VCAA BULLETIN. VCE, VCAL and VET. Supplement 1

Transcription

1 VCE, VCAL and VET VCAA BULLETIN Regulations and information about curriculum and assessment for the VCE, VCAL and VET Victorian Certificate of Education Victorian Certificate of Applied Learning Vocational Education and Training No. 97 July 2012 Updated March 2013 Supplement 1 VCE studies accredited for implementation in 2013: Summary of changes VCE Accounting VCE Biology VCE Chemistry VCE Environmental Science VCE Physics VCE Psychology VCE Systems Engineering VCE Visual Communication Design This publication is also available online at VCAA 2012

2 VCE Accounting Specific changes Unit VCE Accounting VCE Accounting Assessment of levels of achievement The student s level of achievement in Unit 3 will be determined by School-assessed Coursework and a mid-year examination. Contribution to final assessment School-assessed Coursework for Unit 3 will contribute 17 per cent. The level of achievement for Unit 3 is also assessed by a mid-year examination, which will contribute 33 per cent. Assessment of levels of achievement The student s level of achievement in Unit 3 will be determined by School-assessed Coursework and an end-of-year examination. Contribution to final assessment School-assessed Coursework for Unit 3 will contribute per cent. The level of achievement for Units 3 and 4 is also assessed by an end-of-year examination, which will contribute 50 per cent. Unit VCE Accounting VCE Accounting Assessment of levels of achievement The student s level of achievement in Unit 4 will be determined by School-assessed Coursework and an end-of-year examination. Contribution to final assessment School-assessed Coursework for Unit 4 will contribute 17 per cent. The level of achievement for Unit 4 is also assessed by an end-ofyear examination, which will contribute 33 per cent. Assessment of levels of achievement The student s level of achievement in Unit 4 will be determined by School-assessed Coursework and an end-of-year examination. Contribution to final assessment School-assessed Coursework for Unit 4 will contribute per cent. The level of achievement for Units 3 and 4 is also assessed by an end-of-year examination, which will contribute 50 per cent. End-of-year examination The examination arrangements for VCE Accounting have changed. Description The examination will be set by a panel appointed by the Victorian Curriculum and Assessment Authority. All the key knowledge and key skills that underpin the outcomes in Units 3 and 4 are examinable. Students will be required to apply the knowledge and skills of the accounting processes undertaken in Units 3 and 4. Students will not be required to calculate financial indicators or prepare graphical representations in the examination. Students will not be required to use information and communications technology (ICT) in the examination. Conditions The examination will be completed under the following conditions: Duration: 2 hours Date: end-of-year, on a date to be published annually by the Victorian Curriculum and Assessment Authority. Victorian Curriculum and Assessment Authority examination rules will apply. Details of these rules are published annually in the VCE and VCAL Administrative Handbook. The examination will be marked by assessors appointed by the Victorian Curriculum and Assessment Authority. Contribution to final assessment The examination will contribute 50 per cent. There are no other changes to VCE Accounting. 2 VCAA BULLETIN VCE, VCAL and VET SUPPLEMENT 1 JULY 2012 UPDATED MARCH 2013

3 VCE Biology Overview No change Unit 1 Unit 2 Units 1 4: Key skills Specific changes The outcome statement for Unit 3 has changed. The outcome statement for Unit 4 has changed. There will be a single end-of-year examination of two and a half hours duration, which will contribute 60 per cent to the study score. There have been changes to Unit 3 and Unit 4 School-assessed Coursework tasks and mark allocations. School-assessed Coursework in Unit 3 will contribute 20 per cent to the study score. School-assessed Coursework in Unit 4 will contribute 20 per cent to the study score. Introductions to Units 3 and 4 to align with the key knowledge. Key knowledge in Units 3 and 4 has been updated. Units 3 and 4 key knowledge Bold type indicates a specific change in the Outcome statements. Note: this table summarises the changes. For the full lists of key knowledge, teachers must refer to the study design. Unit Area of Study VCE Biology VCE Biology the chemical nature of the cell synthesis of biomacromolecules: polysaccharides, nucleic acids and proteins the structure and function of lipids the structure and function of DNA and RNA the structure and functional diversity of proteins: the proteome 3 1 the role of organelles and plasma membranes in the packaging and transport of biomolecules 3 1 the nature of biochemical processes enzymes as organic catalysts energy requirements of cells; catabolic and anabolic reactions energy transformations, including main stages in and sites of photosynthesis and cellular respiration; ATP-ADP cycle; factors affecting rate of energy transformations the nature and importance of biomacromolecules in the chemistry of the cell: synthesis of biomacromolecules through the condensation reaction lipids and their sub-units; the role of lipids in the plasma membrane examples of polysaccharides and their glucose monomer structure and function of DNA and RNA, their monomers, and complementary base pairing the nature of the proteome; the functional diversity of proteins; the structure of proteins in terms of primary, secondary, tertiary and quaternary levels of organisation the structure and function of the plasma membrane and the movement of substances across it: the fluid-mosaic model of a plasma membrane the packaging, transport, import and export of biomacromolecules (specifically proteins) the role played by organelles including ribosomes, endoplasmic reticulum, Golgi apparatus and associated vesicles in the export of proteins the nature of biochemical processes within cells: catabolic and anabolic reactions in terms of reactions that release or require energy the role of enzymes as protein catalysts, their mode of action and the inhibition of the action of enzymes both naturally and by rational drug design the role of ATP and ADP in energy transformations requirements for photosynthesis excluding differences between CAM, C3 and C4 plants including: the structure and function of the chloroplast; the main inputs and outputs of the light dependent and light independent stages requirements for aerobic and anaerobic cellular respiration: the location, and main inputs and outputs, of glycolysis; the structure of the mitochondrion and its function in aerobic cellular respiration including main inputs and outputs of the Krebs Cycle and the electron transport chain UPDATED MARCH 2013 VCAA BULLETIN VCE, VCAL and VET SUPPLEMENT 1 JULY

