Science
Rationale: VCE Biology enables students to investigate the processes involved in sustaining life at cellular, system, species and ecosystem levels. In undertaking this study, students examine how life has evolved over time and understand that in the dynamic and interconnected system of life all change has a consequence that may affect an individual, a species or the collective biodiversity of Earth. The study gives students insights into how knowledge of molecular and evolutionary concepts underpin contemporary biology, and the applications used by society to resolve problems and make advancements. In VCE Biology students develop a range of inquiry skills involving practical experimentation and research, analytical skills including critical and creative thinking, and communication skills.
BI011 UNIT 1: HOW DO LIVING THINGS STAY ALIVE?
Areas of Study
- How do Organisms Function?
- How do Living Systems Sustain Life?
- Practical Investigation
Outcomes
- Investigate and explain how cellular structures and systems function to sustain life
- Explain how various adaptations enhance the survival of an individual organism, investigate the relationships between organisms that form a living community and their habitat, and analyse the impacts of factors that affect population growth
- Design and undertake an investigation related to the survival of an organism or species and draw conclusions based on evidence from collected data
Assessment Tasks
Outcomes 1 and 2
- A poster/presentation
- Practical reports
- Second-hand data analysis
- Problem solving involving biological concepts, skills and/or issues
- Tests
Outcome 3
- A report of a student designed or adapted investigation.
Assessment: S or N based on the demonstrated achievement of the outcomes specified for the unit.
BI022 UNIT 2: HOW IS CONTINUITY OF LIFE MAINTAINED?
Areas of Study
- How Does Reproduction Maintain the Continuity of Life?
- How is Inheritance Explained?
- Investigation of an Issue
Outcomes
- Compare the advantages and disadvantages of asexual and sexual reproduction, explain how changes within the cell cycle may have an impact on cellular or tissue system function and identify the role of stem cells in cell growth and cell differentiation and in medical therapies
- Apply an understanding of genetics to describe patterns of inheritance, analyse pedigree charts, predict outcomes of genetic crosses and identify the implications of the uses of genetic screening and decision making related to inheritance
- Investigate and communicate a substantiated response to a question related to an issue in genetics and/or reproductive science
Assessment Tasks
Outcomes 1 and 2
- A poster/presentation
- Media response
- Practical reports
- Second-hand data analysis
- Problem solving involving biological concepts, skills and or issues
- Tests
Outcome 3
- An investigation of an issue with genetics and/or reproductive science
Assessment: S or N based on the demonstrated achieve-ment of the outcomes specified for the unit.
Rationale: 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. Most processes from the formation of molecules in outer space to the complex biological interactions occurring in cells can be described by chemical theories. Although there are no sharp boundaries between sciences such as Chemistry, Physics and Biology, Chemistry is used to explain natural phenomena at the molecular level, as well as create new materials such as medicines and polymers. All students should become more informed, responsible decision-making citizens, able 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.
CH011 UNIT 1: HOW CAN THE DIVERSITY OF MATERIALS BE EXPLAINED?
Areas of Study
- How Can the Diversity of Materials be Explained?
- How Can the Versatility of Non-metals be Explained?
- Research Investigation
Outcomes
The student should be able to:
- Relate the position of elements in the periodic table to their properties, investigate the structures and properties of metals and ionic compounds, and calculate mole quantities.
- Investigate and explain the properties of carbon lattices and molecular substances with reference to their structures and bonding, use systematic nomenclature to name organic compounds, and explain how polymers can be designed for a purpose.
- Investigate a question related to the development, use and/or modification of a selected material or chemical and communicate a substantiated response to the question.
Assessment Tasks
Outcome 1 and 2
- Practical reports
- Oral, poster and multimedia presentations
- Chapter and homework assignments
- Modelling activities
- Data analysis
- Tests
Outcome 3
- A report of an independent investigation of a topic selected from Area of Study 1 and/or Area of Study 2, using an appropriate format, for example digital presentation, oral communication or written report.
Assessment: S or N based on the demonstrated achievement of the outcomes specified for the unit.
CH022 UNIT 2: WHAT MAKES WATER SUCH A UNIQUE CHEMICAL?
