Wheelers Hill Secondary College Senior School Handbook 2020

VCE Science

Biology

A satisfactory completion of Year 10 Science is recommended as a prerequisite for Year 11 Biology.  A satisfactory result in Unit 1 and 2 Biology is recommended as a prerequisite for Unit 3 and 4 Biology. 

Units 1, 2, 3 & 4

Course Description:       

Biology is a diverse and evolving science discipline that seeks to understand and explore the nature of life, past and present. The study explores the dynamic relationships between organisms and their interactions with the non-living environment. It also explores the processes of life, from the molecular world of the cell to that of the whole organism, that maintain life and ensure its continuity.

Unit 1: How do living things stay alive?

Students are introduced to some of the challenges to an organism in sustaining life. Students examine the cell as the structural and functional unit of life, from the single celled to the multicellular organism, and the requirements for sustaining cellular processes in terms of inputs and outputs.  A student practical investigation related to the survival of an organism or species is undertaken in Area of Study 3. 

Unit 2: How is continuity of life maintained?

Students focus on cell reproduction and the transmission of biological information from generation to generation. A student-directed research investigation into, and communication of, an issue related to genetics and/or reproductive science is to be undertaken in Area of Study 3. The investigation draws on content from Area of Study 1 and/or Area of Study 2.

Unit 3: Signatures of Life

Students investigate the workings of the cell from several perspectives. They explore the importance of the insolubility of the plasma membrane in water and its differential permeability to specific solutes in defining the cell, its internal spaces and the control of the movement of molecules and ions in and out of such spaces.

Unit 4: Continuity and Change

Students consider the continual change and challenges to which life on Earth has been subjected. They investigate the relatedness between species and the impact of various change events on a population’s gene pool. 

Assessment:                 

For Unit 1 & 2 of the course, assessment is school-based and includes a selection of the following methods of assessment:

  • A report of a field work activity
  • Annotations of practical work folio of activities or investigations
  • A bioinformatics exercise
  • Media response
  • Data analysis
  • Problem solving involving biological concepts, skills and/ or issues
  • A reflective journal/ blog
  • Tests/ examinations

For Unit 3 & 4 of the course, assessment includes School-assessed Coursework (SACs) specified in the VCE study design and external assessment. These include:

  • Ongoing reports on a range of practical activities
  • Response to issues
  • Data analysis
  • Topic tests
  • A structured scientific poster according to the VCAA template
  • End of year exam

Expected Skills :

  • The ability to apply skills and knowledge taught in science and Biology in year 10 by understanding and answering test and exam questions to a high level.
  • The ability to research information, consider questions, design experiments, report findings from experiments and reflect on the overall learning experience.

Chemistry

A satisfactory completion of Year 10 Essential Science is recommended as a prerequisite for Year 11 Chemistry.  A satisfactory result in Unit 1 and 2 Chemistry is recommended as prerequisite for Unit 3 and 4 Chemistry.

Units 1, 2, 3 & 4

Course Description:

Chemistry is a key science in explaining the workings of our universe through an understanding of the properties and interaction of substances that make up matter. Chemistry is used to explain natural phenomena at the molecular level, as well as create new materials such as medicines and polymers.  Students will learn to use chemical knowledge and scientific arguments in their everyday lives and to evaluate and debate important contemporary issues such as the future of our environment and its management.

Unit 1: How can the diversity of materials be explained?

The development and use of materials for specific purposes is an important human endeavour. In this unit students investigate the chemical properties and practical applications of a range of materials including metals, crystals, polymers, nanomaterials and giant lattices. They explore and explain the relationships between properties, structure and bonding forces within and between particles that vary in size from the visible through to nanoparticles, molecules and atoms. Students are introduced to quantitative concepts in chemistry.

Unit 2: What makes water such a unique chemical?

Water is the most widely used solvent on Earth. In this unit students explore the physical and chemical properties of water, the reactions that occur in water and various methods of water analysis. Students examine the structure and bonding within and between water molecules in order to investigate solubility, concentration, pH and reactions in water including precipitation, acid-base and redox. They are introduced to stoichiometry and to analytical techniques and instrumental procedures analysis, and apply these to determine concentrations of different species in water samples, including chemical contaminants. Students explore the solvent properties of water in a variety of contexts and analyse selected issues associated with substances dissolved in water.

Unit 3: How can chemical processes be designed to optimise efficiency?

The global demand for energy and materials is increasing with world population growth. In this unit students explore energy options and the chemical production of materials with reference to efficiencies, renewability and the minimisation of their impact on the environment.