4 Unit Area of Study VCE Biology VCE Biology applications of molecular biology in medicine including the design of drugs and in medical diagnosis 3 2 Outcome statement On completion of this unit the student should be able to describe and explain coordination and regulation of an organism s immune responses to antigens at the molecular level. 3 2 coordination and regulation stability and change in the internal environment principles of homeostasis: stimulus-response model and negative feedback model; roles of nervous and endocrine systems signalling molecules: neurotransmitters, hormones, pheromones; plant growth regulators signal transduction: signals, membrane receptors; responses Deleted On completion of this unit the student should be able to describe and explain the use of the stimulusresponse model in coordination and regulation and how components of the human immune system respond to antigens and provide immunity. coordination and regulation at the cellular level: the nature of the stimulus-response model and the roles of the nerve pathway and chemical signals in the transmission of information from receptor to effector types of signalling molecules: neurotransmitters; animal hormones; pheromones; plant growth regulators a generalised view of how information received by a cell s receptor is transducted to an effector to initiate various cellular responses including the position of receptors for protein-based and lipid-based signalling molecules apoptosis (regulated cell death) as an example of a cellular response to specific signals 3 2 detecting self and non-self molecules: antigens and membrane receptors pathogens: non-cellular agents, cellular agents; controls physical and chemical barriers to infection in plants and animals immune response structure and overall function of the lymphatic system non-specific: inflammatory response; phagocytosis; blood clotting specific immune response: T-cell lymphocytes and cell-mediated response; B-cell lymphocytes and humoral response, antigens and antibodies; memory cells disorders of the immune response: autoimmunity; hypersensitivity; allergens and allergic responses acquired immunity: natural, artificial including vaccines and antibody serums the role of the human immune system in detecting and responding to antigens: the nature of antigens and their sources: self and non-self, and cellular pathogens and non-cellular agents (viruses and prions) the nature of physical and chemical barriers in plants and animals (including humans) to invading pathogens the structure and role of the lymphatic system in the innate and adaptive immune response the nature, characteristics and roles of components in the innate (non-specific) immune response including the inflammatory response the nature, characteristics and components of the adaptive immune response including the role and actions of B cells and their antibodies in humoral immunity and the role and actions of T helper cells and T cytotoxic cells in cell-mediated immunity disorders of the human immune response including the allergic response and autoimmune diseases acquired immunity through natural and passive strategies, including the nature and production of vaccines and antibody serums and their importance in maintaining immunity for a particular disease in the human population. 4 1 molecular genetics genome, gene expression; genes as units of inheritance principal events in transcription and translation 4 1 tools and techniques: gel electrophoresis; DNA profiling; DNA sequencing; DNA recombination; DNA amplification; gene cloning, gene transformation, gene delivery systems molecular genetics: the nature of genomes, genes and the genetic code gene expression: the genetic code and roles of RNA in transcription, RNA processing in eukaryotes, and translation the concept of gene regulation (the switching on and off of genes by factors expressed by regulator genes and environmental factors) DNA tools and techniques: gel electrophoresis; DNA amplification; DNA sequencing; making a recombinant plasmid; bacterial transformations; DNA profiling; gene cloning; and using plasmids as gene delivery systems 4 1 transmission of heritable characteristics genes as units of inheritance; gene regulation eukaryote chromosomes, alleles; prokaryote chromosome and plasmids cell reproduction: cell cycle, DNA replication, apoptosis; binary fission; gamete production; inputs and outputs of meiosis cell reproduction: binary fission in prokaryotes the phases of the cell cycle in eukaryotes including DNA replication, the division of the nucleus (mitosis), and cytokinesis the key events that result in the production of haploid sex cells from a diploid cell (meiosis), including recombination 4 VCAA BULLETIN VCE, VCAL and VET SUPPLEMENT 1 JULY 2012 UPDATED MARCH 2013

