11655016 EMS441 ALICE LARACY

ASSESSMENT COVERSHEET

Student Name: Alice Laracy

Student Number: 1165016
Subject Code & EMS441: Curriculum Method 1: Science
Name:
Assessment 2: Assessment for science learning
Number:
Date Submitted: 3/6/22
Subject Dr Kylie Press
Coordinator:

Checklist for students:

 I have used correct APA 7th edition citation and referencing style.
 I have completed a spelling and grammar check and there are no errors of
this nature in typed responses.
 The entire document is in MS Word form.

Declaration

I hereby certify that the attached assessment is my original work and has not been
submitted for another subject at this or any other university or institution. All use of
work or ideas of others has been accurately cited and referenced according to APA
7th edition conventions.

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11655016 EMS441 ALICE LARACY

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11655016 EMS441 ALICE LARACY

YEAR
9
SCIEN
CE
STUDE
NT
RESEA
RCH
PROJE
CT
HAND
BOOK
2022

DUE
DATE: 5
WEEKS
3
THE
ASSIGNM
 ENT IS
11655016 EMS441 ALICE LARACY

What common materials are most effective at soundproofing?

Introduction:
In year 10, all students must complete a student research project (SRP) as a part of
your science course. The SRP is designed so each student can demonstrate their
understanding and ability to plan and carry out investigations relevant to class
content.
This task sheet has been developed to help each student through the processes of
planning, conducting and evaluating their very own student research project!

Link to Syllabus Outcomes:

Knowledge and understanding
SC5-10PW applies models, theories and laws to
explain situations involving energy,
force and motion
SC5-11PW explains how scientific understanding
about energy conservation, transfers
and transformations is applied in
systems
Working Scientifically
SC5-4WS develops questions or hypotheses to be
investigated scientifically
SC5-5WS produces a plan to investigate identified
questions, hypotheses or problems,
individually and collaboratively
SC5-6WS undertakes first-hand investigations to
collect valid and reliable data and
information, individually and
collaboratively
SC5-7WS processes, analyses and evaluates data
from first-hand investigations and
secondary sources to develop
evidence-based arguments and
conclusions
SC5-8WS applies scientific understanding and
critical thinking skills to suggest possible
solutions to identified problems
SC5-9WS presents science ideas and evidence for
a particular purpose and to a specific
audience, using appropriate scientific
language, conventions and
representations
Values and Attitudes
SC5-2VA shows a willingness to engage in finding
solutions to science-related personal,
social and global issues, including
shaping sustainable futures
Content Link
ACSSU182 Energy transfer through different
mediums can be explained using wave
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and particle models.

Background Information and Task:

Waves are all around us. We may not recognise it but we encounter waves on a
daily basis. Sound waves, visible light waves, radio waves, microwaves, water
waves, stadium waves and earthquake waves are just a few of the examples of our
daily experiences with waves. 

Many different kinds of energy travel in waves. Sound waves carry noises through
the air to our ears. Seismic waves travel inside the Earth and cause earthquakes.
Light, heat, radio, and similar types of energy are carried by a variety of waves in the
electromagnetic spectrum. Some energy waves need a medium, such as water or
air, through which to travel. In this unit students will learn about energy waves. The
student research project will focus primarily on sound and soundwaves (Burchard,
n.d.).

Sound is a vibration and needs something to pass on these vibrations. Some

materials allow sound to pass through relatively easily, especially hard and solid
materials like metal. Other materials, especially soft ones like cotton wool, absorb
sound. Sound absorbing materials are classified on the ability of the material to
absorb as much as sound wave and reflect as minimal as it could and at the same
time transmit more of the waves. A material that could absorb and transmit more
sound waves than it reflects, is considered a good sound absorbing material. Factors
such as the thickness, density and porosity influence a material’s capability to absorb
sound (Shtrepi & Prato, 2020). This unit of learning and SRP encourages students to
address problems relevant to their immediate environment and use readily available
materials to undertake the investigation. Students will investigate the soundproofing
properties of household or general materials to deduce what materials have the best
sound reducing effects.

The SRP addresses and aligns with knowledge and understanding outcome SC5-
10PW (applies models, theories and laws to explain situations involving energy,
force and motion) and SC5-11PW (explains how scientific understanding about
energy conservation, transfers and transformations is applied in systems) but using
the wave and particle models to explain and investigate the processes of energy
transfer through sound.

Log Book Requirements:

Students must complete a process diary or log book in which they record all steps
and processes they used throughout their investigation from start to finish. The log
book is not marked on ‘neatness’ but must show evidence that the student has made
satisfactory efforts throughout the SRP. The log book is used to record your ideas
and thought processes and show an indication of planning and outlines of your
tasks.
The logbook can be used to keep records of your data, dates that tasks and tests
were completed and evaluated, summaries for further explanation or investigation
and is a good starting point for collating all your ideas for your final report.

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Submit your log book to your teacher throughout regular intervals to gain valuable
feedback on your progress and to ensure that you are staying on track.
Final submission of your logbook will occur with submission of your final report.

Planning your Student Research Project:

A schedule is provided for all students to keep on task throughout the research task.
Refer to appendix A: SRP Schedule.

Consider the following points as a starting point for you research task:
1. What do you want to focus your research project on?
a. Choose a topic that is relevant to the content we are learning (energy
waves and sound waves).
b. Start collating background information and research that will add to
your bibliography. See appendix B: Bibliography.
c. Look at the marking criteria and start thinking about how your specific
topic will align with the criteria.
2. Develop an initial hypothesis for your investigation.
a. Consider independent and dependent variables
3. Once you have decided on a hypothesis and starting point for your
investigation, students must complete a risk management assessment. See
appendix C: Work health and Safety.
4. Discuss your hypothesis, variables and work safety with your teacher, gain
approval and ask for feedback in relation to your work so far.
5. Complete an experimental plan, consider the time it will take to complete all
lab work, equipment and any other factors necessary in order for you to
complete your investigation. See appendix D: Experimental Planner.
a. Experimental planner MUST be approval by your teacher before any
other progress is made. This is to ensure you are on the right track,
your investigation is relevant and any necessary feedback can be
provided.
6. Undertaking your experiment.
a. Ensure you have set up a time, place and teacher present when
undertaking all laboratory work.
i. This must be discussed with teacher so that all equipment can
be sourced and provided for your investigation.
b. Ensure you have suitable methods of recording all your data, and
repeat your methods if needed to gain more accurate results.
7. Collate all your finding into appropriate graphs and tables, complete results,
discussion and conclusion.
8. Peer review. Gain feedback from your peers by reviewing each other’s work.
Give constructive feedback! Take feedback on board and adjust your final
report as necessary.
9. Students must submit their final report by the specified due date, including
their logbook (Appendix F).
Appendix A: SRP Schedule.
Week Lesson Tasks to be completed Appendix
1 1 Class Lesson – The Particle Model & N/A
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Convection, Conduction and Radiation.

