Wheelers Hill Secondary College - Senior School Handbook 2024

VCE Science

Creating Futures Together

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 organisms regulate their functions?  

In this unit students examine the cell as the structural and functional unit of life, from the single celled to the multicellular organism, including the requirements for sustaining cellular processes. Students focus on cell growth, replacement and death and the role of stem cells in differentiation, specialisation and renewal of cells. They explore how systems function through cell specialisation in vascular plants and animals and consider the role homeostatic mechanisms play in maintaining an animal’s internal environment. 

 

A student-adapted or student-designed scientific investigation is undertaken involving the generation of primary data and is related to the function and/or the regulation of cells or systems.  

 

Unit 2: How does inheritance impact diversity?  

In this unit students explore reproduction and the transmission of biological information from generation to generation and the impact this has on species diversity. They apply their understanding of chromosomes to explain the process of meiosis. Students consider how the relationship between genes, and the environment and epigenetic factors influence phenotypic expression. They explain the inheritance of characteristics, analyse patterns of inheritance, interpret pedigree charts and predict outcomes of genetic crosses.  

 

Students analyse the advantages and disadvantages of asexual and sexual reproductive strategies, including the use of reproductive cloning technologies. They study structural, physiological and behavioural adaptations that enhance an organism’s survival. Students explore interdependences between species, focusing on how keystone species and top predators structure and maintain the distribution, density and size of a population. They also consider the contributions of Aboriginal and Torres Strait Islander knowledge and perspectives in understanding the survival of organisms in Australian ecosystems. 

 

A student-directed research investigation into a contemporary ethical issue is to undertaken relating to the application of genetic knowledge, reproductive science, inheritance or adaptations and interdependencies beneficial for survival. 

 

Unit 3: How do cells maintain life? 

In this unit students investigate the workings of the cell from several perspectives. They explore the relationship between nucleic acids and proteins as key molecules in cellular processes. Students analyse the structure and function of nucleic acids as information molecules, gene structure and expression in prokaryotic and eukaryotic cells and proteins as a diverse group of functional molecules. They examine the biological consequences of manipulating the DNA molecule and applying biotechnologies. 

 

Students explore the structure, regulation and rate of biochemical pathways, with reference to photosynthesis and cellular respiration. They explore how the application of biotechnologies to biochemical pathways could lead to improvements in agricultural practices. 

 

Students apply their knowledge of cellular processes through investigation of a selected case study, data analysis and/or a bioethical issue. A student-designed scientific investigation related to cellular processes and/or responses to challenges over time is undertaken in either Unit 3 or Unit 4, or across both Units 3 and 4, and is assessed in Unit 4, Outcome 3. The design, analysis and findings of the investigation are presented in a scientific poster format. 

 

Unit 4: How does life change and respond to challenges? 

In this unit students consider the continual change and challenges to which life on Earth has been, and continues to be, subjected to. They study the human immune system and the interactions between its components to provide immunity to a specific pathogen. 

 

Students consider how the application of biological knowledge can be used to respond to bioethical issues and challenges related to disease.  

 

Students consider how evolutionary biology is based on the accumulation of evidence over time. They investigate the impact of various change events on a population’s gene pool and the biological consequences of changes in allele frequencies. Students examine the evidence for relatedness between species and change in life forms over time using evidence from palaeontology, structural morphology, molecular homology and comparative genomics. Students examine the evidence for structural trends in the human fossil record, recognising that interpretations can be contested, refined or replaced when challenged by new evidence. Students demonstrate and apply their knowledge of how life changes and responds to challenges through investigation of a selected case study, data analysis and/or bioethical issue.  

 

Assessment:  

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

  • a case study analysis 
  • a bioinformatics exercise 
  • a data analysis of generated primary and/or collated secondary data 
  • reflective annotations of a logbook of practical activities 
  • media analysis of two or more media sources 
  • a modelling or simulation activity 
  • problem-solving involving biological concepts and/or skills. 
  • a response to a bioethical issue 
  • a report of a laboratory or fieldwork activity including the generation of primary data 
  • a scientific poster. 

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

  • analysis and evaluation of a selected biological case study 
  • analysis and evaluation of generated primary and/or collated secondary data 
  • comparison and evaluation of biological concepts, methodologies and methods, and findings from three student practical activities 
  • analysis and evaluation of a contemporary bioethical issue. 
  • A structured scientific poster according to the VCAA template. 
  • There is also an external exam for Units 3 & 4 set to VCAA specifications in line with the Study Design.  