5 Unit Area of Study VCE Biology VCE Biology variation: mutations; genotype, phenotype; continuous, discontinuous variation two gene loci: dihybrid cross patterns of inheritance in sexually reproducing organisms one gene locus: monohybrid cross including dominance, recessiveness, co-dominance; multiple alleles two gene loci: dihybrid cross pedigree analysis: autosomal, sex-linked inheritance; test cross 4 2 Outcome statement On completion of this unit the student should be able to analyse and evaluate evidence for evolutionary change and evolutionary relationships, and describe mechanisms for change including the effect of human intervention on evolutionary processes. 4 2 change in populations: gene pool, allele frequencies; selection pressures; genetic drift natural selection as a mechanism of evolution 4 2 geological time: scale; relative and actual dating techniques evidence of evolution: fossil record, biogeography, comparative anatomy; molecular evidence the development of evolutionary theory patterns of evolution: divergent, convergent; allopatric speciation, extinction 4 2 evolutionary relationships: conservation of genes; genome phylogeny; mitochondrial evolution 4 2 hominid evolution: patterns, origin interrelationships between biological, cultural and technological evolution 4 2 human intervention in evolutionary processes selective breeding application of gene technologies: cloning of organisms; transformation; stem cell differentiation; genetic screening, gene therapy inheritance: the nature of chromosomes, alleles, genotype and phenotype the causes of phenotypic variation: mutations; recombination of parental alleles in sexual reproduction; polygenes; and interactions of environmental factors with genes continuous and discontinuous variation patterns of inheritance involving the monohybrid cross: dominance; recessiveness; co-dominance; multiple alleles dihybrid crosses as independent or linked pedigree analysis: autosomal and sex-linked inheritance; use of the test cross. On completion of this unit the student should be able to analyse and evaluate evidence for evolutionary change and evolutionary relationships, and describe mechanisms for change including the effect of human intervention on evolutionary processes through selective breeding and applications of biotechnology. a qualitative treatment of changing allele frequencies in a population and the consequences: the concept of the gene pool environmental selection pressures, gene flow, genetic drift (founder and bottleneck effects) natural selection as a mechanism for biological evolution evidence for biological evolution over time: the geological time scale; relative and absolute dating techniques the fossil record; biogeography; comparative morphology; molecular homology patterns of biological change: allopatric speciation divergent and convergent evolution extinctions determination of evolutionary relationships: comparison of DNA sequences; comparative genomics; mitochondrial DNA; phylogeny hominin evolution: shared characteristics which define primates, hominoids and hominins major trends in hominin evolution from the genus Australopithecus to the genus Homo including morphological, structural and cognitive development resulting in cultural evolution and the rise of technologies human intervention in evolutionary processes application of gene technologies including gene cloning, bacterial transformations, stem cell differentiation, genetic screening, gene therapy and DNA profiling selective breeding as a method of affecting and limiting the gene pool UPDATED MARCH 2013 VCAA BULLETIN VCE, VCAL and VET SUPPLEMENT 1 JULY

6 School-assessed Coursework Unit 3 VCE Biology VCE Biology Outcome Assessment tasks Marks* Outcome Assessment tasks Marks* Analyse and evaluate evidence from practical investigations related to biochemical processes. A summary report of a practical activity related to a biochemical process. A written report of a practical activity on the movement of substances across membranes. Analyse and evaluate evidence from practical investigations related to biochemical processes. Reports of three practical activities: an investigation of cellular respiration or photosynthesis an investigation of enzyme action an investigation of the movement of substances across membranes. 50 Describe and explain coordination and regulation of an organism s immune responses to antigens at the molecular level. A summary report of a plant or animal response to chemical and/or physical stimuli. OR A summary report of a practical activity related to bacteria response to chemical and/or physical stimuli. A presentation given orally or in annotated poster form on one aspect of the immune response. OR A web page or presentation in multimedia format on one aspect of the immune response. Describe and explain the use of the stimulusresponse model in coordination and regulation and how components of the human immune system respond to antigens and provide immunity. A report of an investigation or simulation of a selected organism s response to a specific chemical or physical signal. A response to an issue or an aspect related to the immune response using any one or a combination of the following: evaluation of research data analysis essay annotated poster media response oral presentation using two or more data types multimedia presentation test visual presentation. *School-assessed Coursework for Unit 3 contributes 17 per cent to the study score. Total marks 100 Total marks 100 *School-assessed Coursework for Unit 3 contributes 20 per cent to the study score. 6 VCAA BULLETIN VCE, VCAL and VET SUPPLEMENT 1 JULY 2012 UPDATED MARCH 2013

7 Unit 4 VCE Biology VCE Biology Outcome Assessment tasks Marks* Outcome Assessment tasks Marks* Analyse evidence for the molecular basis of heredity, and patterns of inheritance. A summary report of a practical activity related to a genetic cross using firsthand data. A summary report of a practical activity on a DNA manipulation technique. Analyse evidence for the molecular basis of heredity, and patterns of inheritance. Reports of three practical activities: an investigation related to a genetic cross an investigation using a DNA tool or manipulation technique an investigation or simulation related to mitosis and/or meiosis. 50 Analyse and evaluate evidence for evolutionary change and evolutionary relationships, and describe mechanisms for change including the effect of human intervention on evolutionary processes. An oral or written report that demonstrates evolutionary relationships using first- or second-hand data. A response to an issue related to an application of gene technologies using any one or a combination of the following: an oral report an annotated poster a web page a multimedia format a written report. Analyse and evaluate evidence for evolutionary change and evolutionary relationships, and describe mechanisms for change including the effect of human intervention on evolutionary processes through selective breeding and applications of biotechnology. An oral or a written report that demonstrates evolutionary relationships using firstor second-hand data. A response to an issue related to human intervention in evolutionary processes using any one or a combination of the following: evaluation of research data analysis essay annotated poster media response oral presentation using two or more data types multimedia presentation test visual presentation. *School-assessed Coursework for Unit 4 contributes 17 per cent to the study score. Total marks 100 Total marks 100 *School-assessed Coursework for Unit 4 contributes 20 per cent to the study score. UPDATED MARCH 2013 VCAA BULLETIN VCE, VCAL and VET SUPPLEMENT 1 JULY