2 Class Lesson – The nature of Mechanical N/A
Waves: The Wave Model: Wavelength,
Frequency and Speed.
3 Class Lesson - Transmission of Sound N/A
2 4 Class lesson - Oscilloscopes and Sound N/A
Graphs.
5 Class Lesson - Radiation: N/A
Electromagnetic Spectrum. &
Communication Technology
6 Class Lesson - Application of Absorption, N/A
Reflection and Refraction in everyday
situations.
3 7 Introduction to Student Research Task. SRP Handbook
8 Student Independent work – Background Appendix B.
Information.
9 Continuing on with SRP. Appendix D.
- Complete background information.
- Develop hypothesis
- Develop your variables.
10 Continuing on with SRP. Appendix C.
- Complete your experiment plan
Appendix Ea.
Submit Laboratory Work Risk
Assessment for approval over the Appendix Eb.
weekend.
4 11 Laboratory Work – SRP Experiment
Period
12 Laboratory Work – SRP Experiment
Period
13 Laboratory Work – SRP Experiment
Period
5 14 Finalising SRP Report Appendix F:
Creating your final
report.
15 Presentation and final SRP submission. Appendix G. Year
9 – Student
Research Paper
Marking Rubric

Appendix B: Bibliography
Whether you are writing an article, a book, a research paper, or a thesis, your
bibliography is an essential tool for communicating crucial information to your
readers: First, by providing full details of every source you used, you enable your
readers to find those books and read them, if they so choose.
Use APA referencing to cite all your references.

- Reference List: Authors' Last name, First Initial. (Year). Book title:

Subtitle. (Edition) [if other than the 1st]. Publisher.
- In-text: (Author, Year)
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If possible, your bibliography should include:

- The authors name - The page numbers of your
- The titles of the works sources.
- The names and locations of the - The URL of where the website
companies that publishes your you have taken the information
copies of the sources. from.
- The dates your copies were
published

Appendix C: Laboratory Work Risk Assessment

A risk assessment focuses on hazard identification at each step or task level, and
can provide essential information for enhancing safety practices, establishing proper
procedures, and ensuring all lab members are properly trained.
Consider any potential risk or hazards that may occur during your investigation.
Complete the risk assessment the form below:
Risk Factor Risk Level Control Method Teacher Approval
What is the Low, What will you do to Teacher must sign off on
risk or medium, minimise the risk or hazard? all risk hazard
hazard? high, assessments.
extreme.

If the risk assessment is deemed HIGH risk, the Head of School must also sign the
risk assessment form. If the procedure is assessed as an EXTREME risk both the
Head of School and Dean must sign the risk assessment form.
Appendix D: What are your variables?
- A variable in research simply refers to a person, place, thing, or phenomenon
that you are trying to measure in some way (Bhandari, 2022).
- Independent variable, these are the factors or conditions that you manipulate
in an experiment. (Bhandari, 202
- Your dependent variable is what changes as a result of the independent
variable manipulation in experiments (Bhandari, 2022)

Relevant to you experiment fill in the table below.

What will be my control What will be your What will you be
variable? (What is kept independent variable? measuring? (Dependent
the same throughout the (The variable that you variable)
experiment?) change)

Appendix Ea: Experimental Planner

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An experiment plan will be used by students throughout their education, and used
often during science classes. An experiment plan is put together before conducting
experiments so students can assess what they aim to achieve, as well as record
their predictions, outcomes and any useful information regarding the preparation of
the experiment. By using the experiment plan template students can think practically
about all the elements that need to be considered before conducting their
experiment, as well as critically think about what they hope to achieve and what they
can learn from the results it produces.

Students must consider the following when planning their experiment:

- What are you trying to find out?
- How will you investigate this?
- What are your predictions for the experiment?
- What other outcomes do you believe are possible?
-

Question Response

What are you going to

investigate?

What do you think will happen?

Why?

What is your independent

variable?

What is your dependent variable?

How will you investigate this?

What materials will you need?

How much laboratory time /

lessons will you need?

How will you record your results?

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Can I display the results in

graphs and tables? Can I take
pictures of the results?

Are there any possibility for

unexpected results? What might
they be?

Appendix Eb. Presenting you Plan

Students must present their plan to the teacher and get approval before conducting
their experiments.
Collate all your ideas from Appendix Ea and present your plan in an ordered and
organised manner. Your plan must include the following:
1. The problem you are investigating.
2. Evidence you have done research and completed background information.
3. A hypothesis
4. Completed list of materials and equipment required.
5. Method / Procedure for you experiment.
6. Independent, dependent and control variables.
7. Risk Assessment form.
Teacher comments …………………………………………………………………………..
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
……………………………………………………………………………………

Appendix F: Creating your final report.

1. Title – the title should introduce what your experiment is about.

2. Introduction and Background information
a. Information that gives your readers background information to
understand your experiment.
i. This should include any scientific theories, processes or other
related knowledge.
3. Aim – the aim identified what is going to be tested in the experiment.
a. Must be short, clear and concise.
4. Hypothesis – a prediction of the outcome of the experiment.
a. Use background information to be an educated prediction.
5. Risk Assessment and method – use the risk assessment sheet to identify the
hazards associated with the experiment and provide a method to prevent or
minimise the risks
a. Method
i. Materials

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ii. Steps of what you did in the experiment, you need to use past
tense and passive voice when you are writing your method. 
iii. Scientific diagrams of experimental apparatus.
6. Results - document the results of your experiment. The data that you record
for your experiment will generally be qualitative and/or quantitative.
a. Qualitative data is data that relates to qualities and is based on
observations (qualitative – quality). This type of data is descriptive and
is recorded in words. 
b. Quantitative data refers to numerical data (quantitative – quantity). This
type of data is recorded using numbers and is either measured or
counted.
7. Discussion - The discussion is where you analyse and interpret your results,
and identify any experimental errors or possible areas of improvements.
a. Identify trends in results / relationships between independent and
dependent variables.
b. Give scientific explanation - Explain how a particular result is achieved
by referring to scientific knowledge, theories and any other scientific
resources you find.
c. Other points to discuss; validity (are your results valid?), reliability (are
they reliable?), accuracy (are they accurate?) and possible
improvements.
8. Conclusion - State whether the aim was achieved, and if your hypothesis was
supported.
9. Bibliophagy (Alphabetical order)

Please note: In the discussion and throughout the report, students MUST relate their
findings to content learnt in class. Students must be able to demonstrate how their
understanding of the unit content relates or correlates with their investigations and
the results of their investigation.

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 Appendix G. Year 9 – Student Research Paper Marking Rubric
Adapted from Education Standard Authority - Areas of Assessment. (2022). Retrieved 3
June 2022, from https://arc.nesa.nsw.edu.au/go/9-10/stage-5-grading/cpds/index/science

Grade Received
A B C D E
Curriculum The student research project has the following characteristics:
Strand
Applies Applies Applies Demonstrat Demonstrat Demonstrat
models, extensive thorough es sound es basic es
theories and knowledge knowledge knowledge knowledge elementary
laws to and and and and knowledge
explain understandi understandi understandi understandi and
situations ng of ng of ng of ng of understandi
involving scientific scientific scientific scientific ng of some
energy, models, models, models, models, scientific
force and theories and theories theories theories principles,
motion SC5- laws, and and laws, and laws, and laws, and about
10PW about the and about and about and about some uses
nature, use the nature, the nature, the use and of science
Explains and use and use and influence of
Knowledge and understanding

how influence of influence of influence of science

scientific science science science
understandi
ng about
energy
conservation
, transfers
and
transformati
ons is
applied in
systems
SC5-11PW
Identifies Identifies Identifies Asks Asks
Develops and and and questions questions
questions or proposes proposes proposes and makes and
hypotheses valid coherent related some attempts
to be scientific hypotheses, hypotheses, predictions prediction
investigated hypotheses, asks asks
scientifically asks questions questions Performs
SC5-4WS questions and makes and make safe,
and makes logical predictions ethical first-
evidence- predictions. hand
based scientific
predictions investigatio
ns with
guidance

