Biology
Prerequisites
Biology Units 1 & 2 must be completed before Units 3 & 4.
Course Description
Unit 1: Semester 1 – How living things stay alive?
Area of Study 1: How do organisms function?
Students examine the structure and functioning of cells and how the plasma membrane contributes to survival by controlling the movement of substances into and out of the cell. Although the internal structure of the cell varies, all cells require a relatively stable internal environment for optimal functioning. Despite the great diversity among living things, all individual organisms are faced with the challenge of obtaining nutrients and water, exchanging gases, sourcing energy and having a means of removal of waste products.
Area of Study 2: How do living systems sustain life?
Students examine the structural, physiological and behavioural adaptations of a range of organisms that enable them to survive in a particular habitat and to maintain a viable population size over time. Students consider the distinction between the external and internal environment of an organism and examine how homeostatic mechanisms maintain the internal environment within a narrow range of values. They explore the importance and implications of organising and maintaining biodiversity and examine the nature of an ecosystem. They identify a keystone species, explore an organism’s relationship to its habitat and evaluate the impact of abiotic factors on the distribution and abundance of organisms within the community. Factors affecting population size and growth are analysed.
Area of Study 3: Practical Investigation
Survival requires control and regulation of factors within an individual and often outside the individual. Students design and conduct a practical investigation into the survival of an individual or a species. The investigation is related to knowledge and skills developed in Areas of Study 1 and/or 2 and is conducted by the student through laboratory work, fieldwork and/or observational studies.
Unit 2: Semester 2 – How is the continuity of life maintained?
Area of Study 1: How does reproduction maintain the continuity of life?
Students consider the need for the cells of multicellular organisms to multiply for growth, repair and replacement. They examine the main events of the cell cycle in prokaryotic and eukaryotic cells. Students become familiar with the key events in the phases of the cell cycle. They investigate and use visualisations and modelling to describe the characteristics of each of the phases of mitosis. Students describe the production of gametes in sexual reproduction through the key events in meiosis and explain the difference between asexual and sexual reproduction. Finally, students consider the role and nature of stem cells, their differentiation and the consequence for human prenatal development and their potential to treat injury and disease.
Area of Study 2: How is inheritance explained?
Students build on their understanding of the nature of genes and the use of genetic language to read and interpret patterns of inheritance and predict the outcomes of genetic crosses. They gain an understanding that a characteristic or trait can be due solely to one gene and its alleles or due to many genes acting together, or is the outcome of genes interacting with external environmental or epigenetic factors. They apply their genetic knowledge to consider the social and ethical implications of genetic applications in society including genetic screening and decision making regarding the inheritance of autosomal and sex-linked conditions.
Area of Study 3: Investigation of an issue
Students apply and extend their knowledge and skills developed in Areas of Study 1 and/or 2 to investigate an issue involving reproduction and/or inheritance. Students communicate their findings and explain the biological concepts, identify different opinions, outline the legal, social and ethical implications and justify their conclusions.
Unit 3: Semester 1 – How do cells maintain life?
Area of Study 1: How do cellular processes work?
This unit focuses on the cell as a complex chemical system. Students examine the chemical nature of the plasma membrane to compare how hydrophilic and hydrophobic substances move across it. They model the formation of DNA and proteins from their respective subunits. The expression of the information encoded in a sequence of DNA to form a protein is explored and the nature of the genetic code outlined. Students explain gene regulation using the lac operon in prokaryotes in terms of the ‘switching on’ and ‘switching off’ of genes. Students also learn why the chemistry of the cell usually takes place at a relatively low, and within a narrow range, of temperatures. They examine how reactions, including photosynthesis and cellular respiration, are made up of many steps that are controlled by enzymes and assisted by coenzymes. Students explain the mode of enzyme action and the role of coenzymes in the reactions of the cell and investigate the factors that affect the rate of cellular reactions.
Area of Study 2: How do cells communicate?
