Course Study Both semesters, compulsory
Course Description
The Year 10 Science Course follows the Australian Science Curriculum that is organised into three interrelated strands:
- Science as a human endeavour – which focuses on the nature and influence of science
- Science inquiry skills – which focuses on skills essential for working scientifically
- Science understanding – which focuses on the important science concepts from across different areas of science, as outlined below.
Biological sciences: The transmission of heritable characteristics from one generation to the next involves DNA and genes. Students describe the role of DNA as the blueprint for controlling the characteristics of organisms and explore the relationship between DNA, genes, and chromosomes. Students use appropriate methods to represent patterns of heredity and predict simple ratios involving Mendelian genetics. The theory of evolution by natural selection explains the diversity of living things and is supported by a range of scientific evidence. Students outline the processes involved in natural selection and interpret evidence for evolution.
Chemical sciences: The atomic structure and properties of elements are used to understand the formation of the Periodic Table. Students investigate the effect of a range of factors on the rate of chemical reactions through experimental design. They develop their skills in predicting the products of different types of chemical reactions and use word and symbol equations to represent these reactions. Self-designed exploration allows students to investigate reactions whilst developing their skills in testing hypotheses, recording and representing data, and analysing results and processes.
Earth and space sciences: The universe contains features including galaxies, stars and solar systems, and the Big Bang theory can be used to explain the origin of the universe. Students identify the evidence supporting the Big Bang theory and describe how the evolution of the universe, including the formation of stars and galaxies, has continued since the Big Bang. Global systems, including the carbon cycle, rely on interactions involving the biosphere, lithosphere, hydrosphere and atmosphere. Students investigate how human activity affects global systems, with particular focus on the causes and effects of the greenhouse effect and climate change.
Physical sciences: By investigating the motion of objects students learn to describe and predict motion using Newton’s laws of physics. Data collection allows the analysis of everyday motions produced by forces and students use these to understand the links between force, mass and acceleration. Mathematical representations are utilised to provide quantitative data in order for students to test and compare the relationships between moving objects.
A major focus across the year is inquiry skills, including experimental design, data analysis and evaluation, and research. Students work collaboratively and independently to investigate concepts associated with the various areas of Science detailed above, and apply their knowledge and understanding in a variety of formats.
ASSESSMENT
Assessment is comprised of coursework (assignments and practical work), common tests and examination.
VCE Environmental Science
This VCE subject is available in Year 10, subject to HOF approval.
Prerequisites:
There are no prerequisites for this course.
Course Description:
Environmental Science Units 1/2
Environmental Science is an exciting and relevant subject that explores the complex interactions between humans and the natural world. Through Units 1 and 2, students will develop an understanding of key environmental concepts, including ecosystems, biodiversity, and sustainability, and investigate the impacts of human activities on the environment.
In Unit 1, students will explore the biotic and abiotic components of ecosystems, including energy flow and nutrient cycles, and investigate the importance of biodiversity and the role of conservation in maintaining ecosystem health. They will also examine the impact of human activities, such as land use change and pollution, on ecosystems.
In Unit 2, students will deepen their understanding of environmental issues, investigating the factors that contribute to environmental change and the ways in which we can manage and mitigate these impacts. They will explore sustainable practices in agriculture, energy use, and waste management, as well as the social, economic, and political factors that influence environmental decision-making.
Environmental science graduates have a broad range of career options, including working for government agencies, NGOs, and consulting firms. Environmental scientists may work as environmental consultants, conducting research and providing advice to businesses and government agencies on environmental policies and regulations. They may also work as conservation scientists, park rangers, or environmental educators. There is a growing demand for jobs in this field with new jobs arising constantly.
Throughout Units 1 and 2, students will engage in a range of activities, including fieldwork, data analysis, and research, to develop their scientific skills and deepen their understanding of environmental issues. By the end of the course, students will be equipped with the knowledge and skills to make informed decisions about their impact on the environment and to contribute to a sustainable future.
