SCIENCE LEARNING AREA
BIOLOGY – ATAR
Biology is the study of the fascinating diversity of life as it has evolved and as it interacts and functions. Investigation of biological systems and their interactions, from cellular processes to ecosystem dynamics, has led to biological knowledge and understanding that enable us to explore and explain everyday observations, find solutions to biological issues, and understand the processes of biological continuity and change over time.
Students develop their investigative, analytical and communication skills through field, laboratory and research investigations of living systems and through critical evaluation of the development, ethics, applications and influences of contemporary biological knowledge in a range of contexts.
Studying the course provides students with a suite of skills and understandings that are valuable to a wide range of further study pathways and careers, including those in medical and veterinary fields, food and marine sciences, agriculture, biotechnology, environmental rehabilitation, biosecurity, quarantine, conservation and eco-tourism. This course will also provide a foundation for students to critically consider and to make informed decisions about contemporary biological issues in their everyday lives.
Year 11
The syllabus is divided into two units, each of one semester duration and typically delivered as a pair.
Unit 1: Ecosystems and biodiversity
In this unit, students analyse abiotic and biotic ecosystem components and their interactions, using classification systems for data collection, comparison and evaluation.
Unit 2: From single cells to multicellular organisms
In this unit, students investigate the interdependent components of the cell system and the multiple interacting systems in multicellular organisms.
During Unit 1, students undertake field work via two one-day excursions.
Year 12
The syllabus is divided into two units, which are delivered as a pair.
Unit 3: Continuity of species
In this unit, students investigate mechanisms of heredity and the ways in which inheritance patterns can be explained, modelled and predicted; they connect these patterns to population dynamics and apply the theory of evolution by natural selection in order to examine changes in populations.
Unit 4: Surviving in a changing environment
In this unit, students investigate system change and continuity in response to changing external conditions and pathogens; they investigate homeostasis and the transmission and impact of infectious disease; and they consider the factors that encourage or reduce the spread of infectious disease at the population level.
During Unit 3, students visit the Harry Perkins Institute of Medical Research for practical biotechnology experience.
Students undertaking this course will be expected to have achieved a ‘C’ grade or above in Year 10 Science.
CHEMISTRY – ATAR
Chemistry is the study of materials and substances and the transformations they undergo through interactions and the transfer of energy. Chemistry develops students' understanding of the key chemical concepts and models of structure, bonding, and chemical change, including the role of chemical, electrical and thermal energy. Students learn how models of structure and bonding enable chemists to predict properties and reactions and to adapt these for particular purposes.
Students explore key concepts and models through active inquiry into phenomena and through a range of contexts. They design and conduct qualitative and quantitative investigations both individually and collaboratively. They investigate questions and hypotheses, manipulate variables, analyse data, evaluate claims, solve problems and develop and communicate evidence-based arguments and models. Some of the major challenges and opportunities facing the world are inextricably associated with chemistry. Issues of sustainability on local, national and global levels can be tackled by the application of chemical knowledge using a range of technologies.
An understanding of chemistry is relevant to a range of careers, including those in forensic science, environmental science, engineering, medicine, dentistry, pharmacy and sports science. Additionally, chemistry knowledge is valuable in occupations that rely on an understanding of materials and their interactions, such as art, winemaking, agriculture and food technology. Some students will use this course as a foundation to pursue further studies in chemistry, and all students will become more informed citizens, able to use chemical knowledge to inform evidence-based decision making and engage critically with contemporary scientific issues.
Year 11
The syllabus is divided into two units, each of one semester duration, which are typically delivered as a pair.
Unit 1: Chemical fundamentals: structure, properties and reactions
In this unit, students use models of atomic structure and bonding to explain the macroscopic properties of materials. Students develop their understanding of the energy changes associated with reactions and the use of equations to calculate the masses of substances involved in reactions.
Unit 2: Molecular interactions and reactions
In this unit, students continue to develop their understanding of bonding models and the relationship between structure, properties and reactions, including consideration of the factors that affect the rate of reactions. Students investigate the unique properties of water and the properties of acids and bases, and use equations to calculate the concentrations and volumes of solutions involved in reactions.
Year 12
The syllabus is divided into two units, which are delivered as a pair.
Unit 3: Equilibrium, acids and bases, and redox reactions
In this unit, students investigate the concept of reversibility of reactions and the dynamic nature of equilibrium in chemical systems; contemporary models of acid-base behaviour that explain their properties and uses; and the principles of oxidation and reduction reactions, including the generation of electricity from electrochemical cells.