Students focus on how cells receive specific signals that elicit a particular response. Students apply the stimulus-response model to the cell in terms of the types of signals, the position of receptors, and the transduction of the information across the cell to an effector that then initiates a response. Students examine unique molecules called antigens and how they elicit an immune response, the nature of immunity and the role of vaccinations in providing immunity. They explain how malfunctions in signalling pathways cause various disorders in the human population and how new technologies assist in managing such disorders.
Unit 4: Semester 2 – How does life change and respond to challenges over time?
Area of Study 1: How are species related?
Students study changes to genetic material over time and the evidence for biological evolution. They investigate how changes to genetic material lead to new species through the process of natural selection as a mechanism for evolution. Students examine how evolutionary biology and the relatedness of species is based upon the accumulation of evidence. They learn how interpretations of evidence can change in the light of new evidence as a result of technological advances, particularly in molecular biology. The human fossil record is explored to identify the major biological and cognitive trends that have led to a complex interrelationship between biology and culture.
Area of Study 2: How do humans impact on biological processes?
Students examine the impact of human culture and technological applications on biological processes. They apply their knowledge of the structure and function of the DNA molecule to examine how molecular tools and techniques can be used to manipulate the molecule for a particular purpose. Students describe gene technologies used to address human issues and consider their social and ethical implications. Scientific knowledge can both challenge and be challenged by society. Students examine biological challenges that illustrate how the reception of scientific knowledge is influenced by social, economic and cultural factors.
Area of Study 3: Practical investigation
A student-designed or adapted investigation related to cellular processes and/or biological change and continuity over time is undertaken in either Unit 3 or Unit 4, or across both Units 3 and 4. The investigation is to relate to knowledge and skills developed across Units 3 and 4 and may be undertaken by the student through laboratory work and/or fieldwork.
The investigation requires the student to identify an aim, develop a question, formulate a hypothesis and plan a course of action to answer the question that complies with safety and ethical guidelines. The student then undertakes an experiment that involves the collection of primary qualitative and/or quantitative data, analyses and evaluates the data, identifies limitations of data and methods, links experimental results to science ideas, reaches a conclusion in response to the question and suggests further investigations which may be undertaken. The results of the investigation are presented in a scientific poster format. A practical logbook must be maintained by the student for record, authentication and assessment purposes.
Area of Study 1: How are species related?
Students study changes to genetic material over time and the evidence for biological evolution. They investigate how changes to genetic material lead to new species through the process of natural selection as a mechanism for evolution. Students examine how evolutionary biology and the relatedness of species is based upon the accumulation of evidence. They learn how interpretations of evidence can change in the light of new evidence as a result of technological advances, particularly in molecular biology. The human fossil record is explored to identify the major biological and cognitive trends that have led to a complex interrelationship between biology and culture.
Area of Study 2: How do humans impact on biological processes?
Students examine the impact of human culture and technological applications on biological processes. They apply their knowledge of the structure and function of the DNA molecule to examine how molecular tools and techniques can be used to manipulate the molecule for a particular purpose. Students describe gene technologies used to address human issues and consider their social and ethical implications. Scientific knowledge can both challenge and be challenged by society. Students examine biological challenges that illustrate how the reception of scientific knowledge is influenced by social, economic and cultural factors.
Area of Study 3: Practical investigation
A student-designed or adapted investigation related to cellular processes and/or biological change and continuity over time is undertaken in either Unit 3 or Unit 4, or across both Units 3 and 4. The investigation is to relate to knowledge and skills developed across Units 3 and 4 and may be undertaken by the student through laboratory work and/or fieldwork.
The investigation requires the student to identify an aim, develop a question, formulate a hypothesis and plan a course of action to answer the question that complies with safety and ethical guidelines. The student then undertakes an experiment that involves the collection of primary qualitative and/or quantitative data, analyses and evaluates the data, identifies limitations of data and methods, links experimental results to science ideas, reaches a conclusion in response to the question and suggests further investigations which may be undertaken. The results of the investigation are presented in a scientific poster format. A practical logbook must be maintained by the student for record, authentication and assessment purposes.