8 VCE Chemistry Overview No change Unit 1 Unit 2 Units 1 4: Key skills Specific changes Amendment has been made to Unit 4. In Unit 4, students will investigate the production of one industrial chemical selected from ammonia, sulfuric acid or nitric acid. This will be assessed through School-assessed Coursework only. There will be a single end-of-year examination of two and a half hours duration, which will contribute 60 per cent to the study score. Minor changes have been made to Unit 3 School-assessed Coursework. Unit 4 School-assessed Coursework tasks and mark allocations have changed. School-assessed Coursework in Unit 3 will contribute 20 per cent to the study score. School-assessed Coursework in Unit 4 will contribute 20 per cent to the study score. Minor changes have been made to the introductions to Units 3 and 4 to align with the key knowledge. Key knowledge in Unit 3 has been updated. Units 3 and 4 key knowledge Bold type indicates a specific change. Note: this table summarises the changes. For the full lists of key knowledge, teachers must refer to the study design. Unit Area of Study VCE Chemistry VCE Chemistry 3 1 volumetric analysis: simple and back titrations, acidbase and redox titrations volumetric analysis including determination of excess and limiting reagents and titration curves: simple and back titrations, acid-base and redox titrations 3 1 use of oxidation numbers to write redox equations the writing of balanced chemical equations, including the use of oxidation numbers to write redox equations, and the application of chemical equations to volumetric and gravimetric analyses 3 1 principles and applications of chromatographic techniques and interpretation of qualitative and quantitative data from thin layer chromatography (TLC), high performance liquid chromatography (HPLC) and gas chromatography (GC) 3 1 principles and applications of spectroscopic techniques and interpretation of qualitative and quantitative data from atomic absorption spectroscopy (AAS), infrared spectroscopy (IR), mass spectroscopy, nuclear magnetic resonance spectroscopy (NMR), and visible and ultraviolet spectroscopy (visible-uv) principles and applications of chromatographic techniques (excluding features of instrumentation and operation) and interpretation of qualitative and quantitative data from: thin layer chromatography (TLC), including calculation of R f high performance liquid chromatography (HPLC) and gas chromatography (GC) including R t and the use of a calibration graph to determine amount of analyte principles and applications of spectroscopic techniques (excluding features of instrumentation and operation) and interpretation of qualitative and quantitative data from: atomic absorption spectroscopy (AAS) including electron transitions and use of calibration graph to determine amount of analyte infrared spectroscopy (IR) including use of characteristic absorption bands to identify bonds proton and carbon-13 nuclear magnetic resonance spectroscopy (NMR) including spin, the application of carbon-13 to determine number of equivalent carbon environments; and application of proton NMR to determine structure: chemical shift, areas under peak and peak splitting patterns (excluding coupling constants), and application of n+1 rule to simple compounds visible and ultraviolet spectroscopy (visible-uv) including electron transitions and use of calibration graph to determine amount of analyte mass spectroscopy including determination of molecular ion peak, relative molecular mass, and identification of simple fragments 3 1 matching analytical technique/s to a particular task matching analytical technique/s to a particular task: single and combined techniques 8 VCAA BULLETIN VCE, VCAL and VET SUPPLEMENT 1 JULY 2012 UPDATED MARCH 2013

9 Unit Area of Study VCE Chemistry VCE Chemistry 3 2 structure and systematic nomenclature of alkanes, alkenes, amines, chloroalkanes, alkanols and carboxylic acids up to C common reactions of organic compounds: addition reactions of alkenes, substitution reactions of alkanes and primary chloroalkanes, oxidation of primary alkanols, esterification 3 2 principles of fractional distillation Deleted primary, secondary and tertiary structure of proteins and the function of protein catalysts (enzymes) the structure and bonding of DNA and its applications in forensic analysis 3 2 organic reaction pathways including the production of esters from alkenes, condensation and polymerisation reactions that produce large biomolecules biochemical fuels including fermentation of sugars to produce ethanol 3 2 use of proteins as markers for disease Deleted 4 1 Outcome statement On completion of this unit the student should be able to analyse the factors that determine the optimum conditions used in the industrial production of the selected chemical. 4 1 collision theory and factors that affect the rate of a reaction including activation energy structure including molecular, structural and semistructural formulae, and International Union of Pure and Applied Chemistry (IUPAC) nomenclature of alkanes, alkenes, amines, haloalkanes, alkanols (C n H 2n+1 OH), alkanoic acids (C n H 2n+1 COOH) and esters up to C 10 common reactions of organic compounds including equations: addition reactions of alkenes (addition of hydrogen halides and water limited to symmetrical alkenes), substitution reactions of alkanes and primary haloalkanes, oxidation of primary alkanols, and esterification chemical bonding: primary, secondary and tertiary structures of proteins the role of the tertiary structure of proteins in enzyme action denaturing of proteins: effect of changes in ph and temperature on bonding primary and secondary structure of DNA organic reaction pathways including appropriate equations and reagents: production of esters from alkenes condensation reactions that produce lipids (limited to triglycerides) condensation and polymerisation reactions that produce large biomolecules including carbohydrates, proteins and DNA production of biochemical fuels including the fermentation of sugars to produce ethanol On completion of this unit the student should be able to analyse the factors that affect the extent and rate of chemical reactions and apply this analysis to evaluate the optimum conditions used in the industrial production of the selected chemical. collision theory and factors that affect the rate of a reaction including temperature, pressure, concentration and use of catalysts, excluding: a formal treatment of the Maxwell-Boltzmann distribution, reaction mechanisms and rate laws 4 1 energy profile diagrams and the use of ΔH notation energy profile diagrams and the use of ΔH notation including: activation energy; alternative reaction pathways for catalysed reactions; and deduction of ΔH for an overall reaction given energy profiles or ΔH of two related reactions 4 1 reversible reactions: homogeneous equilibria and the equilibrium law, Le Chatelier s Principle and factors which affect the position of equilibrium 4 1 principles of waste management used in the chemical industry the industrial production of the selected chemical factors affecting the production including rate and equilibrium position, catalysts, temperature, pressure waste management including generation, treatment and reduction health and safety uses of the selected chemical 4 2 comparison of energy sources: types, uses and sustainability of sources including brown coal, natural gas, nuclear fission and biochemical fuels equilibrium: representation of reversible and nonreversible reactions: homogeneous equilibria and the equilibrium law (equilibrium expressions restricted to use of concentrations), Le Chatelier s Principle and factors which affect the position of equilibrium application of equilibrium and rate principles to the industrial production of one of ammonia, sulfuric acid, nitric acid: factors affecting the production of the selected chemical waste management including generation, treatment and reduction health and safety considerations uses of the selected chemical comparison of the renewability of energy sources including coal, petroleum, natural gas, nuclear fuels and biochemical fuels UPDATED MARCH 2013 VCAA BULLETIN VCE, VCAL and VET SUPPLEMENT 1 JULY

