VCE Sciences

Overview

Change and Opportunity

In this unit you will develop your understanding of Australia’s agricultural and horticultural industries and research the opportunities and practical realities of working in the sector. You will consider sources of food and fibre indigenous to Victoria prior to European settlement, and current and past perceptions of Australian agricultural and horticultural industries.

You will explore contemporary career pathways and professional roles, with a focus on innovation and creative problem solving in the face of change and challenge.

You will seek to understand socio-cultural influences on food and fibre practices, and best practice in agriculture and horticulture in terms of climate zones, soil quality, plant and animal selection, workplace health and safety, and the collection and analysis of quality-assurance data. You will undertake practical tasks reflecting best-practice understandings.

Download > VCE Aghort Study Design

Unit Prerequisites

• Students who have studied Year 10 AgHort can choose AgHort Unit 2 without having completed AgHort Unit 1.

Unit Assessment

Food and Fibre Industries
In this area of study, you are introduced to agriculture and horticulture as industries that are valued by Australians for cultural and social reasons, as well as being vital to Australia’s economic prosperity. You will discuss change as a significant concept in agriculture and horticulture, and recognise how this underpins the importance of creative and innovative practices. You will investigate agricultural and horticultural production in past and present perspectives, from Victoria’s first peoples prior to European settlement to current industries and career opportunities.

Food and Fibre Productions
You will explore systems and production cycles, best practice for health and safety, and the factors that influence the growth and development of plants and animals. Through practical tasks, you will make decisions about testing soils and selecting suitable plants and animals. You will also consider tools for and methods of testing and measuring quality and improvement in agricultural and horticultural practices.

Unit Assessment

Assessment tasks are drawn from tasks such as media analysis, case studies, annotated visual displays, website or visual presentations, tests, and written or oral reports.

Pathways

VCE AgHort Unit 1 and/or 2 may be completed in Year 10. Year 10 AgHort may be used in place of Units 1 and/or 2. VCE AgHort Units 3 and 4 may be done without having done Unit 2.

View Aghort Careers Pathway

Overview

Growing Plants and Animals

In this unit you will research plant and animal nutrition, growth and reproduction. You will develop an understanding of the conditions in which plants and animals grow and reproduce, and of related issues and challenges. You will evaluate the effectiveness and sustainability of agricultural or horticultural practices.

You will investigate the structure, function, nutrition and growth of plants. You will explore animal nutrition and digestion, and growth and development, and make comparisons between production methods. You will research reproductive processes and technologies for both plants and animals within the contexts of food and fibre production. You will undertake practical tasks relating to the growth and management of plants and animals.

Download > VCE Aghort Study Design

Unit Prerequisites

• Year 10 AgHort or AgHort Unit 1 is recommended

Unit Assessment

Plant Nutrition, Growth and Reproduction
This area of study focuses on plant production in agriculture and/or horticulture. You will investigate challenges and issues that affect practices and decisions in plant production, and develop an understanding of plant structure, function, nutrition, growth and reproduction. Practical tasks will focus on aspects of plant propagation and/or growth.

Animal Nutrition, Growth and Reproduction
You will investigate challenges and issues that affect practices and decisions in managing animal production. You will study animal nutrition, digestion, growth, development and reproduction, including principles of genetics and selective breeding, and the use of reproductive technologies.

Unit Assessment

Assessment tasks are drawn from tasks such as annotated visual displays, website or visual presentations, tests, and written or oral reports.

Pathways

VCE AgHort Unit 1 and/or 2 may be completed in Year 10. Year 10 AgHort may be used in place of Units 1 and/or 2. VCE AgHort Units 3 and 4 may be done without having done Unit 2.

View Aghort Careers Pathway

Overview

Securing the Future

This unit focuses on the role of research and data, innovation and technology in Australia’s food and fibre industries. You will look at practices that help horticultural and agricultural enterprises to succeed in the modern world, locally and globally.

You will research Australia’s past responses to such challenges, analysing responses leading to successful outcomes as well as those with unforeseen consequences. You will consider the everyday role of innovation and technology in agriculture and horticulture and research the impacts of new and emerging developments over the past six years.

You will explore the influence of market demands and social expectations as drivers of change. Emphasis is placed on the importance of biosecurity: the protection of agricultural and horticultural industries against pests, diseases and weeds, and measures to combat the serious threat posed by biological resistances. You will undertake practical tasks reflecting awareness of innovative, sustainable and safe agricultural and/or horticultural practices.

Download > VCE Aghort Study Design

Unit Prerequisites

• Aghort Unit 1 & 2  is recommended, but not compulsory.

Unit Assessment

Innovations and Solutions
This area of study focuses on the dynamic and innovative nature of Australia’s food and fibre production industries. You will reflect on the rate of change, the rise of new challenges, and the sector’s ever-increasing engagement with innovation and technology. You will inquire into the broad role of innovation and technology in food and fibre production, and consider the impacts of new and emerging tools and applications, as well as innovative research projects. You will reflect on past initiatives, contemporary responses to consumer concerns and ways to evaluate the effectiveness of particular innovations in agricultural and horticultural practices.

Risks and Resilience
In this area of study you will focus on biosecurity, the protection of agricultural and horticultural industries against pests, diseases and weeds, and measures to combat the serious threat posed by biological resistances. In doing this, you will develop your understanding of specific pests, diseases and weeds that threaten Victorian agriculture and horticulture. Emphasis is placed on principles of integrated pest and weed management.

