Year  9  Science  Program  
 
Hedland  SHS,  2015  
 
 
 
 
 
 
 
 
 
 
Year  Level  Description  
In  Year  9,  students  consider  the  operation  of  systems  at  a  range  of  scales.  They  explore  ways  in  which  the  human  body  as  a  system  responds  to  
its  external  environment  and  the  interdependencies  between  biotic  and  abiotic  components  of  ecosystems.  They  are  introduced  to  the  notion  of  
the  atom  as  a  system  of  protons,  electrons  and  neutrons,  and  how  this  system  can  change  through  nuclear  decay.  They  learn  that  matter  can  be  
rearranged  through  chemical  change  and  that  these  changes  play  an  important  role  in  many  systems.  They  are  introduced  to  the  concept  of  the  
conservation  of  matter  and  begin  to  develop  a  more  sophisticated  view  of  energy  transfer.  They  begin  to  apply  their  understanding  of  energy  
and  forces  to  global  systems  such  as  continental  movement.    

This  program  is  subject  to  minor  changes  as  the  year  progresses.  Please  use  it  as  a  guide  only.  
 Western  Australian  Curriculum  
 
  Sub-­‐strands   Content  Descriptions   Achievement  Standard  
Multi-­‐cellular  organisms  rely  on  coordinated  and  interdependent  internal  systems  to  respond  to  changes  to  their   By  the  end  of  Year  9,  students  explain  
environment  (ACSSU175)     chemical  processes  and  natural  
Biological  sciences  
Ecosystems  consist  of  communities  of  interdependent  organisms  and  abiotic  components  of  the  environment;   radioactivity  in  terms  of  atoms  and  
Science  Understanding  

matter  and  energy  flow  through  these  systems  (ACSSU176)     energy  transfers  and  describe  examples  
All  matter  is  made  of  atoms  which  are  composed  of  protons,  neutrons  and  electrons;  natural  radioactivity  arises   of  important  chemical  reactions.  They  
from  the  decay  of  nuclei  in  atoms  (ACSSU177)     describe  models  of  energy  transfer  and  
Chemical  reactions  involve  rearranging  atoms  to  form  new  substances;  during  a  chemical  reaction  mass  is  not   apply  these  to  explain  phenomena.  They  
Chemical  sciences   explain  global  features  and  events  in  
created  or  destroyed  (ACSSU178)    
Chemical  reactions,  including  combustion  and  the  reactions  of  acids,  are  important  in  both  non-­‐living  and  living   terms  of  geological  processes  and  
systems  and  involve  energy  transfer  (ACSSU179)     timescales.  They  analyse  how  biological  
Earth  and  spaces   The  theory  of  plate  tectonics  explains  global  patterns  of  geological  activity  and  continental  movement  (ACSSU180)     systems  function  and  respond  to  external  
sciences   changes  with  reference  to  
interdependencies,  energy  transfers  and  
Physical  sciences   Energy  transfer  through  different  mediums  can  be  explained  using  wave  and  particle  models  (ACSSU182)    
flows  of  matter.  They  describe  social  and  
Scientific  understanding,  including  models  and  theories,  are  contestable  and  are  refined  over  time  through  a  
Nature  and   technological  factors  that  have  influenced  
Science  as  a  human  

process  of  review  by  the  scientific  community  (ACSHE157)    

development  of   scientific  developments  and  predict  how  
Advances  in  scientific  understanding  often  rely  on  developments  in  technology  and  technological  advances  are  
science   future  applications  of  science  and  
endevour  

often  linked  to  scientific  discoveries  (ACSHE158)    

technology  may  affect  people’s  lives.  
People  can  use  scientific  knowledge  to  evaluate  whether  they  should  accept  claims,  explanations  or  predictions      
(ACSHE160)     Students  design  questions  that  can  be  
Use  and  influence  of  
Advances  in  science  and  emerging  sciences  and  technologies  can  significantly  affect  people’s  lives,  including   investigated  using  a  range  of  inquiry  
science  
generating  new  career  opportunities  (ACSHE161)     skills.  They  design  methods  that  include  
The  values  and  needs  of  contemporary  society  can  influence  the  focus  of  scientific  research  (ACSHE228)     the  control  and  accurate  measurement  of  
Questioning  and   Formulate  questions  or  hypotheses  that  can  be  investigated  scientifically  (ACSIS164)     variables  and  systematic  collection  of  
predicting   data  and  describe  how  they  considered  
Plan,  select  and  use  appropriate  investigation  methods,  including  field  work  and  laboratory  experimentation,  to   ethics  and  safety.  They  analyse  trends  in  
Planning  and   collect  reliable  data;  assess  risk  and  address  ethical  issues  associated  with  these  methods  (ACSIS165)     data,  identify  relationships  between  
Science  inquiry  skills  

