. Improve an existing procedure or design. Identify options for measuring the dependent variable. Research hazards related to the use and disposal of chemicals and materials, using, for example: https://www.safework.sa.gov.au/resources/managing-risks-hazardous-chemicals-workplace# Develop safety audits using the example from the Student RiskAssess brochure: https://www.riskassess.com.au/info/learning_resources Investigate the impacts of examples of scientific fraud using, for example: http://www.neatorama.com/2006/09/19/10scientific-frauds-that-rocked-the-world/, or http://listverse.com/2008/04/09/top-10-scientific-frauds-and-hoaxes/ |
| Conducting Investigations
Obtaining meaningful data depends on conducting investigations using appropriate procedures and safe, ethical working practices.
individual and collaborative work. |
Discuss and identify equipment, materials, or instruments fit for purpose.
Practise techniques and safe use of apparatus, using, for example, Interactive Lab Primer: Practise small-scale laboratory techniques. Discuss contributions of scientists who invented significant pieces of apparatus, or techniques (e.g. Jonas Salk, André-Marie Ampère, Stephanie Kwolek, Zacharias Janssen, Ann Tsukamoto) and the impact their inventions have had on society. |
| Collecting data
Observations allow for the collection and recording of data that is both qualitative and quantitative. Quantitative data can be generated from qualitative data.
Generate quantitative data from appropriate sources of qualitative data |
Investigate how qualitative and quantitative data can be collected, such as measuring plant population density using the quadrat method.
https://www.youtube.com/watch?v=KuG-UjpQzm0 Use smartphones to collect and analyse data, e.g. using: Compare the accuracy and/or sensitivity of different data-collecting tools or sensors. Discuss the impact that data collection and reporting has on society. This could include, for example, collection of exercise data, heart rate, or blood sugar level, or the reporting of data related to different types of cancers. |
| Representing data
Tables, charts, and graphs can be used to represent the results of investigations and support the collation and analysis of data.
Tables can be used to organise and process raw data.
Data can be represented visually as charts, graphs, and diagrams, including pie charts, bar graphs, line graphs, and scatter plots. Visually displaying data can allow for comparisons of the relative size of values and relationships to be established between variables.
|
Discuss guidelines for making data tables, e.g. using:
http://www.sedl.org/afterschool/toolkits/science/pdf/ast_sci_data_tables_guidelines.pdf http://www.sedl.org/afterschool/toolkits/science/pdf/ast_sci_data_tables_checklist.pdf Discuss the advantages and disadvantages of different methods for representing data. Practise constructing data tables, using, for example: http://www.sedl.org/afterschool/toolkits/science/pdf/ast_sci_data_tables_sample.pdf ‘A Beginners Guide to Graphing Data’: Construct graphs:
Discuss the misunderstandings that can result when data is presented in a misleading way, e.g. by using an inappropriate scale. Useful website: Explore claims made using data inappropriately in food advertising. |
| Describing relationships
The shape of a graph shows the relationship between the variables. Linear relationships are represented in graphs as straight lines.
Proportional values are related by a constant multiplier. Directly proportional relationships in a graph can be represented by a straight line that passes through the origin.
The gradient of a graphed line can be used to interpret relationships such as rate. Calculate the slope of a line or tangent, if appropriate.
|
Discuss the interpretation of graphs in science, e.g. using:
Use examples from Chapter 7 in The Language of Mathematics in Science: https://www.ase.org.uk/mathsinscience to:
|
| Using graphs to make predictionsOn a graph:
– interpolation involves estimating values within the range of the data set. – extrapolation involves estimating values outside the range of the data set.
|
Discuss when it is and is not appropriate to extrapolate to make predictions from graphs.
Develop skills in interpolating and extrapolating graphs to make predictions using real or simulated data, for example, from CSIRO or the Australian Bureau of Statistics (ABS). Explore ways in which the extrapolation of data can be used to make predictions which impact on society, for example, for taking action on climate change. |
| Variability in data
For all measurements, there is uncertainty in the measured values, hence a source of variability in data. Variability depends both on the nature of the measuring instrument and on what is being measured.
Scatter indicates the presence of random errors.
The precision of results depends on how well random errors are controlled.
The design of an experiment should minimise the effects of random errors.
Variation from the true value (if obtainable) may be used to indicate the accuracy of the investigation.