10 Unit Area of Study VCE Chemistry VCE Chemistry 4 2 application of calorimetry to measure energy changes in chemical reactions in solution calorimetry and bomb calorimetry 4 2 use of the electrochemical series in predicting the products of redox reactions and writing half equations 4 2 limitations of predictions made using the electrochemical series 4 2 the construction and operation of simple galvanic primary and secondary cells 4 2 the construction and operation of fuel cells: advantages and disadvantages of fuel cells compared to conventional energy sources 4 2 the construction and operation of simple electrolytic cells: comparison of electrolytic cells application of calorimetry to measure energy changes in chemical reactions in solution calorimetry and bomb calorimetry, including calibration of a calorimeter and the effects of heat loss use of the electrochemical series in predicting the products of redox reactions and deducing overall equations from redox half equations limitations of predictions made using the electrochemical series, including the determination of maximum cell voltage under standard conditions the chemical principles, half-equations and overall equations of simple primary and secondary galvanic cells the chemical principles, half-equations and overall equations of fuel cells; advantages and disadvantages of fuel cells compared to conventional energy sources the chemical principles, half-equations and overall equations of simple electrolytic cells; comparison of electrolytic cells using molten and aqueous electrolytes, and inert and non-inert electrodes School-assessed Coursework Unit 3 A minor change has been made to Assessment tasks: the specification related to chemical pathways has been deleted. Mark allocation for School-assessed Coursework remains unchanged. Unit 4 VCE Chemistry VCE Chemistry Outcome Assessment tasks Marks* Outcome Assessment tasks Marks* Analyse the factors that determine the optimum conditions used in the industrial production of the selected chemical. A summary report including annotations of three practical activities drawn from either Area of Study 1 or Area of Study 2. From the Area of Study NOT used for the summary report, a written report of one practical activity 50 Analyse the factors that affect the extent and rate of chemical reactions and apply this analysis to evaluate the optimum conditions used in the industrial production of the selected chemical. The uses, equilibrium and rate considerations, and safety issues involved in the industrial production of a selected chemical and its associated wastes, presented in one of the following formats: a response to stimulus material in written, oral or visual format an analysis of first- or second-hand data using structured questions a report in written, oral, multimedia or visual format. A written report of one practical activity. Analyse chemical and energy transformations occurring in chemical reactions. One task selected from the following: a response to stimulus material in written, oral or visual format an analysis of first- or second-hand data using structured questions a report in written, oral, multimedia or visual format related to chemistry at work. *School Coursework for Unit 4 contributes 17 per cent to the study score Analyse chemical and energy transformations occurring in chemical reactions. A summary report including annotations of at least three practical activities relating to energy transformations occurring in chemical reactions. Total marks 100 Total marks 100 *School Coursework for Unit 4 contributes 20 per cent to the study score VCAA BULLETIN VCE, VCAL and VET SUPPLEMENT 1 JULY 2012 UPDATED MARCH 2013

