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• VCSSU045

  Everyday materials can be physically changed or combined with other materials in a variety of ways for particular purposes

  Elaborations

  • predicting and comparing how the shapes of objects made from different materials can be physically changed through different actions, for example, bending, stretching and twisting
  • investigating how food can be mixed to form different products, for example, jelly, ice cream or cake
  • suggesting why different parts of everyday objects such as toys and clothes are made from different materials
  • identifying materials that can be changed and remade or recycled into new products, for example, paper and plastic

  VCSSU045 | Science | Foundation to Level 2 | Science Understanding | Chemical sciences

• VCSSU064

  Forces can be exerted by one object on another through direct contact or from a distance

  Elaborations

  • exploring how non-contact forces are similar to contact forces in terms of objects pushing and pulling another object
  • investigating the effect of forces on the behaviour of an object through different actions, for example, throwing, dropping, bouncing and rolling
  • comparing and contrasting the effect of friction on different surfaces, for example, the abrasion of tyres and shoes on a range of surfaces
  • exploring the forces of attraction and repulsion between magnets

  VCSSU064 | Science | Levels 3 and 4 | Science Understanding | Physical sciences

• VCSSU080

  Light from a source forms shadows and can be absorbed, reflected and refracted

  Elaborations

  • classifying materials as transparent, opaque or translucent based on the extent to which light passes through them or is absorbed
  • exploring the use of mirrors to demonstrate the reflection of light
  • recognising the refraction of light at the surfaces of different transparent materials, for example, when light travels from air to water or air to glass
  • recognising that the colour of an object depends on the properties of the object and the colour of the light source

  VCSSU080 | Science | Levels 5 and 6 | Science Understanding | Physical sciences

• VCSSU011

  Objects and the world around us can be explored

  Elaborations

  • manipulating a variety of materials to explore their characteristics, for example, sensory tubs filled with pasta, feathers, water, pebbles
  • observing what happens when materials are mixed, manipulated, moved and changed

  VCSSU011 | Science | Level B | Science Understanding | Science as a human endeavour

• VCSSU089

  Scientific knowledge and understanding of the world changes as new evidence becomes available; science knowledge can develop through collaboration and connecting ideas across the disciplines and practice of science

  Elaborations

  • investigating how advances in telescopes and space probes have provided new evidence about space
  • investigating how the development of microscopes has changed understanding of cell function and malfunction, and how this has led to improved medical treatments for disease
  • investigating how knowledge of the location and extraction of mineral resources relies on expertise from across the disciplines of science
  • considering how advances in technology, combined with scientific understanding of the functioning of body systems, has enabled organ repair and replacement
  • investigating how land management practices of Aboriginal and Torres Strait Islander peoples can help inform sustainable management of the environment

  VCSSU089 | Science | Levels 7 and 8 | Science Understanding | Science as a human endeavour

• VCSSU104

  Energy appears in different forms including movement (kinetic energy), heat, light, chemical energy and potential energy; devices can change energy from one form to another

  Elaborations

  • recognising that kinetic energy is the energy possessed by moving bodies
  • recognising that potential energy is stored energy, for example, gravitational, chemical and elastic energy
  • using flow diagrams to illustrate changes between different forms of energy
  • investigating the energy transformations in devices, for example, a catapult or a water wheel

  VCSSU104 | Science | Levels 7 and 8 | Science Understanding | Physical sciences

• VCSSU116

  The values and needs of contemporary society can influence the focus of scientific research

  Elaborations

  • investigating how social actions have led to changed government policies and social behavioural change in relation to the use of chlorofluorocarbons (CFCs) in aerosol spray cans
  • considering how choices related to the use of fuels are influenced by environmental, social and political considerations
  • considering the use of genetic testing for decisions such as genetic counselling, embryo selection, identification of carriers of genetic mutations and the use of this information for personal use or by organisation such as insurance companies or medical facilities

  VCSSU116 | Science | Levels 9 and 10 | Science Understanding | Science as a human endeavour

• VCSSU132

  Energy flow in Earth’s atmosphere can be explained by the processes of heat transfer

  Elaborations

  • recognising that the Law of Conservation of Energy explains that total energy is maintained in energy transfers and transformations
  • recognising that in energy transfers and transformations, a number of steps can occur and the system is not 100% efficient so that usable energy is reduced
  • comparing energy changes in physical events, for example, car crashes, the motion of pendulums, lifting and dropping

  VCSSU132 | Science | Levels 9 and 10 | Science Understanding | Physical sciences

• VCSSU105

  Light can form images using the reflective feature of curved mirrors and the refractive feature of lenses, and can disperse to produce a spectrum which is part of a larger spectrum of radiation