The accuracy of results is altered by the presence of systematic errors.
An outlier is a value in a set of data that is recognised as an anomaly. Outliers may be the result of mistakes. Identify outliers in data sets. |
Explore examples of variations in data e.g. using:
http://www.visionlearning.com/en/library/Process-of-Science/49/Uncertainty-Error-and-Confidence/157 https://www.e-education.psu.edu/geog 486/node/1890 https://www.nde-ed.org/General Resources/ErrorAnalysis/UncertaintyTerms.htm |
| Evaluation
Critical evaluation of procedures and analysis of data can determine the reliability and accuracy of the data.
An outcome that appears to be a ‘failure’ may provide opportunities for learning and refinement of models or procedures. |
Discuss how the repeating of an investigation with different materials/equipment may detect a systematic error.
Use an example of an investigation report to develop report-writing skills. Discuss the role of failure in the progress of science. Useful websites: |
| Conclusions
Critical evaluation of procedures and data/outcomes can determine the meaningfulness of conclusions.
The results of some investigations may not lead to definitive conclusions.
|
Evaluate procedures and data sets provided by the teacher to determine and hence comment on the limitations of possible conclusions.
Use data sets to discuss the limitations of the data in relation to the range of possible conclusions that could be made. Discuss ways to further investigate problems or improve experimental methods so that alternative conclusions may be considered. Perform experiments to test an improvement to a procedure to determine if the conclusion can be altered. |
| Collaboration
Collaboration increases the likelihood of a successful outcome by bringing together diverse ideas, enabling critical discussion and feedback, and sharing expertise.
|
Use the jigsaw technique to help students develop effective communication skills in group.
Discuss real-world problems to develop critical and creative thinking skills. |
| Scientific models and mathematical equations
Many mathematical relationships in science can be modelled by equations and formulae. Mathematical equations and scientific formulae contain variables that may be manipulated.
Manipulate units in calculations. |
Study formulae applied in different science disciplines and mathematics.
Practise rearranging simple equations with the assistance of strategies such as formula triangles. Construct chemical formulae and equations. Determine the origin or derivation of units for various scientific quantities. |
| Significant figures, resolution and rounding in calculations
Measurements are limited by the resolution of the instrument or apparatus. The scale that is available defines the number of significant figures that can be read and recorded.
Significant figures are related to the number of digits that contribute information about the size of the value.
For a set of values used in a calculation, calculated values should reflect the lowest resolution available.
|
Clarify understanding of significant figures.
https://www.khanacademy.org/math/algebrapre-/decimals-pre-alg/sig-figs-pre-alg/v/significant-figures Develop skills by practising identifying significant figures, e.g. using: Examine various pieces of equipment to determine resolution. Discuss the importance of significant figures when measuring very small quantities, for example, when measuring concentrations of pollutants in air, water, or bodily fluids. Apply and interconvert units and prefixes using data from, e.g. problem sets in Science Primer: |
| SI prefixes and units
Very large or very small values may be more effectively expressed using prefixes or scientific notation.
A unit of measurement is a standard used in measuring and identifying a quantity.
|
Discuss the significance of the General Conference on Weights and Measures.
Useful website: http://physics.nist.gov/cuu/Units/history.html Discuss the failure of the Mars Climate Orbiter due to incorrect use of units: |
| Scale drawings and diagrams
Scale drawings of objects or observations ensure that all dimensions of the original object are multiplied by a scale factor.
Scientific diagrams are constructed by simple line representations and are clearly labelled.
|
Construct scale drawings using design or drawing software.
Practise drawing laboratory instruments and apparatus. http://www.pearsonplaces.com.au/portals/0/teacherlounge/sf1_2/sf1hw12.pdf Develop skills representing scientific images electronically using free software. |
| Communicating science
Science communication often requires complex concepts and terminology to be simplified into accessible ideas and language.