11 VCE Environmental Science Overview No change Unit 1 Unit 2 Specific changes The outcome statement for Unit 3 Outcome 3 has changed. The outcome statement for Unit 4 has changed. The outcome statement for Unit 4 has changed. In Unit 3, students study a selected threatened animal. Specific details related to the selected threatened animal will be examined through School-assessed Coursework only. However, the underlying principles related to threatening processes on biodiversity will be assessed through both School-assessed Coursework and an end-of-year examination. In Unit 4, students will investigate in detail the characteristics of a selected pollutant (other than mercury or sulfur). Specific details related to the selected pollutant will be assessed through School-assessed Coursework only. However, the general characteristics and management of pollutants (including mercury and sulfur) will be assessed through both School-assessed Coursework and an end-of-year examination. In Unit 4, students evaluate a selected environmental science project. Specific details related to the selected project will be examined through School-assessed Coursework only. However, the general principles of ecologically sustainable development and environmental management strategies will be assessed through both School-assessed Coursework and an end-of-year examination. There will be a single end-of-year examination, of two hours duration, which will contribute 50 per cent to the study score. There are changes to both Unit 3 and Unit 4 School-assessed Coursework tasks and mark allocations. School-assessed Coursework in Unit 3 will contribute per cent to the study score. School-assessed Coursework in Unit 4 will contribute per cent to the study score. Key knowledge in Units 3 and 4 has been updated. Units 3 and 4 key knowledge Bold type indicates a specific change. Note: this table summarises the changes. For the full lists of key knowledge, teachers must refer to the study design. Unit Area of Study VCE Environmental Science VCE Environmental Science definition of scientific concepts and principles of energy, including conservation of energy, energy efficiency of conversions, ways of increasing energy efficiency, mechanical energy, potential and kinetic energy, heat, combustion, exothermic and endothermic reactions 3 1 one fossil fuel energy resource and one non-fossil energy resource with regard to accessibility 3 1 options for reducing the enhanced greenhouse effect, including National Greenhouse Strategy, Kyoto protocol, increasing energy efficiency, emission trading and vegetation sinks 3 2 Outcome statement 2 On completion of this unit the student should be able to describe the characteristics of biodiversity, and evaluate strategies to reduce the effects of threatening processes on one selected endangered animal 3 2 use of scientific data and the sections of the Flora and Fauna Guarantee Act 1988 that apply to the protection of an endangered animal 3 2 Outcome statement 3 On completion of this unit the student should be able to explain how scientific data is applied to the assessment of environmental risk in ensuring biodiversity definitions and applications of scientific concepts and principles of energy, including conservation of energy, energy efficiency of conversions, ways of increasing energy efficiency, mechanical energy, potential and kinetic energy, heat, combustion, exothermic and endothermic reactions one fossil fuel energy resource and one non-fossil energy resource with regard to accessibility and provision to meet energy needs options for reducing the enhanced greenhouse effect, including increasing energy efficiency, emissions trading and vegetation sinks On completion of this unit the student should be able to describe the characteristics of biodiversity, evaluate strategies to reduce the effects of threatening processes on biodiversity, and apply this knowledge to one selected threatened animal use of scientific data and the sections of the Flora and Fauna Guarantee Act 1988 that apply to the protection of a threatened animal On completion of this unit the student should be able to explain how scientific data is used in the evaluation of biodiversity and is applied to the development of management strategies to ensure biodiversity UPDATED MARCH 2013 VCAA BULLETIN VCE, VCAL and VET SUPPLEMENT 1 JULY

12 Unit Area of Study 4 1 Outcome statement 4 2 Outcome statement VCE Environmental Science VCE Environmental Science On completion of this unit the student should be able to describe the characteristics of pollutants, and evaluate management options for reducing the risk of a pollutant affecting the health of the environment and humans On completion of this unit the student should be able to use the principles of ecologically sustainable development and environmental management to evaluate a selected environmental science project 4 2 environmental management: tools and strategies, including Environmental Management Systems, waste minimisation, Life Cycle Analysis, environmental impact assessment, Environmental Risk Assessment 4 2 assessment of the impact of ecotourism on the environment and the strategies required to manage ecotourism On completion of this unit the student should be able to describe the characteristics of pollutants, and evaluate management options for reducing the risk of a pollutant affecting the health of the environment and humans, including a focus on one selected pollutant On completion of this unit the student should be able to use the principles of ecologically sustainable development and environmental management to evaluate environmental science projects, including a focus on one selected environmental science project environmental management: tools and strategies, including environmental management systems, waste minimisation, life-cycle assessment (LCA), environmental impact assessment, environmental risk assessment Deleted 4 2 analyse the impact of ecotourism Deleted School-assessed Coursework Unit 3 VCE Environmental Science VCE Environmental Science Outcome Assessment tasks Marks* Outcome Assessment tasks Marks* Describe the principles of energy, and relate them to the contribution of one fossil and one non-fossil energy source to the enhanced greenhouse effect. A written report of a practical activity A report in annotated poster or multimedia format Describe the principles of energy, and relate them to the contribution of one fossil and one non-fossil energy source to the enhanced greenhouse effect A written report of a practical activity A report in annotated poster or multimedia format Describe the characteristics of biodiversity, and evaluate strategies to reduce the effects of threatening processes on one selected endangered animal. A report on one selected endangered animal presented in any one or combination of the following: a written report an oral report a multimedia presentation 30 Describe the characteristics of biodiversity, evaluate strategies to reduce the effects of threatening processes on biodiversity, and apply this knowledge to one selected threatened animal. A report on one selected threatened animal presented in any one or combination of the following: a written report an oral report a multimedia presentation. 30 Outcome 3 Explain how scientific data is applied to the assessment of environmental risk in ensuring biodiversity. Any one or a combination of the following: a written report an oral report a multimedia presentation a written response to set questions a report on data collected from fieldwork or other sources 30 Outcome 3 Explain how scientific data is used in the evaluation of biodiversity and is applied to the development of management strategies to ensure biodiversity Any one or a combination of the following: a written report an oral report a multimedia presentation a written response to set questions a report on data collected from fieldwork or other sources 20 *School Coursework for Unit 3 contributes 17 per cent to the study score Total marks 100 Total marks 100 *School Coursework for Unit 3 contributes per cent to the study score 12 VCAA BULLETIN VCE, VCAL and VET SUPPLEMENT 1 JULY 2012 UPDATED MARCH 2013