Students compare and evaluate different chemical energy resources, including fossil fuels, biofuels, galvanic cells and fuel cells. They investigate the combustion of fuels, including the energy transformations involved, the use of stoichiometry to calculate the amounts of reactants and products involved in the reactions, and calculations of the amounts of energy released and their representations. Students consider the purpose, design and operating principles of galvanic cells, fuel cells and electrolytic cells. In this context they use the electrochemical series to predict and write half and overall redox equations, and apply Faraday’s laws to calculate quantities in electrolytic reactions.

Students analyse manufacturing processes with reference to factors that influence their reaction rates and extent. They investigate and apply the equilibrium law to predict and explain the conditions that will improve the efficiency and percentage yield of chemical processes. They use the language and conventions of chemistry including symbols, units, chemical formulas and equations to represent and explain observations and data collected from experiments, and to discuss chemical phenomena.

Unit 4: How are organic compounds categorised, analysed and used?

The carbon atom has unique characteristics that explain the diversity and number of organic compounds that not only constitute living tissues but are also found in the fuels, foods, medicines and many of the materials we use in everyday life. In this unit students investigate the structural features, bonding, typical reactions and uses of the major families of organic compounds including those found in food. Students study the ways in which organic structures are represented and named. They process data from instrumental analyses of organic compounds to confirm or deduce organic structures, and perform volumetric analyses to determine the concentrations of organic chemicals in mixtures. Students consider the nature of the reactions involved to predict the products of reaction pathways and to design pathways to produce particular compounds from given starting materials. Students investigate key food molecules through an exploration of their chemical structures, the hydrolytic reactions in which they are broken down and the condensation reactions in which they are rebuilt to form new molecules. In this context the role of enzymes and coenzymes in facilitating chemical reactions is explored. Students use calorimetry as an investigative tool to determine the energy released in the combustion of foods.

Assessment:              

This course may use the following methods of Assessment:

  • Practical work/Extended experimental investigations
  • A response to stimulus material
  • A presentation of a new material/new use of an existing material/green chemistry
  • Annotated reports
  • Tests
  • Examinations

Expected Skills:        

The ability to read, analyse and apply information from a complex text.

The ability to design practical activities and carry them out appropriately.

Physics

A satisfactory completion of Year 10 Essential Science 1 and 2 is recommended as a prerequisite for Year 11 Physics.  A satisfactory result in Unit 1 and 2 Physics is recommended as a prerequisite for Unit 3 and 4 Physics.  Students are also strongly encouraged to enrol in Mathematical Methods and Specialist Mathematics at each year level.

Units 1, 2, 3 & 4

Course Description:   

Physics seeks to understand and explain the physical world. It uses models and ideas to make sense of the world, which are sometimes challenged as new knowledge develops. VCE Physics provides students with opportunities to explore questions related to the natural and constructed world. The study provides a contextual approach to exploring selected areas within the discipline including atomic physics, electricity, fields, mechanics, thermodynamics, quantum physics and waves.

Unit 1: What ideas explain the physical world? 

This unit has three prescribed areas of study: “Thermodynamics” in which students study the principles related to heating processes, including concepts of temperature, energy and work and examine the environmental impacts of Earth’s thermal systems and human activities; “Electric Circuits” in which students develop conceptual models to analyse electrical phenomena and undertake practical investigations of circuit components; and “What is matter?” in which students explore the nature of matter, and consider the origins of atoms, time and space.

Unit 2: What do experiments reveal about the physical world?

This unit has one prescribed areas of study, “Motion”, in which students observe motion and explore the effects of forces on motion, analyse motion and apply mathematical models during experimental investigations of motion; and an options study to be selected from “How do forces act on the human body?”, “How can AC electricity charge a DC device?”, “How do heavy things fly?”, “How do fusion and fission compare as viable nuclear energy power sources?”, “How can human vision be enhanced?”, “How do instruments make music?”, “How can performance in ball sports be improved?”

Unit 3: How do fields explain motion and electricity?

In this unit students complete three areas of study. “How do things move without contact?” examines the similarities and differences between three fields: gravitational, electric and magnetic. They investigate how concepts related to field models can be applied to construct motors, maintain satellite orbits and to accelerate particles. “How are fields used to move electrical energy?” uses empirical evidence and models of electric, magnetic and electromagnetic effects to explain how electricity is produced and delivered to homes. “How fast can things go?” uses Newton’s laws of motion to analyse relative motion, circular motion and projectile motion. It also explores how Einstein’s theory of special relativity allows us to predict motion at very high speeds.

Unit 4: How can two contradictory models explain both light and matter?

Through the first two areas of study, this unit lets students explore the use of wave and particle theories to model the properties of light and matter. They examine how the concept of the wave is used to explain the nature of light and explore its limitations in describing light behaviour. Students further investigate light by using a particle model to explain its behaviour. A wave model is also used to explain the behaviour of matter which enables students to consider the relationship between light and matter.

