The Earth system involves four interacting systems: the geosphere, atmosphere, hydrosphere and biosphere. A change in any one ‘sphere’ can impact others at a range of temporal and spatial scales. In this unit, students build on their existing knowledge of Earth by exploring the development of understanding of Earth's formation and its internal and surface structure. Students study the processes that formed the oceans and atmosphere. They review the origin and significance of water at Earth’s surface, how water moves through the hydrological cycle, and the environments influenced by water, in particular the oceans, the cryosphere and groundwater. Students will examine the formation of soils at Earth’s surface (the pedosphere) as a process that involves the interaction of all Earth systems.
Students critically examine the scientific evidence for the origin of life, linking this with their understanding of the evolution of Earth’s hydrosphere and atmosphere. They review evidence from the fossil record that demonstrates the interrelationships between major changes in Earth’s systems and the evolution and extinction of organisms. They investigate how the distribution and viability of life on Earth influences, and is influenced by, Earth systems.
Through the investigation of appropriate contexts, students explore how international collaboration, evidence from multiple disciplines and individuals and the development of ICT and other technologies have contributed to developing understanding of Earth systems. They investigate how scientific knowledge is used to offer valid explanations and reliable predictions, and the ways in which it interacts with social, economic and cultural factors.
Students use science inquiry skills that mirror the types of inquiry conducted to establish our contemporary understanding of Earth systems: they engage in a range of investigations that help them develop the field and research skills used by geoscientists, soil scientists, atmospheric scientists, hydrologists, ecologists and environmental chemists to interpret geological, historical and real-time scientific information.
By the end of this unit, students:
Identify, research and construct questions for investigation; propose hypotheses; and predict possible outcomes (ACSES001)
Design investigations including the procedure/s to be followed, the information required and the type and amount of primary and/or secondary data to be collected; conduct risk assessments; and consider research ethics (ACSES002)
Conduct investigations, including using map and field location techniques and rock and soil sampling and identification procedures, safely, competently and methodically for the collection of valid and reliable data (ACSES003)
Represent data in meaningful and useful ways; organise and analyse data to identify trends, patterns and relationships; qualitatively describe sources of measurement error, and uncertainty and limitations in data; and select, synthesise and use evidence to make and justify conclusions (ACSES004)
Interpret a range of scientific and media texts and evaluate processes, claims and conclusions by considering the quality of available evidence; use reasoning to construct scientific arguments (ACSES005)
Select, construct and use appropriate representations, including maps and cross sections to describe and analyse spatial relationships, and stratigraphy and isotopic half-life data to infer the age of rocks and fossils, to communicate conceptual understanding, solve problems and make predictions (ACSES006)
Communicate to specific audiences and for specific purposes using appropriate language, genres and modes, including compilations of field data and research reports (ACSES007)
Science is a global enterprise that relies on clear communication, international conventions, peer review and reproducibility (ACSES008)
Development of complex models and/or theories often requires a wide range of evidence from multiple individuals and across disciplines (ACSES009)
Advances in science understanding in one field can influence other areas of science, technology and engineering (ACSES010)
The use of scientific knowledge is influenced by social, economic, cultural and ethical considerations (ACSES011)
The use of scientific knowledge may have beneficial and/or harmful and/or unintended consequences (ACSES012)
Scientific knowledge can enable scientists to offer valid explanations and make reliable predictions (ACSES013)
Scientific knowledge can be used to develop and evaluate projected economic, social and environmental impacts and to design action for sustainability (ACSES014)
Earth system processes require energy. In this unit, students explore how the transfer and transformation of energy from the sun and Earth’s interior enable and control processes within and between the geosphere, atmosphere, hydrosphere and biosphere. Students examine how the transfer and transformation of heat and gravitational energy in Earth's interior drive movements of Earth’s tectonic plates. They analyse how the transfer of solar energy to Earth is influenced by the structure of the atmosphere; how air masses and ocean water move as a result of solar energy transfer and transformation to cause global weather patterns; and how changes in these atmospheric and oceanic processes can result in anomalous weather patterns.
Students use their knowledge of the photosynthetic process to understand the transformation of sunlight into other energy forms that are useful for living things. They study how energy transfer and transformation in ecosystems are modelled and they review how biogeochemical cycling of matter in environmental systems involves energy use and energy storage.
Through the investigation of appropriate contexts, students explore how international collaboration, evidence from multiple disciplines and individuals and the development of ICT and other technologies have contributed to developing understanding of the energy transfers and transformations within and between Earth systems. They investigate how scientific knowledge is used to offer valid explanations and reliable predictions, and the ways in which it interacts with social, economic and cultural factors, including the design of action for sustainability.