13 Unit 4 VCE Environmental Science VCE Environmental Science Outcome Assessment tasks Marks* Outcome Assessment tasks Marks* Describe the characteristics of pollutants, and evaluate management options for reducing the risk of a pollutant affecting the health of the environment and humans. A report on the findings of selected fieldwork and/or practical activities relating to pollutant/s An evaluation of management strategies based on primary and/or secondary data Describe the characteristics of pollutants, and evaluate management options for reducing the risk of a pollutant affecting the health of the environment and humans, including a focus on one selected pollutant A report on the findings of selected fieldwork and/or practical activities relating to pollutant/s An evaluation of management strategies based on primary and/or secondary data Use the principles of ecologically sustainable development and environmental management to evaluate a selected environmental science project. A report or A test A report or An environmental management plan Use the principles of ecologically sustainable development and environmental management to evaluate environmental science projects, including a focus on one selected environmental science project An evaluation of a selected project presented in one or more of the following: a report a test an environmental management plan. 40 *School Coursework for Unit 4 contributes 17 per cent to the study score Total marks 100 Total marks 100 *School Coursework for Unit 4 contributes per cent to the study score UPDATED MARCH 2013 VCAA BULLETIN VCE, VCAL and VET SUPPLEMENT 1 JULY

14 VCE Physics Overview No change Unit 1 Unit 2 Units 1 4: Key skills Outcome statements for Units 3 and 4 Specific changes Students select one of the six existing detailed studies to be undertaken in either Unit 3 or Unit 4. The selected detailed study undertaken in Unit 3 or Unit 4 will be assessed in Unit 4 School-assessed Coursework and in the end-of-year examination. School-assessed Coursework in Unit 3 (excluding the detailed study) will contribute 16 per cent to the study score. School-assessed Coursework in Unit 4 (including the detailed study) will contribute 24 per cent to the study score. There will be a single end-of-year examination of two and a half hours duration, which will contribute 60 per cent to the study score. Changes have been made to Unit 3 and Unit 4 School-assessed Coursework. A student-designed practical investigation may be undertaken in Unit 3 and/or Unit 4. A summary report of selected practical activities may be undertaken in Unit 3 and/or Unit 4. Key knowledge in Units 3 and 4 has been updated. Units 3 and 4 key knowledge Bold type indicates a specific change. Note: this table summarises the changes. For the full lists of key knowledge, teachers must refer to the study design. Unit Area of Study VCE Physics VCE Physics apply a field model to magnetic phenomena including shapes and directions of fields produced by bar magnets, and by current-carrying wires, coils and solenoids 4 1 investigate and explain the operation of simple DC motors consisting of one coil, containing a number of loops of wire, which is free to rotate about an axis two magnets (not including radial magnets) a commutator a DC power supply 4 1 apply a field model to define magnetic flux Ф, using Ф = BA and the qualitative effect of differing angles between the area and the field 4 1 investigate and compare sinusoidal AC voltages produced as a result of the uniform rotation of a loop in a constant magnetic flux in terms of frequency, period, amplitude, peak-to-peak voltage(v p-p ) and peak-to-peak current (I p-p ) 4 2 analyse the absorption of photons by atoms in terms of the particle-like nature of matter the change in energy levels of the atom due to electrons changing state the frequency and wavelength of emitted photons, E = hf = hc/λ (not including the bombardment of atoms by electrons) apply a vector field model to magnetic phenomena including shapes and directions of fields produced by bar magnets, and by current-carrying wires, coils and solenoids investigate and explain the operation of simple DC motors consisting of one coil, containing a number of loops of wire, which is free to rotate about an axis two magnets providing a uniform magnetic field a commutator a DC power supply apply a field model to define magnetic flux Ф, using Ф = BA when the magnetic field is perpendicular to the area, and the qualitative effect of differing angles between the area and the field investigate and compare sinusoidal AC voltages produced as a result of the uniform rotation of a loop in a constant magnetic field in terms of frequency, period, amplitude, peak-to-peak voltage(v p-p ) and peak-to-peak current (I p-p ) analyse the absorption of photons by atoms, not including their bombardment by electrons, in terms of the change in energy levels of the atom due to electrons changing state the frequency and wavelength of emitted photons, E = hf = hc/λ 14 VCAA BULLETIN VCE, VCAL and VET SUPPLEMENT 1 JULY 2012 UPDATED MARCH 2013