Processes and interconnected concepts can be represented as flow charts and concept maps.
|
Discuss ways in which science is communicated to the public, using, for example, Australia’s Science Channel:
https://www.australiascience.tv/ Discuss the importance and limitations of peer review: https://sciencebasedmedicine.org/the-importance-and-limitations-of-peer-review/ Distinguish between reference lists and bibliographies. Discuss different styles of citation, using, for example: http://www.scientificstyleandformat.org/Tools/SSF-Citation-Quick-Guide.html Review scientific articles or presentations to recognise conventions. Construct flow diagrams or concept maps by hand or electronically, using concept‑mapping tools, for example: https://ltlatnd.wordpress.com/2011/05/11/ten-popular-concept-mapping-tools/ Improve science communication skills using, for example: UBC Science Writing https://www.youtube.com/channel/UCvynvmsn_NTlS9lc8cH-OFw Use written, oral, and multimodal formats to communicate scientifically. Use, for example, presentation software such as: https://www.powtoon.com/?edgetrackerid=10065846701972&gclid=COqbl-DRus4CFYNjvAodwscKkA Analyse referencing and/or footnoting in articles from different sources. Investigate examples of peer review having significant impact, e.g. stem cell research: https://science.howstuffworks.com/innovation/scientific-experiments/scientific-peer-review.htm |
III. ASSESSMENT SCOPE AND REQUIREMENTS
All Stage 2 subjects have a school assessment component and an external assessment component.
1. Evidence of learning
The following assessment types enable students to demonstrate their learning in Stage 2 Scientific Studies:
School Assessment (70%)
- Assessment Type 1: Inquiry Folio (50%)
- Assessment Type 2: Collaborative Inquiry (20%)
External Assessment (30%)
- Assessment Type 3: Individual Inquiry (30%).
Students provide evidence of their learning through seven assessments, including the external assessment. Students complete:
- one inquiry folio, comprising:
- three tasks with a focus on science inquiry skills
- one investigation with a focus on science as a human endeavour
- one individual inquiry design proposal
- one collaborative inquiry
- one individual inquiry
2. Assessment design criteria
The assessment design criteria are based on the learning requirements and are used by:
- teachers to clarify for the student what he or she needs to learn
- teachers and assessors to design opportunities for the student to provide evidence of his or her learning at the highest possible level of achievement.
The assessment design criteria consist of specific features that:
- students should demonstrate in their learning
- teachers and assessors look for as evidence that students have met the learning requirements.
For this subject the assessment design criteria are:
- investigation, analysis, and evaluation
- knowledge and application.
The specific features of these criteria are described below.
The set of assessments, as a whole, must give students opportunities to demonstrate each of the specific features by the completion of study of the subject.
2.1. Investigation, Analysis, and Evaluation
The specific features are as follows:
- IAE1: Deconstruction of a problem and design of a scientific investigation, using a scientific method and/or engineering design process.
- IAE2: Obtaining, recording, and representation of data, using appropriate procedures, conventions, and formats.
- IAE3: Analysis and interpretation of results to formulate and justify conclusions.
- IAE4: Evaluation of procedures and their effect on data.
- IAE5: Evaluation of the effectiveness of collaboration and its impact on results/outcomes.
2.2. Knowledge and Application
The specific features are as follows:
- KA1: Demonstration of knowledge and understanding of science inquiry skills and scientific concepts.
- KA2: Application of science inquiry skills and scientific concepts in new and familiar contexts.
- KA3: Exploration and understanding of the interaction between science and society.
- KA4: Communication of knowledge and understanding of scientific concepts, using appropriate terms, conventions, and representations.
3. School assessment
3.1. Assessment Type 1: Inquiry Folio (50%)
Students undertake:
- three tasks with a focus on science inquiry skills
- one investigation with a focus on science as a human endeavour
- one individual inquiry design proposal.
Science Inquiry Skills Tasks
Students use science inquiry skills to inquire into aspects of science from various perspectives. These inquiries may involve contexts of interest or contexts based on scientific concepts that enable students to extend their science inquiry skills through practical tasks, and/or selecting, analysing, and interpreting information related to science inquiry skills in various forms.
Science inquiry skills tasks can be conducted individually or collaboratively; however, for each task, students present their own outcomes.
Science inquiry may include engineering design for the purposes of this subject.
Science inquiry skills tasks allow students to provide evidence of their learning in tasks that may:
- be applied, analytical, and/or interpretative
- pose problems in new and familiar contexts.
Science inquiry skills tasks may include, for example:
- design of practical investigations
- completion of practical investigations
- design or modify models or prototypes to find new solutions to problems
- investigation of scientific claims
- analysing the accuracy of published data
- identifying trends and forming hypotheses from ‘big data’ sets
- investigation of the accuracy of equipment or models
- investigation of scientific myths
- research into discipline knowledge
- delivery of workshops
- preparation for and participation in a debate
- a response to science in the media
- developing simulations or models
- practical and/or data representation skills
- analysing the effectiveness of equipment for use
As a set, science inquiry skills tasks should be designed to enable students to apply their science inquiry skills, demonstrate knowledge and understanding of key scientific concepts and learning, and explain connections with science as a human endeavour. Students should inquire into problems and scenarios in a relevant context.