Unit Assessment

• Unit 3 School assessed coursework (SAC’s) 30%
• Unit 4 School assessed coursework (SAC’s) 30%
• Unit 3 & 4 examination 40%

Assessment tasks are drawn from tasks such as an annotated visual display, case studies, media analysis, video, podcast, short written report, oral report, research report or practical demonstrations.

Pathways

VCE AgHort Unit 1 and/or 2 may be completed in Year 10. Year 10 AgHort may be used in place of Units 1 and/or 2. VCE AgHort Units 3 and 4 may be done without having done Unit 2.

View Aghort Careers Pathway

Overview

Sustainable Food and Fibre Production

You will examine sustainability in terms of land management, as well as its role in food and fibre industries. Sustainability is a holistic concept with environmental, economic and social dimensions. You will research the effects of climate change on food and fibre production through case studies.

You will investigate environmental degradation and approaches to sustainable land management and rehabilitation, studying ecosystems, the importance of biodiversity and the applicability of environmental modification techniques. Within the context of agricultural and/or horticultural practices, sustainability is viewed as both a challenge and an opportunity, and you will consider it across the entire production chain from resource suppliers through to consumers. You will research strategies for securing sustainable markets, for adding value to primary produce, and for ensuring and promoting the high quality of Australian-grown products.

You will undertake practical tasks reflecting all dimensions of sustainable management of agricultural and/or horticultural practices as well as ethical considerations.

Download > VCE Aghort Study Design

Unit Prerequisites

• Aghort Unit 3

Unit Assessment

Sustainable Land Management
In this area of study, you will examine sustainable land management, including property management, with a focus on environmental degradation and climate change. You will investigate appropriate and sustainable strategies, adaptations and modifications, evaluating associated safety and risk factors. Comparisons are made between natural and managed ecosystems, with inquiry into the significance of biodiversity for sustainable food and fibre production. You will research and apply techniques for testing and monitoring of environmental health in agricultural and/or horticultural contexts.

Sustainable Business Practices
In this area of study you will examine business challenges and opportunities across the food and fibre supply chain, with a focus on sustainability. You will consider how sustainability influences the decisions of agricultural and/or horticultural producers. You will consider the role of strategic business planning and the effective use of marketing and communications tools. You will research quality assurance programs and government regulation relating to sustainable food and fibre industries.

Unit Assessment

• Unit 3 School assessed coursework (SAC’s) 30%
• Unit 4 School assessed coursework (SAC’s) 30%
• Unit 3 & 4 examination 40%

Assessment tasks are drawn from tasks such as an annotated visual display, video, podcast, short written report, oral report, research report or practical demonstrations. Both Areas of Study contribute equally to school assessed coursework.

Pathways

VCE AgHort Unit 1 and/or 2 may be completed in Year 10. Year 10 AgHort may be used in place of Units 1 and/or 2. VCE AgHort Units 3 and 4 may be done without having done Units 1 and 2.

View Aghort Careers Pathway

How do organisms regulate their functions?

In this unit you will  examine the cell as the structural and functional unit of life, from single celled to the multicellular organisms, including the requirements for sustaining cellular processes.

You will focus on cell growth, replacement and death and the role of stem cells in differentiation, specialisation and renewal of cells. You explore how systems function through cell specialisation in vascular plants and animals, and consider the role homeostatic mechanisms play in maintaining an animal’s internal environment.

Download > VCE Biology Study Design

Prerequisites

Year 10 Chemistry + Year 10 Forensics or Genetics and Evolution are recommended

Areas of Study

• How do cells function?
• How do plant and animal systems function?
• How do scientific investigations develop understanding of how organisms regulate their functions?

In the first area of study, you will explain and compare cellular structure and function and analyse the cell cycle and cell growth, death and differentiation.

In the second area of study, you will explain and compare how cells are specialised and organised in plants and animals, and analyse how specific systems in plants and animals are regulated.

Unit Assessment

Assessment for Outcomes 1 and 2 may include: a case study analysis, a bioinformatics exercise, a data analysis, reflective annotations of a logbook of fieldwork activities, media analysis, simulation activities, response to an issue, a scientific poster, a practical report.

Outcome three will be assessed by a report of a student-adapted or student-designed scientific investigation using a selected format such as a scientific poster, an article for a scientific publication, a practical report, an oral presentation, a multimedia presentation or a visual representation.

Pathways

Biology Units 1 and 2 will typically be studied in Year 11. Students undertaking acceleration may do these units in Year 10.

It is recommended that both Units 1 and 2 be taken before attempting Units 3 and 4 but students with strong results in Unit 2 who are prepared to catch-up on the relevant Unit 1 content in their own time will still be accepted into the Unit 3 and 4 course.

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Overview

How does inheritance impact on diversity?

You will explore reproduction and the transmission of biological information from generation to generation and the impact this has on species diversity. You will apply your understanding of chromosomes to explain the process of meiosis.

You will consider how the relationship between genes, and the environment and epigenetic factors influence phenotypic expression. You will explain the inheritance of characteristics, analyse patterns of inheritance, interpret pedigree charts and predict outcomes of genetic crosses.

You will analyse the advantages and disadvantages of asexual and sexual reproductive strategies, including the use of reproductive cloning technologies. You will study structural, physiological and behavioural adaptations that enhance an organism’s survival. You will explore interdependences between species, focusing on how keystone species and top predators structure and maintain the distribution, density and size of a population. You will also consider the contributions of Aboriginal and Torres Strait Islander knowledge and perspectives in understanding the survival of organisms in Australian ecosystems

Download > VCE Biology Study Design

Prerequisites

Unit 1 Biology Recommended

Areas of Study

• How is inheritance explained?
• How do inherited adaptations impact on diversity?
• How do humans use science to explore and communicate contemporary bioethical issues?