ASSESSMENT
Assessment is comprised of coursework (class tests and practical work), practical investigation and examination.
Chemistry
Prerequisites
Chemistry Units 1 & 2 must be completed before Units 3 & 4.
Course Description
Unit 1: Semester 1 – How can the diversity of materials be explained?
Area of Study 1: How do the chemical structures of materials explain their properties and reactions?
Students focus on elements as the building blocks of useful materials. They investigate the structures, properties and reactions of carbon compounds, metals and ionic compounds, and use chromatography to separate the components of mixtures. They use metal recycling as a context to explore the transition in manufacturing processes from a linear economy to a circular economy.
Area of Study 2: How are materials quantified and classified?
Students focus on the measurement of quantities in chemistry and the structures and properties of organic compounds, including polymers. They perform calculations based on the generation of primary data, such as determining the empirical formula of an ionic compound or hydrated salt, and consider how the quality of data generated in experiments can be improved. They may construct models to visualise the similarities and differences between families of organic compounds.
Area of Study 3: How can chemical principles be applied to create a more sustainable future?
Students undertake an investigation involving the selection and evaluation of a recent discovery, innovation, advance, case study, issue or challenge linked to the knowledge and skills developed in Unit 1 Area of Study 1 and/or Area of Study 2, including consideration of sustainability concepts (green chemistry principles, sustainable development and the transition towards a circular economy).
Unit 2: How do chemical reactions shape the natural world?
Area of Study 1: How do chemicals interact with water?
students focus on understanding the properties of water and investigating acid-base and redox reactions. They explore water’s properties, including its density, specific heat capacity and latent heat of vaporisation. They write equations for acid-base and redox reactions, and apply concepts including pH as a measure of acidity. They explore applications of acid-base reactions and redox reactions in society.
Area of Study 2: How are chemicals measured and analysed?
Students focus on the analysis and quantification of chemical reactions involving acids, bases, salts and gases. They measure the solubility of substances in water, explore the relationship between solubility and temperature using solubility curves, and learn to predict when a solute will dissolve or crystallise out of solution. They quantify amounts in chemistry using volumetric analysis, application of the ideal gas equation, stoichiometry and calibration curves.
Area of Study 3: How do quantitative scientific investigations develop our understanding of chemical reactions?
Students adapt or design and then conduct a scientific investigation related to chemical equations and/or analysis, which must include the generation of primary data. They develop a research question related to the production of gases, acid-base or redox reactions or the analysis of substances in water, and adapt or design and then conduct a scientific investigation to generate appropriate quantitative data. Students organise and interpret the data and reach a conclusion in response to their research question.
Unit 3: Semester 1 – How can chemical processes be designed to optimise efficiency?
Area of Study 1: What are the options for energy production?
Students focus on analysing and comparing a range of energy resources and technologies, including fossil fuels, biofuels, galvanic cells and fuel cells, with reference to the energy transformations and chemical reactions involved, energy efficiencies, environmental impacts and potential applications. Students explore theoretical aspects of, and also design and conduct practical investigations on, the use of the specific heat capacity of water and thermochemical equations to determine the enthalpy changes and quantities of reactants and products involved in the combustion reactions of a range of renewable and non-renewable fuels. Students explore theoretical aspects of, and also conduct practical investigations involving, redox reactions, including the design, construction and testing of galvanic cells, and account for differences between experimental findings and predictions made by using the electrochemical series. They compare the design features, operating principles and uses of galvanic cells and fuel cells, and summarise cell processes by writing balanced equations for half and overall cell processes.
Area of Study 2: How can the yield of a chemical product be optimised?