12
 Produces a Creates, Plans and Plans and Performs Recounts
plan to plans and organises performs safe, ethical conclusions
investigate organises appropriate, safe, ethical first-hand
identified appropriate, risk- first-hand scientific
questions, risk- assessed, scientific investigatio
hypotheses assessed, safe, and investigatio ns
or problems, safe, and ethical first- ns
individually ethical first- hand Describes
and hand scientific Explains trends,
collaborative scientific investigatio trends, patterns
ly SC5-5WS investigation ns patterns and draws
s both and some
undertakes individually Uses critical relationship conclusions
first-hand and thinking s to draw
investigation collaborativ skills to scientific
s to collect ely explain conclusions
valid and trends,
reliable data Uses critical patterns
and thinking and
Questioning and predicting

information, skills to relationship

individually evaluate s to draw
and trends, scientific
collaborative patterns and conclusions
ly SC5-6WS relationship
s to draw
evidence-
based
scientific
conclusions

13
 Processes, effectively Systematica Gathers Uses first- Uses
analyses gathers, lly gathers, and selects hand and information
and selects, selects, first-hand secondary provided
evaluates organises organises and sourced and, with
data from and and secondary data and assistance,
first-hand processes processes sourced information, participates
investigation first-hand first-hand data and and in problem-
s and and and information appropriate solving
secondary secondary secondary to identify digital activities
sources to sourced sourced issues and technologie
develop data and data and participate s, to assist
evidence- information information in problem- in the
based to evaluate to explain solving problem-
arguments issues and issues and using solving
and inform inform appropriate process
conclusions creative problem- digital
Processing and Analysing Data

SC5-7WS solutions solving technologie

using using s
Processes appropriate appropriate
data and digital digital
information technologie technologie
(SC5-7WS) s s
7.1 &
Analyses
data and
information
(SC5-7WS)
7.2

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 Applies Communica Communica Communica Communica With
scientific tes tes well- tes sound tes basic guidance,
understandi comprehens developed understandi scientific communica
ng and ive understandi ng of understandi tes
critical understandi ng of scientific ng to an elementary
thinking ng of scientific ideas to an audience scientific
skills to scientific ideas to an audience. information
suggest ideas, and audience to an
possible related using audience.
solutions to evidence for scientific
identified a particular units and
problems purpose and language
SC5-8WS audience conventions
using .
Presents scientific
science units,
Problem – Solving and communicating.

ideas and language

evidence for conventions
a particular and text
purpose and types.
to a specific
audience,
using
appropriate
scientific
language,
conventions
and
representati
ons SC5-
9WS

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Part 2: Unit of work (UOW)

Unit Overview

Year: 9 Term: 1 Unit title Waves and Particles Duration of unit:

Unit Overview:
Rationale/Purpose
Students explore the particle and wave model as a foundation for understanding the characteristics and processes of energy, developing
understanding through targeted activities and a Student Research Project (SRP). The wave model builds on students understanding of
the particle model explored in earlier years, demonstrating how models are developed over time through the process of scientific
inquiry.
Identify the inquiry question/s that will shape inquiry in this unit
- How does energy get transformed by waves?
- How can a model be used to explain mechanical work for electromagnetic waves?
- How does sound and light energy get transferred by waves and in what ways are they similar and how are they different?

The 5Es framework is progressively used throughout the unit and utilises the student research task as a part of the elaboration phase.
The optimal use of the 5E Model is a learning sequence of two to three weeks where each phase is used as the basis for one or more
lessons (Duran & Duran, 2004). This period is extended in this unit due to the length of the SRP task.
A backwards mapping approach was used in the designing of the unit of learning, with the specific goal for students to be able to
understand, interpret, represent data and ultimately make accurate conclusions in their student research tasks based on the concepts of
sound, sound waves, characteristics of sound and wave & particle theory. This unit of learning follows a context-based learning approach,
through the incorporation of real-life, relevant activities and videos that illustrate in everyday situations the theories and principles learnt.
Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: Science for Foundation–10
<www.australiancurriculum.edu.au/Science/Curriculum/F-10>
Syllabus Outcomes (Knowledge and Understanding, Skills, Values and Attitudes):
- SC5-10PW Applies models, theories and laws to explain situations involving energy, force and motion
- SC5-11PW Explains how scientific understanding about energy conservation, transfers and transformations is applied in systems
Related Life Skills outcomes:
- SCLS-10PW Explores a range of forces in everyday situations
Working Scientifically
- SC5-4WS develops questions or hypotheses to be investigated scientifically
- SC5-5WS produces a plan to investigate identified questions, hypotheses or problems, individually and collaboratively
- SC5-6WS undertakes first-hand investigations to collect valid and reliable data and information, individually and collaboratively
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 - SC5-7WS processes, analyses and evaluates data from first-hand investigations and secondary sources to develop evidence-based arguments and
conclusions
- SC5-8WS applies scientific understanding and critical thinking skills to suggest possible solutions to identified problems
- SC5-9WS presents science ideas and evidence for a particular purpose and to a specific audience, using appropriate scientific language, conventions and
representations
Values and Attitudes:
- SC5-1VA appreciates the importance of science in their lives and the role of scientific inquiry in increasing understanding of the world around them.
- SC5-2VA shows a willingness to engage in finding solutions to science-related personal, social and global issues, including shaping sustainable futures.
- SC5-3VA demonstrates confidence in making reasoned, evidence-based decisions about the current and future use and influence of science and technology,
including ethical considerations
Syllabus Syllabus content: Working Scientifically
content: Questioning and predicting:
WS4 Students question and predict by:
Knowledge a. formulating questions or hypotheses that can be investigated scientifically (ACSIS164, ACSIS198) b. predicting outcomes based on
and observations and scientific knowledge
Understandi Planning Investigations:
ng WS5.1 describing the purpose of an investigation
b. explaining why certain types of information need to be collected in a range of investigation types
PW1 Energy c. selecting possible sources of data, including secondary sources, relevant to the investigation
d. justifying why variables need to be kept constant if reliable first-hand data is to be collected in controlled experiments
transfer WS5.2 Students plan first-hand investigations by:
through a. planning and selecting appropriate investigation methods, including fieldwork and laboratory experimentation, to collect reliable data
different (ACSIS165, ACSIS199)
mediums can b. describing a logical procedure for undertaking a range of investigation types
be explained c. designing controlled experiments to collect valid first-hand data
d. specifying the dependent and independent variables for controlled experiments
using wave e. accounting for the use of an experimental control as appropriate
and particle WS5.3 Students choose equipment or resources for an investigation by:
models. a. identifying appropriate equipment and materials
(ACSSU182) b. identifying the appropriate units to be used in collecting data
c. selecting equipment to collect and record reliable data or information, using digital technologies as appropriate, eg data loggers
d. assessing risks and addressing ethical issues associated with these methods (ACSIS165, ACSIS199)
Scientific Conducting investigations
understandin Ws6 Students conduct investigations by:
g, including a. individually and collaboratively using appropriate investigation methods, including fieldwork and laboratory experimentation, to collect reliable
models and data (ACSIS165, ACSIS199)
theories, are b. safely constructing, assembling and manipulating identified equipment
c. selecting and using appropriate equipment, including digital technologies, to systematically and accurately collect and record data (ACSIS166,
contestable ACSIS200)
and are reporting data and information, evidence and findings, with accuracy and honesty
17
refined over f. evaluating the effectiveness of the planned procedure, considering risk factors and ethical issues, and suggesting improvements as appropriate
time through Processing and analysing data and information
WS7.1 Students process data and information by:
a process of a. selecting and using a variety of methods to organise data and information including diagrams, tables, models, spreadsheets and databases
review by the c. accessing data and information by using a range of appropriate digital technologies
scientific d. applying numerical procedures and mathematical concepts and using digital technologies, where appropriate selecting and using a variety of
community methods to organise data and information including diagrams, tables, models, spreadsheets and databases
(ACSHE157) Problem Solving
WS8 Students solve problems by:
a. describing strategies to develop a range of possible solutions to an identified problem b. assessing strategies that have been identified as
possible solutions to an identified problem
c. applying the processes of Working Scientifically in developing creative solutions to problems
Communicating
WS9 Students communicate by:
a. selecting and using in presentations, for different purposes and contexts, appropriate text types including discussions, explanations, expositions,
procedures, recounts or reports
b. selecting and constructing an appropriate table, type of diagram, table or graph (histogram or sector, column or line graph) to present
information and show relationships clearly and succinctly using digital technologies as appropriate
c. using appropriate units for physical quantities and symbols to express relationships, including mathematical ones
d. proposing ideas that demonstrate coherence and logical progression
e. presenting scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate
scientific language, conventions and representations for specific audiences (ACSIS174, ACSIS208)

