Nazareth College is a Catholic Co-educational Regional Secondary College. Est, 1986
“And He returned to Nazareth, and became strong, filled with wisdom; and the favour of God was upon Him.”
Luke 2:40
Nazareth College is a learning community centred on the person of Jesus Christ.
Through learning and teaching in the Catholic tradition we foster a culture of faith, wisdom and knowledge.
The Science discipline has two interrelated strands, each with their own sub-strands:
Science as a human endeavour
• Scientific understanding, including models and theories, are contestable and are refined over time through a process of review by the scientific community.
• Advances in scientific understanding often rely on development in technology and technological advances are often linked to scientific discoveries.
• The values and needs of contemporary society can influence the focus of scientific research.
Biological Sciences
• Multicellular organisms rely on coordinated and interdependent internal systems to respond to changes to their environment
• An animal’s response to a stimulus is coordinated by its central nervous system (brain and spinal cord); neurons transmit electrical impulses and are connected by synapses
• The transmission of heritable characteristics from one generation to the next involving DNA
• The theory of evolution by natural selection explains the diversity of living things and is supported by a range of scientific evidence
• Ecosystems consist of communities of interdependent organisms and abiotic components of the environment; matter and energy flow through these systems
• All matter is made of atoms which are composed of protons, neutrons and electrons; natural radioactivity arises from the decay of nuclei in atoms
• The atomic structure and properties of elements are used to organise them in the periodic table
• Chemical reactions involve rearranging atoms to form new substances; during a chemical reaction, mass is not created or destroyed
• Different types of chemical reactions are used to produce a range of products and can occur at different rates; chemical reactions may be represented by balanced chemical equations
• Chemical reactions, including combustion and the reactions of acids, are important in both non-living and living systems and involve energy transfer.
• The theory of plate tectonics explains global patterns of geological activity and continental movement.
• Global systems, including the carbon cycle, rely on interactions involving the atmosphere, biosphere, hydrosphere and lithosphere
• The Universe contains features including galaxies, stars and solar systems; the Big Bang theory can be used to explain the origin of the Universe
Students must choose a minimum of ONE Science subject at Year 10 Level.
The Science discipline has two interrelated strands, each with their own sub-strands:
Questioning and predicting
• Formulate questions or hypotheses that can be investigated scientifically, including identification of independent, dependent and controlled variables.
Planning and conducting
• Independently plan, select and use appropriate investigation types, including fieldwork and laboratory experimentation, to collect reliable data, assess risk and address ethical issues associated with these investigation types.
• Select and use appropriate equipment and technologies to systematically collect and record accurate and reliable data, and use repeat trials to improve accuracy, precision and reliability.
Recording and processing
• Construct and use a range of representations, including graphs, keys, models and formulas, to record and summarise data from students’ own investigations and secondary sources, to represent qualitative and quantitative patterns or relationships, and distinguish between discrete and continuous data.
Analysing and evaluating
• Analyse patterns and trends in data, including describing relationships between variables, identifying inconsistencies in data and sources of uncertainty, and drawing conclusions that are consistent with evidence.
• Use knowledge of scientific concepts to evaluate investigation conclusions, including assessing the approaches used to solve problems, critically analysing the validity of information obtained from primary and secondary sources, suggesting possible alternative explanations and describing specific ways to improve the quality of data.
Communicating
• Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations.
Students must choose a minimum of ONE Science subject at Year 10 Level.
It is recommended that students who
• do not wish to pursue a science pathway choose Real Life Science.
• who wish to study a VCE Science Subject choose TWO Science electives: including the appropriate feeder Year 10 subject as shown below.
For example, students interested in studying VCE Biology should choose the Genetics and Biological Sciences elective at Year 10 level.
Students who are accelerating into a Unit 1 and 2 VCE Science subject may choose another Year 10 Science subject as an elective but are not required to do so.
Real Life Science has a focus on scientific literacy and the application of science to everyday life. Students explore scientific concepts that are relevant and useful to their lives including Forensic Science, Mental Health and the Science of Road Safety.
In Forensic Science students develop an understanding of the scientific method by observing and investigating crime scenes. They analyse the information they can get from DNA to solve a crime. Students study a number of techniques such as finger printing, hair and fibre analysis, blood analysis and chromatography.
In the Science of Road Safety students study Newton’s Laws of Motion and gain an understanding of forces and inertia. Students relate speed to reaction and braking distances and calculate the stopping distance for various speeds. They learn how to explain how speed and car safety features affect road safety. Students also investigate and explore some of the ideas around driver distraction and the possible impacts on driving behaviour.