Areas of Study
- How do Substances Interact With Water?
- How are Substances in Water Measured and Analysed?
- Practical Investigation
Outcomes
The student should be able to:
- Relate the properties of water to its structure and bonding, and explain the importance of the properties and reactions of water in selected contexts.
- Measure amounts of dissolved substances in water and analyse water samples for salts, organic compounds and acids and bases.
- Design and undertake a quantitative laboratory investigation related to water quality, and draw conclusions based on evidence from collected data.
Assessment Tasks
Outcomes 1 and 2
- Practical work
- Chapter and homework assignments
- Modelling
- Tests
Outcome 3
- A report of a student-designed quantitative laboratory investigation using an appropriate format, for example digital presentation, oral communication, scientific poster or written report.
Assessment: S or N based on the demonstrated achievement of the outcomes specified for the unit.
Rationale: In this unit students examine Earth as a set of four interacting systems: the atmosphere, biosphere, hydrosphere and lithosphere. Students apply a systems perspective when exploring the physical requirements for life in terms of inputs and outputs, and consider the effects of natural and human-induced changes in ecosystems. They investigate the physical environment and its components, the function of local ecosystems and the interactions that occur in and between ecological components over different timescales. Students consider how the biotic and abiotic components of local ecosystems can be monitored and measured.
EV011 UNIT 1: HOW ARE EARTH’S SYSTEMS CONNECTED?
Areas of Study
- How is Life Sustained on Earth?
- How is Earth a Dynamic System?
- Practical Investigation
Outcomes
The student should be able to:
- Compare the processes and timeframes for obtaining the key inputs required for life on Earth, describe strategies for the minimisation of waste product outputs, and explain how Earth’s four systems interact to sustain life.
- Describe the flow of matter and energy, nutrient exchange and environmental changes in ecosystems across Earth’s four systems over different time scales.
- Design and undertake an investigation related to ecosystem monitoring and/or change, and draw a conclusion based on evidence from collected data.
Assessment: S or N based on the demonstrated achievement of the outcomes specified for the unit.
EV022 UNIT 2: HOW CAN POLLUTION BE MANAGED?
Areas of Study
- When Does Pollution Become a Hazard?
- What Makes Pollution Management so Complex?
- Case Study
Outcomes
The student should be able to:
- Compare a selected pollutant that results in bioaccumulation with an air- or water-borne pollutant, with reference to their sources, characteristics and dispersal, explain how they can be measured and monitored, and describe treatment options.
- Compare the sources, nature, transport mechanism, effects and treatment of three selected pollutants, with reference to their actions in the atmosphere, biosphere, hydrosphere and lithosphere.
- Investigate and communicate a substantiated response to an issue involving the management of a selected pollutant of local interest.
Assessment: S or N based on the demonstrated achievement of the outcomes specified for the unit.
Rationale: Physics is the study of the laws and properties of matter and energy, including the inter-relationships between them. The subject promotes the development of students’ ability to conduct scientific investigations and use Physics to explain phenomena and events, relating them to technological and social applications. VCE Physics provides for continuing study pathways within the discipline and leads to a range of careers.
PH011 UNIT 1: WHAT IDEAS EXPLAIN THE PHYSICAL WORLD?
Areas of Study
- How Can Thermal Effects Be Explained?
- How Do Electric Circuits Work?
- What is Matter and How is it Formed?
Outcomes
The student should be able to:
- Apply thermodynamic principles to analyse, interpret and explain changes in thermal energy in selected contexts.
- Investigate and apply a basic DC circuit model to simple battery-operated devices and household electrical systems, apply mathematical models to analyse circuits, and describe the safe and effective use of electricity by individuals and the community.
- Explain the origins of atoms, the nature of subatomic particles and how energy can be produced by atoms.
Assessment Tasks
Suitable tasks for assessment may be selected from the following:
For Outcomes 1, 2 and 3
- Practical activities
- Data analysis
- Design, building, testing and evaluation of a device
- A proposed solution to a scientific or technological problem
- A report of a selected physics phenomenon
- A media response
- A summary report of selected practical investigations
- Tests
Assessment: S or N based on the demonstrated achievement of the outcomes specified for the unit.