NSW Education Standards Authority [NESA] (2018) NSW Syllabus for the Australian Curriculum, Science Years 7–10 Syllabus.

Learning across the curriculum-General capabilities and cross-curriculum priorities

 Literacy
 Numeracy
 ICT capability
 Critical and creative thinking
 Ethical behaviour
 Personal and social capability
Links to other learning areas (if appropriate)

Australian Curriculum Mathematics Year 9 – Compare data displays

18
Australian Curriculum English Year 9 – Understand how punctuation is used along with layout and font variation in constructing texts for
different audiences and purposes.
Lesson No. Learning Experiences Adjustments for Assessment
needs of diverse activities/
Syllabus Content learners. Strategies
Lesson 1 1. The Particle Model & Convection, Conduction and For diverse Diagnostic
A. Explain, in terms of the Radiation. learners: Assessment
particle model, the Students will refresh their understanding of The Particle Theory as Mindmaps are Discussion –
processes underlying a basis for the new topic. The teacher will lead a guided discussion considered “highly random
convection and engaging with students and asking questions eg. What do we effective visual aids prompting of
conduction of heat know about the particle theory? Do particles move slower or faster that enable students students to
energy when heat is applied? How are density and particles related? The to group together contribute
teacher will create a mind map on the whiteboard as she leads the different ideas and their ideas to
discussion. enable teachers to develop a
Watch the video explaining The Particle Model: present ideas mind map
Critical and creative
https://www.youtube.com/watch?v=oaiTKgc8cjc visually and assess which will
thinking
Add any extra details to the mind map as the YouTube video is their students' provide
playing. At the end of the video, ask students if they have anything conceptual anecdotal
else they would like to add to the mind map. Students must development and assessment
complete their own mind map in their science books. understanding” of the class’
By the end of the discussion students should: (Stankovic, 2011) prior
- Be able to describe matter in terms of the movement and knowledge on
interaction of particles Resources: the concepts
- Be able to relate an increase and decrease in heat energy Computer and of The
possessed by particles to changes in their behaviour projector to display Particle
- Use a simple particle model to predict the effect of adding or videos. Model.
removing heat on different states of matter Whiteboard and
- Relate changes in the physical properties of matter to heat markers. Formative
energy and particle movement that occur during Student science Assessment
observations of evaporation, condensation, boiling, melting books. (concept
and freezing map).
After students have completed their own mind map, use The
Particle Theory to elaborate on the processes of conduction and
19
 convection. Students explore this concept through teacher led
demonstration, as seen in the videos below.

Demonstration of convection: https://www.youtube.com/watch?

v=B8H06ZA2xmo
Demonstration of conduction: https://www.youtube.com/watch?
v=OPm8Dv0h30I
Draw a Concept Map – Construct a map using the terms heat,
conduction, convection and radiation. The main concept (heat)
should be at the top. Place the other 3 terms in ovals and connect
the ovals with lines on which linking words are placed. For each of
the 3 terms, a further link to a brief description and some examples
should be put in.
Lesson 2 Lesson Link: Convection is the movement of heat by a fluid such For diverse Formative
b. Identify situations where as water or air. The fluid (liquid or gas) moves from one location to learners: assessment
waves transfer energy another, transferring heat along with it. This movement of a mass By incorporating through class
of heated water or air is called a current. Radiation is the transfer short activities, discussion
Describe, using the wave of heat by electromagnetic waves.ref ("Energy Education: active learning is and informal
model, the features of waves Concepts and Practices", 2022) encouraged. questioning.
including wavelength, This lesson will explain the importance of understanding waves Creating physical
frequency and speed and the relationship between heat transfers and how waves examples of the
transfer energy. concepts being
Quick Activity: use a Mexican wave to demonstrate how waves taught engages
transfer energy and to help your students visualise the wave diverse learners.
behaviours of reflection, constructive interference and shoaling
Videos create a
2. The nature of Mechanical Waves: The Wave Model: more engaging
Wavelength, Frequency and Speed. sensory experience
The teacher should explain the following: than using print
materials alone.
A wave is a disturbance that transfers energy from one place to Learners actually
another. Waves can transfer energy over distance without moving get to see and hear
matter the entire distance. the concept being
- The waves caused by an earthquake are good examples of taught, and they can
20
 energy transfer. The disturbed ground shakes from side to process it in the
side and up and down as the waves move through it. Such same way they
waves can travel kilometers away from their source. The process their
ground does not travel kilometers away from where it everyday
began; it is the energy that travels in a wave. In the case of interactions.
an earthquake, it is kinetic energy, or the energy of motion,
that is transferred. Resources:
Particles in a water wave exchange kinetic energy for potential Computer and
energy. projector to display
- When particles in water become part of a wave, they start to videos.
move up or down. This means that kinetic energy (energy
of movement) has been transferred to them. As the particles Whiteboard and
move further away from their normal position (up towards markers.
the wave crest or down towards the trough), they slow
down. This means that some of their kinetic energy has Student science
been converted into potential energy – the energy of books.
particles in a wave oscillates between kinetic and potential
energy. Ripple tank or water
Measuring energy in a wave: container.
- Why do some waves have more energy than others? A
wave’s frequency and wavelength are both indicators of its Slinkys or large
energy, but this differs for different types for waves. springs.
- For water waves, those with a high speed and long
wavelength (like a tsunami) have the most energy. For
electromagnetic waves, speed is constant, so waves with a
high frequency and a short wavelength (like X-rays) are the
most energetic.
- For all waves, a greater amplitude means more energy.
- In the electromagnetic spectrum interactive you can click on
various wavelengths to learn more about the waves that
make up the spectrum.
Watch this video which further explains the characteristics of
transverse and longitudinal waves:

21
 https://www.youtube.com/watch?v=0Anh9HthWgQ
Observe the nature of mechanical waves through investigations:

- Water in ripple tank

- Using a slinky spring to compare transverse and longitudinal

waves.

- Students take notes on the characteristics of the waves eg,

speed, frequency, wavelength, amplitude.

Follow up video to consolidate student knowledge:

https://www.youtube.com/watch?v=5Qm8WQgDlSg

At the end of the lesson pose the question to the class: What do
sound energy and thermal energy have in common? Write answers
on the board, at the end of the lesson students should have an
understanding that:

- They both have properties of wavelength, frequency and

amplitude. ... Sound can only travel through a medium
(substance) while light can travel through empty space.

