Part One

A map to learning

(Stock Image)

The Unit description, Unit Specific Goals and Content Descriptions

Please examine the Content Descriptions in the Science course you are teaching.

The Unit Description, Unit Specific Goals and Content Descriptions, describe the student's learning entitlement. Through the course of the unit, students should engage with learning activities related to all of the Content Descriptions.

The level of thinking required in relation to the Content Description is indicated by the verb at the opening of the Content Description, the Achievement Standards, and/or in the Specific Unit Goals.

Teachers will illuminate or exemplify the Content Descriptions for students by choosing topics, texts, contexts, case-studies etc. and explaining to their colleagues and themselves the links to the Content Descriptions in their program of learning.

Activity 1.1

Take this Content Description for Interdisciplinary Science:

analyse the relevant theories, principles and processes of the identified interdisciplinary systems and apply knowledge, and methods of a range of relevant scientific domains

Consider the following questions:

What work and level of thinking would students need to undertake to achieve this content description?
What case studies/ experiments could the students engage with to meet these Content Descriptions?
How could the learning from this content description be demonstrated in an assessment piece?

General Capabilities

The course developers have integrated the General Capabilities into the Content Descriptions and Achievement Standards where ever practicable. Consider the Content Descriptions in that light when planning across the four semesters. Not all capabilities need to be emphasised in each semester.

Teachers are encouraged to:

• model the general capabilities within a variety of contexts

• identify connections between the learning area/subject and the general capabilities

• provide a variety of learning activities that support development of the general capabilities

• provide opportunities for students to practise the general capabilities as authentic elements of the learning area/subject

• provide feedback to students about their progress toward developing the general capabilities.

Cross-curriculum Priorities

The course developers have integrated the Cross Curriculum Priorities into the Content Descriptions and/or illustrative examples where ever practicable. Consider the Content Descriptions in that light when planning across the four semesters. Not all Cross Curriculum Priorities need to be emphasised in each semester.

If the content description reads "...., including (topic).." then the topic listed must be taught. If it reads, ".... for example, …" then it is just a suggestion.

provide students with the tools and language to engage with, and better understand, their world
provide national, regional and global dimensions
addressed through learning areas -not curriculum on their own
applied in content descriptions
considered and focused content that fits naturally within learning areas

G. Mütrel, "Various Cacaceae", Berlin, F.A. Brockhaus - Brockhaus' Konversations-Lexikon v. 2, 1892 , Wikipedia

Levels of Thinking

Read these two webpages on levels of thinking by Vanderbilt University , the University of Wollongong and Monash University.

Activity 1.2

Consider the conclusions from the Reports below.

Please them in a rank order of levels of thinking .

(Extract adapted from Monash University, "Writing a Lab Report", Research and Learning Online- Monash University, Accessed 20-1-21. )

Example One

The average concentration from the tablets was 3001.1+/-4.36 mg, which is too much. There should be a law. We tried hard to be accurate and careful, but maybe our Math was wrong. We're not sure. It would be better to have the experiments replicated to be sure. If students can use this method, companies can use this method too.

Example Two

We examined the concentration of salicylic acid in aspirin. The average concentration from the tablets was 301.1+/-4.36 mg, which is good. The results for tablets depended upon variables. Paying closer attention to details might further improve the accuracy of the results. These findings show that our method was pretty good. This is important in many industries to make medicine safe.

Example Three

The concentration of salicylic acid in commercially available aspirin tablets was determined through UV spectroscopy. The mean concentration from three different tablets was determined to be 301.1+/-4.4 mg per tablet, which is within commercially permitted limits. The results for individual tablets were found to be dependent on the accuracy of measurements during the process, and the purity of the other reagents. Standardised solutions might further improve the accuracy of the results. These findings show that analytical chemistry techniques such as spectrometry can be used for fast, accurate determination of compound composition. This is important in many industries, where consistency is crucial for effective use of the product, or is vital to the safety of the product.

Example Four

The concentration of salicylic acid in aspirin from shops was seen in UV spectroscopy. A mean of 301.1+/-4.4 mg per tablet from three brands was determined. That is legal. It really depended on how accurate the concentration of the reagent chemicals was, if the regent was wrongly labelled, our calculations could be way off. We needed to be careful with reagents. This is a really good technique for testing medicines fast and keeping us all safe from bad medicines.

Mirror, mirror!

Mirror by Johannes Hannart (or Jan Hanat) (MET, 64.101.1223) Wikipedia.

Activity 1.3

BSSS Annotated Work Samples

Please read through and evaluate the BSSS Annotated Tasks and Work samples for some science subjects that can be found here.

How might you use them in your school?
Do you agree with the grade standard?

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