Students 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. They explain reactions with reference to the collision theory including reference to Maxwell-Boltzmann distribution curves. The progression of exothermic and endothermic reactions, including the use of a catalyst, is represented using energy profile diagrams. Students explore homogeneous equilibrium systems and apply the equilibrium law to calculate equilibrium constants and concentrations of reactants and products. They investigate Le Chatelier’s principle and the effect of different changes on an equilibrium system and make predictions about the optimum conditions for the production of chemicals, taking into account rate and yield considerations. Students represent the establishment of equilibrium and the effect of changes to an equilibrium system using concentration-time graphs. Students investigate a range of electrolytic cells with reference to their basic design features and purpose, their operating principles and the energy transformations that occur. They examine the discharging and recharging processes in rechargeable cells, and apply Faraday’s laws to calculate quantities in electrochemistry and to determine cell efficiencies.
Unit 4: Semester 2 – How are organic compounds categorised, analysed and used?
Area of Study 1: How can the diversity of carbon compounds be explained and categorised?
Students examine the structural features of members of several homologous series of compounds, including some of the simpler structural isomers, and learn how they are represented and named. Students investigate trends in the physical and chemical properties of various organic families of compounds. They study typical reactions of organic families and some of their reaction pathways, and write balanced chemical equations for organic syntheses. Students learn to deduce or confirm the structure and identity of organic compounds by interpreting data from mass spectrometry, infrared spectroscopy and proton and carbon-13 nuclear magnetic resonance spectroscopy.
Area of Study 2: What is the chemistry of food?
Students explore the importance of food from a chemical perspective. Students study the major components of food with reference to their structures, properties and functions. They examine the hydrolysis reactions in which foods are broken down, the condensation reactions in which new biomolecules are formed and the role of enzymes, assisted by coenzymes, in the metabolism of food. Students study the role of glucose in cellular respiration and investigate the principles of calorimetry and its application in determining enthalpy changes for reactions in solution. They explore applications of food chemistry by considering the differences in structures of natural and artificial sweeteners, the chemical significance of the glycaemic index of foods, the rancidity of fats and oils, and the use of the term ‘essential’ to describe some amino acids and fatty acids in the diet.
Area of Study 3: Practical investigation.
A student-designed or adapted practical investigation related to energy and/or food is undertaken in either Unit 3 or Unit 4, or across both Units 3 and 4. The investigation relates to knowledge and skills developed across Unit 3 and/or Unit 4.
The investigation requires the student to identify an aim, develop a question, formulate a hypothesis and plan a course of action to answer the question that complies with safety and ethical requirements. The student then undertakes an experiment that involves the collection of primary qualitative and/or quantitative data, analyses and evaluates the data, identifies limitations of data and methods, links experimental results to science ideas, reaches a conclusion in response to the question and suggests further investigations which may be undertaken. Findings are communicated in a scientific poster format. A practical logbook must be maintained by the student for record, authentication and assessment purposes.
ASSESSMENT
Assessment is comprised of coursework (class tests and practical work), practical investigation and examination.
Physics
Prerequisites
Physics Units 1 & 2 must be completed before Units 3 & 4.
Course Description
VCE Physics Unit 1
Area of Study 1: How are light and heat explained?
Students will study light using the wave model and thermal energy using a particle model forming an understanding of the fundamental physics ideas of reflection, refraction and dispersion. Students will use these ideas to understand observations made of the world such as mirages and rainbows. Students will investigate energy transfers and explore how light and thermal energy relate to one another. They apply light ideas to explain how light is used through optical fibres in communication, and how physics is used to inform global warming and climate change.
Area of Study 2: How is energy from the nucleus utilised?
Students build on their understanding of energy to explore energy that derives from the nuclei of atoms. They learn about the properties of the radiation from the nucleus and the effects of this radiation on human cells and tissues and apply this understanding to the use of radioisotopes in medical therapy. Students explore the transfer of energy from the nucleus through the processes of fission and fusion and apply these ideas to evaluate the viability of nuclear energy as an energy source for Australia.
Area of Study 3: How do electric circuits work?
