Science under the microscope

Secondary KLAs:
Science, Technology
Educational levels:
Year 5, Year 6, Year 7, Year 8, Year 9, Year 10

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A student-focused mobile web application that tests students? knowledge of the NSW Science curriculum. It will reuse videos and other components of 2010 Murder under the Microscope (Shockwave on the Shoreline) to provide a series of clues that unfold as the student answers science questions correctly. After receiving all the clues the student can then enter the victim, villain and crime site to see if they have correctly figured out the mystery.

NSW syllabus outcomes

(SC4-4WS) identifies questions and problems that can be tested or researched and makes predictions based on scientific knowledge

(SC4-7WS) processes and analyses data from a first-hand investigation and secondary sources to identify trends, patterns and relationships, and draw conclusions

(SC4-8WS) selects and uses appropriate strategies, understanding and skills to produce creative and plausible solutions to identified problems

(SC4-14LW) relates the structure and function of living things to their classification, survival and reproduction

(SC4-15LW) explains how new biological evidence changes people's understanding of the world

(SC5-4WS) develops questions or hypotheses to be investigated scientifically

(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

(SC5-14LW) analyses interactions between components and processes within biological systems

(ST3-1WS-S) plans and conducts scientific investigations to answer testable questions, and collects and summarises data to communicate conclusions

(ST3-4LW-S) examines how the environment affects the growth, survival and adaptation of living things

Australian curriculum content descriptions

(ACSSU043) Living things have structural features and adaptations that help them to survive in their environment

(ACSHE081) Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena

(ACSHE217) Scientific knowledge is used to inform personal and community decisions

(ACSIS218) Compare data with predictions and use as evidence in developing explanations

(ACSSU094) The growth and survival of living things are affected by the physical conditions of their environment

(ACSHE098) Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena

(ACSHE220) Scientific knowledge is used to inform personal and community decisions

(ACSIS221) Compare data with predictions and use as evidence in developing explanations

(ACSSU112) Interactions between organisms can be described in terms of food chains and food webs; human activity can affect these interactions

(ACSSU222) Water is an important resource that cycles through the environment

(ACSHE120) Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations

(ACSHE121) Science understanding influences the development of practices in areas of human activity such as industry, agriculture and marine and terrestrial resource management

(ACSIS129) Construct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships, including using digital technologies as appropriate

(ACSIS132) Use scientific knowledge and findings from investigations to evaluate claims

(ACSHE226) Science knowledge can develop through collaboration and connecting ideas across the disciplines of science

(ACSHE135) Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations

(ACSHE136) Science understanding influences the development of practices in areas of human activity such as industry, agriculture and marine and terrestrial resource management

(ACSIS234) Use scientific knowledge and findings from investigations to evaluate claims

(ACSSU176) Ecosystems consist of communities of interdependent organisms and abiotic components of the environment; matter and energy flow through these systems

(ACSHE160) People can use scientific knowledge to evaluate whether they should accept claims, explanations or predictions

(ACSIS169) Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies

(ACSIS170) Use knowledge of scientific concepts to draw conclusions that are consistent with evidence

More information

Resource type:
Interactive Resource
ScOT topics:
Land use, Sustainable development, Ecological sustainability
File type:
text/html
Language/s:
en-AU
Author:
NSW Curriculum and Learning Innovation Centre
Publisher:
State of NSW, Department of Education
Date created:
Monday, 7 January 2013

Resource ID: b930b895-d6bc-4df7-a2eb-b7edca744fb6