Students use inquiry skills to collect, analyse and interpret data relating to energy transfers and transformations and cycling of matter and make inferences about the factors causing changes to movements of energy and matter in Earth systems.
By the end of this unit, students:
Identify, research and construct questions for investigation; propose hypotheses; and predict possible outcomes (ACSES030)
Design investigations including the procedure/s to be followed, the information required and the type and amount of primary and/or secondary data to be collected; conduct risk assessments; and consider research ethics (ACSES031)
Conduct investigations, including using map and field location techniques and environmental sampling procedures, safely, competently and methodically for the collection of valid and reliable data (ACSES032)
Represent data in meaningful and useful ways; organise and analyse data to identify trends, patterns and relationships; qualitatively describe sources of measurement error, and uncertainty and limitations in data; and select, synthesise and use evidence to make and justify conclusions (ACSES033)
Interpret a range of scientific and media texts and evaluate processes, claims and conclusions by considering the quality of available evidence; use reasoning to construct scientific arguments (ACSES034)
Select, construct and use appropriate representations, including maps and other spatial representations, diagrams and flow charts, to communicate conceptual understanding, solve problems and make predictions (ACSES035)
Communicate to specific audiences and for specific purposes using appropriate language, genres and modes, including compilations of field data and research reports (ACSES036)
Science is a global enterprise that relies on clear communication, international conventions, peer review and reproducibility (ACSES037)
Development of complex models and/or theories often requires a wide range of evidence from multiple individuals and across disciplines (ACSES038)
Advances in science understanding in one field can influence other areas of science, technology and engineering (ACSES039)
The use of scientific knowledge is influenced by social, economic, cultural and ethical considerations (ACSES040)
The use of scientific knowledge may have beneficial and/or harmful and/or unintended consequences (ACSES041)
Scientific knowledge can enable scientists to offer valid explanations and make reliable predictions (ACSES042)
Scientific knowledge can be used to develop and evaluate projected economic, social and environmental impacts and to design action for sustainability (ACSES043)
Earth resources are required to sustain life and provide infrastructure for living (for example, food, shelter, medicines, transport, and communication), driving ongoing demand for biotic, mineral and energy resources. In this unit, students explore renewable and non-renewable resources and analyse the effects that resource extraction, use and consumption and associated waste removal have on Earth systems and human communities.
Students examine the occurrence of non-renewable mineral and energy resources and review how an understanding of Earth and environmental science processes guides resource exploration and extraction. They investigate how the rate of extraction and other environmental factors impact on the quality and availability of renewable resources, including water, energy resources and biota, and the importance of monitoring and modelling to manage these resources at local, regional and global scales. Students learn about ecosystem services and how natural and human-mediated changes of the biosphere, hydrosphere, atmosphere and geosphere, including the pedosphere, influence resource availability and sustainable management.
Through the investigation of appropriate contexts, students explore the ways in which models and theories related to resource extraction, use and management have developed over time and through interactions with social, economic, cultural and ethical considerations. They investigate the ways in which science contributes to contemporary debate regarding local, regional and international resource use, evaluation of risk and action for sustainability, and recognise the limitations of science in providing definitive answers in different contexts.
Students use science inquiry skills to collect, analyse and interpret data relating to the extraction, use, consumption and waste management of renewable and non-renewable resources. They critically analyse the range of factors that determine management of renewable and non-renewable resources.