Unit Assessment

Assessment for Outcomes 1 and 2 may include: a case study analysis, a bioinformatics exercise, a data analysis, reflective annotations of a logbook of fieldwork activities, media analysis, simulation activities, response to an issue, a scientific poster, a practical report.

Outcome 3 will be assessed by a response to an investigation into a bioethical issue relating to genetics or reproductive science or adaptations beneficial to survival

Pathways

Biology Units 1 and 2 will typically be studied in Year 11. Students undertaking acceleration may do these units in Year 10.

It is recommended that both Units 1 and 2 be taken before attempting Units 3 and 4 but students with strong results in Unit 2 who are prepared to catch-up on the relevant Unit 1 content in their own time will still be accepted into the Unit 3 and 4 course.

View Biology Careers Pathway

How do cells maintain life?

In this unit you will investigate the workings of the cell from several perspectives. You will explore the relationship between nucleic acids and proteins as key molecules in cellular processes. You will analyse the structure and function of nucleic acids as information molecules, gene structure and expression in prokaryotic and eukaryotic cells and proteins as a diverse group of functional molecules. You will examine the biological consequences of manipulating the DNA molecule and applying biotechnologies.

You will explore the structure, regulation and rate of biochemical pathways, with reference to photosynthesis and cellular respiration. You will explore how the application of biotechnologies to biochemical pathways could lead to improvements in agricultural practices.

You will apply your knowledge of cellular processes through investigation of a selected case study, data analysis and/or a bioethical issue. Examples of investigation topics include, but are not limited to: discovery and development of the model of the structure of DNA; proteomic research applications; transgenic organism use in agriculture; use, research and regulation of gene technologies, including CRISPR-Cas9; outcomes and unexpected consequences of the use of enzyme inhibitors such as pesticides and drugs; research into increasing efficiency of photosynthesis or cellular respiration or impact of poisons on the cellular respiration pathway.

Download > VCE Biology Study Design

Prerequisites

• Unit 2 Biology
• Year 10 Chemistry are advisable but not required by VCAA

Areas of Study

• What is the role of nucleic acids and proteins in maintaining life?
• How are biological pathways regulated?

Unit Assessment

• Unit 3 School assessed coursework (SAC’s) 20%
• Unit 4 School assessed coursework (SAC’s) 30%
• Unit 3 & 4 examination 50%

Outcome one will be an analysis and evaluation of a contemporary bioethical issue. Outcome two will be a comparison and evaluation of biological concepts, methodologies and methods, and findings from three student practical activities.

Pathways

Biology Units 1 and 2 will typically be studied in Year 11.  Students undertaking acceleration may do these units in Year 10.

It is recommended that both Units 1 and 2 be taken before attempting Units 3 and 4 but students with strong results in Unit 2 who are prepared to catch-up on the relevant Unit 1 content in their own time will still be accepted into the Unit 3 and 4 course.

View Biology Careers Pathway

Overview

How does life change and respond to the challenges?

​​In this unit you will consider the continual change and challenges to which life on Earth has been, and continues to be, subjected to. You will study the human immune system and the interactions between its components to provide immunity to a specific pathogen. You will consider how the application of biological knowledge can be used to respond to bioethical issues and challenges related to disease.

You will consider how evolutionary biology is based on the accumulation of evidence over time. You will investigate the impact of various change events on a population’s gene pool and the biological consequences of changes in allele frequencies. You will examine the evidence for relatedness between species and change in life forms over time using evidence from paleontology, structural morphology, molecular homology and comparative genomics. You will examine the evidence for structural trends in the human fossil record, recognising that interpretations can be contested, refined or replaced when challenged by new evidence.

You will demonstrate and apply your knowledge of how life changes and responds to challenges through investigation of a selected case study, data analysis and/or bioethical issue. Examples of investigation topics include, but are not limited to: deviant cell behaviour and links to disease; autoimmune diseases; allergic reactions; development of immunotherapy strategies; use and application of bacteriophage therapy; prevention and eradication of disease; vaccinations; bioprospecting for new medical treatments; trends, patterns and evidence for evolutionary relationships; population and species changes over time in non-animal communities such as forests and microbiota; monitoring of gene pools for conservation planning; role of selective breeding programs in conservation of endangered species; or impact of new technologies on the study of evolutionary biology.

Download > VCE Biology Study Design

Prerequisites

• Unit 3 Biology is required

Areas of Study

• How do organisms respond to pathogens?
• How are species related over time?
• How is scientific enquiry used to investigate cellular processes and/or biological change?

Unit Assessment

• Unit 3 School assessed coursework (SAC’s) 20%
• Unit 4 School assessed coursework (SAC’s) 30%
• Unit 3 & 4 examination 50%

Assessment tasks for Outcome 1 may be in the form of a test or analysis document. Outcome 2 is based on gene investigation techniques using the facilities at a tertiary laboratory. Outcome three will be the communication of the design, analysis and findings of a student-designed and student-conducted scientific investigation through a structured scientific poster and logbook entries.

Pathways

Biology Units 1 and 2 will typically be studied in Year 11.  Students undertaking acceleration may do these units in Year 10.