- Every time molecules collide; kinetic energy can be

transferred. When the two systems are in contact, heat will
be transferred through molecular collisions from the hotter
system to the cooler system. The thermal energy will flow in
that direction until the two objects are at the same
temperature.

Extracts in italics taken from (Burchard, n.d.)

Lesson 3. 3. Transmission of Sound (Lab) For diverse Formative
D. Explain, using the particle Student Activity - Seeing Sound: learners: assessment –
22
model, the transmission of The objective of the activity is to witness that sound is produced by Collaborative Padlet /
sound in different mediums vibrations. Using a glass of water and a tuning work (or equivalent), strategies allow collaborative
hit the tuning fork on the edge of the table and put the tuning fork students to learn mind map.
 ICT capability inside the water. from their peers and
Students should be able to witness vibrations ripple across the develop
 Literacy surface of the water. The principles behind this being when a communication
sound is created, an object vibrates and these vibrations travel skills.
 Critical and creative through the air in a wave.
thinking Speed of sound experiment: Teacher can recreate this experiment Resources:
or watch the experiment as a class. Computer and
https://www.youtube.com/watch?v=EkGa3959xVA projector to display
In this lesson students will build on their knowledge of the particle videos.
model and transmission of sound to further understand the process Whiteboard and
of sound movement through different mediums. markers.
Individual research activity: Students use digital resources to Student science
gather information on the mechanisms of transmission of sound books.
and collate their findings into the Padlet below. Link to padlet.
Use the QR Code to access a Padlet where students Student computers.
can share their findings on the page.
Lab equipment:
Glass or beakers.
Possible resources for students to use: Water.
http://www.passmyexams.co.uk/GCSE/physics/basic-waves- Tuning fork or
theory.html equivalent.
https://www.schoolnet.org.za/PILAfrica/en/webs/19537/
physics4.html Polystyrene pipe.
https://www.nde-ed.org/Physics/Sound/speedinmaterials.xhtml Earphones.
https://jondyer.weebly.com/uploads/5/8/7/9/58794479/ls4_4-4.pdf Bucket of water.
Ruler.
Students should have an understanding that:
- The speed of sound is faster in solid materials and slower in
liquids or gases.
- The speed of a sound wave is related to the elastic
properties and density of the medium it is in.
23
 - Elastic properties relate to the tendency of a material to
maintain its shape and not deform when a force is applied to
it.

Lesson 4. 4. Oscilloscopes and Sound Graphs: Lab For diverse Diagnostic

Explain to students how sounds are graphed and measured. learners: assessment
 Numeracy Watch the video that explains how characteristics of sound (learnt Modelling – Assess
in lessons 2 and 3) are graphed: questioning student
 Literacy https://www.youtube.com/watch?v=TsQL-sXZOLc strategies that get understandin
Teacher provides examples on the board, poses questions to the all students involved g through
class such as; “What is the amplitude of this sound wave?”, “How allows students to collecting and
many waves per second are produced in this graph?” ect. develop confidence marking their
Students are given examples and measurements and must graph in their own ability to sound
the sound. craft meaningful graphs.
Students should understand: questions and share
- How a sound wave translates onto the graph: their responses. Formative
- The loudness is shown by the amplitude. Resources: assessment
- This voltage (V) is used to show loudness. A louder sound Computer and by
produces a graph with bigger amplitude (higher voltage). projector to display questioning.
- The pitch is represented by the frequency. Frequency is the videos.
number of waves produced in 1 second. It has a unit of Whiteboard and
hertz (1 Hz = 1 wave/sec) A sound with a higher pitch markers.
produces more waves per second. Graph paper.
Lab Work: Students’ science
Students will use a virtual oscilloscope to observe the wave books.
created by specific sounds. Students can submit an experimental Rulers.
report that documents their activity and the results obtained.

Virtual Oscilloscope | Academo.org - Free, interactive, education.

Students can make measurements of the frequency and

amplitudes of the waves they are producing through different
actions. Sounds can be compared in terms of their frequency and
amplitude based on their original sources. Students could explore:
24
 - How high/low of a frequency can my voice produce?
- How does distance to the microphone impact amplitude?
- What sounds do common household objects make?
- Can I make a drum set out of pots and pans?
Extract from NSW Department of Education, Stage 5 Physical
Science sound waves short investigation.
Lesson 5 5. Radiation: Electromagnetic Spectrum. & Communication For diverse Interim
E. Relate the properties of Technology learners: Assessment -
different types of radiation in Lesson Plan adapted from (Bailey et al, 2017) test
the electromagnetic spectrum The student will investigate and construct explanations regarding Resources: administered
to their uses in everyday life, the uses and applications of the electromagnetic spectrum. They Computer and at different
including communications will explore a satellite photograph and see a visual representation projector to display intervals
technology of 8 different wavelengths videos. during the
Watch this video in the electromagnetic spectrum: Whiteboard and school year
 Literacy https://www.youtube.com/watch?v=m4t7gTmBK3g markers. to check
Students will use Appendix A to match the waves and Appendix A and students'
 Critical and creative corresponding device to determine the different parts of the EM Appendix B. grasp on
thinking spectrum and will use their graphic organizer to explain the content and
differences within the spectrum. Through a series of guided guide future
questions students will describe the electromagnetic spectrum instruction.
- Are all wavelengths and frequencies the same? Explain your
reasoning. Students
- Are there different types of waves in the spectrum? undergo a
- Are they in a specific order? How is that order determined? short quiz to
What would that order be? give the
- Which electromagnetic wave has the longest wavelength? teacher an
Which electromagnetic wave has the shortest wavelength? understandin
Students will use their correctly matched and ordered cards to g of their
select and create a model that is useful for understanding the level of
electromagnetic spectrum. comprehensi
Students will complete a short quiz to check for understanding on on the unit
(Appendix B). so far.
25
Lesson 6. 6. Application of Absorption, Reflection and Refraction in For diverse
everyday situations (Lab) learners:
F. Describe the occurrence Lesson Plan adapted from (Bailey et al, 2017) Mindmap supports
and some applications of Teachers lead a discission in the students understanding of visual learners,
absorption, reflection and absorption, reflection and refraction in the context of light. Write while discussion
refraction in everyday students answers in the board. Watch the videos below. supports auditory
situations Absorption, reflection and refraction in light: learners.
https://www.youtube.com/watch?v=LAbAk5Ab674
 ICT capability Absorption and reflection in sound: Practical activities
https://www.youtube.com/watch?v=59Rs135rzHk supports
 Literacy After watching the videos, as students again to add to their kinaesthetic
 Critical and creative discussion board with anything they have taken form the videos. learners.
thinking Students undergo individual investigation to explore the concepts Resources:
of absorption, reflection and refraction by using the Kahn Academy Computer and
Unit on Waves, students work individually to watch the videos and projector to display
answers the multiple-choice choices on transmission, absorption, videos.
reflection and refraction. Whiteboard and
https://www.khanacademy.org/science/ms-physics/ markers.
x1baed5db7c1bb50b:waves Student computers.
Lab Work: Student science
Students will us their knowledge of absorption, refraction and books.
reflection to create an example of one of the light behaviours with Lab Activity:
the materials provided. In their books, students must explain what Beakers
light behaviour they have demonstrated and the process of how Mirrors
that light behaviour occurs. Dark and light paper
Coloured paper
Students will come together at the end of the class, the teacher will Torch
ask comprehension questions, and draw a mind map on the board Crystals or glass
of concepts learnt. Microscope
Camera
Lessons 7 – 9 7. Introduction to Student Research Task.
Teacher leads a Think/Pair/Share to review students’ Resources:
SC5-4WS, SC5-5WS, WS4 understanding about the processes involved in planning and Computer and
Students question and predict projector to display
26
by: a. formulating questions conducting an investigation as an introduction to the SRP. videos.
or hypotheses that can be As a class, create a list of the elements and processes required for Whiteboard and
investigated scientifically an experimental design, including identifying, collecting, processing markers.
(ACSIS164, ACSIS198) and analysing data/information, problem solving and
communicating results. The teacher provides students with the SRP Handbook
WS5.1 Students identify data SRP Handbook and identifies the timeline (Appendix A) for the
to be collected for an SRP. Provide opportunity for students to ask questions.
investigation by: a. describing As a stimulus for group discussion and developing ideas for the
the purpose of an SRP, students work in groups of two or three to respond to the
investigation WS5.2 Students following;
plan first-hand investigations 1. What do we use to sound proof buildings / cars / classrooms
by: ect.?
2. Why do we use insulators?
Planning and selecting 3. How do we measure sound?
appropriate investigation 4. What materials do you think would be good at sound
methods, including fieldwork reducing?
and laboratory Share your answers on the whiteboard as a stimulus for student’s
experimentation, to collect idea thinking for SRP.
reliable data (ACSIS165, Students will use the student research project to elaborate on their
ACSIS199) knowledge and understanding of waves and appropriate models to
investigate the prompt:
c. designing controlled - Which common materials are most effective at
experiments to collect valid soundproofing?
first-hand data 8. Student Independent work – Background Information For diverse Formative
Start the lesson with a recap of what the students have learnt in learners: Assessment:
this topic so far; create a mind map (or equivalent) on the Students that might conduct in-
 ICT capability whiteboard. be struggling can process
 Literacy Class discussion for prompts for students to start thinking about use this time to go evaluations of
their SRP: over anything with student
- What materials can you test? the teacher, get comprehensi
- How would you test it? advice or help. on, learning
- How do you measure sound? needs, and
- What have other people investigated? What were their Resources: academic