Students learn about adolescent mental health issues with a focus on coping strategies, and also have the opportunity to research a scientific topic of interest and communicate a relevant application.
Assessment:
A range of assessment methods will be used, which may include:
• Practical investigation activities and reports.
• Topic Tests.
• Scientific Poster communicating findings on a student designed experimental investigation.
• End of Semester Examination
In Pharmaceutical and Environmental Chemistry, students develop an understanding of the structure, function, and diversity of natural ecosystems on this planet and evaluate the impacts of human activities on these systems. They study global systems and investigate the impact of human activities such as the use of renewable and non-renewable energy sources. They look at how these affect systems on a local and global scale which enables them to predict how changes will affect equilibrium within these systems. Students learn to interpret data and differences between primary, secondary and proxy data.
Students will learn about the principles of pharmaceutical science, including drug discovery, formulation, and regulation. Students will extract and purify natural plant compounds as possible active ingredients for medicines, using solvent extraction and distillation. Students analyse the environmental impact of pharmaceutical compounds and evaluate ethical dilemmas related to pharmaceuticals and the environment. Students will explore the three perspectives of sustainability: sustainable development, green chemistry principles and the move from a linear economy towards a circular economy.
Assessment:
A range of assessment methods will be used, which may include:
• Practical investigation activities and reports
• Research assignments and presentations
• Quizzes and tests
• Group projects and debates
• End of Semester Examination
•
In Genetics and Biological Sciences, students learn about the concepts of Genetics and the Theory of Evolution. They learn that the transmission of heritable characteristics from one generation to the next involves DNA and genes and that genetic technologies such as gene editing and genetic engineering can be subject to ethical concerns. Students consider the use of genetic testing for decisions such as genetic counselling, embryo selection, identification of carriers of genetic mutations and the use of this information for personal use or by organizations such as insurance companies or medical facilities.
Students look at scientific theories and the evidence that supports them. They consider the ways by which humans have selected beneficial characteristics and compare the DNA similarities between different species. Students will use the scientific method to carry out practical tasks involving learning by observation.
A range of assessment methods will be used, which may include:
• Practical investigation activities and reports.
• Topic tests on Genetics and Evolution
• Research Investigation – Genetic Disorder.
• End of Semester Examination.
In Physical and Earth Sciences, students develop an understanding of the universe and why humans may want to explore it. They will study Stars and Planets, and what science can discover about these without travelling to them. Students distinguish between different features in the universe and sequence key events in the origin and evolution of the universe, including an outline of the supporting evidence for the big bang theory. They explain how interactions within and between Earth’s interrelated systems affect the carbon cycle, describe trends in patterns of global climate change and propose strategies to mitigate contributing factors. Students also analyse and represent energy conservation, including efficiency; and use Newton’s laws to describe and predict the motion of objects in a system.
A range of assessment methods will be used, which may include:
• Practical investigation activities and reports.
• Research and application tasks.
• Topic Tests.
• End of Semester Examination
Psychology is the scientific study of human thoughts, feelings and behaviour. The aim of this subject is to give students an overview to what psychology is and then to study the brain and behaviour, motivation and emotion and sleep and dreaming. This subject aims to develop student skills in understanding key concepts and scientific language as well as presenting the topics in an interactive, engaging and fun way.
Topics will include:
• Introduction to Psychology
• The Brain and Behaviour
• Motivation and Emotion
• Sleep and Dreaming
A range of assessment methods will be used, which may include:
• Practical investigation activities and reports.
• Topic Tests.
• Scientific Wall Chart communicating findings on a student designed experimental investigation.
• End of Semester Examination
The diagram below shows the possible pathways and prerequisites for each subject from Year 10 to Year 11 and then Year 12.
Students must choose a minimum of ONE Science subject at Year 10 Level. It is recommended that students who
• do not wish to pursue a Science pathway choose Real Life Science.
• who wish to study a VCE Science Subject choose TWO Science electives: including the appropriate feeder Year 10 subject as shown below.
For example, students interested in studying VCE Biology should choose the Genetics and Biological Sciences elective at Year 10 level.
Students who are accelerating into a Unit 1 and 2 VCE Science subject may choose another Year 10 Science subject as an elective but are not required to do so.
Real Life Science
&
1 & 2
& 2
& 2
3 & 4