It is recommended that both Units 1 and 2 be taken before attempting Units 3 and 4 but students with strong results in Unit 2 who are prepared to catch-up on the relevant Unit 1 content in their own time will still be accepted into the Unit 3 and 4 course.

View Biology Careers Pathway

Overview

The development and use of materials for specific purposes is an important human endeavour. In this unit you will investigate the chemical structures and properties of a range of materials, including covalent compounds, metals, ionic compounds and polymers. They are introduced to ways that chemical quantities are measured. They consider how manufacturing innovations lead to more sustainable products being produced for society through the use of renewable raw materials and a transition from a linear economy towards a circular economy.

You will conduct practical investigations involving the reactivity series of metals, separation of mixtures by chromatography, use of precipitation reactions to identify ionic compounds, determination of empirical formulas, and synthesis of polymers.

Throughout this unit you will use chemistry terminology including symbols, formulas, chemical nomenclature and equations to represent and explain observations and data from their own investigations and to evaluate the chemistry-based claims of others.

A student-directed research investigation into the sustainable production or use of a selected material is to be undertaken in Area of Study 3. The investigation explores how sustainability factors such as green chemistry principles and the transition to a circular economy are considered in the production of materials to ensure minimum toxicity and impacts on human health and the environment. The investigation draws on key knowledge and key science skills from Area of Study 1 and/or Area of Study 2.

Link to > VCE Chemistry Study Design

Prerequisites

It is expected that students undertaking Units 1 & 2 Chemistry will have studied either Chemistry or Environmental Science at Year 10. Competency in Chemistry topics at the Year 10 level is presumed for Units 1 & 2.

Areas of Study

• How do the chemical structures of materials explain their properties and reactions?
• How are materials quantified and classified?
• How can chemical principles be applied to create a more sustainable future?

In the first area of study, you will focus on elements as the building blocks of useful materials. You will investigate the structures, properties and reactions of carbon compounds, metals and ionic compounds, and use chromatography to separate the components of mixtures. You will use metal recycling as a context to explore the transition in manufacturing processes from a linear economy to a circular economy.

In the second area of study you will focus on the measurement of quantities in chemistry and the structures and properties of organic compounds, including polymers.

In the third area of study you will undertake an investigation involving the selection and evaluation of a recent discovery, innovation, advance, case study, issue or challenge linked to the knowledge and skills developed in Unit 1 Area of Study 1 and/or Area of Study 2, including consideration of sustainability concepts (green chemistry principles, sustainable development and the transition towards a circular economy).

Assessment

Assessment for Outcomes 1 and 2 may include: annotations of a practical work folio; a report of a practical activity; media response; problem-solving; data analysis; or a test.

Outcome 3 will be assessed by a response to a question involving the production or use of a selected material, including reference to sustainability.

Pathways

Chemistry Unit 1 and 2 are completed in Year 11. It is expected that students studying Unit 3 and 4 Chemistry have previously achieved a competent standard in both Unit 1 and Unit 2 Chemistry. Acceleration is not available in this subject.

View Chemistry Careers Pathway

Overview

Society is dependent on the work of chemists to analyse the materials and products in everyday use. In this unit you will analyse and compare different substances dissolved in water and the gases that may be produced in chemical reactions. You will explore applications of acid-base and redox reactions in society.

You will conduct practical investigations involving the specific heat capacity of water, acid-base and redox reactions, solubility, molar volume of a gas, volumetric analysis, and the use of a calibration curve.

Throughout the unit you will use chemistry terminology, including symbols, formulas, chemical nomenclature and equations, to represent and explain observations and data from their own investigations and to evaluate the chemistry-based claims of others.

A student-adapted or student-designed scientific investigation is undertaken in Area of Study 3. The investigation involves the generation of primary data and is related to the production of gases, acid-base or redox reactions, or the analysis of substances in water. It draws on the key science skills and key knowledge from Unit 2 Area of Study 1 and/or Area of Study 2.

Link to > VCE Chemistry Study Design

Prerequisites

It is expected that students undertaking Units 1 & 2 Chemistry will have studied either Chemistry or Environmental Science at Year 10. Competency in Chemistry topics at the Year 10 level is presumed for Units 1 & 2.

Areas of Study

• How do chemicals interact with water?
• How are chemicals measured and analysed?
• How do quantitative scientific investigations develop our understanding of chemical reactions?

In the first area of study you will focus on understanding the properties of water and investigating acid-base and redox reactions. You explore water’s properties, including its density, specific heat capacity and latent heat of vaporisation. You write equations for acid-base and redox reactions, and apply concepts including pH as a measure of acidity. They explore applications of acid-base reactions and redox reactions in society.

In the second area of study you will focus on the analysis and quantification of chemical reactions involving acids, bases, salts and gases. You will measure the solubility of substances in water, explore the relationship between solubility and temperature using solubility curves, and learn to predict when a solute will dissolve or crystallise out of solution. You will quantify amounts in chemistry using volumetric analysis, application of the ideal gas equation, stoichiometry and calibration curves.

The selection of learning contexts should allow you to develop practical techniques to investigate substances that may be dissolved in water or found in soils, particularly salts, acids and bases, as well as gases. You will develop your skills in the use of scientific equipment and apparatus. You will use precipitation reactions to purify water: for example, by using iron or aluminium compounds to precipitate and remove phosphorus from wastewater. You will perform acid-base titrations, such as comparing the ethanoic acid concentrations of vinegar, mayonnaise and tomato sauce. You will construct calibration curves to analyse unknown concentrations of substances, such as the amount of nitrates or phosphates in water or soil samples. You will respond to challenges such as determining the set of standards required in setting up a calibration curve in colorimetry.

