They reflect on implications of these solutions for different groups in society. They explain how evidence has led to an improved understanding of a scientific idea and describe situations in which scientists collaborated to generate solutions to contemporary problems. Students examine the different science knowledge used in occupations. They analyse the relationship between structure and function at cell, organ and body system levels. They compare processes of rock formation, including the timescales involved.
They identify different forms of energy and describe how energy transfers and transformations cause change in simple systems. They make predictions and propose explanations, drawing on evidence to support their views while considering other points of view.īy the end of Year 8, students compare physical and chemical changes and use the particle model to explain and predict the properties and behaviours of substances. Students use experimentation to isolate relationships between components in systems and explain these relationships through increasingly complex representations. They begin to classify different forms of energy, and describe the role of energy in causing change in systems, including the role of heat and kinetic energy in the rock cycle. Similarly, they explore changes in matter at a particle level, and distinguish between chemical and physical change. They link form and function at a cellular level and explore the organisation of body systems in terms of flows of matter between interdependent organs. In Year 8, students are introduced to cells as microscopic structures that explain macroscopic properties of living systems. Over Years 7 to 10, students develop their understanding of microscopic and atomic structures how systems at a range of scales are shaped by flows of energy and matter and interactions due to forces, and develop the ability to quantify changes and relative amounts. The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the teacher. The three strands of the curriculum are interrelated and their content is taught in an integrated way. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The science inquiry skills and science as a human endeavour strands are described across a two-year band. National Literacy and Numeracy Learning Progressions.General capabilities and career education.Framework for Aboriginal Languages and Torres Strait Islander Languages.Supporting gifted and talented students.Asia and Australia’s Engagement with Asia.Aboriginal and Torres Strait Islander Histories and Cultures.The officers chased the car onto a freeway and back onto city streets. Walker refused to stop and, seconds into the pursuit, a shot was fired from his car, police said. Two officers initially tried to stop Walker’s car for minor equipment violations. The Ohio Bureau of Criminal Investigation is currently investigating the circumstances surrounding Walker’s death.Ī preliminary autopsy showed Walker was shot at least 40 times. “We recognize that this decision will cause concern for the Walker family and the community, and we are sensitive to those concerns,” Mylett said. They have been reassigned to administrative duties, he said. The officers will not be in uniform or work patrol duties, Mylett said. The officers had been on paid administrative leave following the June 27 fatal shooting. AKRON, Ohio (AP) - The eight police officers who fired dozens of rounds at Jayland Walker, a 25-year-old Black man, following a car and foot chase have returned to duty.Īkron Police Chief Steve Mylett said the officers were back at work Monday to alleviate a staffing shortage he described as a “crisis” to WEWS-TV on Tuesday.
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