  Elaborations

  • exploring how images can change when the arrangement of the mirror or lens system is altered
  • exploring the mechanism of the human eye and corrective technologies
  • observing the spread and order of colours in the visible spectrum
  • describing the different types of radiation in the larger spectrum of radiation

  VCSSU105 | Science | Levels 7 and 8 | Science Understanding | Physical sciences

• VCSIS084

  Decide which variables should be changed, measured and controlled in fair tests and accurately observe, measure and record data

  Elaborations

  • discussing in groups how investigations can be made as fair as possible
  • using tools and digital technologies to accurately measure objects and events in investigation and exploring which tools provide the most accurate measurements
  • using digital technologies to make accurate measurements and record data

  VCSIS084 | Science | Levels 5 and 6 | Science Inquiry Skills | Planning and conducting

• VCSIS050

  Respond to and pose questions, and make predictions about familiar objects and events

  Elaborations

  • considering questions relating to objects used in everyday life and changes in the weather
  • thinking about ‘What will happen if...?’ type questions about everyday objects and events

  VCSIS050 | Science | Foundation to Level 2 | Science Inquiry Skills | Questioning and predicting

• VCSSU005

  Objects can be moved and touched

  Elaborations

  • demonstrating an awareness of force by watching or causing objects to bounce, swing, roll or slide
  • demonstrating an awareness of energy by responding to a variety of phenomena, for example, flashing lights, noisy toys, mechanical objects moving

  VCSSU005 | Science | Level A | Science Understanding | Physical sciences

• VCSSU013

  Objects can be the same or different and can look and feel different

  Elaborations

  • mixing and playing with various materials, for example, using sand and water to build sandcastles, or pouring water onto a sandy footpath to make a water track
  • exploring and manipulating variety of materials in structured and unstructured activities

  VCSSU013 | Science | Level B | Science Understanding | Chemical sciences

• VCSIS007

  Gather information about objects and events

  Elaborations

  • reacting to sensory input while participating in supported activities related to changes in objects and events, for example, reactions to flashing lights, different types of music, travelling on a bus
  • participating in supported activities related to natural and constructed changes in the environment such as weather, tree planting, vegetable growing

  VCSIS007 | Science | Level A | Science Inquiry Skills | Planning and conducting

• VCSSU025

  Objects can move in different ways

  Elaborations

  • developing a basic understanding of how things move, for example, push and pull, drop or throw, battery power
  • using words that describe simple forces, for example, ‘fast’, ‘slow’, ‘push’, ‘pull’

  VCSSU025 | Science | Level C | Science Understanding | Physical sciences

• VCSSU032

  Living things can be plants or animals

  Elaborations

  • observing the life cycles of living things
  • displaying an understanding of the requirements of living things by caring for them, for example, watering plants and feeding pets

  VCSSU032 | Science | Level D | Science Understanding | Biological sciences

• VCSSU121

  Ecosystems consist of communities of interdependent organisms and abiotic components of the environment; matter and energy flow through these systems

  Elaborations

  • exploring interactions between organisms, for example, predator/prey, parasites, competitors, pollinators and disease vectors
  • using modelling to examine factors that affect population sizes, for example, seasonal changes, destruction of habitats, introduced species
  • investigating how ecosystems change as a result of environmental change, for example, bushfires, drought and flooding

  VCSSU121 | Science | Levels 9 and 10 | Science Understanding | Biological sciences

• VCSSU012

  Living things can look and feel different

  Elaborations

  • handling and observing living and non-living things
  • developing an emerging awareness of some essential characteristics of living things, for example, 'Eyes are for seeing’

  VCSSU012 | Science | Level B | Science Understanding | Biological sciences

• VCSSU106

  The properties of sound can be explained by a wave model

  Elaborations

  • describing how sounds are produced by different musical instruments
  • measuring the speed of sound
  • using a wave model to describe the measured properties of sound, wavelength and frequency

  VCSSU106 | Science | Levels 7 and 8 | Science Understanding | Physical sciences

• VCSSU049

  Light and sound are produced by a range of sources and can be sensed

  Elaborations

  • recognising senses are used to learn about the world around us: our eyes to detect light, our ears to detect sound, touch to feel vibrations, our noses to detect smell and our tongues to detect taste
  • identifying the Sun as a source of light
  • recognising that objects can be seen when light from sources is available to illuminate them
  • exploring different ways to produce sound using familiar objects and actions, for example, striking, blowing, scraping and shaking

  VCSSU049 | Science | Foundation to Level 2 | Science Understanding | Physical sciences