PH022 UNIT 2: WHAT DO EXPERIMENTS REVEAL ABOUT THE PHYSICAL WORLD?
Areas of Study
- How Can Motion be Described and Explained?
- Options; Twelve options are available for selection in Area of Study 2. Each option is based on a different observation of the physical world.
- Practical Investigation.
Outcomes
The student should be able to:
- Investigate, analyse and mathematically model the motion of particles and bodies.
- Apply concepts related to the option selected for this area of study.
- Design and undertake an investigation of a physics question related to the scientific inquiry processes of data collection and analysis, and draw conclusions based on evidence from collected data.
Assessment Tasks
Suitable tasks for assessment may be selected from the following:
For Outcomes 1 and 2
- Practical activities
- Data analysis
- Design, building, testing and evaluation of a device
- A proposed solution to a scientific or technological problem
- A report of a selected physics phenomenon
- A media response
- A summary report of selected practical investigations
- Tests
For Outcome 3
- A report of a practical investigation (student-designed or adapted) using an appropriate format, for example a scientific poster, practical report, oral communication or digital presentation.
Assessment: S or N based on the demonstrated achievement of the outcomes specified for the unit.
Rationale: Psychology is the scientific study of mental processes and behaviour in humans. It provides students with a sophisticated framework for understanding the complex interactions between biological, behavioural, cognitive and socio-cultural factors that influence thought, emotions and behaviour. The course is suitable for students who are interested in a range of careers that involve working with children, adults, families and communities in a variety of settings.
PY011 UNIT 1: HOW ARE BEHAVIOUR AND MENTAL PROCESSES SHAPED?
Areas of Study
- How Does the Brain Function?
- What Influences Psychological Development?
- Student-directed Research Investigation
Outcomes
The student should be able to:
- Describe how understanding of brain structure and function has changed over time, explain how different areas of the brain coordinate different functions, and explain how brain plasticity and brain damage can change psychological functioning.
- Identify the varying influences of nature and nurture on a person’s psychological development, and explain different factors that may lead to typical or atypical psychological development.
- Investigate and communicate a substantiated response to a question related to brain function and/or development, including reference to at least two contemporary psychological studies and/or research techniques..
Assessment Tasks
For Outcomes 1 and 2
- A report of a practical activity involving the collection of primary data
- A research poster
- A logbook of practical activities
- Media analysis/response
- Problem solving involving psychological concepts, skills and/or issues
- Tests
- A report of an independent investigation of a topic selected from Area of Study 1 and/or Area of Study 2, using an appropriate format, for example digital presentation, oral communication or written report.
For Outcome 3
- A report of an investigation into brain function and/or development that can be presented in various formats, for example digital presentation, oral presentation, or written report.
Assessment: S or N based on the demonstrated achievement of the outcomes specified for the unit.
PY022 UNIT 2: HOW DO EXTERNAL FACTORS INFLUENCE BEHAVIOUR AND MENTAL PROCESSES?
Areas of Study
- What Influences a Person’s Perception of the World?
- How are People Influenced to Behave in Particular Ways?
- Student-directed Practical Investigation
Outcomes
The student should be able to:
- Compare the sensations and perceptions of vision and taste, and analyse factors that may lead to the occurrence of perceptual distortions.
- Identify factors that influence individuals to behave in specific ways, and analyse ways in which others can influence individuals to behave differently.
- Design and undertake a practical investigation related to external influences on behaviour, and draw conclusions based on evidence from collected data.
Assessment Tasks
For Outcomes 1 and 2
- A report of a practical activity involving the collection of primary data
- A research poster
- A logbook of practical activities
- Media analysis/response
- Problem solving involving psychological concepts, skills and/or issues
- Tests
- A report of an independent investigation of a topic selected from Area of Study 1 and/or Area of Study 2, using an appropriate format, for example digital presentation, oral communication or written report.
For Outcome 3
- A report of an investigation into internal and/or external influences on behaviour that can be presented in various formats, for example digital presentation, oral presentation, scientific poster or written report.
Assessment: S or N based on the demonstrated achievement of the outcomes specified for the unit.