By the end of this unit, students:
Identify, research and construct questions for investigation; propose hypotheses; and predict possible outcomes (ACSES057)
Design investigations including the procedure/s to be followed, the information required and the type and amount of primary and/or secondary data to be collected; conduct risk assessments; and consider research ethics (ACSES058)
Conduct investigations, including using spatial analysis to complement map and field location techniques and environmental sampling procedures, safely, competently and methodically for the collection of valid and reliable data (ACSES059)
Represent data in meaningful and useful ways; organise and analyse data to identify trends, patterns and relationships; discuss the ways in which measurement error and instrumental accuracy and the nature of the procedure and sample size may influence uncertainty and limitations in data; and select, synthesise and use evidence to make and justify conclusions (ACSES060)
Interpret a range of scientific and media texts and evaluate processes, claims and conclusions by considering the quality of available evidence, including interpreting confidence intervals in secondary data; use reasoning to construct scientific arguments (ACSES061)
Select, construct and use appropriate representations, including maps and other spatial representations, to communicate conceptual understanding, solve problems and make predictions (ACSES062)
Communicate to specific audiences and for specific purposes using appropriate language, genres and modes, including compilations of field data and research reports (ACSES063)
ICT and other technologies have dramatically increased the size, accuracy and geographic and temporal scope of data sets with which scientists work (ACSES064)
Models and theories are contested and refined or replaced when new evidence challenges them, or when a new model or theory has greater explanatory power (ACSES065)
The acceptance of scientific knowledge can be influenced by the social, economic and cultural context in which it is considered (ACSES066)
People can use scientific knowledge to inform the monitoring, assessment and evaluation of risk (ACSES067)
Science can be limited in its ability to provide definitive answers to public debate; there may be insufficient reliable data available, or interpretation of the data may be open to question (ACSES068)
International collaboration is often required when investing in large-scale science projects or addressing issues for the Asia-Pacific region (ACSES069)
Scientific knowledge can be used to develop and evaluate projected economic, social and environmental impacts and to design action for sustainability (ACSES070)
Earth hazards occur over a range of time scales and have significant impacts on Earth systems across a wide range of spatial scales. Investigation of naturally occurring and human-influenced Earth hazards enables prediction of their impacts, and the development of management and mitigation strategies. In this unit, students examine the cause and effects of naturally occurring Earth hazards including volcanic eruptions, earthquakes and tsunami. They examine ways in which human activities can contribute to the frequency, magnitude and intensity of Earth hazards such as fire and drought. This unit focuses on the timescales at which the effects of natural and human-induced change are apparent and the ways in which scientific data are used to provide strategic direction for the mitigation of Earth hazards and environmental management decisions.
Students review the scientific evidence for climate change models, including the examination of evidence from the geological record, and explore the tensions associated with differing interpretations of the same evidence. They consider the reliability of these models for predicting climate change, and the implications of future climate change events, including changing weather patterns, globally and in Australia (for example, changes in flooding patterns or aridity, and changes to vegetation distribution, river structure and groundwater recharge).
Through the investigation of appropriate contexts, students explore the ways in which models and theories related to monitoring and managing Earth hazards and climate change have developed over time and through interactions with social, economic, cultural, and ethical considerations. They investigate the ways in which science contributes to contemporary debate regarding local, regional and international management of Earth hazards, evaluation of risk and action for sustainability, and recognise the limitations of science in providing definitive answers in different contexts.
Students use inquiry skills to collect, analyse and interpret data relating to the cause and impact of Earth hazards. They critically analyse the range of factors that influence the magnitude, frequency, intensity and management of Earth hazards at local, regional and global levels.
By the end of this unit, students:
Identify, research and construct questions for investigation, propose hypotheses and predict possible outcomes (ACSES084)
Design investigations including the procedure/s to be followed, the information required and the type and amount of primary and/or secondary data to be collected; conduct risk assessments; and consider research ethics (ACSES085)
Conduct investigations, including using spatial analysis to complement map and field location techniques, environmental sampling procedures and field metering equipment, safely, competently and methodically for the collection of valid and reliable data (ACSES086)
Represent data in meaningful and useful ways; organise and analyse data to identify trends, patterns and relationships; discuss the ways in which measurement error and instrumental accuracy, the nature of the procedure and sample size may influence uncertainty and limitations in data; and select, synthesise and use evidence to make and justify conclusions (ACSES087)
Interpret a range of scientific and media texts and evaluate processes, claims and conclusions by considering the quality of available evidence, including interpreting confidence intervals in secondary data; use reasoning to construct scientific arguments (ACSES088)
Select, construct and use appropriate representations, including maps and other spatial representations, to communicate conceptual understanding, make predictions and solve problems (ACSES089)
Communicate to specific audiences and for specific purposes using appropriate language, genres and modes, including compilations of field data and research reports (ACSES090)
ICT and other technologies have dramatically increased the size, accuracy and geographic and temporal scope of data sets with which scientists work (ACSES091)
Models and theories are contested and refined or replaced when new evidence challenges them, or when a new model or theory has greater explanatory power (ACSES092)
The acceptance of scientific knowledge can be influenced by the social, economic and cultural context in which it is considered (ACSES093)
People can use scientific knowledge to inform the monitoring, assessment and evaluation of risk (ACSES094)
Science can be limited in its ability to provide definitive answers to public debate; there may be insufficient reliable data available, or interpretation of the data may be open to question (ACSES095)
International collaboration is often required when investing in large scale science projects or addressing issues for the Asia-Pacific region (ACSES096)
Scientific knowledge can be used to develop and evaluate projected economic, social and environmental impacts and to design action for sustainability (ACSES097)