15 Detailed study Unit Area of Study VCE Physics VCE Physics and 4 Detailed study Students select one of three available detailed studies in Unit 3. Students select one of three further available detailed studies in Unit 4. 3 and interpret the results of the Michelson-Morley experiment in terms of Einstein s second postulate 3 and apply simple thought experiments to show that the time interval between two events differs depending on the motion of an observer relative to the events (non-simultaneity) length contraction of an object occurs in the direction of its motion when observed from a different frame of reference 3 and explain the impossibility of motion faster than light in terms of relativistic mass m = m o γ at speeds approaching c 3 and evaluate the toughness of a material tested to the point of failure 3 and analyse translational and rotational forces (torques) in simple structures, including uniform columns, struts, ties, beams, cables, but not including trusses, modelled as two-dimensional structures in static equilibrium 3 and design and investigate an AC to DC voltage regulated power supply system, given a range of AC input voltages (specified as root mean square, peak, and peak-to-peak), smoothing conditions andresistive loads 3 and emission of photoelectrons by synchrotron radiation and how this process differs from the emission of photoelectrons by visible light One detailed study is to be chosen from six detailed studies in either Unit 3 or Unit 4. describe the conclusions drawn from the Michelson-Morley experiment in terms of Einstein s second postulate apply simple thought experiments to show that: the time interval between two events differs depending on the motion of an observer relative to the events length contraction of an object occurs in the direction of its motion when observed from a different frame of reference Deleted evaluate the toughness, as measured by the total area under the stress-strain graph, of a material tested to the point of failure analyse translational forces and torques in simple structures, including uniform columns, struts, ties, beams, cables and simple two-dimensional trusses design and investigate an AC to DC smoothed voltage regulated power supply system, given a range of AC input voltages (specified as root mean square, peak, and peak-to-peak), smoothing conditions and resistive loads Deleted UPDATED MARCH 2013 VCAA BULLETIN VCE, VCAL and VET SUPPLEMENT 1 JULY

16 School-assessed Coursework Bold type indicates a specific change. Unit 3 VCE Physics VCE Physics Outcome Marks* Assessment tasks Outcome Marks* Assessment tasks 40 A student-designed extended practical investigation and at least two different 30 No change tasks selected from the Detailed studies 30 Detailed studies following: Outcome 3.1 a multimedia Use Einstein s theory of presentation relativity to describe and an annotated folio of explain relativistic motion practical activities and effects, and make a summary report comparisons with classical of selected practical descriptions of motion. activities from the OR student s log book Outcome 3.2 Analyse and explain the properties of construction materials, and evaluate the effects of forces and loads on structures and materials. OR Outcome 3.3 Design and investigate an AC to DC voltage regulated power supply system, and describe and explain the operation of the system and its components, and the effects of test equipment on the system. a data analysis a report (written, oral, annotated visual) a test (short answer and extended response) a response to a media article No change One detailed study is to be chosen in either Unit 3 or Unit 4, and will contribute to the study score at Unit At least two different tasks selected from the following**: 30 a student-designed extended practical investigation a summary report of selected practical activities from the student s log book a multimedia presentation a data analysis a report (written, oral, annotated visual) a test (short answer and extended response) a response to a media article Total marks 100 Total marks 70 *School-assessed Coursework contributes 17 per cent to the study score *School-assessed Coursework contributes 16 per cent to the study score ** Across the assessment tasks selected in Unit 3 and Unit 4, at least one of the assessment tasks must be an extended practical investigation, and at least one of the assessment tasks must be a summary report of selected practical activities. 16 VCAA BULLETIN VCE, VCAL and VET SUPPLEMENT 1 JULY 2012 UPDATED MARCH 2013

17 Unit 4 VCE Physics VCE Physics Outcome Marks* Assessment tasks Outcome Marks* Assessment tasks A summary report of selected practical activities from the student s log book and at least two different tasks No change No change Detailed studies Outcome 3.1 Describe the basic design and operation of the Australian Synchrotron and the production, characteristics and interactions with targets of synchrotron radiation. OR Outcome 3.2 Apply the photon and wave models of light to describe and explain the operation of different light sources and fibre optic waveguides and analyse their domestic, scientific and industrial uses. OR Outcome 3.3 Apply a wave model of sound and a field model of electromagnetism to describe, analyse and evaluate the recording and reproduction of sound. 30 selected from the following (these tasks should constitute the assessment for the remaining outcomes): Outcome 3 a multimedia presentation an annotated folio of practical activities a student-designed extended practical investigation a data analysis a report (written, oral, annotated visual) a test (short answer and extended response) Outcome 3.1 Use Einstein s theory of relativity to describe and explain relativistic motion and effects, and make comparisons with classical descriptions of motion. OR Outcome 3.2 Analyse and explain the properties of construction materials, and evaluate the effects of forces and loads on structures and materials. OR Outcome 3.3 Design and investigate an AC to DC voltage regulated power supply system, and describe and explain the operation of the system and its components, and the effects of test equipment on the system. OR Outcome 3.4 Describe the basic design and operation of the Australian Synchrotron and the production, characteristics and interactions with targets of synchrotron radiation. OR Outcome 3.5 Apply the photon and wave models of light to describe and explain the operation of different light sources and fibre optic waveguides and analyse their domestic, scientific and industrial uses. OR Outcome 3.6 Apply a wave model of sound and a field model of electromagnetism to describe, analyse and evaluate the recording and reproduction of sound. 40 At least three different tasks selected from the following**: 30 a student-designed extended practical investigation 30 a summary report of selected practical activities from the student s log book a multimedia presentation a data analysis a report (written, oral, annotated visual) a test (short answer and extended response) a response to a media article Total marks 100 Total marks 100 *School-assessed Coursework contributes 17 per cent to the study score *School-assessed Coursework contributes 24 per cent to the study score ** Across the assessment tasks selected in Unit 3 and Unit 4, at least one of the assessment tasks must be an extended practical investigation, and at least one of the assessment tasks must be a summary report of selected practical activities. UPDATED MARCH 2013 VCAA BULLETIN VCE, VCAL and VET SUPPLEMENT 1 JULY