Modelling is a useful tool in developing concepts that explain physical phenomena that cannot be directly observed. In this area of study, students develop conceptual models to analyse electrical phenomena and undertake practical investigations of circuit components. Concepts of electrical safety are developed through the study of safety mechanisms and the effect of current on humans. Students apply and critically assess mathematical models during experimental investigations of DC circuits. They explore electrical safety and the use of transducers to transfer energy in common devices.
VCE Physics Unit 2
Area of Study 1: How is motion understood?
Students describe and analyse graphically, numerically and algebraically the energy and motion of an object, using specific physics terminology and conventions. They consider the effects of balanced and unbalanced forces on motion and investigate the translational and rotational forces on static structures. Students apply mathematical models during experimental investigations of motion, and apply their understanding of motion and force through a case study.
Area of Study 2: How do particle accelerators work?
Students will learn about the nature of charged particles in the presence of electric and magnetic fields and how these principles are used in accelerator technologies. Students will review the evolution of, current and future collider technologies. Students will distinguish between the use of particle accelerators to collide particles, eg the Large Hadron Collider, with those accelerators used to produce synchrotron light, such as the Australian Synchotron, including an excursion to this impressive Melbourne-based facility.
Area of Study 3: How do physicists investigate questions?
Students adapt or design and then conduct a scientific investigation to generate appropriate primary qualitative and/or quantitative data, organise and interpret the data, and reach and evaluate a conclusion in response to the research question. This practical investigation is related to knowledge and skills developed in Area of Study 1 and/or 2.
VCE Physics Unit 3
Area of Study 1: How do things move without contact?
Students examine the similarities and differences between three fields: gravitational, electric and magnetic. Field models are used to explain the motion of objects when there is no apparent contact. Students explore how positions in fields determine the potential energy of an object and the force on an object. They investigate how concepts related to field models can be applied to construct motors, maintain satellite orbits and to accelerate particles.
Area of Study 2: How are fields used to move electrical energy?
Students use empirical evidence and models of electric, magnetic and electromagnetic effects to explain how electricity is produced and delivered to homes. They explore magnetic fields and the transformer as critical to the performance of electrical distribution systems.
Area of Study 3: How fast can things go?
Students use Newton’s laws of motion to analyse relative motion, circular motion and projectile motion. Students compare Newton’s and Einstein’s explanations of motion and evaluate the circumstances in which they can be applied. They explore the relationships between force, energy and mass.
VCE Physics Unit 4
Area of Study 1: How can waves explain the behaviour of light?
Students use evidence from experiments to explore wave concepts in a variety of applications. They investigate the properties of mechanical waves and examine the evidence suggesting that light is a wave. They apply quantitative models to explore how light changes direction, including reflection, refraction, colour dispersion and polarisation.
Area of Study 2: How are light and matter similar?
Students explore the design of major experiments that have led to the development of theories to describe the most fundamental aspects of the physical world – light and matter.
Area of Study 3: Practical Investigation
A student-designed practical investigation related to waves, fields or motion is undertaken either in 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.
The investigation requires the student to develop a question, formulate a hypothesis and plan a course of action to answer the question and that complies with safety and ethical guidelines. Students then undertake an experiment that involves the collection of primary quantitative data, analyse and evaluate the data, identify limitations of data and methods, link experimental results to science ideas, reach a conclusion in response to the question and suggest further investigations that may be undertaken. The student is expected to design and undertake an investigation involving two continuous independent variables. Results are communicated in a scientific poster format. A practical logbook must be maintained by the student for record, authentication and assessment purposes.
ASSESSMENT
Assessment is comprised of coursework (class tests and practical work), practical investigation and examination.
Psychology
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.
Psychology provides students with a sophisticated framework for understanding the complex interactions between biological, and psychological factors that influence thought, emotions and behaviour. The study assists students to further develop effective language skills for communication, and numeracy skills for research, data analysis and other applications. In addition, students develop a range of broader skills including those of problem solving, critical evaluation and the application of processes of scientific inquiry.