27
 findings? Computer and progress
Students use digital technology or library resources to begin projector to display during the
background information for their SRP. videos. lessons.
9. Continuing on with SRP. Whiteboard and
markers.
Start the lesson by allowing students to ask any questions they
might about the SRP. Students can use this lesson to continue Students SRP
working on background information and to develop an initial Handbook
hypothesis for the SRP.
Students that are progressing well can continue on by planning
their investigation and working through Appendix 4 and 5a.
Teacher to note to students: Appendix 4 and 5a must be
completed as homework before the start of next week (Lesson 7).
Students must have hypothesis and variables and completed by
the end of this lesson.
Lesson 10. 10. Approval on Laboratory Work Risk Assessment
WS6 Students can use this lesson to finalise their Laboratory Work Risk
B. Safely constructing, Assessment (Appendix 2).
assembling and manipulating Teacher must approve this before any further work on the SRP is
identified equipment completed.
F. evaluating the Students to use the rest of the lesson on finalising background
effectiveness of the planned information, method and materials ect.
procedure, considering risk Students must submit method and materials to the teacher before
factors and ethical issues, the end of the lesson to be approve and allow time for materials to
and suggesting be collated before the start of lesson 11.
improvements as appropriate
 Literacy
Lessons 11 – 13 11 – 13. Laboratory Work – SRP Experiment Period (Lab) For diverse
Scientific understanding, learners:
including models and Students get three lessons to complete all of their required The laboratory is a
theories, are contestable and laboratory work. setting offering
are refined over time through Teacher responsibilities: students
a process of review by the - The teacher must ensure that students have completed and opportunities to
28
scientific community got approval of all work and forms required for the SRP enhance their
(ACSHE157) experiment to be commenced. capacities to think
- The students are completing their experiment in a safe and critically, to
Plan, select and use professional manner. communicate their
appropriate investigation - The students are staying on task and not interfering with the methods and
methods, including field work experiments of others. findings, to work
and laboratory - The students are making accurate recordings in their data, productively in
experimentation, to collect results and logbooks. groups, and to
reliable data; assess risk and If students have finished their experiment before the completion of behave ethically and
address ethical issues the three lessons instruct the students to continue on with the responsibly (Hanif,
associated with these report as illustrated in the SRP Handbook. Sneddon, AlAhmadi,
methods (ACSIS165) & Reid, 2009).
 Critical and creative Resources:
thinking Whiteboard and
markers.
 Ethical behaviour All materials and
 Personal and social resources that
capability students required
for undertaking their
investigations.

Lesson 14. 14. Finalising SRP Report For diverse

Analyse patterns and trends learners:
in data, including describing The teacher should instruct students that this lesson is used for Students have the
relationships between students to work individually to complete the other elements of the opportunity to work
variables and identifying SRP report. Students can use the library and digital resources to individually to
inconsistencies(ACSIS169) do so. complete their SRP.
Use knowledge of scientific Students that may
concepts to draw conclusions Students should be finalising the results from their experiment and need help or
that are consistent with using the time to analyse data and relate their findings to peer guidance have the
evidence (ACSIS170) supported literature. opportunity to
 Critical and creative receive help from
Students that have completed their SRP can use the lesson to peer the teacher.
thinking review another students SRP and constructive feedback. This
29
 Numeracy allows for students to work collaboratively towards a common goal
of successfully completely their SRP to the bets of their abilities.
 Literacy

Lesson 15. 15. Presentation and final SRP submission. For diverse Summative
Selecting and using in learners: Assessment:
presentations, for different Students will evaluate their own student research projects and the evaluate
purposes and contexts, presentations of others in relation to the unit focus. Students student
appropriate text types should be able to recognise the processes and scientific Resources: learning at
including discussions, understanding presented within each SRP through the both Computer and the end of an
explanations, expositions, exposure in lessons but also through the student’s own research projector to display instructional
procedures, recounts or throughout the unit. videos and students unit by
reports SRPs. comparing it
Each student will receive a peer review sheet where they can mark Peer Review sheet. against
Proposing ideas that the presentation of others as a way to reflect on their syllabus
demonstrate coherence and understanding (used for personal reflection only and handed into outcomes
logical progression. the teacher at the end of the presentations). and content
learnt in the
Presenting scientific ideas Students to complete end of unit quiz over the weekend as unit.
and information for a homework and email results to the teacher. (Summative
particular purpose, including assessment). https://www.proprofs.com/quiz-school/playquiz/?
constructing evidence-based title=year-9-science-heat-sound-and-light
arguments and using
appropriate scientific
language, conventions and
representations for specific
audiences (ACSIS174,
ACSIS208)
 Literacy
 Ethical behaviour
Personal and social
capability

30
Safety Considerations:
During all lessons it is the teacher’s responsibility to ensure that students are operating in a responsible and safe manner. The teacher
should not let students use laboratory equipment without first appropriately demonstrating or assessing students understanding of the
proper safety precautions.