The set of science inquiry skills tasks should be a maximum of 12 pages or the equivalent in multimodal form.
Pages should be single-sided A4 with minimum font size 10. Page reduction, such as two A4 pages reduced to fit on one A4 page, is not acceptable.
Science as a Human Endeavour Investigation
Students investigate a contemporary example of how science interacts with society. This may focus on one or more of the aspects of science as a human endeavour described on pages 9 and 10, and may draw on an inquiry context or a discipline context.
Students select and explore a recent discovery, innovation, issue, or advance. They analyse and synthesise information from different sources to explain the scientific concepts relevant to the focus of their investigation, show its connections to science as a human endeavour, and develop and justify their own conclusions. The investigation should be related to the program that the students are undertaking.
Possible starting points for the investigation could include, for example:
- the announcement of a discovery in the field of science
- an expert’s point of view on a controversial innovation
- a TED talk based on a scientific development
- an article from a scientific publication (e.g. Cosmos)
- public concern about an issue that has environmental, social, economic, or political implications
- changes in government funding for science-related purposes, e.g. for scientific research into biotechnology, conservation planning, recycling, safe disposal of nuclear waste, energy supplies, engineering solutions
- innovative directions in research.
Based on their investigation, students prepare a scientific communication, which must include the use of scientific terminology and:
- an introduction to identify the focus of the investigation and the key concept(s) of science as a human endeavour that it links to
- relevant scientific concepts or background
- an explanation of how the focus of the investigation illustrates the interaction between science and society, including a discussion of the potential impact of the focus of the investigation, e.g. further development, effect on quality of life, environmental implications, economic impact, intrinsic interest
- a conclusion
- citations and referencing.
The scientific communication should be a maximum of 10 minutes for an oral presentation, 1500 words if written, or the equivalent in multimodal form.
This communication could take the form of, for example:
- an oral or multimodal scientific presentation
- an article for a scientific publication.
Individual Inquiry Design Proposal
In readiness for their external assessment, students individually prepare a proposal for a practical scientific investigation for which the outcome is uncertain. The proposal will form the basis of Assessment Type 3: Individual Inquiry. Students may use a scientific method or an engineering design process to obtain primary data. The investigation should be related to the program that the students are undertaking.
The design proposal includes:
- a statement of an investigable question or hypothesis, problem, need, or opportunity depending on whether the student chooses to use a scientific method or engineering design processes.
- a deconstruction of the problem
- an appropriate method designed to obtain primary data
- a justification of the plan of action
Students should be encouraged to be innovative in their inquiry and understand that the risk of an unexpected outcome is not a failure but an inherent part of scientific investigation.
The proposal is assessed and feedback is given before the student begins Assessment Type 3: Individual Inquiry.
The design proposal should be a maximum of 4 sides of an A4 page if written or diagrammatic, or the equivalent in multimodal form.
The proposal could take the form of, for example:
- a concept map
- flow charts
- an oral or multimodal presentation
- a science grant application.
The teacher should provide feedback to students on their individual inquiry design proposal, and improvements made as a result of the feedback should be reflected in the final report for Assessment Type 3: Individual Inquiry.
For this assessment type, students provide evidence of their learning primarily in relation to the following assessment design criteria:
- investigation, analysis, and evaluation
- knowledge and application.
3.2. Assessment Type 2: Collaborative Inquiry (20%)
Students undertake one collaborative inquiry.
The collaborative inquiry has two parts:
- the collaborative inquiry design
- the collaborative inquiry evaluation.
Collaborative Inquiry Design
Students collaborate to design and conduct a scientific investigation related to the program and for which the outcome is uncertain. Students are encouraged to experiment with and test ideas using primary data they have obtained. The design may be based on the development of an investigation using a hypothesis or based on the development of an innovative prototype to solve a real-world problem. The design enables students to extend their science inquiry skills by:
- deconstructing a problem to determine the most appropriate method for investigation
- formulating investigable questions, hypotheses, or proposed solutions
- selecting, trialling, and using appropriate equipment, apparatus, and techniques
- identifying variables.
