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• 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

• VCSIS134

  Formulate questions or hypotheses that can be investigated scientifically, including identification of independent, dependent and controlled variables

  Elaborations

  • formulating questions that can be investigated within the scope of the classroom or field with available resources
  • developing ideas from students' own or others' investigations and experiences to investigate further
  • revising and refining research questions to target specific information and data collection or finding a solution to the specific problem identified

  VCSIS134 | Science | Levels 9 and 10 | Science Inquiry Skills | Questioning and predicting

• VCSIS107

  Identify questions, problems and claims that can be investigated scientifically and make predictions based on scientific knowledge

  Elaborations

  • considering whether an investigation using available resources is possible when identifying questions or problems to investigate
  • using information and knowledge from their own investigations and secondary sources to predict the expected results from an investigation
  • recognising that the solution of some questions and problems may require consideration of social, cultural, economic or moral factors in addition to results from scientific investigation

  VCSIS107 | Science | Levels 7 and 8 | Science Inquiry Skills | Questioning and predicting

• VCSSU115

  Advances in scientific understanding often rely on developments in technology and technological advances are often linked to scientific discoveries

  Elaborations

  • considering how the properties of electromagnetic radiation relate to its uses, for example, radar, medical diagnosis and treatment, mobile phone communications and microwave cooking
  • considering how information technology can be applied to different areas of science, for example, bioinformatics, the Square Kilometre Array, DNA sequencing and the analysis of radio astronomy signals
  • considering how computer modelling and imaging technologies has improved knowledge and predictability of phenomena, for example, climate change, atmospheric pollution, plate tectonic movement, and body system functions and interactions

  VCSSU115 | Science | Levels 9 and 10 | Science Understanding | Science as a human endeavour

• VCSIS065

  With guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on prior knowledge

  Elaborations

  • listing shared experiences as a whole class and identifying possible investigations
  • reflecting on familiar situations to make predictions with teacher guidance

  VCSIS065 | Science | Levels 3 and 4 | Science Inquiry Skills | Questioning and predicting

• VCSSU090

  Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations

  Elaborations

  • considering decisions made in relation to the recycling of greywater and blackwater
  • investigating strategies implemented to maintain part of the local environment, such as bushland, a beach, a lake, a desert or a shoreline
  • investigating the development of vehicles over time, including the application of science and technology to the designs of solar-powered or electric vehicles
  • relating regulations about wearing seatbelts or safety helmets to knowledge of forces and motion
  • discussing ethical issues that arise from organ transplantation

  VCSSU090 | Science | Levels 7 and 8 | 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

• VCSIS082

  With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an investigation might be based on previous experiences or general rules

  Elaborations

  • exploring a range of questions that can be asked about a problem or phenomena and, with guidance, identifying those questions that could be investigated by students
  • refining questions to enable scientific investigation
  • applying experience from previous investigations to predict the outcomes of investigations in new contexts

  VCSIS082 | Science | Levels 5 and 6 | Science Inquiry Skills | Questioning and predicting

• VCSIS136

  Select and use appropriate equipment and technologies to systematically collect and record accurate and reliable data, and use repeat trials to improve accuracy, precision and reliability

  Elaborations

  • applying specific skills in the use of scientific instruments
  • selecting and using probes and data loggers to record information
  • identifying how human error can influence the reliability of data

  VCSIS136 | Science | Levels 9 and 10 | Science Inquiry Skills | Planning and conducting

• VCSIS026

  Supported to engage in simple scientific inquiry

  Elaborations

  • engaging in simple scientific inquiry to find answers to simple questions, for example, ‘What happens when I freeze water?’
  • participating in simple structured investigations to explore an object’s characteristics

  VCSIS026 | Science | Level C | Science Inquiry Skills | Questioning and predicting

• VCSSU060

  Natural and processed materials have a range of physical properties; these properties can influence their use

  Elaborations

  • describing a range of common materials, such as metals or plastics, and their uses
  • investigating a particular property across a range of materials
  • selecting materials for a specified use based on their properties

  VCSSU060 | Science | Levels 3 and 4 | Science Understanding | Chemical sciences

• VCSSU114

  Scientific understanding, including models and theories, are contestable and are refined over time through a process of review by the scientific community