For the third area of study, “Practical Investigation”, a student-designed practical investigation related to waves, fields or motion is undertaken either during Unit 3 or Unit 4, or across both Units 3 and 4. The investigation relates to knowledge and skills developed across Units 3 and 4 and is undertaken by the student through practical work. Results are communicated in a scientific poster format according to the template provided by VCAA.

Assessment:                 

For Unit 1 & 2 of the course, assessment is school-based and includes a selection of the following methods of Assessment:

  • Topic tests and Semester Examinations
  • Data analysis
  • Design, development, testing and evaluation of a device
  • An explanation of the operation of a device
  • A report of a selected physics phenomenon
  • A modelling activity
  • Summary report of practical investigations

In addition for the Investigation Outcome in Unit 2 students must complete a report of a practical investigation (student-designed or adapted) using a scientific poster format.

 

For Unit 3 & 4 School-assessed Coursework (SACs) will consist of a number of specified tasks . These include:

  • A summary report of selected practical activities from the student’s log book
  • A report on the design, building, testing and evaluation of a device
  • A data analysis task
  • Test(s) (short answer and extended response)

For the Investigation Outcome in Unit 4 students must complete a structured scientific poster according to VCAA template of the student-designed investigation

 

There is also an external exam for Units 3 & 4

 

Expected Skills             

The ability to apply skills taught in science/ physics the year before and to be able to carry out practical investigations and prepare written reports.  Strong mathematical skills in applying formulae, graph drawing and interpretation and problem solving are expected.

Psychology

A satisfactory completion of Year 10 Essential Science is recommended as a prerequisite for Year 11 Psychology.  A satisfactory result in Unit 1 and 2 Psychology is recommended as prerequisite for Unit 3 and 4 Psychology.

Units 1, 2, 3 & 4

Course Description:  

Psychology is the scientific study of mental processes and behaviour in humans. Biological, behavioural, cognitive and socio-cultural perspectives inform the way psychologists approach their research into the human condition.  A variety of thinking and research approaches used in psychology are introduced to provide a broad perspective of psychology as a science. 

Unit 1: How are Behaviour and Mental Processes Shaped?

In this unit students investigate the structure and functioning of the human brain and the role it plays in the overall functioning of the human nervous system. Students explore brain plasticity and the influence that brain damage may have on a person’s psychological functioning.  They consider the complex nature of psychological development, including situations where psychological development may not occur as expected.  Students examine the contribution that classical and contemporary studies have made to an understanding of the human brain and its functions, and to the development of different psychological models and theories used to predict and explain the development of thoughts, feelings and behaviours.

Unit 2: How do External Factors Influence Behaviours and Mental Processes?  

A person’s thoughts, feelings and behaviours are influenced by a variety of biological, psychological and social factors.  In this unit students investigate how perception of stimuli enables a person to interact with the world around them and how their perception of stimuli can be distorted.  They evaluate the role social cognition plays in a person’s attitudes, perception of themselves and relationships with others.  Students explore a variety of factors and contexts that can influence the behaviour of an individual and groups.  They examine the contribution that classical and contemporary research has made to the understanding of human perception and why individuals and groups behave in specific ways.

Unit 3: How does Experience Affect Behaviour and Mental Processes?

The nervous system influences behaviour and the way people experience the world.  In this unit students examine both macro-level and micro-level functioning of the nervous system to explain how the human nervous system enables a person to interact with the world around them.  They explore how stress may affect a person’s psychological functioning and consider the causes and management of stress.  Students investigate how mechanisms of memory and learning lead to the acquisition of knowledge, the development of new capacities and changed behaviours.  They consider the limitations and fallibility of memory and how memory can be improved.  Students examine the contribution that classical and contemporary research has made to the understanding of the structure and function of the nervous system, and to the understanding of biological, psychological and social factors that influence learning and memory.

Unit 4: How is Wellbeing Developed and Maintained?

Consciousness and mental health are two of many psychological constructs that can be explored by studying the relationship between the mind, brain and behaviour.  In this unit students examine the nature of consciousness and how changes in levels of consciousness can affect mental processes and behaviour. They consider the role of sleep and the impact that sleep disturbances may have on a person’s functioning.  Students explore the concept of a mental health continuum and apply a biopsychosocial approach, as a scientific model, to analyse mental health and disorder.  They use specific phobia to illustrate how the development and management of a mental disorder can be considered as an interaction between biological, psychological and social factors.  Students examine the contribution that classical and contemporary research has made to the understanding of consciousness, including sleep, and the development of an individual’s mental functioning and wellbeing.

 

Assessment:                 

This course uses the following methods of assessment:

  • Annotated folio of practical activities
  • Media response
  • Annotated poster
  • Student directed research investigation
  • Evaluation of research
  • Tests
  • Examinations

Expected Skills:           

The ability to read, analyse and apply information from complex texts.