Science inquiry involves identifying and posing questions; planning, conducting and reflecting on ; processing, and interpreting data; and communicating findings. This strand is concerned with claims, investigating ideas, solving problems, reasoning, drawing , and developing -based arguments. Science investigations are activities in which ideas, predictions or hypotheses are tested, and conclusions are drawn in response to a question or problem. Investigations can involve a range of activities, including experimental testing, field work, locating and using information sources, conducting surveys, and using modelling and simulations. The investigation design will depend on the context and subject of the investigation. Science as a Human Endeavour Science concepts, models and theories are reviewed as their predictions and explanations are continually re-assessed through new evidence, often through the application of new technologies. This review process involves a diverse range of scientists working within an increasingly global community of practice. The application of science may provide great benefits to individuals, the community and the environment, but may also pose risks and have unintended consequences. As an ever-evolving body of knowledge, science frequently informs public debate, but is not always able to provide definitive answers. Science Understanding Science understanding is evident when a person selects and integrates appropriate science concepts, models and theories to explain and predict phenomena, and applies those concepts, models and theories to new situations. The Science Understanding content in each unit develops students’ understanding of the key concepts, models and theories that underpin the subject, and of the strengths and limitations of different models and theories for explaining and predicting complex phenomena. Science Understanding can be developed through the selection of contexts that have relevance to, and are engaging for, students. The science curriculum has been designed to provide jurisdictions, schools and teachers with the flexibility to select contexts that meet the social, geographic and learning needs of their students. Safety Science learning experiences may involve the use of potentially hazardous substances and/or hazardous equipment. 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 2011, in addition to relevant state or territory health and safety guidelines. Animal ethics Through a consideration of research ethics as part of Science Inquiry Skills, students will examine their own ethical position, draw on ethical perspectives when designing investigation methods, and ensure that any activities that impact on living organisms comply with the Australian code of practice for the care and use of animals for scientific purposes 8th edition 2013 ().
Science inquiry involves identifying and posing questions; planning, conducting and reflecting on ; processing, and interpreting data; and communicating findings. This strand is concerned with claims, investigating ideas, solving problems, reasoning, drawing , and developing -based arguments. Science investigations are activities in which ideas, predictions or hypotheses are tested, and conclusions are drawn in response to a question or problem. Investigations can involve a range of activities, including experimental testing, field work, locating and using information sources, conducting surveys, and using modelling and simulations. The investigation design will depend on the context and subject of the investigation. Science as a Human Endeavour Science concepts, models and theories are reviewed as their predictions and explanations are continually re-assessed through new evidence, often through the application of new technologies. This review process involves a diverse range of scientists working within an increasingly global community of practice. The application of science may provide great benefits to individuals, the community and the environment, but may also pose risks and have unintended consequences. As an ever-evolving body of knowledge, science frequently informs public debate, but is not always able to provide definitive answers. Science Understanding Science understanding is evident when a person selects and integrates appropriate science concepts, models and theories to explain and predict phenomena, and applies those concepts, models and theories to new situations. The Science Understanding content in each unit develops students’ understanding of the key concepts, models and theories that underpin the subject, and of the strengths and limitations of different models and theories for explaining and predicting complex phenomena. Science Understanding can be developed through the selection of contexts that have relevance to, and are engaging for, students. The science curriculum has been designed to provide jurisdictions, schools and teachers with the flexibility to select contexts that meet the social, geographic and learning needs of their students. Safety Science learning experiences may involve the use of potentially hazardous substances and/or hazardous equipment. 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 2011, in addition to relevant state or territory health and safety guidelines. Animal ethics Through a consideration of research ethics as part of Science Inquiry Skills, students will examine their own ethical position, draw on ethical perspectives when designing investigation methods, and ensure that any activities that impact on living organisms comply with the Australian code of practice for the care and use of animals for scientific purposes 8th edition 2013 ().
Biology-Y11-Syllabus-GeneralGD.DOCX