Science inquiry may include engineering design for the purposes of this subject.
Students record individually, in a personal journal:
- initial thinking, ideas, and their individual deconstruction of the problem
- evidence of their own contribution to the project and supporting documentation on the application of their collaborative skills
- representation(s) of the data collected by the group
- preliminary analysis and interpretation of results/outcomes
- connections between results and scientific concepts.
The personal journal should have no more than twelve A4 pages if written or the equivalent in multimodal form.
Pages should be single-sided A4 with minimum font size 10. Page reduction, such as two A4 pages reduced to fit on one A4 page, is not acceptable.
The personal journal represents the work and critical thinking of the student.
The journal should include the student’s deconstruction and may also include, but is not limited to:
- planning strategies
- methods trialled
- suggestions for improvements
- ideas or questions investigated or posed
- reflection on progress
- pictorial record of experiments
- analysis of primary data
- future planning
- peer review.
Collaborative Inquiry Evaluation
Students individually evaluate the collaborative inquiry, in the style of a recorded pitch, defence, or justification.
This evaluation should include:
- a summary of the design and hypothesis or problem/need/opportunity
- an evaluation of the procedures and results/outcomes
- an evaluation of the effectiveness of collaboration and its impact on results/outcomes
- a conclusion with justification and the consideration of possible limitations.
The recorded pitch, defence, or justification should be a maximum of 5 minutes per student if oral or the equivalent if multimodal.
The format may be, for example:
- conversation with the teacher and/or other students
- individually recorded
For this assessment type, students provide evidence of their learning in relation to the following assessment design criteria:
- investigation, analysis, and evaluation
- knowledge and application.
4. External assessment
Assessment Type 3: Individual Inquiry (30%)
Students undertake one individual inquiry using the proposal developed and assessed in Assessment Type 1: Inquiry Folio. Students use the design proposal (incorporating changes made as a result of the feedback, if appropriate) from Assessment Type 1: Inquiry Folio to conduct a practical investigation for which the outcome is uncertain.
Students present an individual report that summarises the proposal, identifies any modifications made to the procedure as a result of feedback from the teacher, analyses the data obtained, and evaluates the method or model(s) used. If the results are unexpected, the student discusses the reasons for these results as part of their evaluation.
The individual inquiry has three parts:
- the design proposal undertaken as a part of the school-assessed tasks for Assessment Type 1: Inquiry Folio. This is part of the school assessment and is not assessed with the external assessment.
- the practical investigation
- a report of the findings of the investigation, submitted for external assessment.
The report must include:
- introduction, providing the basis for the investigation
- summary of the design of the investigation or model(s), including the hypothesis or solution and modifications as a result of feedback
- results of the practical investigation and analysis of the results, including identification of trends and linking results to relevant discipline knowledge
- evaluation of the method/model(s) used
- identification of sources of uncertainty
- conclusion with justification and consideration of the limitations of the investigation
- citations and referencing.
The combined word count for the individual investigation report should be a maximum of 1500 words (excluding the representation of data), if written, or the equivalent in multimodal form. It is anticipated that students will submit their report electronically.
The following specific features of the assessment design criteria for this subject are assessed in the individual inquiry:
- investigation, analysis, and evaluation – IAE2, IAE3, IAE4
- knowledge and application – KA1, KA4.
5. Performance standards
The performance standards describe five levels of achievement, A to E.
Each level of achievement describes the knowledge, skills, and understanding that teachers and assessors refer to in deciding how well a student has demonstrated his or her learning on the basis of the evidence provided.
During the teaching and learning program the teacher gives students feedback on their learning, with reference to the performance standards.
The student’s school assessment and external assessment are combined for a final result, which is reported as a grade between A+ and E–.
| Investigation, Analysis and Evaluation | Knowledge and Application | |
| A | Critically deconstructs a problem and designs a logical, coherent, and detailed scientific investigation, using a scientific method and/or engineering design process.
Obtains, records, and represents data, using appropriate procedures, conventions, and formats accurately and highly effectively. Systematically analyses and interprets data and evidence to formulate logical conclusions with detailed justification. Critically and logically evaluates procedures and their effect on data. Critically and perceptively evaluates the effectiveness of collaboration and its impact on results/outcomes. |
Demonstrates deep and broad knowledge and understanding of a range of science inquiry skills and scientific concepts.