Prerequisites
Psychology Units 1 & 2 must be completed before Units 3 & 4, or by HOF approval.
Course Description
Unit 1: Semester 1 – How are behaviour and mental processes shaped?
In this unit, students investigate criminal psychology to answer the critical question; are criminals born or made? Across the semester students investigate this intriguing question from multiple psychological perspectives. Students consider the interactive nature of hereditary and environmental factors and examine specific factors that may lead to the development of typical or atypical psychological development in individuals. Students will examine multiple social influence aspects to interpret their own behaviour and those around them, including the influence of conformity, power and obedience. Students undertake their own research investigation into this topic, with the aim of drawing a conclusion based on the synthesis of knowledge discovered.
Unit 2: Semester 2 – How do external factors influence behaviour and mental processes?
In this unit students are given the opportunity to explore how the brain enables individuals to make meaning and respond to the world around them. Through a range of practical experiments and activities students learn about their senses and how easily they can be misled. Students analyse the roles of specific areas of the brain and the interactions between different areas of the brain that enable complex cognitive tasks to be performed. Students explore how brain plasticity and brain damage can affect a person’s functioning. Semester 2 also focuses on building skills in preparation for Units 3 & 4 by undertaking scientific investigations into the functioning of the brain.
Area of study 3 – Student-directed research investigation
Across the year students engage in a research investigation of their own choosing. In this area of study, students apply and extend their knowledge and skills developed in Areas of Study 1 and/or 2 to investigate a question related to brain function and/or psychological development. Students analyse the scientific evidence that underpins the research in response to a question of interest. They then communicate the findings of their research investigation and explain the psychological concepts, outline contemporary research and present conclusions based on the evidence.
Unit 3: Semester 1 – How does experience affect behaviour and mental processes?
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.
Area of study 1: How does the nervous system enable psychological functioning?
In this area of study, students explore the role of different branches of the nervous system in enabling a person to integrate, coordinate and respond to internal and external sensory stimuli. They explore the specialised structures and functioning of neurons that allow the nervous system to transmit neural information. Students evaluate how biological, psychological and social factors can influence a person’s nervous system functioning. In particular, they consider the ways in which stress can affect the mind and body, the role that the nervous system plays in these processes and how stress can be managed.
Area of study 2 – How do people learn and remember?
Memory and learning are core components of human identity: they connect past experiences to the present and shape futures by enabling adaption to daily changes in the environment. In this area of study students study the neural basis of memory and learning and examine factors that influence the learning of new behaviours and the storage and retention of information in memory. They consider the influence of biological, psychological and social factors on the fallibility of memory.
Unit 4: How is wellbeing developed and maintained?
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.
Area of study 1 – How do levels of consciousness affect mental processes and behaviour?
Differences in levels of awareness of sensations, thoughts and surroundings influence individuals’ interactions with their environment and with other people. In this area of study students focus on states of consciousness and the relationship between consciousness and thoughts, feelings and behaviours. They explore the different ways in which consciousness can be studied from physiological and psychological perspectives and how states of consciousness can be altered. Students consider the nature and importance of sleep and apply biological, psychological and social factors to analyse the effects of sleep disturbances on psychological functioning, including mood, cognition and behaviour.
Area of study 2 – What influences mental wellbeing?
In this area of study, students examine what it means to be mentally healthy. They explore the concept of a mental health continuum and factors that explain how location on the continuum for an individual may vary over time. Students apply a biopsychosocial approach to analyse mental health and mental disorder, and evaluate the roles of predisposing, precipitating, perpetuating and protective factors in contributing to a person’s mental state. Specific phobia is used to illustrate how a biopsychosocial approach can be used to explain how biological, psychological and social factors are involved in the development and management of a mental disorder. Students explore the concepts of resilience and coping and investigate the psychological basis of strategies that contribute to mental wellbeing.
ASSESSMENT
Assessment is comprised of coursework and examination.