Expected Skills:  

  • Develop aims and questions, formulate hypotheses and make predictions. 
  • Plan and conduct investigations 
  • Comply with safety and ethical guidelines. 
  • Generate, collate and record data. 
  • Analyse and evaluate data and investigation methods. 
  • Construct evidence-based arguments and draw conclusions. 
  • Analyse, evaluate and communicate scientific ideas. 
  • 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 structures and properties of a range of materials, including covalent compounds, metals, ionic compounds and polymers. They are introduced to ways that chemical quantities are measured. They consider how manufacturing innovations lead to more sustainable products being produced for society through the use of renewable raw materials and a transition from a linear economy towards a circular economy. 

 

Unit 2: How do chemical reactions shape the natural world? 

Society is dependent on the work of chemists to analyse the materials and products in everyday use. In this unit students analyse and compare different substances dissolved in water and the gases that may be produced in chemical reactions. They explore applications of acid-base and redox reactions in society. 

 

Students conduct practical investigations involving the specific heat capacity of water, acid-base and redox reactions, solubility, molar volume of a gas, volumetric analysis, and the use of a calibration curve. 

 

Unit 3: How can design and innovation help to optimise chemical processes? 

The global demand for energy and materials is increasing with world population growth. In this unit students investigate the chemical production of energy and materials. They explore how innovation, design and sustainability principles and concepts can be applied to produce energy and materials while minimising possible harmful effects of production on human health and the environment. 

 

Students analyse and compare different fuels as energy sources for society, with reference to the energy transformations and chemical reactions involved, energy efficiencies, environmental impacts and potential applications. They explore food in the context of supplying energy in living systems. The purpose, design and operating principles of galvanic cells, fuel cells, rechargeable cells and electrolytic cells are considered when evaluating their suitability for supplying society’s needs for energy and materials. They evaluate chemical processes with reference to factors that influence their reaction rates and extent. They investigate how the rate of a reaction can be controlled so that it occurs at the optimum rate while avoiding unwanted side reactions and by-products. Students conduct practical investigations involving thermochemistry, redox reactions, electrochemical cells, reaction rates and equilibrium systems. 

 

Throughout the unit students use chemistry terminology, including symbols, formulas, chemical nomenclature and equations, to represent and explain observations and data from their own investigations and to evaluate the chemistry-based claims of others. 

 

Unit 4: How can rate and yield of chemical reactions be optimised? 

In this area of study students focus on analysing and comparing a range of fossil fuels and biofuels as energy sources for society, and carbohydrates, proteins and lipids as fuel sources for the body. They write balanced thermochemical equations for the combustion of various fuels. The amounts of energy and gases produced in combustion reactions are quantified using stoichiometry. They explore how energy can be sustainably produced from chemicals to meet the needs of society while minimising negative impacts on the environment.  

 

The selection of learning contexts should allow students to develop practical techniques to investigate how energy from fuels can be obtained and measured, and to determine the efficiency of different fuels and electrochemical cells as sources of energy. Students develop their skills in the use of scientific equipment and apparatus. They may measure energy released in combustion reactions through quantitative calorimetry experiments and may compare amounts of energy released in different fuels, such as methane, alcohols, waxes and foods. They design, construct and test galvanic and fuel cells, and account for differences between experimental findings and predictions made by using the electrochemical series. Students may work collaboratively to construct electrochemical half-cells and experiment with different combinations of half-cells to develop their own electrochemical series. Students respond to challenges such as designing an electrochemical cell that generates the most energy under laboratory conditions using a limited range of supplied chemicals and materials.

 

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 

There is also an external exam for Units 3 & 4 set to VCAA specifications in line with the Study Design. 

 

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: How is energy useful to society?  

In this unit students examine some of the fundamental ideas and models used by physicists in an attempt to understand and explain energy. Models used to understand light, thermal energy, radioactivity, nuclear processes and electricity are explored. Students apply these physics ideas to contemporary societal issues. 

 

Unit 2: How does physics help us to understand the 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 related to climate science, nuclear energy, flight, structural engineering, biomechanics, medical physics, bioelectricity, optics, photography, music, sports science, electronics, astrophysics, astrobiology, Australian traditional artefacts and techniques, particle physics or cosmology. 

 

Unit 3: How do fields explain motion and electricity? 

In this unit students use Newton’s laws to investigate motion in one and two dimensions. They explore the concept of the field as a model used by physicists to explain observations of motion of objects not in apparent contact. Students compare and contrast three fundamental fields – gravitational, magnetic and electric – and how they relate to one another. They consider the importance of the field to the motion of particles within the field. Students examine the production of electricity and its delivery to homes. They explore fields in relation to the transmission of electricity over large distances and in the design and operation of particle accelerators. 