Unit Reflection:

References:

- Bailey, C., Brown, S., Farrell, M., & Letcher, C. (2017). It’s Not all Visible A lesson about the electromagnetic spectrum. Retrieved
1 June 2022, from https://science4inquiry.com/LessonPlans/EarthScience/Electromagnetic/ElectromagneticLesson.pdf
- Bhandari, P. (2022). Independent vs. Dependent Variables. Retrieved from
https://www.coursehero.com/file/132132167/Independent-vs-Dependent-Variables-Definition-Examplespdf/
- Burchard, E. Stanardized Test Practice Chapter 24: Waves, Sound and Light. (https://www.clark--
shawnee.k12.oh.us/userfiles/36/Classes/1702/chap24.pdf?id=2796)
- Duran, L., & Duran, E. (2004). The 5E Instructional Model: A Learning Cycle Approach for Inquiry-Based Science Teaching. The
Science Education Review, 3. Retrieved from https://files.eric.ed.gov/fulltext/EJ1058007.pdf
- Education Standard Authority - Areas of Assessment. (2022). Retrieved 3 June 2022, from
https://arc.nesa.nsw.edu.au/go/9-10/stage-5-grading/cpds/index/science
- Energy Education: Concepts and Practices. (2022). Retrieved 1 June 2022, from
https://www3.uwsp.edu/cnr-ap/KEEP/nres633/Pages/Unit2/Section-B-Energy-Transfer.aspx#:~:text=Heat%20can%20be
%20transferred%20in
- Hanif, M., Sneddon, P. H., Al-Ahmadi, F. M., & Reid, N. (2008). The perceptions, views and opinions of university students about
physics learning during undergraduate laboratory work. European Journal of Physics, 30(1), 85–96
- NSW Education Standards Authority [NESA] (2018) NSW Syllabus for the Australian Curriculum, Science Years 7–10 Syllabus.
- Shtrepi, L., & Prato, A. (2020). Towards a sustainable approach for sound absorption assessment of building materials: Validation
of small-scale reverberation room measurements. Applied Acoustics, 165, 107304. doi: 10.1016/j.apacoust.2020.107304
- Smallhorn, M., Young, J., Hunter, N., & Burke da Silva, K. (2015). Inquiry-based learning to improve student engagement in a
large first year topic. Student Success, 6(2), 65-71. doi: 10.5204/ssj.v6i2.292
- Stankovic, N. (2011). The evaluation of using mind maps in teaching. Technics Technologies Education Management, Volume 6.
Retrieved from

31
 https://www.researchgate.net/profile/Veljko-Aleksic/publication/272792319_The_evaluation_of_using_mind_maps_in_teaching/
links/56eb99f608ae9dcdd82adf79/The-evaluation-of-using-mind-maps-in-teaching.pdf

Appendix

32
Appendix A. Radiation: Electromagnetic Spectrum. & Communication Technology Card Sort Activity. (Extract taken from
Bailey, Brown, Farrell & Letcher, 2017)

33
Appendix B: Radiation: Electromagnetic Spectrum & Communication Technology - Short Quiz. (Extract taken from Bailey,
Brown, Farrell & Letcher, 2017)

34
Criteria High Distinction Distinction Credit Pass Fail
10 marks 10-8.5 marks 8.5-7.5 marks 7.5-6.5 marks 6.5-5 marks <5 marks
The SRP Task The SRP Task sheet The SRP Task sheet The SRP Task The SRP Task Parts of the SRP
sheet has clear provides an explicit provides a clear, sheet provides a sheet has clear Task sheet are
student and thorough detailed and thorough clear and detailed student incomplete,
instructions and description of the task, description of the task, description of the instructions and inappropriate or
provides a including student including student task, including provides a not included as
description of the instructions, the instructions, the student instructions, sufficient required.
task, including the intended purpose, intended purpose, the intended description of the OR
purpose, required required resources, required resources, purpose, required task, including the The marking
resources, WHS requirements, WHS requirements, resources, WHS purpose, required rubric does not
workplace health schedule, syllabus schedule, syllabus requirements, resources, WHS make
and safety (WHS) outcomes, intended outcomes and schedule, syllabus requirements, assessment
requirements, assessment criteria assessment criteria. All outcomes and the schedule, syllabus criteria clear,
schedule, syllabus and time frames. All necessary planning assessment criteria. outcomes and the and/or poorly
outcomes and planning and feedback sheets are provided in The marking rubric assessment articulates levels
assessment sheets are included as the appendices and are is easy to follow, criteria. of quality and/or
criteria. A marking appendices.  The of a high quality. suitable for the task The marking rubric is not appropriate
rubric is provided marking rubric is easy The marking rubric is and explicitly states is appropriate for for the task.
that is appropriate to follow, explicitly easy to follow, makes the assessment the task and
for the task and states the assessment criteria and performance criteria and clearly indicates
clearly indicates criteria and standards explicit, performance the assessment
the assessment performance supports higher order standards. criteria and
criteria and standards, supports thinking, and is performance
performance higher order thinking, constructively aligned standards
standards constructively aligns with the identified expected.
 (LO1, LO4 & LO6) with the outcomes and outcomes.
clearly articulates
levels of quality.
5 marks 5-4.25 marks 4-3.75 marks 3.5-3.25 marks 3-2.5 marks <2.5 marks
SRP assessment An authentic, learner- An engaging, learner- An engaging and The SRP task The SRP
task addresses at centred SRP task is centred SRP task is relevant SRP task is addresses at least assessment task
least one presented that presented that very described that one knowledge does not address
35
 knowledge and explicitly addresses at clearly addresses at clearly addresses at and understanding the required
understanding least two appropriate least two appropriate least one outcome and all outcomes.
outcome (either knowledge and knowledge and appropriate Working
SC5-10PW, SC5- understanding understanding knowledge and Scientifically (skill)
13ES, SC5-14LW outcomes and all outcomes and all understanding outcomes.
OR SC5-17CW) Working Scientifically working scientifically outcome as well as
and all working outcomes.  The SRP (skill) outcomes. The all Working
scientifically (skill) task includes the SRP task includes the Scientifically (skill)
outcomes. (LO1 & opportunity for student opportunity for student outcomes and
LO4)  choice. choice. includes some
consideration of
learners’ needs.
10 marks 10-8.5 marks 8.5-7.5 marks 7.5-6.5 marks 6.5-5 marks <5 marks
SRP incorporates SRP involves learners SRP involves learners SRP involves ICT is incorporated SRP does not
the use of in using a range of using a range of highly learners using a into the SRP involve learners
information and highly appropriate and appropriate icts and range of appropriate design and using icts.
communication beneficial icts and scientific instruments as icts and scientific involves learners
technologies (ICT) scientific instruments tools when working instruments as tools using appropriate OR
as part of the as tools when working scientifically AND to when working icts when working
project design and scientifically AND to collaborate AND to scientifically OR to scientifically OR to ICT use does not
implementation collaborate AND to represent their science collaborate OR to collaborate OR to support
process to support represent their science understandings. ICT is represent their research OR to instructional
instructional understandings. ICT used effectively to science represent their strategies.
strategies. (LO7 & effectively supports support instructional understandings. ICT science
LO9) instructional strategies strategies. is used to engage understandings.
and opportunities are students and ICT use minimally
provided for learners to support instructional supports
create and/or apply strategies. instructional
digital applications. strategies.
10 marks 10-8.5 marks 8.25-7.5 marks 7.25-6.5 marks 6.25-5 marks 4.75-0 marks
The unit of work The sequence of The sequence of The sequence of The sequence of Does not apply a
applies a learner- instruction effectively instruction demonstrates instruction applies a instruction applies learner-centred
centred model of applies an innovative, an innovative learner-centred a learner-centred model of
36
teaching and constructivist pedagogical approach model of teaching model of teaching teaching and
learning in the pedagogical approach that relates science and learning in a and learning in a learning in a
design of a that relates science content to the real-world manner consistent manner mostly manner mostly
sequence of content to the real- experiences of the with theory.  At least consistent with consistent with
instruction that world experiences of learners and applies a three different theory. Teaching theory.
includes a range of the learners. The unit learner-centred model of cooperative learning strategies are AND/ OR
appropriate contains a mix of teaching and learning. strategies are used appropriate for the The sequence of
teaching strategies teaching strategies, The unit contains a mix appropriately. syllabus outcomes instruction is not
and differentiated differentiated learning of teaching strategies, Teaching strategies and content appropriate.
learning activities activities and differentiated learning are varied, clearly identified. Some AND/OR
to develop a range cooperative learning activities and linked to the unit’s teaching strategies Teaching
of learners’ strategies which are cooperative learning purpose and stage and/or learning strategies are not
understandings very closely aligned to strategies which are of teaching/learning activities evident or are not
and skills. (LO2, the unit’s purpose and aligned to the unit’s model, are demonstrate an appropriate.
LO3, LO4 & LO5)). stage of purpose and stage of appropriate for the awareness of the Does not
teaching/learning the teaching/learning syllabus outcomes presence of a demonstrate an
model and assist a model and encourage a and content range of learners' awareness of the
diverse range of diverse range of identified and cater understandings presence of a
learners to achieve the learners to achieve the for a range of and skills within a range of learner's
identified outcomes. identified outcomes. learners’ science class. understandings
Teaching strategies Teaching strategies are understandings and and skills within a
are highly appropriate highly appropriate for skills. Learners are science class.
and beneficial, the syllabus outcomes encouraged to think  
encouraging students and content identified, and to represent
to think and to encouraging students to their science
creatively represent think and to represent understandings.
their science their science
understandings. There understandings. There
is an explicit focus on are explicit links to
developing learner's literacy and/or
knowledge and numeracy outcomes.
understandings in
science and literacy