conducting   Select  and  use  appropriate  equipment,  including  digital  technologies,  to  systematically  and  accurately  collect  and   variables  and  reveal  inconsistencies  in  
record  data  (ACSIS166)     results.  They  analyse  their  methods  and  
Processing  and   Analyse  patterns  and  trends  in  data,  including  describing  relationships  between  variables  and  identifying   the  quality  of  their  data,  and  explain  
analysing  data  and   inconsistencies  (ACSIS169)     specific  actions  to  improve  the  quality  of  
information   Use  knowledge  of  scientific  concepts  to  draw  conclusions  that  are  consistent  with  evidence  (ACSIS170)     their  evidence.  They  evaluate  others’  
Evaluate  conclusions,  including  identifying  sources  of  uncertainty  and  possible  alternative  explanations,  and   methods  and  explanations  from  a  
describe  specific  ways  to  improve  the  quality  of  the  data  (ACSIS171)     scientific  perspective  and  use  
Evaluating   appropriate  language  and  
Critically  analyse  the  validity  of  information  in  secondary  sources  and  evaluate  the  approaches  used  to  solve  
problems  (ACSIS172)     representations  when  communicating  
their  findings  and  ideas  to  specific  
Communicate  scientific  ideas  and  information  for  a  particular  purpose,  including  constructing  evidence-­‐based  
Communicating   audiences.    
arguments  and  using  appropriate  scientific  language,  conventions  and  representations  (ACSIS174)    
   

This  program  is  subject  to  minor  changes  as  the  year  progresses.  Please  use  it  as  a  guide  only.  
 Term  1  
 
Wk   Curriculum   Learning  Objectives   Assessments  
− define  an  ecosystem  and  the  biotic  and  abiotic  components  of  an  ecosystem  
− consider  how  energy  flows  into  and  out  of  an  ecosystem  via  the  pathways  of  food  webs,  and  how  it  must  be  replaced  to  
1-­‐1   ACSSU176    
maintain  the  sustainability  of  the  system  
− understand  the  role  of  organisms,  including  producers/autotrophs,  consumers/heterotrophs  and  decomposers  
− explore  interactions  between  organisms  such  as  predator/prey,  mutualism,  commensalism,  parasites,  collaboration,  
1-­‐2   ACSSU176    
competitors,  pollinators  and  disease,  and  their  impact  on  population  size  
− examine  factors  that  affect  population  sizes  such  as  seasonal  changes,  destruction  of  habitats,  introduced  species  
ACSSU176   − investigate  how  ecosystems  change  as  a  result  of  events  such  as  bushfires,  drought  and  flooding  
1-­‐3    
ACSHE169   − consider  the  impacts  of  human  activity  on  an  ecosystem  from  a  range  of  different  perspectives  
− examine  Aboriginal  land  management  strategies  and  their  effect  on  ecosystems  
ACSSU176  
1-­‐4   Review  Week   Test  1A  
ACSHE160  
− describing  how  the  requirements  for  life  (for  example  oxygen,  nutrients,  water  and  removal  or  waste)  are  provided  through  
1-­‐5   ACSSU175    
the  coordinated  function  of  body  systems  such  as  the  respiratory,  circulatory,  digestive,  nervous  and  excretory  systems  
1-­‐6   ACSSU175   − explain  how  body  systems  work  together  to  maintain  a  functioning  body  using  models,  flow  diagrams  or  simulations    
− identify    the  organs  and  glands  in  the  endocrine  system  
1-­‐7   ACSSU175   Investigation  1  
− identify  responses  due  to  the  endocrine  systems  
− describe  the  body’s  external  defenses  against  disease  
1-­‐8   ACSSU175    
− investigate  the  response  of  the  body  to  changes  as  a  result  of  the  presence  of  microorganisms  
ACSSU175  
1-­‐9   Review  Week   Test  1B  
ACSSU176  
 
