2. Outline of intended student learning 2.1 Unit description — Earth, wind and fire Unit name Earth, wind and fire Semester 1 Time 30 hours Overview Students will investigate the underlying science behind a range of human and natural disasters, the impact on people and the environment, and the application of technology to predict or protect against disasters. Scientific priorities Technology Health & wellbeing Catalysts for discovery Environment Focus areas Structure and properties of matter Living systems Earth and space Energy Information and communication Key concepts SPI Molecular nature of matter LS1 The cell as the basis of life ES1 Structure and properties of the earth EN1 Forms of energy IC1 Storage, transfer and SP2 Gases, liquids, solutions, solids LS2 Genes, genetics and evolution ES2 Global cycles and the atmosphere EN2 Forces and motion SP3 Radioactivity LS3 Ecosystems ES3 Solar systems and the universe Specification of key concepts Solutes, solvents, solutions and emulsions Physical and chemical properties of crude oil Properties of materials that make Bushfire regeneration and succession — primary and secondary tectonics — folding, faulting, subduction, earthquake formation Weather patterns and cyclone formation Layers and composition of the atmosphere and the Energy generated in the earth’s crust due to tectonic movement Wave motion (P- S- waves & L- waves) in earthquakes Methods of detecting and transmitting information (satellite imagery, seismographs) Transmission of analogue and digital signals (radio, television, satellites etc.) interpretation
them suitable for mopping up oil spills Impact of particulate matter in the atmosphere on global temperatures Location of asteroid belt in our solar system Behaviour and composition of meteors, comets and asteroids How waves travel through different media Impact of activity on transmission of signals Learning experiences Construct models of tectonic plates and investigate forces to link to folding, faulting and earthquakes Construct and operate a seismometer to gather data Interpret a seismogram to plot the epicentre of an earthquake Conduct investigations in wave motion Analyse weather patterns to identify trends in cyclone formation Critically evaluate disaster management strategies through discussions with SES Conduct investigations into ways to mop up oil spills Conduct a field study of sand dunes to observe succession and bushfire regeneration sites Make links between the effects of meteorite impact and the demise of dinosaurs Investigate the technology used to track asteroids Evaluate the effects of sunspot and solar flare activity on communication and technology Unit outcomes Knowledge and conceptual understanding Investigative processes Issues and impacts By the conclusion of the unit, students should be able to: State, describe (including modelling) and explain biology, chemistry, earth science and physics concepts that underpin disasters. Explain interrelationships between the scientific ideas, concepts and processes observed during the investigations. Interpret and apply the gathered information and generate reasoned explanations. Conduct scientific investigations, such as field study of sand dunes to observe succession or bushfire regeneration sites and oil spill Students will formulate questions and hypotheses, experiment and evaluate data. Use scientific and technological equipment such weather monitoring devices to gather data and information during practical investigations and research. Process, analyse, evaluate and interpret data from sources such as seismometers and synoptic charts, as well as anecdotal evidence and secondary data from case studies. Identify and explain the issues underpinning disasters and disaster management and evaluate the impacts. Draw conclusions and express positions supported by scientific argument and evidence. Analyse a range of factors that influence the development of scientific knowledge and technologies.
system; kidneys; muscles & bones. Interactions required to make a functional biosphere — biotic and abiotic factors Effects of cosmic radiation on living things Composition of gases in ‘air’ and creating an artificial atmosphere Astronomic distance & time scales Light and lenses Electromagnetic spectrum Red Doppler effect Applications of of energy -lasers, holograms, Learning experiences Construct a telescope and modify the design to improve its function Conduct investigations to find the link between composition of gases in the air with plant growth Conduct investigations into linear, circular and elliptical motion and analyse data using appropriate mathematical techniques Evaluate the features needed to make a planet suitable for habitation Describe the features of the planets and moons in our solar system (e.g. distance from the sun, atmosphere, size, composition) and extrapolate to determine the likelihood of finding other habitable planets Design, construct and investigate rockets Analyse the impact of drying foods for preservation and nutritional content Measure forces generated through circular motion, inertia, acceleration, etc. using theme park rides and evaluate their impact on the human body systems Link the methods of transmission of signals to the quantity and quality of information that can be communicated Investigate issues with communicating across space e.g. sound doesn’t travel in a vacuum Unit outcomes Knowledge and conceptual understanding Investigative processes Issues and impacts By the conclusion of the unit, students should be able to: State, describe and explain scientific information including facts, definitions, formulas, terminology, concepts and theories of forces and motion, and communication technology as they apply to space exploration. Explain interrelationships between the scientific ideas and processes in the development of an artificial ecosystem or space station. Conduct research regarding factors that affect planetary motion and the function of space vehicles. Students will formulate questions and hypotheses, experiment and evaluate data. Select and present scientific ideas relating to space exploration to make meaning accessible to a general audience. Generate, process, analyse and evaluate data appropriate qualitative and quantitative techniques to identify trends and interrelationships. Analyse the range of factors that have influenced the development of theories involving space travel and colonisation, including the role of developing technology. Draw conclusions and express positions the prospect of future human space exploration and life in space. Analyse a range of issues regarding living in space and developing colonies, and evaluate scientific impacts on the body and host planet.