  Elaborations

  • considering how ideas about disease transmission have changed from medieval time to the present as knowledge has developed
  • investigating the historical development of models of the structure of the atom
  • investigating how the theory of plate tectonics developed, based on evidence from seafloor spreading and occurrence of earthquakes and volcanic activity
  • recognising the contribution of Australian scientists, for example, Brian Schmidt and Penny Sackett, in the exploration and study of the Universe

  VCSSU114 | Science | Levels 9 and 10 | Science Understanding | Science as a human endeavour

• VCSIS139

  Use knowledge of scientific concepts to evaluate investigation conclusions, including assessing the approaches used to solve problems, critically analysing the validity of information obtained from primary and secondary sources, suggesting possible alternative explanations and describing specific...

  Elaborations

  • discussing what is meant by 'validity' and how we can evaluate the validity of information in secondary sources
  • judging the validity of science-related media reports and how these reports might be interpreted by the public
  • using primary or secondary scientific evidence to support or refute a conclusion or claim
  • suggesting more than one possible explanation of the data presented

  VCSIS139 | Science | Levels 9 and 10 | Science Inquiry Skills | Analysing and evaluating

• VCSSU093

  Interactions between organisms can be described in terms of food chains and food webs and can be affected by human activity

  Elaborations

  • constructing and interpreting food chains and food webs to show relationships between organisms in an environment
  • recognising the role of microorganisms within food chains and food webs
  • researching examples of human impacts on specific ecosystems, for example, the use of fire by traditional Aboriginal people, the effects of palm oil harvesting, deforestation, agricultural practices or the introduction of new species

  VCSSU093 | Science | Levels 7 and 8 | Science Understanding | Biological sciences

• VCSIS140

  Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations

  Elaborations

  • using secondary sources as well as students’ own findings to help explain a scientific concept
  • using a range of representations, including mathematical and symbolic forms, to communicate science ideas
  • presenting results and ideas using formal experimental reports, oral presentations, multimodal presentations, poster presentations and contributing to group discussions

  VCSIS140 | Science | Levels 9 and 10 | Science Inquiry Skills | Communicating

• VCSSU042

  Living things have a variety of external features and live in different places where their basic needs, including food, water and shelter, are met

  Elaborations

  • recognising common features of animals, for example, head, legs and wings
  • describing the use of animal body parts for particular purposes, for example, moving and feeding
  • identifying common features of plants, for example, leaves and roots
  • recognising that different living things live in different places, for example, land and water
  • exploring what happens when habitats change and some living things can no longer have their needs met

  VCSSU042 | Science | Foundation to Level 2 | Science Understanding | Biological sciences

• VCSIS113

  Communicate ideas, findings and solutions to problems including identifying impacts and limitations of conclusions and using appropriate scientific language and representations

  Elaborations

  • using digital technologies to access information, to communicate and collaborate with others on and off site and to present science ideas
  • selecting and using appropriate language and representations to communicate science ideas within a specified text type and for a specified audience

  VCSIS113 | Science | Levels 7 and 8 | Science Inquiry Skills | Communicating

• VCSIS040

  Use both general terms and simple, scientific vocabulary to begin to describe their activities and observations

  Elaborations

  • working in a small group (with teacher support) using photos and real objects to describe what they have done and what they have found out
  • communicating ideas using images, key words, alternative and augmentative communication systems and answering ‘yes’ or ‘no’ questions related to their findings

  VCSIS040 | Science | Level D | Science Inquiry Skills | Communicating

• VCSIS111

  Use scientific knowledge and findings from investigations to identify relationships, evaluate claims and draw conclusions

  Elaborations

  • identifying data that provides evidence to support or refute the hypothesis being tested
  • drawing conclusions based on a range of evidence including from primary and secondary sources

  VCSIS111 | Science | Levels 7 and 8 | Science Inquiry Skills | Analysing and evaluating

• VCSIS072

  Represent and communicate observations, ideas and findings to show patterns and relationships using formal and informal scientific language

  Elaborations

  • using simple explanations and arguments, reports or graphical representations to communicate ideas to other students
  • communicating with other students carrying out similar investigations to share experiences and improve investigation skills

  VCSIS072 | Science | Levels 3 and 4 | Science Inquiry Skills | Communicating