Term  2  
 
Wk   Curriculum   Learning  Objectives   Assessments  
− describe  and  model  the  structure  of  the  Earth  in  terms  of  its  crust,  mantle  and  core  
− explain  how  supercontinents  form  and  break  up  over  time  
ACSSU180   − recognise  the  major  plates  on  a  world  map  
2-­‐1    
ACSHE158   − describe  the  theory  of  plate  tectonics  in  terms  of  continental  drift  and  ocean  floor  spreading  
− consider  the  role  of  heat  energy  and  convection  currents  in  the  movement  of  tectonic  plates  
− examine  the  evidence  put  forward  by  Alfred  Wegener  and  others  to  support  the  theory  of  plate  tectonics  
− describe  and  model  the  structure  of  the  Earth  in  terms  of  its  crust,  mantle  and  core  
ACSSU180   − explain  how  supercontinents  form  and  break  up  over  time  
2-­‐2    
ACSHE158   − recognise  the  major  plates  on  a  world  map  
− describe  the  theory  of  plate  tectonics  in  terms  of  continental  drift  and  ocean  floor  spreading  

This  program  is  subject  to  minor  changes  as  the  year  progresses.  Please  use  it  as  a  guide  only.  
 − consider  the  role  of  heat  energy  and  convection  currents  in  the  movement  of  tectonic  plates  
− examine  the  evidence  put  forward  by  Alfred  Wegener  and  others  to  support  the  theory  of  plate  tectonics  
− identify  the  three  major  types  of  plate  boundaries  and  the  main  structures  that  form  at  each  
− describe  the  three  types  of  convergent  plate  boundaries  and  the  resultant  landforms  created  
2-­‐3   ACSSU180    
− model  sea-­‐floor  spreading  
− investigate  technologies  and  computer  simulations  involved  in  the  mapping  of  continental  movement  
− use  plate  tectonics  to  explain  global  patterns  of  geological  activity  (e.g.  ring  of  fire,  geothermal  vents)  
− relate  the  occurrence  of  earthquakes  and  volcanic  activity  to  constructive  and  destructive  plate  boundaries  
2-­‐4   ACSSU180    
− describe  the  scales  and  instruments  used  to  measure  earthquake  intensity  and  magnitude  
− understand  how  P  and  S  wave  graphs  are  used  to  locate  earthquake  epicentres  
− explain  the  location  and  major  characteristics  of  shield  and  composite  volcanoes  
− relate  the  occurrence  of  earthquakes  and  volcanic  activity  to  constructive  and  destructive  plate  boundaries  
2-­‐5   ACSSU180    
− relate  the  extreme  age  and  stability  of  a  large  part  of  the  Australian  continent  to  its  plate  tectonic  history  
− investigate  issues  related  to  living  in  a  Pacific  country  located  near  plate  boundaries  
2-­‐6   ACSSU180   Review  week  (or  earlier)   Test  2  

− describe    and  represent  the  Kinetic  Particle  Theory  

2-­‐7   ACSSU182   − define  the  terms  temperature,  heat  and  internal  energy    
− describe  the  effects  of  heat:  thermal  expansion  and  contraction  
− define  and  investigate  specific  heat  capacity  and  latent  heat  of  fusion  and  vaporisation  
2-­‐8   ACSSU182   − understand  the  processes  that  occur  at  the  particle  level  during  a  change  of  state    
− view  and  interpret  heating  curves  
− investigate  and  apply  the  transfer  of  heat  via  convection,  conduction  and  radiation  
2-­‐9   ACSSU182    
− understand  the  processes  underlying  convection  and  conduction  in  terms  of  the  particle  model  
2-­‐10   ACSSU182   − conduct  and  write  up  heating  investigation   Investigation  2  
− explain  the  difference  between  longitudinal  and  transverse  waves  
2-­‐11   ACSSU182   − describe  the  properties  of  a  wave  (wavelength,  amplitude,  frequency,  period,  displacement  and  speed)    
− identify  components  of  the  electromagnetic  spectrum  

This  program  is  subject  to  minor  changes  as  the  year  progresses.  Please  use  it  as  a  guide  only.  
 Term  3  
 