 

Unit 4: How have creative ideas and investigation revolutionised thinking in physics? 

A complex interplay exists between theory and experiment in generating models to explain natural phenomena. Ideas that attempt to explain how the Universe works have changed over time, with some experiments and ways of thinking having had significant impact on the understanding of the nature of light, matter and energy. Wave theory, classically used to explain light, has proved limited as quantum physics is utilised to explain particle-like properties of light revealed by experiments. Light and matter, which initially seem to be quite different, on very small scales have been observed as having similar properties. At speeds approaching the speed of light, matter is observed differently from different frames of reference. Matter and energy, once quite distinct, become almost synonymous. 

 

In this unit, students explore some monumental changes in thinking in Physics that have changed the course of how physicists understand and investigate the Universe. They examine the limitations of the wave model in describing light behaviour and use a particle model to better explain some observations of light. Matter, that was once explained using a particle model, is re-imagined using a wave model. Students are challenged to think beyond how they experience the physical world of their everyday lives to thinking from a new perspective, as they imagine the relativistic world of length contraction and time dilation when motion approaches the speed of light. They are invited to wonder about how Einstein’s revolutionary thinking allowed the development of modern-day devices such as the GPS. 

 

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 on 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 logbook 
  • 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 plan and complete a student-designed investigation and present their findings in structured scientific poster according to VCAA template. 

 

There is also an external exam for Units 3 & 4 set to VCAA specifications in line with the Study Design.  

 

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. 

Note, this is a new study design for 2023. 

 

Units 1, 2, 3 & 4  

 

Course Description:   

Psychology is a multifaceted discipline that seeks to describe, explain, understand and predict human behaviour and mental processes. It includes many sub-fields of study that explore and seek to better understand how individuals, groups, communities and societies think, feel and act.  

 

Unit 1: How are behaviour and mental processes shaped? 

In this unit students examine the complex nature of psychological development, including situations where psychological development may not occur as expected. Students examine the contribution that classical and contemporary knowledge from Western and non-Western societies, including Aboriginal and Torres Strait Islander peoples, has made to an understanding of psychological development and to the development of psychological models and theories used to predict and explain the development of thoughts, emotions and behaviours. A student-directed research investigation into contemporary psychological research is undertaken in Area of Study 3. The investigation involves the exploration of research, methodology and methods, as well as the application of critical and creative thinking to evaluate the validity of a research study by analysing secondary data. 

 

Unit 2: How do external factors influence behaviours and mental processes?   

In this unit students 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 individuals and groups, recognising that different cultural groups have different experiences and values. Students 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. 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.  

 

Unit 3: How does experience affect behaviour and mental processes? 

In this unit students investigate the contribution that classical and contemporary research has made to the understanding of the functioning of the nervous system and to the understanding of biological, psychological and social factors that influence learning and memory.  Students investigate 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 stress as a psychobiological process, including emerging research into the relationship between the gut and the brain in psychological functioning. Students investigate and consider models to explain learning and memory as well as the interconnectedness of brain regions involved in memory. 

 

Unit 4: How is wellbeing supported and maintained? 

In this unit students explore the demand for sleep and the influences of sleep on mental wellbeing. They consider the biological mechanisms that regulate sleep and the relationship between rapid eye movement (REM) and non-rapid eye movement (NREM) sleep across the life span. They also study the impact that changes to a person’s sleep-wake cycle and sleep hygiene have on a person’s psychological functioning and consider the contribution that classical and contemporary research has made to the understanding of sleep. Students consider ways in which mental wellbeing may be defined and conceptualised, including social and emotional wellbeing (SEWB) as a multidimensional and holistic framework to wellbeing. They explore the concept of mental wellbeing as a continuum and apply a biopsychosocial approach, as a scientific model, to understand specific phobia. 

 

Assessment:                  

This course uses the following methods of assessment: 

  • analysis and evaluation of an experiment or case study 
  • a data analysis of generated primary and/or collated secondary data 
  • reflective annotations of a logbook of practical activities  
  • media analysis of one or more contemporary media texts  
  • a literature review 
  • response to a psychological issue or ethical dilemma 
  • a modelling or simulation activity  
  • problem-solving involving psychological concepts, skills and/or issues 
  • a report of a scientific investigation, including the generation, analysis and evaluation of primary data. 

There is also an external exam for Units 3 & 4 set to VCAA specifications in line with the Study Design. 

 

Expected Skills:            

The ability to comprehend, analyse and apply information from complex texts. The ability to apply key science skills when undertaking student-led investigations and when evaluating the research of others.