Unit 4: Organic chemistry and chemical synthesis
In this unit, students develop their understanding of the relationship between the structure, properties and reactions of different organic functional groups. Students also investigate the process of chemical synthesis to form useful substances and products and the need to consider a range of factors in the design of these processes.
Students undertaking this course will be expected to have achieved a minimum of a ‘B’ grade in both Year 10 Science and Mathematics.
HUMAN BIOLOGY – ATAR
Human biology covers a wide range of ideas relating to the functioning human. Students learn about themselves, relating structure to function and how integrated regulation allows individuals to survive in a changing environment. They research new discoveries that are increasing our understanding of the causes of dysfunction, which can lead to new treatments and preventative measures. Reproduction is studied to understand the sources of variation that make each of us unique individuals. Through a combination of classical genetics, and advances in molecular genetics, dynamic new biotechnological processes have resulted. Population genetics is studied to highlight the longer term changes leading to natural selection and evolution of our species.
Students develop their understanding of the cumulative and evolving nature of scientific knowledge and the ways in which such knowledge is obtained through scientific investigations. They learn to think critically, to evaluate evidence, to solve problems and to communicate understandings in scientific ways.
An understanding of human biology is valuable for a variety of career paths. The course content deals directly and indirectly with many different occupations in fields, such as science education, medical and paramedical fields, food and hospitality, childcare, sport and social work.
Year 11
The syllabus is divided into two units, each of one semester duration, which are typically delivered as a pair.
Unit 1: The functioning human body
In this unit, students analyse how the structure and function of body systems, and the interrelationships between systems, support metabolism and body functioning.
Unit 2: Reproduction and Inheritance
In this unit, students study the reproductive systems of males and females, the mechanisms of transmission of genetic material from generation to generation, and the effects of the environment on gene expression.
Year 12
The syllabus is divided into two units, which are delivered as a pair.
Unit 3: Homeostasis and disease
This unit explores the nervous and endocrine systems and the mechanisms that help maintain the systems of the body to function within normal range, and the body’s immune responses to invading pathogens.
Unit 4: Human variation and evolution
This unit explores the advancements in biotechnology, factors causing variations in humans, their changing environment and evolutionary trends in homonids.
Students undertaking this course will be expected to have achieved a ‘C’ grade or above in Year 10 Science.
HUMAN BIOLOGY – GENERAL
In the Human Biology General course, students learn about themselves, relating the structure of the different body systems to their function and understanding the interdependence of these systems in maintaining life. Reproduction, growth and development of the unborn baby are studied to develop an understanding of the effects of lifestyle choices. Students will engage in activities exploring the coordination of the musculoskeletal, nervous and endocrine systems. They explore the various methods of transmission of diseases and the responses of the human immune system.
Students research new discoveries that help increase our understanding of the causes and spread of disease in a modern world. As a science, the subject matter of this course is founded on systematic inquiry; knowledge and understanding of human biology has been gained by scientific research. However, this knowledge is far from complete and is being modified and expanded as new discoveries and advancements are made. Students develop their understanding of the cumulative and evolving nature of scientific knowledge and the ways in which such knowledge is obtained through scientific investigations. They learn to think critically, to evaluate evidence, to solve problems, and to communicate understandings in scientific ways.
Year 11
The syllabus is divided into two units, each of one semester duration, which are typically delivered as a pair.
Unit: 1
This unit explores how the systems of the human body are interrelated to help sustain functioning to maintain a healthy body.
This involves the study of cells, the body systems and explores lifestyle choices that impact health.
Unit: 2
Students learn about the reproductive systems of males and females and how they are specialised in many different ways to produce differentiated gametes. Students also learn about the fetal development and cell division.
Year 12
The syllabus is divided into two units, which are delivered as a pair.
Unit: 3
This unit explores bones, muscles, nerves and hormones and how they maintain the body to act in a coordinated manner.
Unit: 4
This unit explores the causes and spread of disease and how humans respond to invading pathogens. Disease is caused by various pathogens that are transmitted between individuals and populations in many different ways.
This course is available to all students who have studied Science Year 10 and compliments students completing studies in any of the Health Sciences.
PHYSICS – ATAR
Physics is a fundamental science that aims to explain natural phenomena in the universe using a small number of assumptions, models, laws, and theories. It has helped unlock the mysteries of the universe and forms the foundation upon which modern technologies and other sciences are built.