Many of the 17 goals in the United Nations’ 2030 Agenda for Sustainable Development relate to ensuring that people have access to potable water, clean air and good quality soil to meet their basic needs. The quality of water, air and soil must be monitored closely to ensure that human health and the environment are not compromised.

In this area of study you will adapt or design and then conduct a scientific investigation related to chemical equations and/or analysis, which must include the generation of primary data. You will develop a research question related to the production of gases, acid-base or redox reactions or the analysis of substances in water, and adapt or design and then conduct a scientific investigation to generate appropriate quantitative data. You will organise and interpret the data and reach a conclusion in response to your research question.

Assessment

Assessment for Outcomes 1 and 2 may include: annotations of a practical work folio; a report of a practical activity; media response; problem-solving; data analysis; or a test.

Outcome 3 will be assessed by a report of a student-designed quantitative laboratory investigation using a scientific poster.

Pathways

Chemistry Unit 1 and 2 are completed in Year 11. It is expected that students studying Unit 3 and 4 Chemistry have previously achieved a competent standard in both Unit 1 and Unit 2 Chemistry. Acceleration is not available in this subject.

View Chemistry Careers Pathway

Overview

The global demand for energy and materials is increasing with world population growth. In this unit you will investigate the chemical production of energy and materials. You will explore how innovation, design and sustainability principles and concepts can be applied to produce energy and materials while minimising possible harmful effects of production on human health and the environment.

You will analyse and compare different fuels as energy sources for society, with reference to the energy transformations and chemical reactions involved, energy efficiencies, environmental impacts and potential applications. You will explore food in the context of supplying energy in living systems. The purpose, design and operating principles of galvanic cells, fuel cells, rechargeable cells and electrolytic cells are considered when evaluating their suitability for supplying society’s needs for energy and materials. You will evaluate chemical processes with reference to factors that influence their reaction rates and extent. You will investigate how the rate of a reaction can be controlled so that it occurs at the optimum rate while avoiding unwanted side reactions and by-products. You will conduct practical investigations involving thermochemistry, redox reactions, electrochemical cells, reaction rates and equilibrium systems.

Throughout the unit you will use chemistry terminology, including symbols, formulas, chemical nomenclature and equations, to represent and explain observations and data from your own investigations and to evaluate the chemistry-based claims of others.

Link to > VCE Chemistry Study Design

Prerequisites

It is expected that students studying Unit 3 and 4 Chemistry have previously achieved a competent standard in both Unit 1 and Unit 2 Chemistry.

Areas of Study

• What are the current and future options for supplying energy?
• How can the rate and yield of chemical reactions be optimised?

Unit Assessment

• Unit 3 School assessed coursework (SAC’s) 20%
• Unit 4 School assessed coursework (SAC’s) 20%
• Unit 3 and/or 4 Practical Investigation 10%
• Unit 3 & 4 examination 50%

Assessment for Outcomes 1 and 2 may include: a comparison of two practical activities; analysis of an innovation or media communication; problem-solving; or data analysis

Unit 3 or 4 Practical Investigation

A student-designed scientific investigation involving the generation of primary data related to the production of energy and/or chemicals and/or the analysis or synthesis of organic compounds is undertaken in either Unit 3 or Unit 4, or across both Units 3 and 4, and is assessed in Unit 4 Outcome 3. The design, analysis and findings of the investigation are presented in a scientific poster format.

Pathways

Acceleration is not available in this subject.

View Chemistry Careers Pathway

Chemistry Unit 4

Overview

How are carbon-based compounds designed for purpose?

Carbon is the basis not only of the structure of living tissues but is also found in fuels, foods, medicines, polymers and many other materials that we use in everyday life. In this unit you will investigate the structures and reactions of carbon-based organic compounds, including considering how green chemistry principles are applied in the production of synthetic organic compounds. You will study the metabolism of food and the action of medicines in the body. You will explore how laboratory analysis and various instrumentation techniques can be applied to analyse organic compounds in order to identify them and to ensure product purity.

You will conduct practical investigations related to the synthesis and analysis of organic compounds, involving reaction pathways, organic synthesis, identification of functional groups, direct redox titrations, solvent extraction and distillations.

Throughout the unit you will use chemistry terminology including symbols, formulas, chemical nomenclature and equations to represent and explain observations and data from their own investigations and to evaluate the chemistry-based claims of others.

A student-designed scientific investigation involving the generation of primary data related to the production of energy and/or chemicals and/or the analysis or synthesis of organic compounds is undertaken in either Unit 3 or Unit 4, or across both Units 3 and 4, and is assessed in Unit 4 Outcome 3. The design, analysis and findings of the investigation are presented in a scientific poster format.

Link to > VCE Chemistry Study Design

Prerequisites

It is expected that students studying Unit 3 and 4 Chemistry have previously achieved a competent standard in both Unit 1 and Unit 2 Chemistry.

Areas of Study

• How are organic compounds categorised and synthesised?
• How are organic compounds analysed and used?

Unit Assessment

• Unit 3 School assessed coursework (SAC’s) 20%
• Unit 4 School assessed coursework (SAC’s) 20%
• Unit 3 and/or 4 Practical Investigation 10%
• Unit 3 & 4 examination 50%

Assessment for Outcomes 1 and 2 may include: a comparison of two practical activities; analysis of an innovation or media communication; problem-solving; or data analysis

Unit 3 or 4 Practical Investigation

A student-designed scientific investigation involving the generation of primary data related to the production of energy and/or chemicals and/or the analysis or synthesis of organic compounds is undertaken in either Unit 3 or Unit 4, or across both Units 3 and 4, and is assessed in Unit 4 Outcome 3. The design, analysis and findings of the investigation are presented in a scientific poster format.