Wk   Curriculum   Learning  Objectives   Assessments  
− describe,  with  diagrams,  the  effects  of  plane  (flat),  convex  and  concave  mirrors  and  lenses  on  light  
3-­‐1   ACSSU182   − explain  the  relationship  between  the  angle  of  incidence  and  the  angle  of  reflection    
− investigate  the  refraction  of  light  
− understand  that  sound  is  produced  by  a  vibrating  object  and  that  it  can  only  travel  through  a  physical  medium  
− recognise  that  echo  is  a  sound  wave  being  reflected  off  a  large,  hard  surface  
3-­‐2   ACSSU182    
− compare  the  speed  of  sound  and  light  using  everyday  examples  
− understand  how  sound  waves  diffract  through  an  opening  
− understanding  the  basic  concepts  of  charge,  current,  voltage  and  resistance  
3-­‐3   ACSSU182    
− identifying  the  symbols  used  to  represent  common  circuit  elements  
− draw  and  interpret  simple  circuits  and  circuit  diagrams  
3-­‐4   ACSSU182    
− investigating  factors  that  affect  the  transfer  of  energy  through  an  electric  circuit  
3-­‐5   ACSSU182   Review  Week   Test  3  

− describe  and  model  the  structure  of  atoms  in  terms  of  the  nucleus,  protons,  neutrons  and  electrons  
ACSSU177  
3-­‐6   − compare  the  mass  and  charge  of  protons,  neutrons  and  electrons    
ACSHE157  
− explain  the  terms  isotope  and  ion  
− describe  in  simple  terms  how  alpha  and  beta  particles  and  gamma  radiation  are  released  from  unstable  atoms  
3-­‐7   ACSSU177   − examine  the  properties  of  alpha,  beta  and  gamma  radiation    
− describe  the  characteristics  of  ionic,  covalent  and  metallic  bonding  (can  start  early)  
− describe  the  characteristics  of  ionic,  covalent  and  metallic  bonding  
3-­‐8   ACSSU178   − model  chemical  reactions  in  terms  of  rearrangement  of  atoms    
− consider  the  role  of  energy  in  chemical  reactions  (endothermic  and  exothermic)  
− describe  observed  reactions  using  word  equations  
3-­‐9   ACSSU178   − identify  reactants  and  products  in  chemical  reactions    
− recognise  that  the  conservation  of  mass  in  a  chemical  reaction  can  be  demonstrated  by  simple  chemical  equations  
ACSSU177  
3-­‐10   Review  week   Test  4A  
ACSSU178  
   

This  program  is  subject  to  minor  changes  as  the  year  progresses.  Please  use  it  as  a  guide  only.  
 Term  4  
 
Wk   Curriculum   Learning  Objectives   Assessments  
4-­‐1   ACSSU179   − identify  acids  and  bases  from  indicator  colour,  pH  scale,  and  reactions  with  other  substances    
− investigate  reactions  of  acids  with  metals,  bases  and  carbonates  
4-­‐2   ACSSU179   Investigation  3  
− use  indicator  colour  and  pH  values  to  classify  solutions  as  acidic,  basic  or  neutral  
− investigate  a  range  of  different  reactions  to  classify  them  as  exothermic  or  endothermic  
4-­‐3   ACSSU179   − recognise  the  role  of  oxygen  in  combustion  reactions  and  compare  combustion  with  other  oxidation  reactions    

− describe  how  the  products  of  combustion  reactions  affect  the  environment  
4-­‐4   ACSSU179    
− compare  respiration  and  photosynthesis  and  their  role  in  biological  processes  
4-­‐5   ACSSU179   Review  Week   Test  4B  

4-­‐6   − scientific  understanding,  including  models  and  theories,  are  contestable  and  are  refined  over  time  through  a  process  of  
review  by  the  scientific  community  
4-­‐7   ACSHE157  
− advances  in  scientific  understanding  often  rely  on  developments  in  technology  and  technological  advances  are  often  linked  
ACSHE158  
to  scientific  discoveries  
4-­‐8   ACSHE160    
− people  can  use  scientific  knowledge  to  evaluate  whether  they  should  accept  claims,  explanations  or  predictions  
ACSHE161  
4-­‐9   ACSHE228   − advances  in  science  and  emerging  sciences  and  technologies  can  significantly  affect  people’s  lives,  including  generating  new  
career  opportunities  
4-­‐10   − the  values  and  needs  of  contemporary  society  can  influence  the  focus  of  scientific  research  
 
 
 
 
Summative  Assessment  Outline  
 
Semester  One       Semester  Two    
         
Assessment  Item   Weighting     Assessment  Item   Weighting  
Test  1A   25%     Test  3   20%  
Test  1B   25%   Test  4A   20%  
Test  2   25%   Test  4B   20%  
Investigation  1   25%   Investigation  2   20%  
Investigation  3   20%  
 

This  program  is  subject  to  minor  changes  as  the  year  progresses.  Please  use  it  as  a  guide  only.