This course develops students' ability to use both qualitative and quantitative models and theories to visualise, explain, and predict physical phenomena. These predictions are tested through observation and precise measurement. Students learn to gather, analyse, and interpret data as they explore a range of physical systems and technologies.
A key focus is the concept of energy, which helps explain diverse phenomena and provides a powerful framework for analysing how systems interact on different scales throughout the universe. Students also examine how new observations lead to the refinement or development of scientific models and theories.
An understanding of physics is essential for addressing some of the most pressing challenges in our globalised society. Students explore how physics contributes to areas such as engineering, renewable energy, communications, materials science, vehicle safety, medical technologies, and space exploration.
Studying senior secondary science equips students with valuable skills and understandings applicable to many future study pathways and careers. In particular, Physics provides a strong foundation for tertiary studies in science, engineering, medicine, and technology.
Year 11
The syllabus is divided into two units, each of one semester duration, which are typically delivered as a pair.
Unit 1: Motion, Forces and Energy
Students develop an understanding of motion, forces, and mechanical and thermal energy. Students describe linear motion in terms of position and time data, and examine the relationships between force, momentum and energy for interactions in one dimension.
Unit 2: Waves, nuclear and electrical physics
Students investigate common wave phenomena in various media. They apply the nuclear model of the atom to investigate radioactivity and learn how nuclear reactions convert mass into energy. Students examine the movement of electrical charge in circuits and use this to analyse, explain and predict electrical phenomena.
Year 12
The syllabus is divided into two units, which are delivered as a pair.
Unit 3: Gravity and relativity
Students investigate models of motion in gravitational, electric and magnetic fields to explain how forces act at a distance. They examine the theory of special relativity and the consequences of general relativity.
Unit 4: Electromagnetism and modern physics
Students use the theory of electromagnetism to explain the production and propagation of electromagnetic waves and investigate how shortcomings in existing theories led to the development of the quantum theory of light and matter.
Students undertaking this course will be expected to have achieved a minimum of a ‘B’ grade in both Year 10 Science and Mathematics. Students must have a demonstrated competency in algebra, the geometry of triangles and trigonometry and should ideally be studying Mathematics Methods.
PSYCHOLOGY – ATAR
Psychology is the scientific study of how people think, feel and behave. It is an evidence-based discipline that follows the principles of scientific inquiry to explore human cognition, behaviour and thought. This course introduces students to the principles of scientific inquiry and their application to planning, designing and conducting psychological investigations using appropriate procedures and practices. Students have the opportunity to collect, process, evaluate and critically interpret information from a range of scientific sources, and to evaluate the credibility of these resources. Students will develop an understanding of ethical guidelines and their importance to psychological practice. They will learn how to critically evaluate psychological concepts, interpretations, claims and conclusions with reference to empirical evidence.
Year 11
The syllabus is divided into two units, each of one semester duration, which are typically delivered as a pair.
Unit 1: Biological and lifespan psychology
This unit introduces psychology as an inquiry-based discipline. Students begin to learn concepts associated with psychological theories, studies and models, which develop and change over time, to explain human emotion, cognition and behaviour. The unit introduces lifespan psychology with a key focus on adolescent development. Students have the opportunity to understand the impact of developmental change on human thoughts, feelings and behaviours.
Unit 2: Attitudes, stereotypes and social influence
Students explore the function and effect of attitudes and apply the tripartite model of attitude structure to develop a more complex understanding. Students explore theories of cognitive dissonance, social identity and attribution with reference to relevant psychological studies, and apply these theories to real-world experiences. The unit introduces social influences. Students learn the role of stereotypes and the relationship between attitudes, prejudice and discrimination in a range of areas. They learn about the relationship between social influence and the development of prosocial and antisocial behaviours.
Year 12
The syllabus is divided into two units which are delivered as a pair.
Unit 3: Memory and learning
In this unit, students learn the roles of sensation, perception and attention in memory. They further develop understanding of memory by applying models, understanding how specific structures of the brain affect memory, and learning about some of the processes associated with memory and forgetting. The unit explores theories of learning, including classical conditioning, operant conditioning and social learning theory, in the context of key studies. Students apply learning theories in behaviour modification to real-world contexts.
Unit 4: Psychology motivation, wellbeing and health
This unit uses analysis of theories and models associated with motivation and wellbeing to establish psychological understandings of these concepts. It introduces some elements of the relationships between stress, sleep and wellbeing. Students learn psychological models and techniques to improve wellbeing in these contexts.
Students undertaking this course will be expected to have achieved a minimum of a ‘C’ grade in both Year 10 Science and Mathematics.