View Chemistry Careers Pathway

Overview

In this unit you will examine some of the fundamental ideas and models used by physicists in an attempt to understand and explain energy. Models used to understand light, thermal energy, radioactivity, nuclear processes and electricity are explored. You apply these physics ideas to contemporary societal issues: communication, climate change and global warming, medical treatment, electrical home safety and Australian energy needs.

Unit Prerequisites

Year 10 Physics or Year 10 Forensics are recommendations.

Areas of Study

• How are light and heat explained?
• How is energy from the nucleus utilised?
• How can electricity be used to transfer energy?

Overview

How does physics help us to understand the world?

In this unit you explore the power of experiments in developing models and theories. You investigate a variety of phenomena by making your own observations and generating questions, which in turn lead to experiments.

In Area of Study 1, you investigate the ways in which forces are involved both in moving objects and in keeping objects stationary and apply these concepts to a chosen case study of motion.

In Area of Study 2, you choose one of eighteen options related to climate science, nuclear energy, flight, structural engineering, biomechanics, medical physics, bioelectricity, optics, photography, music, sports science, electronics, astrophysics, astrobiology, Australian traditional artefacts and techniques, particle physics, cosmology and local physics research. The selection of an option enables students to pursue an area of interest through an investigation and using physics to justify a stance, response or solution to a contemporary societal issue or application related to the option.

A student-adapted or student-designed scientific investigation is undertaken in Area of Study 3. The investigation involves the generation of primary data and draws on the key science skills and key knowledge from Area of Study 1 and/or Area of Study 2.

Unit Prerequisites

Unit 1 Physics is highly recommended.

Areas of Study

• How is motion understood?
• Options: How does physics inform contemporary issues and applications in society?
• How do physicists investigate questions?

Download > VCE Physics Study Design

Unit Assessment

Assessment tasks for Outcomes 1 and 2 may include a laboratory report, a media response, a problem solving task, experimental analysis, a physics referenced response to a real world issue or a modelling or simulation activity. Assessment for Outcome 3 will be a report of a student-led practical investigation using a scientific poster.

Pathways

It is recommended that both Units 1 &/or 2 be taken as preparation for Units 3 & 4, but Unit 1 is preferred if both cannot be completed. Note that Unit 1 and/or 2 may be completed in Year 10, followed by Unit 3/4 in Year 11.  Students undertaking Physics would be expected to be competent in Mathematics as well as in the Physics components of a Science course.

View Physics Careers Pathway

Overview

How do fields explain motion and electricity?

In this unit students use Newton’s laws to investigate motion in one and two dimensions. They explore the concept of the field as a model used by physicists to explain observations of motion of objects not in apparent contact. Students compare and contrast three fundamental fields – gravitational, magnetic and electric – and how they relate to one another. They consider the importance of the field to the motion of particles within the field. Students examine the production of electricity and its delivery to homes. They explore fields in relation to the transmission of electricity over large distances and in the design and operation of particle accelerators.

A student-designed practical investigation involving the generation of primary data and including one continuous, independent variable related to fields, motion or light is undertaken either in Unit 3 or Unit 4, or across both Units 3 and 4, and is assessed in Unit 4, Outcome 2. The design, analysis and findings of the investigation are presented in a scientific poster.

Prerequisites

It is recommended that both Units 1 & 2 be taken as preparation for Units 3 & 4. Note that Unit 1 and/or 2 can be taken in Year 10 (Unit 1 is the recommended option if both Unit 1 and 2 cannot be completed), followed by Unit 3 and 4 in Year 11. Students undertaking Physics would be expected to be competent in Mathematics as well as in the Physics components of a Science course.

Areas of Study

• How do physicists explain motion in two dimensions?
• How do things move without contact?
• How are fields used in electricity generation?

Download > VCE Physics Study Design

Unit Assessment

• Unit 3 School assessed coursework (SAC’s) 30%
• Unit 4 School assessed coursework (SAC’s) 20%
• Unit 3 & 4 examination 50%

Assessment for Outcomes 1, 2 and 3 may include tasks selected from

• application of physics concepts to explain a model, theory, device, design or innovation
• analysis and evaluation of primary and/or secondary data, including data plotting, identified assumptions or data limitations, and conclusion
• problem-solving, applying physics concepts and skills to real-world contexts
• comparison and evaluation of two solutions to a problem, two explanations of a physics phenomenon or concept, or two methods and/or findings from practical activities.

Unit 3 or 4 Practical Investigation: A student-designed or adapted investigation related to light, fields or motion is undertaken in either Unit 3 or Unit 4, or across both Units 3 and 4. The investigation is to relate to knowledge and skills developed across Units 3 and 4 and may be undertaken by the student through laboratory work.

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Overview

How have creative ideas and investigation revolutionised thinking
in physics?

A complex interplay exists between theory and experiment in generating models to explain natural phenomena. Ideas that attempt to explain how the Universe works have changed over time, with some experiments and ways of thinking having had significant impact on the understanding of the nature of light, matter and energy. Wave theory, classically used to explain light, has proved limited as quantum physics is utilised to explain particle-like properties of light revealed by experiments. Light and matter, which initially seem to be quite different, on very small scales have been observed as having similar properties. At speeds approaching the speed of light, matter is observed differently from different frames of reference. Matter and energy, once quite distinct, become almost synonymous.