Environmental Science Units 3/4
Through Units 3 and 4, students will deepen their understanding of key environmental concepts and investigate the impacts of human activities on the environment, with a focus on sustainability.
In Unit 3, students will explore the impact of climate change on the environment, including the causes and consequences of global warming, strategies for mitigating its effects, and its impact on biodiversity. They will also investigate the role of human activities, such as agriculture and transportation, in contributing to climate change.
In Unit 4, students will deepen their understanding of environmental issues, investigating the factors that contribute to environmental change and the ways in which we can manage and mitigate these impacts. They will explore sustainable practices in agriculture, energy use, and waste management, as well as the social, economic, and political factors that influence environmental decision-making.
Environmental science graduates have a broad range of career options, including working for government agencies, NGOs, and consulting firms. Environmental scientists may work as environmental consultants, conducting research and providing advice to businesses and government agencies on environmental policies and regulations. They may also work as conservation scientists, park rangers, or environmental educators. There is a growing demand for jobs in this field with new jobs arising constantly.
Throughout Units 3 and 4, students will engage in a range of activities, including data analysis, research, and fieldwork, to deepen their understanding of environmental issues and develop their scientific skills. By the end of the course, students will be equipped with the knowledge and skills to make informed decisions about their impact on the environment and to contribute to a sustainable future.
ASSESSMENT
Assessment is comprised of coursework (class tests and practical work), practical investigation and examination.
VCE Psychology
This VCE subject is available in Year 10, subject to HOF approval.
Prerequisites
Psychology Units 1 & 2 are strongly recommended before Units 3 & 4.
Overview:
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.
VCE Psychology applies a biopsychosocial approach to the study of mental processes and behaviour. Within this approach, different perspectives, models and theories are considered to develop an understanding of human behaviour and mental processes and the interrelated nature of biological, psychological and social factors. Biological perspectives focus on how physiology influences individuals through exploring concepts such as hereditary and environmental factors, nervous system functioning and the role of internal biological mechanisms. Psychological perspectives consider the diverse range of cognitions, emotions and behaviours that influence individuals. Within the social perspective, factors such as cultural considerations, environmental influences, social support and socioeconomic status are explored. The biopsychosocial approach can be applied to understand a variety of mental processes and behaviours.
Course Description
Psychology Units 1/2
Semester 1 – How are behaviour and mental processes shaped – through the lens of Criminal Psychology?
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.
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 are encouraged to consider Aboriginal and Torres Strait Islander people’s experiences within Australian society and how these experiences may affect psychological functioning.
This semester culminates in students considering the question are criminals born or made?
Semester 2 – How do internal and external factors influence behaviour and mental processes?
Students examine the contribution that classical and contemporary research has made to the understandings 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. They investigate the structure and functioning of the human brain and the role it plays in mental processes and behaviour and explore brain plasticity and the influence that brain damage may have on a person’s psychological functioning
A student-adapted or student-designed scientific investigation is undertaken in Semester 2. The investigation involves the generation of primary data and is related to internal and external factors that influence behaviour and mental processes. The investigation draws on key knowledge and key science skills from across the course.
Psychology Units 3/4
Unit 3: Semester 1 – 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 how mechanisms of learning and memory lead to the acquisition of knowledge and the development of new and changed behaviours. They consider models to explain learning and memory as well as the interconnectedness of brain regions involved in memory. The use of mnemonics to improve memory is explored, including Aboriginal and Torres Strait Islander peoples’ use of place as a repository of memory.
Unit 4: Semester 2 – How is wellbeing developed 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. They explore how mental wellbeing can be supported by considering the importance of biopsychosocial protective factors and cultural determinants as integral to the wellbeing of Aboriginal and Torres Strait Islander peoples.
Scientific Investigation
A student-designed scientific investigation involving the generation of primary data related to mental processes and mental wellbeing 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
ASSESSMENT
Assessment is comprised of coursework and examination.