AC9S9I02 Year 9 Science

AC9S9I02 – Year 9 Science: Planning and conducting

Strand

Science inquiry

Substrand

Planning and conducting

This Content Descriptor from Year 9 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

plan and conduct valid, reproducible investigations to answer questions and test hypotheses, including identifying and controlling for possible sources of error and, as appropriate, developing and following risk assessments, considering ethical issues, and addressing key considerations regarding heritage sites and artefacts on Country/Place

Elaborations

• discussing what is meant by validity and reproducibility and how they relate to the method used in an investigation
• determining the reproducibility of a field investigation using survey techniques that seek to answer a question such as: ‘How much traffic passes the school during a designated period of time?’
• identifying possible sources of error in methods then examining if further testing or extra variable control is needed
• identifying the potential hazards of chemicals or biological materials and processes used in experimental investigations and identifying how these should be addressed
• discussing the ethical and social issues involved in the care and use of animals for scientific purposes before starting an investigation involving animals
• recognising First Nations Australians’ heritage laws and public responsibilities to report new sites or artefacts, and developing awareness of the consequences for disturbing heritage sites on, above or below the land surface, or in waters

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 9 ASSCIY9

Year 9 Science Achievement Standard

By the end of Year 9 students explain how body systems provide a coordinated response to stimuli. They describe how the processes of sexual and asexual reproduction enable survival of the species. They explain how interactions within and between Earth’s spheres affect the carbon cycle. They analyse energy conservation in simple systems and apply wave and particle models to describe energy transfer. They explain observable chemical processes in terms of changes in atomic structure, atomic rearrangement and mass. Students explain the role of publication and peer review in the development of scientific knowledge and explain the relationship between science, technologies and engineering. They analyse the different ways in which science and society are interconnected. Students plan and conduct safe, reproducible investigations to test or identify relationships and models. They describe how they have addressed any ethical and intercultural considerations when generating or using primary and secondary data. They select and use equipment to generate and record replicable data with precision. They select and construct appropriate representations to organise, process and summarise data and information. They analyse and connect data and information to identify and explain patterns, trends, relationships and anomalies. They analyse the impact of assumptions and sources of error in methods and evaluate the validity of conclusions and claims. They construct logical arguments based on 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 specific audiences.