Australian+Curriculum+Science+p+2


 * Australian Curriculum Science **

[|http://www.acara.edu.au/verve/_resources/Australian_Curriculum_-_Science.pdf#xml=http://search.curriculum.edu.au/texis/search/pdfhi.txt?query=science&pr=www.acara.edu.au&prox=page&rorder=500&rprox=500&rdfreq=500&rwfreq=500&rlead=500&rdepth=0&sufs=0&order=r&cq=&id=4fcc6e1a13]

Years 7-10: typically students 12 to 15 years of age. 5.2.2 Years 7–10 (typically from 12 to 15 years of age)
 * Middle Years**

// Curriculum focus: explaining phenomena involving science and its applications //

During these years, students study science concepts associated with each of the disciplines: biology, physics, chemistry and earth science. It is important to include contemporary contexts in which science can be learned and issues and recent research to enhance understanding of science in the world. It is current research and its human uses and implications that motivates and excites students.

In determining what concepts students should learn, it is important to exercise restraint and avoid overcrowding the curriculum, and so provide time to build the knowledge base that underlies science understanding. The unifying ideas of energy, sustainability of systems, equilibrium and interdependence lead to the ideas of form and function that result in a deeper appreciation of evidence, models, explanations and theories.


 * Science understanding Physics and chemistry **
 * nature of matter, including particle theory
 * forms of energy, energy transfer and storage
 * forces and motion
 * acids and bases
 * metals and non-metals
 * elements, compounds and chemical reactions.


 * Biology **
 * cells and living things
 * the human body
 * ecosystems
 * theory of evolution and the diversity of living things.


 * Earth Sciences **
 * structure of the earth and geological history
 * plate tectonics and geological phenomena
 * stars, galaxies and the universe.


 * Science inquiry skills **
 * formulate scientific questions or hypotheses for testing
 * design and conduct science investigations involving
 * measurement and repeated trials
 * gather and organise data from a variety of sources
 * analyse and test models and theories based on the evidence available
 * explain and summarise patterns in data using science concepts.


 * Science as a human endeavour **
 * be aware of contemporary issues such as water and
 * its management, climate change, stem cell research, nanotechnology, gene technology
 * apply scientific understandings to make responsible, ethical and informed decisions about issues
 * be aware of the nature of science and research of Australian scientists
 * appreciate that science provides rewarding careers
 * appreciate the diversity of people who have contributed to, and shaped the development of, science.

Building on the unifying ideas of exploration, observation, order, change, questioning and speculating, the unifying ideas of this age range are:

**Energy:** Energy is the basis of all activity. There are different forms of energy and energy is transferred between these forms. A guiding principle is that energy is always conserved. A challenge for humans is to use energy wisely.


 * Sustainability: **The idea of sustainability is central to the nature of dynamic systems. A system has inputs, outputs and a variety of internal functions. The interaction of these inputs, functions and outputs determines the degree to which any system can sustain itself. The inputs include resources that may be renewable or non-renewable.


 * Equilibrium and interdependence: **In a system there are forces and changes that act in opposing directions. For a system to be stable, these factors need to be in a state of balance or equilibrium. This equilibrium is based on the interdependence of all the components within the system. A change in one of the components can affect all components of the system because of the interrelationships between the parts.


 * Form and function: ** For objects and organisms, form and function are complementary.Form describes the nature or make-up of an aspect of an object or organism, while function represents the use of that aspect. For example, the form of a particular bone in the human body is specifically suited to its use.


 * Evidence, models, explanations and theories: **Just as evidence provides the basis of explanations, explanations are used and refined to form models and theories. Models and theories are more complex; abstract schemes or structures that provide a more detailed but tentative basis for understanding a range of evidence.