NSW Science 7–10 Syllabus (2023)

Stage 4

A student:

• identifies questions and makes predictions to guide scientific investigations SC4-WS-02
  – Identify questions and problems that can be investigated scientifically
  – Make predictions based on scientific knowledge and observations
• describes the effects of forces in everyday contexts SC4-FOR-01
  – Conduct a practical investigation on the effects of a range of direct and indirect forces
• explains how the properties of substances enable separation in a range of techniques SC4-SOL-01
  – Identify the 3 main states of matter and how they are represented in the movement of water on earth
  – Represent changes in the state of matter in terms of particle arrangement and movement
• explains how energy causes geological and chemical change SC4-CHG-01
  – Undertake experiments to identify the indicators of physical and chemical changes

Stage 5

• asks questions or makes predictions using observations SCLS-WS-02
  – Ask questions about familiar objects and events based on observations
  – Make predictions based on observations

NSW K – 10 Science Syllabus mapping for all our incursions

VIC Curriculum F–10 Version 2.0

For explanatory points & implementation advice for each dot point, please visit the VIC Curriculum F-10 site.

Levels 7 and 8

• the particle and kinetic theories of matter can be used to describe the arrangement and motion of particles in a substance, including the attraction between particles, and to explain the properties and behaviour of substances, including melting point, boiling point, density, compressibility, gas pressure, viscosity, diffusion, sublimation, and expansion and contraction. VC2S8U05
• physical changes can be distinguished from chemical changes; a chemical change can be identified by a colour change, a temperature change, the production of a gas (including laboratory preparation and testing of oxygen, carbon dioxide and hydrogen gases) or the formation of a precipitate. VC2S8U08
• balanced and unbalanced forces acting on objects, including gravitational force, may be investigated and represented using force diagrams; changes in an object’s motion can be related to its mass and the magnitude and direction of the forces acting on it. VC2S8U14
• cell theory describes cells as the basic units of life; organisms may be unicellular or multicellular and have specialised structures and organelles (including cell walls, cell membranes, cytoplasm, nuclei containing DNA, mitochondria, ribosomes, chloroplasts and vacuoles) that perform specific functions. VC2S8U02
• investigable questions, reasoned predictions and hypotheses can be developed in guiding investigations to identify patterns, test relationships and analyse and evaluate scientific models. VC2S8I01
• scientific methods, conclusions and claims can be analysed to identify assumptions, possible sources of error, conflicting evidence and unanswered questions. VC2S8I06
• evidence-based arguments can be constructed to support conclusions or evaluate claims, including consideration of ethical issues and protocols associated with using or citing secondary data or information. VC2S8I07

Levels 9 and 10

• Newton’s laws of motion can be used to quantitatively analyse the relationship between force, mass and acceleration of objects. VC2S10U17
• investigable questions, reasoned predictions and hypotheses can be used in guiding investigations to test and develop explanatory models and relationships. VC2S10I01
• the validity and reproducibility of investigation methods and the validity of conclusions and claims can be evaluated, including by identifying assumptions, conflicting evidence, biases that may influence observations and conclusions, sources of error and areas of uncertainty. VC2S10I06
• arguments based on a variety of evidence can be constructed to support conclusions or evaluate claims, including consideration of any ethical issues and cultural protocols associated with accessing, using or citing secondary data or information. VC2S10I07