In this unit, students explore some monumental changes in thinking in Physics that have changed the course of how physicists understand and investigate the Universe. They examine the limitations of the wave model in describing light behaviour and use a particle model to better explain some observations of light. Matter, that was once explained using a particle model, is re-imagined using a wave model. Students are challenged to think beyond how they experience the physical world of their everyday lives to thinking from a new perspective, as they imagine the relativistic world of length contraction and time dilation when motion approaches the speed of light. They are invited to wonder about how Einstein’s revolutionary thinking allowed the development of modern-day devices such as the GPS.

A student-designed practical investigation involving the generation of primary data and including one continuous, independent variable related to fields, motion or light is undertaken either in Unit 3 or Unit 4, or across both Units 3 and 4, and is assessed in Unit 4, Outcome 2. The design, analysis and findings of the investigation are presented in a scientific poster format.

Prerequisites

It is recommended that both Units 1 & 2 be taken as preparation for Units 3 & 4. Note that Unit 1 and/or 2 can be taken in Year 10 (Unit 1 is the recommended option if both Unit 1 and 2 cannot be completed), followed by Unit 3 and 4 in Year 11. Students undertaking Physics would be expected to be competent in Mathematics as well as in the Physics components of a Science course.

Areas of Study

• How has understanding about the physical world changed?
• How is scientific inquiry used to investigate fields, motion or light?

Download > VCE Physics Study Design

Unit Assessment

• Unit 3 School assessed coursework (SAC’s) 21%
• Unit 4 School assessed coursework (SAC’s) 19%
• Unit 3 & 4 examination 60%

Assessment for Outcomes 1 and 2 may include tasks selected from

• application of physics concepts to explain a model, theory, device, design or innovation
• analysis and evaluation of primary and/or secondary data, including data plotting, identified assumptions or data limitations, and conclusions
• problem-solving, applying physics concepts and skills to real-world contexts
• comparison and evaluation of two solutions to a problem, two explanations of a physics phenomenon or concept, or two methods and/or findings from practical activities.

Unit 3 or 4 Practical Investigation: Communication of the design, analysis and findings of a student-designed and student-conducted scientific investigation through a structured scientific poster and logbook entries.

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Overview

In this unit you will examine the complex nature of psychological development, including situations where psychological development may not occur as expected. You will examine the contribution that classical and contemporary knowledge from Western and non-Western societies, including Aboriginal and Torres Strait Islander peoples, has made to an understanding of psychological development and to the development of psychological models and theories used to predict and explain the development of thoughts, emotions and behaviours. You will investigate the structure and functioning of the human brain and the role it plays in mental processes and behaviour and explore brain plasticity and the influence that brain damage may have on a person’s psychological functioning.

A student-directed research investigation into contemporary psychological research is undertaken in Area of Study 3. The investigation involves the exploration of research, methodology and methods, as well as the application of critical and creative thinking to evaluate the validity of a research study by analysing secondary data. The investigation draws on the key science skills and key knowledge from Area of Study 1 and/or Area of Study 2.

Unit Prerequisites

Any Year 10 Science

Areas of Study

• Area of Study 1: What influences psychological development?
• Area of Study 2: How are mental processes and behaviour influenced by the brain?
• Area of Study 3: How does contemporary psychology conduct and validate psychological research?

Download > VCE Psychology Study Design

Unit Assessment

Assessment for Outcome 1 and Outcome 2 may be selected from a variety of tasks: analysis and evaluation of an experiment or case study, data analysis, reflective annotations, media analysis, literature review, response to a psychological issue or ethical dilemma, modelling or simulation activity, problem solving involving psychological concepts or a report of a scientific investigation.

Assessment for Outcome 3 will be a response to an investigation into contemporary psychological research and how science can be used to explore and validate psychological research questions

Pathways

VCE Psychology Unit 1 and/or Unit 2 can be taken by Year 10 students as an elective but it cannot be counted as one of the 2 compulsory Science units.

Most students entering Unit 3 & 4 Psychology have completed at least a minimum of Unit 1 Psychology.

If you are seeking to commence Psychology studies at Unit 3 you should consult with VCE Psychology teachers Mrs. Macklin, Mrs. Bunning, Ms. Prosser, Ms. Merrett or Mr Vecchio about whether this is appropriate for you. Study of at least one other VCE Science subject at the Unit 1 and 2 level would be required in this case.

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Overview

In Unit 2 you will evaluate the role social cognition plays in a person’s attitudes, perception of themselves and relationships with others. You will explore a variety of factors and contexts that can influence the behaviour of individuals and groups, recognising that different cultural groups have different experiences and values. Students are encouraged to consider Aboriginal and Torres Strait Islander people’s experiences within Australian society and how these experiences may affect psychological functioning.

You will examine the contribution that classical and contemporary research has made to the understandings of human perception and why individuals and groups behave in specific ways. You will also investigate how perception of stimuli enables a person to interact with the world around them and how their perception of stimuli can be distorted.

A student-adapted or student-designed scientific investigation is undertaken in Area of Study 3. The investigation involves the generation of primary data and is related to internal and external factors that influence behaviour and mental processes. The investigation draws on key knowledge and key science skills from Area of Study 1 and/or Area of Study 2.

Unit Prerequisites

Any Year 10 Science, or Unit 1 Psychology (not compulsory).