Applies science inquiry skills and scientific concepts highly effectively in new and familiar contexts. Critically explores and understands in depth the interaction between science and society. Communicates knowledge and understanding of scientific concepts coherently, with highly effective use of appropriate terms, conventions, and representations. |
| B | Logically deconstructs a problem and designs a well-considered and clear scientific investigation, using a scientific method and/or engineering design process.
Obtains, records, and represents data, using appropriate procedures, conventions, and formats mostly accurately and effectively. Logically analyses and interprets data and evidence to formulate suitable conclusions with reasonable justification. Logically evaluates procedures and their effect on data. Critically evaluates the effectiveness of collaboration and its impact on results/outcomes. |
Demonstrates some depth and breadth of knowledge and understanding of a range of science inquiry skills and scientific concepts.
Applies science inquiry skills and scientific concepts mostly effectively in new and familiar contexts. Logically explores and understands in some depth the interaction between science and society. Communicates knowledge and understanding of scientific concepts, with mostly coherent and effective use of appropriate terms, conventions, and representations. |
| C | Deconstructs a problem and designs a considered and generally clear scientific investigation, using a scientific method and/or engineering design process.
Obtains, records, and represents data, using generally appropriate procedures, conventions, and formats, with some errors but generally accurately and effectively. Undertakes some analysis and interpretation of data and evidence to formulate generally appropriate conclusions with some justification. Evaluates procedures and some of their effect on data. Evaluates the effectiveness of collaboration and its impact on results/outcomes. |
Demonstrates knowledge and understanding of a general range of science inquiry skills and scientific concepts.
Applies science inquiry skills and scientific concepts generally effectively in new or familiar contexts. Explores and understands aspects of the interaction between science and society. Communicates knowledge and understanding of scientific concepts, with generally effective use of appropriate terms, conventions, and representations. |
| D | Prepares a basic deconstruction of a problem and an outline of a scientific investigation using a scientific method and/or engineering design process.
Obtains, records, and represents data, using procedures, conventions, and formats inconsistently, with occasional accuracy and effectiveness. Describes data and undertakes some basic interpretation to formulate a basic conclusion. Attempts to evaluate procedures or suggest an effect on data. Attempts to evaluate the effectiveness of collaboration and its impact on results/outcomes. |
Demonstrates some basic knowledge and partial understanding of science inquiry skills and scientific concepts.
Applies some science inquiry skills and understanding of scientific concepts in familiar contexts. Partially explores and recognises aspects of the interaction between science and society. Communicates basic scientific information, using some appropriate terms, conventions, and/or representations. |
| E | Attempts a simple deconstruction of a problem and a procedure for a scientific investigation, using a scientific method and/or engineering design process.
Attempts to use some procedures and record and represent some data, with limited accuracy or effectiveness. Attempts to describe results and/or interpret data to formulate a basic conclusion. Acknowledges that procedures affect data. Acknowledges the effectiveness of collaboration and its impact on results/outcomes. |
Demonstrates limited recognition and awareness of science inquiry skills and/or scientific concepts.
Attempts to apply science inquiry skills and understanding of scientific concepts in familiar contexts. Attempts to explore and identify an aspect of the interaction between science and society. Attempts to communicate information about science. |
6. Assessment integrity
The SACE Assuring Assessment Integrity Policy outlines the principles and processes that teachers and assessors follow to assure the integrity of student assessments. This policy is available on the SACE website (www.sace.sa.edu.au) as part of the SACE Policy Framework.
The SACE Board uses a range of quality assurance processes so that the grades awarded for student achievement, in both the school assessment and the external assessment, are applied consistently and fairly against the performance standards for a subject, and are comparable across all schools.
Information and guidelines on quality assurance in assessment at Stage 2 are available on the SACE website (www.sace.sa.edu.au).
IV. SUPPORT MATERIALS
1. Subject-specific advice
Online support materials are provided for each subject and updated regularly on the SACE website (www.sace.sa.edu.au). Examples of support materials are sample learning and assessment plans, annotated assessment tasks, annotated student responses, and recommended resource materials.
2. Advice on ethical study and research
Advice for students and teachers on ethical study and research practices is available in the guidelines on the ethical conduct of research in the SACE on the SACE website (www.sace.sa.edu.au).