Year 10 SyllabusTest
Year 10 Syllabus
Year Level Description
The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.
Incorporating the key ideas of science
In the Year 10 curriculum students explore systems at different scales and connect microscopic and macroscopic properties to explain phenomena. Students explore the biological, chemical, geological and physical evidence for different theories, such as the theories of natural selection and the Big Bang.
Students develop their understanding of atomic theory to understand relationships within the periodic table. They understand that motion and forces are related by applying physical laws. They learn about the relationships between aspects of the living, physical and chemical world that are applied to systems on a local and global scale and this enables them to predict how changes will affect equilibrium within these systems.
Science Understanding
Biological sciences
Transmission of heritable characteristics from one generation to the next involves DNA and genes (ACSSU184)
The theory of evolution by natural selection explains the diversity of living things and is supported by a range of scientific evidence (ACSSU185)
Chemical sciences
The atomic structure and properties of elements are used to organise them in the Periodic Table (ACSSU186)
Different types of chemical reactions are used to produce a range of products and can occur at different rates (ACSSU187)
Earth and space sciences
The universe contains features including galaxies, stars and solar systems, and the Big Bang theory can be used to explain the origin of the universe (ACSSU188)
Global systems, including the carbon cycle, rely on interactions involving the biosphere, lithosphere, hydrosphere and atmosphere (ACSSU189)
Physical sciences
Energy conservation in a system can be explained by describing energy transfers and transformations (ACSSU190)
The motion of objects can be described and predicted using the laws of physics (ACSSU229)
Science as a Human Endeavour
Nature and development of science
Scientific understanding, including models and theories, is contestable and is refined over time through a process of review by the scientific community (ACSHE191)
Advances in scientific understanding often rely on technological advances and are often linked to scientific discoveries (ACSHE192)
Use and influence of science
People use scientific knowledge to evaluate whether they accept claims, explanations or predictions, and advances in science can affect people’s lives, including generating new career opportunities (ACSHE194)
Values and needs of contemporary society can influence the focus of scientific research (ACSHE230)
Science Inquiry Skills
Questioning and predicting
Formulate questions or hypotheses that can be investigated scientifically (ACSIS198)
Planning and conducting
Plan, select and use appropriate investigation types, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods (ACSIS199)
Select and use appropriate equipment, including digital technologies, to collect and record data systematically and accurately (ACSIS200)
Processing and analysing data and information
Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies (ACSIS203)
Use knowledge of scientific concepts to draw conclusions that are consistent with evidence (ACSIS204)
Evaluating
Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data (ACSIS205)
Critically analyse the validity of information in primary and secondary sources, and evaluate the approaches used to solve problems (ACSIS206)
Communicating
Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations (ACSIS208)
Year 10 Achievement Standard
Science Understanding
At Standard, students analyse how the periodic table organises elements and use it to make predictions about the properties of elements. They explain how chemical reactions are used to produce particular products and how different factors influence the rate of reactions. Students apply relationships between force, mass and acceleration to predict changes in the motion of objects. They explain the concept of energy conservation and represent energy transfer and transformation within systems. Students describe and analyse interactions and cycles within and between Earth’s spheres. They describe the evidence for scientific theories that explain the origin of the universe and the diversity of life on Earth. Students explain the processes that underpin heredity and evolution.
Science as a Human Endeavour
Students analyse how the models and theories they use have developed over time.
Science Inquiry Skills
Students develop questions and hypotheses and independently design and improve appropriate methods of investigation. They describe how they have considered reliability, safety, fairness and ethical actions in their methods. When analysing data, selecting evidence and developing conclusions, students identify any sources of uncertainty. They evaluate the validity and reliability of claims made in secondary sources with reference to the evidence cited. Students construct evidence-based arguments and select appropriate representations to communicate science ideas.
Year Level Description
The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.
Incorporating the key ideas of science
In the Year 10 curriculum students explore systems at different scales and connect microscopic and macroscopic properties to explain phenomena. Students explore the biological, chemical, geological and physical evidence for different theories, such as the theories of natural selection and the Big Bang.
Students develop their understanding of atomic theory to understand relationships within the periodic table. They understand that motion and forces are related by applying physical laws. They learn about the relationships between aspects of the living, physical and chemical world that are applied to systems on a local and global scale and this enables them to predict how changes will affect equilibrium within these systems.