ALDRIDGE SHS YEAR 9 SCIENCE OVERVIEW
The three goals of Science are
- to learn Science
- to learn about Science
- to learn to do Science.
These goals are achieved by a variety of approaches as the basic principles of Biology, Chemistry and Physics are introduced.
Term I– Unit 1 –Energy & Unit2 –Waves
Unit 1 –Energy On The Move (5 Weeks)
In this unit students inquire into ways in which energy can be transferred through different materials. Students will have opportunities to form hypotheses and investigatequantitative and qualitative variations to the transmission of electricity and heat energy. They use these findings and information from secondary data sources to formevidence-based arguments. Students will make informed decisions by quantifying resistance and insulation values.
Unit 2 – Making Waves (5 Weeks)
In this unit students build on their knowledge of energy transfer to include the wave-based transfer of energy including sound and light. Students investigate wave motion and the variations to sound and light transfer caused by differing materials. They explore ways in which humans have used and controlled sound and light energy transfer for practical purposes. Students design investigations and apparatus using available materials to transmit a form of energy through a medium.
Term II – Unit 3 –Atoms & Unit 4 – Earth Science
Unit 3 – Atomic Structure & Radioactivity (5 Weeks)
In this unit students explore the historical development of understandings of atomic structure. Students model an atom according to currently accepted understandings. Theyidentify the work of selected early researchers into natural radiation and examine the concepts of isotopes and half-life. They explore practical applications of natural radiation.
Students reflect on the theory and practical limitations of carbon dating.
Unit 4 – Earth Science (5 Weeks)
In this unit students will explore the historical development of scientific theories via the investigation of Earth movement. It introduces the technological developments that haveaided scientists in the study of tectonic plate movement, and explores the impact on humans of events such as earthquakes, tsunamis and volcanoes related to geologicalactivity.
Term III – Units 5 – Biology 1
Unit 5 – My Life In Balance (10 Weeks)
In this unit students identify human body systems and the ways in which they work together in balance to support life. They outline how essential requirements for life areprovided internally through a coordinated approach. Students analyse and predict the effects of the environment on body systems, and discuss the body's responses todiseases. They consider health-based claims made in advertising and use scientific language to report their findings.
Term IV – Unit 6 – Biology 2 & Unit 7 Chemistry 2
Unit 6 – Responding To Change (5 Weeks)
In this unit students engage in the exploration of concepts of change and sustainability within an ecosystem. It focuses on engaging students in the understanding that all life isconnected through ecosystems and changes to its balance can have an effect on the populations and interrelationships that exist. It provides students with an opportunity toinvestigate and reflect upon the state of Australian environments, locally and nationally, and their individual and collective responsibility for the sustainability of ecosystems.
Unit 7 – Chemical Patterns (5 Weeks)
In this unit students will explore and represent a variety of chemical reactions and their applications in daily life.