AC9S9U01 Year 9 Science

AC9S9U01 – Year 9 Science: Biological sciences

Strand

Science understanding

Substrand

Biological sciences

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

compare the role of body systems in regulating and coordinating the body’s response to a stimulus, and describe the operation of a negative feedback mechanism

Elaborations

• exploring the body’s observable responses to external stimuli (such as changes in light or temperature, or presence of danger or pathogens) or internal stimuli (such as dehydration or hunger)
• using models, flow diagrams and virtual simulations to explore and represent the relationships between body systems that are necessary to coordinate a response to stimuli
• comparing the role and function of electrical impulses and hormones in the body’s responses to external stimuli
• modelling how the process of regulation is monitored and adjusted by connections between the receptor, command centre and effector
• examining the effects of a disorder in a feedback system, such as diabetes-induced blindness or hypothermia
• considering how understanding of feedback mechanisms has enabled the development of pharmaceuticals and other products to address issues or enhance performance, such as insulin or electrolytes in sports drinks

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.