Areas of Study

• Area of Study 1: How are people influenced to behave in particular ways?
• Area of Study 2: What influences a person’s perception of the world?
• Area of Study 3: How do scientific investigations develop understanding of influences on perception and behaviour?

Download > VCE Psychology Study Design

Unit Assessment

Assessment for Outcome 1 and Outcome 2 may be selected from a variety of tasks: analysis and evaluation of an experiment or case study, data analysis, reflective annotations, media analysis, literature review, response to a psychological issue or ethical dilemma, modelling or simulation activity, problem-solving involving psychological concepts or a report of a scientific investigation.

Assessment for Outcome 3 will be a report of a student-adapted or student-designed scientific investigation using a selected format, such as a scientific poster, an article for a scientific publication, a practical report, an oral presentation, a multimedia presentation or a visual representation.

Pathways

VCE Psychology Unit 1 can be taken by Yr 10 students as an elective but it cannot be counted as one of the 2 compulsory Science units.

Most students entering Unit 3 & 4 Psychology have completed at least a minimum of Unit 1 Psychology.

If you are seeking to commence Psychology studies at Unit 3 you should consult with VCE Psychology teachers Mrs. Macklin, Mrs. Bunning, Ms. Prosser, Ms. Merrett or Mr Vecchio about whether this is appropriate for you. Study of at least one other VCE Science subject at the Unit 1 and 2 level would be required in this case.

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Overview

You will investigate the contribution that classical and contemporary research has made to the understanding of the functioning of the nervous system and to the understanding of biological, psychological and social factors that influence learning and memory.

You will investigate how the human nervous system enables a person to interact with the world around them. You will explore how stress may affect a person’s psychological functioning and consider stress as a psychobiological process, including emerging research into the relationship between the gut and the brain in psychological functioning.

You will also investigate how mechanisms of learning and memory lead to the acquisition of knowledge and the development of new and changed behaviours. You will consider models to explain learning and memory as well as the interconnectedness of brain regions involved in memory. The use of mnemonics to improve memory is also explored, including Aboriginal and Torres Strait Islander peoples’ use of place as a repository of memory.

Prerequisites

Most students entering Unit 3 & 4 Psychology have completed at least a minimum of Unit 1 Psychology. If you are seeking to commence Psychology studies at Unit 3 you should consult with VCE Psychology teachers Mrs Macklin, Mrs Bunning, Ms Prosser or Ms Merrett about whether this is appropriate for you. Study of at least one other VCE Science subject at the Unit 1 and 2 level would be required in this case.

Areas of Study

• Area of Study 1: How does the nervous system enable psychological functioning?
• Area of Study 2: How do people learn and remember?

Download > VCE Psychology Study Design

Unit Assessment

• Unit 3 School assessed coursework (SACs) 20%
• Unit 4 School assessed coursework (SACs) 30%
• End of year examination (50%)

Assessment tasks for Outcome 1 and 2 are selected from: analysis and evaluation of at least one psychological case study, experiment, model or simulation, analysis and evaluation of generated primary and/or collated secondary data, comparison and evaluation of psychological concepts, methodologies and methods, and findings from three student practical activities or analysis and comparison of two or more contemporary media texts.

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Overview

In this unit you will explore the demand for sleep and the influences of sleep on mental wellbeing. You will consider the biological mechanisms that regulate sleep and the relationship between rapid eye movement (REM) and non-rapid eye movement (NREM) sleep across the life span. You will also study the impact that changes to a person’s sleep-wake cycle and sleep hygiene have on a person’s psychological functioning and consider the contribution that classical and contemporary research has made to the understanding of sleep.

You will consider ways in which mental wellbeing may be defined and conceptualised, including social and emotional wellbeing (SEWB) as a multidimensional and holistic framework to wellbeing. You will explore the concept of mental wellbeing as a continuum and apply a biopsychosocial approach, as a scientific model, to understand specific phobia. You will explore how mental wellbeing can be supported by considering the importance of biopsychosocial protective factors and cultural determinants as integral to the wellbeing of Aboriginal and Torres Strait Islander peoples.

A student-designed scientific investigation involving the generation of primary data related to mental processes and mental wellbeing is undertaken in either Unit 3 or Unit 4, or across both Units 3 & 4, and is assessed in Unit 4 Outcome 3.

Prerequisites

Most students entering Unit 3 & 4 Psychology have completed at least a minimum of Unit 1 Psychology. If you are seeking to commence Psychology studies at Unit 3 you should consult with VCE Psychology teachers Mrs. Macklin, Mrs. Bunning, Ms Prosser or Ms Merrett about whether this is appropriate for you. Study of at least one other VCE Science subject at the Unit 1 and 2 level would be required in this case.

Areas of Study

• Area of Study 1: How does sleep affect mental processes and behaviour?
• Area of Study 2: What influences mental wellbeing?
• Area of Study 3: How is scientific enquiry used to investigate mental processes and psychological functioning?

Download > VCE Psychology Study Design

Unit Assessment

• Unit 3 School assessed coursework (SACs) 20%
• Unit 4 School assessed coursework (SACs) 30%
• End of year examination (50%)

Assessment tasks for Outcome 1 and 2 are selected from: analysis and evaluation of at least one psychological case study, experiment, model or simulation, analysis and evaluation of generated primary and/or collated secondary data, comparison and evaluation of psychological concepts, methodologies and methods, and findings from three student practical activities or analysis and comparison of two or more contemporary media texts.

View Psychology Careers Pathway