TeaCheese Achievement Standards Content Descriptors Blog About
Descriptors›Science›Year 10›Science inquiry›Evaluating›AC9S10I07
AC9S10I07: Year 10 Science Content Descriptor – Evaluating
AC9S10I07 Year 10 Science

AC9S10I07 – Year 10 Science: Evaluating

Strand
Science inquiry
Substrand
Evaluating

This Content Descriptor from Year 10 Science provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

Content Descriptor

construct arguments based on analysis of a variety of evidence to support conclusions or evaluate claims, and consider any ethical issues and cultural protocols associated with accessing, using or citing secondary data or information

Elaborations

  • • constructing a scientific argument showing how a range of evidence supports a claim relating to the age of the universe
  • • engaging in evidence-based debates about the role of human activity in global climate change
  • • reasoning from a range of evidence to support or rebut claims made in news reports on scientific research
  • • examining secondary data to determine the credibility of the source and the validity and reproducibility of the data, and identifying the extent to which the data is consistent with data from other sources
  • • acknowledging the need to critically analyse scientific literature for potential cultural bias in relation to First Nations Australians
  • • considering the ethical issues of non-therapeutic genetic testing performed by commercial companies
  • • using primary or secondary scientific evidence to support or oppose a local action that may impact on global climate change
Show 1 more elaboration
  • • preparing an argument for increased funding for a particular scientific research focus

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 10 ASSCIY10
Year 10 Science Achievement Standard
By the end of Year 10 students explain the processes that underpin heredity and genetic diversity and describe the evidence supporting the theory of evolution by natural selection. They sequence key events in the origin and evolution of the universe and describe the supporting evidence for the big bang theory. They describe trends in patterns of global climate change and identify causal factors. They explain how Newton’s laws describe motion and apply them to predict motion of objects in a system. They explain patterns and trends in the periodic table and predict the products of reactions and the effect of changing reactant and reaction conditions. Students analyse the importance of publication and peer review in the development of scientific knowledge and analyse the relationship between science, technologies and engineering. They analyse the key factors that influence interactions between science and society. Students plan and conduct safe, valid and reproducible investigations to test relationships or develop explanatory models. They explain how they have addressed any ethical and intercultural considerations when generating or using primary and secondary data. They select equipment and use it efficiently to generate and record appropriate sample sizes and replicable data with precision. They select and construct effective representations to organise, process and summarise data and information. They analyse and connect a variety of data and information to identify and explain patterns, trends, relationships and anomalies. They evaluate the validity and reproducibility of methods, and the validity of conclusions and claims. They construct logical arguments based on analysis of a variety of evidence to support conclusions and evaluate claims. They select and use content, language and text features effectively to achieve their purpose when communicating their ideas, findings and arguments to diverse audiences.