37
 and/or numeracy
learning with skilled
application in a
planning context.
10 marks 10-8.5 marks 8.25-7.5 marks 7.25-6.5 marks 6.25-5 marks 4.75-0
Unit of learning The unit of learning The unit of learning The unit of learning The unit of Learning
includes a range of includes a detailed includes a range of includes a range of learning includes a activities are
appropriate range of highly highly appropriate and appropriate and range of teaching inappropriate for
teaching and appropriate and detailed teaching and clearly described and learning the stage and/or
learning activities beneficial teaching and learning activities that teaching and activities that are are inappropriate
including a learning activities that relate science content to learning activities. mostly appropriate for the syllabus
practical, open explicitly relate science the real-world The learning for the stage and outcomes
SRP to help content to the real- experiences of the activities relate syllabus outcomes identified.
students to world experiences of learners. More than fifty science content to identified. AND/OR
develop or apply the learners. More per cent of lesson time real world Included in lesson Does not include
their conceptual than fifty per cent of involves learners in experiences. At time is a practical, one practical,
understandings as lesson time involves appropriate practical least fifty per cent of open SRP for open SRP for
well as learners in highly learning activities that lesson time involves learners to develop learners to
demonstrate appropriate practical promote inquiry. learners in practical or apply their develop or apply
Working learning activities that Effectively integrated learning activities conceptual their conceptual
Scientifically promote inquiry and into lesson time is a linked to the understanding and understandings
outcomes. are integrated, practical, open SRP that identified syllabus demonstrate or demonstrate
Laboratory safety authentic tasks. encourages learners to outcomes. Working Working
and risk Effectively integrated develop or apply their Integrated into Scientifically Scientifically
management into lesson time is a conceptual lesson time is a outcomes. outcomes.
matters related to highly appropriate understandings as well practical, open SRP Laboratory safety AND / OR
science teaching open SRP, designed to as demonstrate Working to help the learners and risk Description,
and learning are encourage learners to Scientifically outcomes. to develop or apply management organisation
addressed. (LO2, be creative and allow Laboratory safety, risk their conceptual matters related to and/or
LO3 & LO4) them to develop or management and understandings as science teaching presentation of
apply their conceptual workplace, health and well as demonstrate and learning are learning activities
understandings as well safety matters are Working addressed. are unclear,
as demonstrate explicitly addressed for Scientifically lacking detail
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 Working Scientifically all lessons. outcomes. and/or
outcomes. Laboratory safety inappropriate.
Laboratory safety, risk and risk AND / OR
management and management Laboratory safety
work, health and safety concerns are clearly and risk
matters are explicitly addressed. management
and thoroughly matters related to
addressed throughout. science teaching
and learning are
not addressed.
10 marks 10-8.5 marks 8.25-7.5 marks 7.25-6.5 marks 6.25-5 marks 4.75-0 marks
Unit of learning Diagnosis of learners’ Diagnosis of learners’ Diagnosis of Diagnosis of Diagnosis of
includes a range of conceptions is present, conceptions is present learners’ learners’ learners’
appropriate highly appropriate and and highly appropriate. conceptions is conceptions is conceptions is
diagnostic, used effectively. More Three different highly present and present. Two not present.
formative and than three different appropriate, formative appropriate. Three different formative OR
summative highly appropriate and assessment strategies different, assessment Less than two
assessment beneficial, formative are applied to assist appropriate strategies are different
strategies assessment strategies learners and teachers to formative applied to assist formative
(including a are applied to assist track their developing assessment teachers to track assessment
practical, open learners and teachers conceptions and skills. strategies are their developing strategies are
SRP) to assess to track their An appropriate applied to assist conceptions and evident.
learners’ developing summative assessment learners and skills. A summative OR
conceptual conceptions and skills strategy is included to teachers to track assessment A summative
understandings as during the delivery of gather evidence of the their developing strategy is evident. assessment
well as Working the unit of learning. A development of conceptions and Assessment tasks strategy is not
Scientifically copy of the summative learners’ conceptions skills. An (including a evident.
outcomes. assessment task is and Working appropriate practical, open OR
Assessment tasks included which allows Scientifically skills. summative SRP) are mostly Assessment
are constructively the teacher to gather Assessment tasks assessment constructively tasks (including a
aligned to evidence of the (including a practical, strategy is evident. aligned to practical, open
outcomes and development of open SRP) are clearly Assessment tasks outcomes and SRP) are not
learning activities learners’ conceptions constructively aligned to (including a learning activities. mostly
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(LO2, LO3, LO4 & and Working outcomes and learning practical, open constructively
LO6) Scientifically skills. activities. SRP) are aligned to
Assessment tasks constructively outcomes and
(including a practical, aligned to outcomes learning
open SRP) are very and learning activities.
clearly, constructively activities.
aligned to outcomes
and learning activities.
5 marks 5-4.25 marks 4-3.75 marks 3.5-3.25 marks 3-2.5 marks 2.25-0 marks
SRP Task Sheet SRP Task Sheet and SRP Task Sheet and SRP Task Sheet SRP Task Sheet SRP Task Sheet
and Unit of Unit of learning are Unit of learning adhere and Unit of learning and Unit of and Unit of
learning adhere to concise and free from to the page limit (not adhere to the page learning adhere to learning do not
the page limit (not spelling, punctuation, including appendices) limit (not including the page limit (not adhere to the
including grammatical and APA and are free from appendices) and are including page limit (not
appendices), uses (7th ed.) Referencing spelling, punctuation free from spelling appendices) and including
scholarly writing errors. and grammatical errors. and punctuation are mostly free appendices).
and follows APA APA (7th ed.) errors. Grammar is from spelling, OR
(7th ed.) Referencing is used for mostly correct. APA punctuation and Significant
Guidelines. all sources and is mostly (7th ed.) grammatical spelling and/or
correct. Referencing is used errors. APA (7th punctuation
for all sources and ed.) Referencing is and/or
is generally correct. attempted for all grammatical
sources. errors are
present.
References are
not provided or
do not conform to
APA (7th ed.)
Guidelines.

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